Apprenticeship Levy

Seema Malhotra Excerpts

Wednesday 22nd November 2023 Westminster Hall

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

I pay tribute to the hon. Member for Stoke-on-Trent North (Jonathan Gullis) for securing this debate. I know he cares deeply about the issue; his experience and expertise certainly came through in his speech.

I also acknowledge the contributions from other Members, particularly the hon. Members for Strangford (Jim Shannon) and for Waveney (Peter Aldous) and the right hon. Member for Suffolk Coastal (Dr Coffey). It is interesting that there almost seems to be a consensus that there is a need for some reform and refinement of the system. The issues raised have included access for people who may be from more disadvantaged backgrounds or who may not have the standard qualifications; access for SMEs; the need for flexibility; the potential for shorter courses; the retention of apprentices after their apprenticeship starts; making sure that people are able to complete their apprenticeship; and recognising that this is a mode of work and study that seems to be catching on with the older generation, as the right hon. Member for Suffolk Coastal commented. The oldest apprentice I have heard about was 73 years old.

I also recognise the work of the Association of Colleges and the all-party parliamentary group on further education and lifelong learning, which the hon. Member for Waveney leads. He made a very important point about the need to respond to changes in the economic landscape. I hope that I will be able to address a number of those issues in my remarks.

Labour believes that apprenticeships are a gold standard in skills development, incorporating both on and off-the-job training. Apprenticeships are transformative for social justice, career progression and business growth. Of course, the greatest advocates for apprenticeships are apprentices themselves. UCAS recently reported that 63% of apprentices were likely to recommend the training route to others. Research by the apprenticeship provider Multiverse found that 78% of businesses that hire an apprentice say that it has a positive impact on their organisation.

As shadow skills and further education Minister, and before, I have appreciated meeting and hearing from apprentices in different sectors around the country and learning from their experiences. That includes those in my constituency, those working at Heathrow, those on nursing apprenticeships at Hugh Baird College in Liverpool, and those at the Newcastle Aviation Academy, which I visited last week. They have told me how life-changing apprenticeships are and how they allow people to earn while they learn, give them specialist skills and empower working people, their regions and the country’s economy at the same time as teaching valuable employability skills and giving important workplace experience. At the same time, they support the employer’s development of the workforce, closely aligning training with skills needs.

The Labour party knows that apprenticeships are one of the most valuable tools we have to break down barriers to opportunity and shatter the class ceiling. Right now, the way the apprenticeship levy works is letting down working people, our businesses and our economy. The Conservatives have overseen a decade of decline in skills and training opportunities. Businesses are unable to fill job vacancies, and are held back by a lack of people with the skills they need. The Tories’ failure on skills is holding back our economic growth.

Apprenticeship starts have plummeted, with 200,000 fewer people starting these training opportunities. Since the introduction of the levy, intermediate apprenticeship starts have been slashed by 69%. Seven in 10 students miss out on professional careers advice, making it even more difficult for young people to discover pathways with good prospects, such as apprenticeships. At the same time, employers have surrendered more than £3 billion to the UK Treasury since 2019 in apprenticeship levy cash that they were unable to spend. According to the Government’s own findings, more than one in 10 employers report at least one skills gap.

Research by City & Guilds and the charity the 5% Club early this year found that a staggering 96% of businesses wanted to see a change to the levy, with just 4% of employers spending their full apprenticeship levy funding. SMEs have been hit hard, with apprenticeship starts in small businesses down 35% since the introduction of the levy. New data also shows that less than one in 50 apprenticeship starts in the past academic year were funded through transfer from levy-paying organisations to smaller businesses.

Today, the Government announced £50 million more investment for apprenticeships, in a pilot with Make UK and others. Investment in apprenticeships is always welcome, but I await more details. Perhaps the Minister will have some. We do know that £50 million does not scratch the surface of the £3 billion handed back to the Treasury. It is important to understand what these new pilots will address.

Just this week, there were announcements of levy reform at a time when we have the botched reform and defunding of the level 2 and level 3 qualifications, as well as a decline in apprenticeship starts. That is an issue, because our number one priority as a nation must be to grow our economy and to achieve the higher living standards and better public services that our constituents deserve. That requires investment in skills.

We have a proud record on boosting skills and training opportunities. We removed the age cap of 25 on apprenticeships, and ensured that work experience was compulsory for every student. Boosting Britain’s skills will similarly be a national priority for the next Labour Government, led by a new national skills body, Skills England, bringing together our regions, businesses, training providers and unions to drive the ambitions and skills of our industrial strategy and green prosperity plan. That is why we will also transform the apprenticeship levy into a growth and skills levy. Under our proposed system, companies will have the freedom to use up to 50% of their total levy contributions on non-apprenticeship training, with at least 50%—or 100%, if they wished—reserved for apprenticeships. SMEs that do not pay the apprenticeship levy would continue to receive 95% co-payments. We believe that that would give businesses the flexibility that they are asking for and would allow them to train their workforce, deliver growth, create modular skills in priority areas such as green skills, digital skills, social care and childcare and create functional skills and pre-apprenticeship training. It would tackle key skills gaps that hold back individuals and organisations.

The Minister will be well aware of the calls across business and education for greater flexibility in the levy, but let me remind him of some of them. The Manufacturing 5 have called for more flexibility. During National Apprenticeship Week, the British Retail Consortium, techUK and others called for more flexibility. Calls came from the Co-operative Group and City & Guilds in February, the British Chambers of Commerce and Superdrug in August, and the Chartered Institute of Personnel and Development in October. Despite the Government’s best efforts in recent days to resist reform through a couple of half-hearted calculations about our policy, the chief executive of the Learning and Work Institute said that the Government’s analysis was

“pretty simplistic and we need a bit more of a nuanced analysis.”

Opportunity for all, skills for business, and growth for our regions and our country—that is what lies at the heart of our reforms. What a contrast they would be with this Government. We plan and will build growth from ordinary people, for ordinary people. We will back young people by expanding opportunities and boost Britain’s skills to meet the economy’s needs over the next decade. That is how we will get Britain’s future back.

--- Later in debate ---

[Robert Halfon]

I would be very happy to write to the hon. Gentleman, and I respect the thoughtful way he set out his remarks today.

The hon. Member for Feltham and Heston quoted organisations that do not like the levy. I have a whole list of businesses that do like the levy and use it brilliantly. Virgin Atlantic has used the levy extensively.

[Seema Malhotra]

It was a call for flexibility. It is not the case that they do not like the levy.

[Robert Halfon]

That is a fair point. I just want to point out that many businesses not only support the levy and have used it effectively, but recognise the flexibilities that we have introduced. For example, Virgin has created an apprenticeship programme that attracted 500 engineering apprenticeships alone. I think the apprenticeship levy is like the Ronseal advert, which is one of my favourites: it does what it says on the tin. As I said, 98% of the apprenticeship budget was spent in the last two years. It is clear that employers understand this message well.

I know the value of apprenticeships to young people and under-25s. As I say, they continue to make up over 50% of starts, and just under 70% of starts are at levels 2 and 3. It is important to mention that we are spending billions of pounds not just on the apprenticeship offering and the 680 apprenticeship standards, but on skills bootcamps, T-levels and higher technical qualifications—all Government investment in skills.

The hon. Member for Feltham and Heston spoke about careers. We have introduced the Baker clause to ensure that schools encourage students to do apprenticeships. The awareness of apprenticeships in schools has now rocketed up, although there is lots more work to do. We have the apprenticeship support and knowledge, or ASK, network, reaching 2,300 schools and something like 625,000 pupils, ensuring that they know about apprenticeships. I visited the Oasis Academy to see that. We have also worked with UCAS to introduce the UCAS apprenticeship scheme, which will bring a dramatic transformation in the take-up of apprenticeships, because people will be able to access them when they decide to go to university.

Hon. Members have also spoken about apprenticeship achievement volumes, which are substantially higher than they were the previous year—in 2022-23, they are up by 20%—so we are doing a lot to drive up the achievement rate, which I know my right hon. Friend the Member for Suffolk Coastal cares about. We also have £7.5 million of investment in professional development to support the workforce.

My hon. Friend the Member for Stoke-on-Trent North talked about English and maths skills. He rightly challenged me, and if he does not mind I would like to challenge him back. I absolutely believe that people need basic English and maths if they are to do an apprenticeship. He wants that to happen in schools, and with the advanced British standard people will be learning English and maths till the age of 18, so we should have the same for apprenticeships. We should not say that one group of people does not have to do English and maths because it is too much of a burden, but that it should happen in schools, which my hon. Friend cares about. He will be pleased to know that we are increasing the English and maths funding rate for apprentices by 54% to match the adult education budget. That will kick in from January 2024.

I have talked about removing the regulation on small businesses. We have an expert provider pilot to allow the best providers to offer more support to SMEs. We have a transformation in degree apprenticeships. We created degree apprenticeships—those are my two favourite words in the English language. There have been 200,000 starts at levels 6 and 7 since 2014, and starts are almost 9% higher than last year. We are investing an additional £40 million to support more people to access degree apprenticeships.

The hon. Member for Feltham and Heston spoke about social justice, which is why I am such a passionate supporter of apprenticeships—it is what motivates me. We increased the apprenticeship care leavers bursary to £3,000 this August and, as I said, we give £1,000 to employers and providers who take up apprenticeships; that is very welcome.

I really hope the hon. Lady moves away from the policy that the Labour party announced on skills. As I said, you had a target of 50% of people going to university because Labour believed it to be the only route to success. That led to the growth of poor-quality university courses, although of course most of our universities provide excellent courses. That was all about quantity over quality. The DFE analysis has found that your apprenticeship policy would slash the number of apprenticeship starts.

--- Later in debate ---

[Robert Halfon]

DFE analysis has shown that the policy the hon. Member for Feltham and Heston is suggesting would reduce the number of apprenticeship starts by 140,000 per year, cutting them in half. The reality is that the moment the apprenticeship levy is diluted, there will be gaming of the system and much less spending on apprenticeships. The policy would undermine the apprenticeship starts that the hon. Lady says she is so keen to increase.

[Seema Malhotra]

I return to the quote I shared from the CEO of the Learning and Work Institute, who said that the Government’s analysis of our policy was pretty simplistic and that we need a bit more of a nuanced analysis. There is a long way to go before that analysis challenges our policy and the outcome it would achieve. We should remember that it is up to 50%. For those who spend their full apprenticeship levy, it does not say that they have to spend it any other way.

[Robert Halfon]

The reality is that if the levy is diluted and people are allowed to spend it on skills, there will be thousands and thousands fewer apprentices. As I say, I want the apprenticeship levy to do what it says on the tin: it should be a levy that supports the take-up of apprenticeships. I want to build an apprenticeship nation.

Oral Answers to Questions

Seema Malhotra Excerpts

Monday 23rd October 2023 Commons Chamber

[Mr Speaker]

I call the shadow Minister.

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

Increasing the take-up of higher technical qualifications is desperately needed, with low take-up leading to persistent skills gaps and holding back economic growth. Colleges, which we were proud to celebrate during Love Our Colleges Week, tell us of issues affecting take-up, including a lack of quality careers advice, challenges with stable staffing and late course approvals. With the UK seeing only 10% of adults whose highest qualification is between level 3 and level 6—the sixth lowest rate in the G7—should not the Government address their cuts to careers advice, as Labour will, so that young people do not miss out because they hear about opportunities far too late?

[Robert Halfon]

I congratulate the hon. Lady on her new position, but I genuinely do not know what planet she has been living on these past few years. We introduced higher technical qualifications and are transforming qualifications across the country. We introduced T-levels and spent £90 million to transform careers advice. Ninety per cent of schools are in a careers hub, and we have the National Careers Service. We are doing a lot of work to support careers, and we are spending something like £3 million to ensure that apprenticeships and skills are taught in schools up and down the country—more than 2,000 schools and 680,000 pupils. We are doing huge amounts on careers, and we are the people who transformed skills in our country.

Further and Higher Education Students: Cost of Living

Seema Malhotra Excerpts

Tuesday 19th September 2023 Westminster Hall

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

It is a pleasure, Sir George, to serve under your chairship today and to speak on behalf of my hon. Friend the Member for Warwick and Leamington (Matt Western).

I start by congratulating my hon. Friend the Member for Sheffield Central (Paul Blomfield) on securing this extremely important debate, on all his campaigning on this issue and on his deep expertise in it, which has been of such value to the House. He has highlighted so many issues, as have other hon and right hon. Members, including the creaking nature of the student support system, the impact of increased hours of paid employment, impacts on life chances and wellbeing, and impacts on international students. I pay tribute to the work of the all-party parliamentary groups for students and on further education and lifelong learning. It is wonderful to see the chair of that APPG, the hon. Member for Waveney (Peter Aldous), here and to recognise the contribution that he has made.

We have had strong contributions, including from my right hon. Friend the Member for Newcastle upon Tyne East (Mr Brown), the hon. Member for Worcester (Mr Walker) and Chair of the Education Committee, my hon. Friends the Members for Liverpool, West Derby (Ian Byrne), for Cambridge (Daniel Zeichner) and for Leeds North West (Alex Sobel), and the hon. Member for Strangford (Jim Shannon). I also pay tribute to the work of the Sutton Trust, MillionPlus and other important research organisations. I note the vital role performed by universities and further education colleges in supporting students and their life chances, especially through this difficult time, as well as their key role in our education system and economy, and their support for businesses, our industrial strategy and our regional growth agendas across the country.

I am concerned that students have been an afterthought through the pandemic and then through the cost of living crisis. Inflation has skyrocketed into double digitals. The inflation rate for food items stands at 14.9%. We know that the causes of the cost of living crisis, while partly global, can be traced to choices that successive Conservative Governments have made that have reduced our resilience, and this is an important debate for us to continue to have. The situation is even more acute with our need as a nation to look at how we grow the economy and to ensure that we have opportunities at every stage.

A report released just last week by the Higher Education Policy Institute found that universities are being forced to take steps to support their students during the cost of living crisis that were previously unthinkable, whether that is having a food bank or recognising that many need food vouchers. It begs the question: which part of Britain is not broken? It is important to recognise that this impacts the ability of those institutions to support that transformational potential, which is their purpose of supporting students to take advantage of learning and improve their life chances. ONS research found that the cost of living crisis affects students’ academic performance, skills development, and health and wellbeing.

I will close with a few questions to the Minister, because he will see that the evidence clearly points to the negative impacts of the crisis on our students. The Conservative party should have solutions that are in line with, and part of, how we grow the economy, which is the first mission that we will have as a Labour Government. Has the Minister looked at which students are most impacted by the cost of living crisis? Will he take this opportunity to commit to an equality impact assessment of the impact of rising prices on students? What assessment has he made of the cost of living crisis on discouraging applications from students for certain courses, as has been raised by MillionPlus? How is he working with the FE and HE sectors on the challenges that they and their students are facing? I look forward to the Minister’s response.

Financial Education in Schools

Seema Malhotra Excerpts

Wednesday 6th September 2023 Westminster Hall

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

It is a pleasure to serve under your chairship, Dame Angela. I congratulate the hon. Member for Broadland (Jerome Mayhew) on securing this important debate. I support his calls for greater awareness and more ways to embed financial education in our school curriculums and for the resources to help deliver that. He laid out a strong case in terms of the impact on young people’s lives.

I, too, had no financial education at school. Two parts in my life were instructive. The first was when I opened my first bank account as a child. I remember the Midland bank and the sports bag I was given. Maybe I am old-fashioned, but that was a physical thing, with a pencil case, clipboard and folder in it, and it was symbolic to me of growing up. With that, come new conversations.

The second involved my father, an engineer who became a small businessman. We grew up above our shop, so we had a sense of the transactions within it. My father went on to become an independent financial adviser. He worked from home, and hearing conversations about personal equity plans and ISAs in the home environment does create an awareness of those things. The hon. Member is right, and those of us who have worked cross-party on some of these issues recognise, that that awareness of and contact with such discussions and debates is extremely important from a young age.

The debate comes in the midst of a cost of living crisis, where people are having to consider more than ever their budgeting skills, their use of credit and debt and their savings. In the 2022-23 young persons’ money index, 70% of young people said they were more anxious about money and finances due to the cost of living crisis. That rose to 83% for 17 to 18-year-olds. That is hugely instructive. Alongside the conversations about how much to save at the age of 18—every pound saved at the age of 18 is going to have a much bigger impact on a pension than one saved in later years—we also have to recognise that young people are struggling so much to make ends meet for themselves and their families that some of these conversations can be lost. We have to make sure that we embed skills for life in our education and have policies that make sure people can save from an earlier age.

Helping to build an understanding of financial matters, advice and support, and resilience is exactly what financial education teaches. It is a tool of financial inclusion. I refer to my entry in the Register of Members’ Financial Interests, where I have recorded that I am a commissioner on the Financial Inclusion Commission. We know that, without vital early education, young people are likely to struggle to achieve financial literacy as part of their life skills.

The hon. Member for Broadland referenced the University of Cambridge research, which shows that children establish attitudes to money by the age of seven and behaviours towards money by the age of 14. Even if there is financial education in schools, those attitudes are increasingly important for understanding how much young people will take it on board and choose to engage with it. Headteachers tell me that young people are making choices about the value of their education at a much younger age—even from 11 or 12. We have to think about that when looking at primary schools, and I will reference primary schools in my constituency.

It is important to see the impact of apps such as GoHenry, which my nephew, Karan, uses. I am still a bit old-fashioned—I like to hold physical things. It is, however, impactful and important to have new ways in which young people are thinking about their finances. The Money and Pensions Service has set a national goal to see 2 million more children and young people getting a meaningful financial education by 2030. I would like to see that goal accelerated.

Financial education is hugely significant because it is also part of the social mobility puzzle. The Centre for Financial Capability has found that children with low financial literary scores tend to come from poorer areas, but education can see savings rise significantly. We have made progress, but I would argue that it is not enough. It is important that we find new ways to tackle the challenges to effective delivery of financial education.

Although financial education now has a limited statutory status in secondary schools, a survey of teachers for the all-party parliamentary group on financial education for young people—as the hon. Member for Broadland will know—found that two fifths or so of teachers are unaware of their statutory duty to deliver financial education. Among those who are currently not delivering financial education in schools, training, time and funding were identified as key barriers.

I want to thank some of the providers and campaigners for change, such as Quentin Nason of City Pay It Forward, which partners state schools with finance and business professionals to help make connections for financial education and show what it can mean in terms of the professions that young people might choose later in life. However, charities and the private sector should not be picking up the pieces as a result of Government neglect, and nor should they be addressing the difficulty of implementing financial education for our schools and teachers. There needs to be a bigger plan. Some of the issues raised by other experts have included the experience of teaching in schools being variable; resources being fragmented; teachers not having confidence; and schools still being stuck in covid recovery, which is impacting what they see as extras to the curriculum.

I will share a few bits of feedback that I have had from schools in my constituency. A good example comes from Isleworth & Syon School, which is just outside my constituency, but a lot of my young people will be going there. There is a positive story there about formal, structured units of learning on financial literacy in year 10. Every student receives lessons over eight weeks in year 10, covering topics such as wages, tax, budgeting, debt and borrowing, and ethical consumerism. Sixth-form students receive additional lessons on budgeting before they head off to university or apprenticeships. The importance of the integrating financial education within the wider curriculum is also recognised, including in weekly maths lessons, where it can have an impact, and within economics and business lessons.

Other headteachers, however, have said that although that is important, it does not cover everybody, and we need to have a broader and more consistent view for pupils across our education system. One school told me about the positive impact of Martin Lewis’s donation of class textbooks to every state secondary school about four years ago. They are still being used, because they provide invaluable guidance both for students and for personal, social, health and economic education teachers. I pay tribute to Martin Lewis for his efforts in this regard.

When I asked schools about the impact of financial education on pupils, the response was very interesting. The feedback was that pupils really liked to learn about financial topics; teachers say they know that because the pupils asked many more questions and gave really good feedback at the end of the sessions. However, schools also recognise that it takes highly skilled teachers to teach these topics well, and they struggle to access and afford those teachers.

I was also very interested to hear from Cranford Community College and Logic Studio School in my constituency. Logic Studio School runs an investment club and wants to see all of its pupils becoming financially literate. It says that financial literacy is a non-negotiable skill that we must all acquire, which it believes can be achieved only by making financial literacy a focus in education. It talks about partnerships with charities such as MyBnk and with Quilter asset management to give students a stronger background—but, again, that is piecemeal and based on whatever it can manage within the constraints of the wider school context.

Primary schools are also vital. Southville Primary School shared with me details of how, within its PSHE teaching, it encourages children to explore money and shopping, including where people get their money from and different sources of income. It has also participated in Young Enterprise Week, whereby groups of year 6 students are given a small budget and have to invest it in developing a product or service. I pay tribute to Young Enterprise in its 60th anniversary year. The all-party parliamentary group on entrepreneurship, which I chair, launched a very important report with Young Enterprise on applied learning, with recommendations that I hope the Government will continue to assess.

Financial education must be considered in the context of broader challenges that we cannot ignore. When we talk about the quality of teaching, we must recognise that teacher vacancies have more than doubled under this Government. There are more than 2,000 temporarily filled posts a year, teacher recruitment targets have been missed again and more teachers are leaving our classrooms than entering them. Earlier this summer, teachers in Hounslow told me that there were about 1,100 vacancies for teachers within a 10-mile radius.

It is not just about recruiting teachers. The lack of retention of teachers is also causing huge instability when it comes to important learning in our schools. That is why what Labour has outlined, including using the money from ending private schools’ tax breaks to support recruitment in our schools to plug the skills gaps, is really important for how we deliver education. That has to be part of the context in which the Minister responds.

I am also very proud that Labour has announced that it would urgently commission a full expert-led review of curriculum and assessment, to ensure that every child has a broad curriculum. Under Labour, young people will learn practical life skills of the kind that the hon. Member for Broadland outlined, such as pension planning, understanding credit scores, applying for a mortgage and understanding employment and rental contracts.

Financial literacy is more important than ever. It is not just about numbers; it is about life skills, security and future opportunities. It is also about us, as policymakers, being ambitious for our young people and their future, and about recognising that financial education is a key part of how we close the prosperity gap rather than increasing inequality for future generations. It is vital that we equip our young people, such as those in Feltham and Heston, with the financial education that will stay with them for life.

Oral Answers to Questions

Seema Malhotra Excerpts

Monday 17th April 2023 Commons Chamber

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

Learning opportunities should be there for everyone everywhere, yet since 2010 almost 4 million fewer adults have taken part in learning, thus holding back their learning and economic potential and our country’s productivity. It has been a decade of decline, which we cannot afford to continue, so will the Secretary of State back Labour’s plans for a better skills system, working for people and businesses across the country, starting with the urgent reform of the apprenticeship levy, which she will have heard criticisms of, just as we have?

[Gillian Keegan]

The hon. Lady may have some different figures, because 5.4 million people alone have been trained as apprentices and about half of them have been adults. But we have done a lot to reform our skills system, working with 5,000 employers to make sure that business and education meet. We are very happy with the reforms we are making and think they will offer a lot more opportunity for lifelong learning to support adults with the skills they need.

Catch-up Premium

Seema Malhotra Excerpts

Tuesday 15th June 2021 Commons Chamber

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

I pay tribute to our teachers and children for the sacrifices that they have made during the pandemic.

I am proud that Labour has set out proposals for a children’s recovery plan to invest in opportunities for every child to play, learn and develop. Young people have lost out on education, sport, friendship and simply being young. They have missed more than half a year of in-person schooling. I struggle to see how the Government can even begin to imagine how less than half an hour of tutoring a fortnight can make up for such a loss of education.

The Collins report calls for an investment of £15 billion—or £700 per pupil—over three years to support children’s recovery, so why have the Government announced only a 10th of what the widely respected Sirusb Kevan said is needed? Breakfast clubs, new activities for every child, quality mental health support, small-group tutoring for all who need it and continued development for teachers, along with making sure that no child goes hungry—all elements of Labour’s plan—are needed throughout the country.

The impact on children is being much more widely felt, with grassroots football clubs such as Bedfont Eagles telling me how their coaches are picking up the pieces, supporting children who come back to play football and other activities for the first time, having lost confidence. Last week, I heard of a 15-year-old girl who has not been downstairs and hardly left her bedroom for almost a year because of fear and anxiety resulting from mental health conditions exacerbated during the pandemic. She, her friends and others need a plan for their personal and educational recovery, so that they are not affected for the long term.

Sport is vital to our young people’s wellbeing and health. The Schools Active Movement has conducted research, with the participation of more than 10% of schools throughout the country. The movement is concerned that there is still no plan from the DFE for a primary sports premium next year, as raised by my hon. Friend the Member for Wirral South (Alison McGovern). I understand that the Government have not confirmed funding for school games organisers beyond October. The data from the research is horrific: 84% of PE teachers say that physical fitness is worse—indeed, in Feltham and Heston the proportion is 97%.

We must continue to tackle the digital divide. In Hounslow, months before a single laptop from the Government appeared, we came together as a community to help to donate laptops for the children who needed them but did not have a device at home on which to study. There is still no proper long-term, affordable schools connectivity plan to give pupils and teachers the ability to address the issue. Children need a Government who are on their side now and for their future. We need to go beyond mere words. With just a few short weeks till the end of school term, decisions need to be taken now and plans put into action. Schools need clarity on funding, and they need it now.

School Closures: Support for Pupils

Seema Malhotra Excerpts

Wednesday 13th January 2021 Westminster Hall

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

It is a pleasure to serve under your chairship, Dame Angela. I, too, congratulate you on becoming a dame in the new year’s honours, which was very well deserved. I thank and congratulate my hon. Friend the Member for Warwick and Leamington (Matt Western) on securing the debate and on his opening remarks, which covered all the issues that I believe need to be addressed. I also thank and congratulate my hon. Friends the Members for Ilford North (Wes Streeting) and for Mitcham and Morden (Siobhain McDonagh) on their work on this issue.

This is an urgent issue, and one that many colleagues have been talking about since the start of lockdown. Just yesterday I heard from one of my headteachers, who said that she was still waiting for the 114 laptops that the school had ordered and that were due to arrive last Wednesday. That is despite assurances given to Members of Parliament that laptops should arrive within 48 hours of being ordered. It is clear that the Government have inexplicably failed to plan ahead, once again putting kids last, not first, in this pandemic.

I am also disappointed that the Government seemingly took their foot off the accelerator in supporting kids to learn at home, following the easing of lockdown. They had a woefully slow start in March, which is on public record, with only 51,000 of the 200,000 laptops promised in March delivered by the end of May. I had to put in a freedom of information request to find that out. That was compounded by chaos in the supply of free school meals during lockdown, and a lack of guidance for teachers and support for parents.

Roll the clock forward nine months and it appears, on one level, that not much has changed. Incremental progress has been made, but it is utterly piecemeal and still far too confused. That has continued to be a hallmark of this Government. While the Department for Education should be making administrative decisions with clarity and forward planning, it instead lurches from crisis to crisis. It is not an excuse to say that the new variant took us by surprise, because a variant was expected. The NHS had sought to plan ahead; the rest of the Government clearly had not.

I do not want to hear today from the Government—I am sorry to be stern about this—about what has gone on that is to be applauded: the Oak National Academy, BBC provision, and Google, Microsoft, Amazon Web Services and others putting on learning options. Much of that learning also has to be focused and directed by teachers, and it has to be accessible. To do that, we need laptops and broadband sufficient for every child, not every household, because every child has to be online and has to be able to learn for as many hours as they need.

We need an honest and clear conversation about what is not going well, and how the Government need to tackle the remaining gaps at the speed and scale needed. First, the Government must have a proper plan to support hybrid and remote learning, because this issue is not going away. There has to be a long-term and sustainable solution for the provision of laptops and devices to all children who need them. That includes the broadband connectivity that will be required not just during the lockdown, but on an ongoing basis. The virus is going to be with us for at least this year and maybe well into the next academic year.

When I say every child, I mean every primary and secondary school pupil. It may be that they cannot get access because a sibling is using the home computer or laptop to study, or a parent might be using it to work at home. Those are the same families that might have used free wi-fi in libraries but, under the current circumstances and conditions, cannot do so. Children are also on cycles of lockdown and self-isolation. We have seen that all the way through since September. As many as 20% could have been off in one day due to the need to self-isolate.

Catching up is also vital, and I congratulate the Sutton Trust and others on the work they have done. Research by the National Foundation for Educational Research showed that at the start of last term, poorer pupils were three months behind on their learning, showing that the digital divide plays a huge part in poorer children falling behind. As well as keeping up, they also have to catch up. They need the time to be able to study in order to do that.

Secondly, laptop support must be at scale and of quality. I am surprised at the number of complaints from teachers about the spec and quality of laptops they have received, and the difficulties they had in reimaging them and getting their children online. Will the Minister outline the quality of provision the Government are providing, the tests and criteria they have set out, and how they are monitoring complaints received from schools, in order that those issues can be ironed out for further cycles?

The benefits are clear and it is heartening to read what children have to say. Last April, in the gap between the start of lockdown and laptops starting to arrive, local charity Hounslow’s Promise started a scheme to secure business and individual donations of laptops. That project is ongoing, working with the Hounslow Education Partnership of headteachers.

I want to quote Victoria Eadie, chief executive officer of the Tudor Park Trust, who has worked on the project from the start:

“During the first lockdown when we rolled out the first computers in April we saw significantly increased engagement in learning by pupils who previously had no access… They went from no engagement to medium or full engagement. It made a huge difference.”

The feedback from young people has also had an impact and has led to the project continuing. One pupil said:

“Before I received a laptop from school, I was struggling to complete work that was being sent by post. This meant it was difficult for me to complete my work and receive feedback. Once I received my laptop it was easier to do my work and access help online. I am very grateful for the laptop; my mum is also very grateful as my little brother also uses it for his learning.”

Another pupil said:

“It has been absolutely brilliant. I was stressed because I couldn’t do the work as I only had my phone. Now I can do the home learning.”

A third pupil said:

“This is a life saver because I travel between mum and dad and this makes it possible for me to keep up with my schoolwork in either home.”

Thirdly, we need a proper plan for connectivity. We need to tackle data poverty. That is not an unknown inequality, yet it is another social injustice that the pandemic has shone a light on, dividing rich and poor, and haves and have nots, whether young or old. Children who are unable to learn from and with their parents are learning far more slowly than their peers.

I believe there is a lot more to do to ensure that there is a sustainable solution. I appreciate and am grateful for the support from Three and others, which are now coming together with the Government to provide some free access to broadband during this period, but there has to be a solution that is ongoing and sustainable. We need a proper national schools connectivity scheme at low or no cost, so that schools can be confident that they will be able to support all their pupils to get online.

This is indeed an unsettling time for children, and it would be hugely beneficial and easily achievable for tech firms and broadband suppliers to help children stay connected to their school and their friends. Not only will it support their learning; it will positively impact on their confidence and wellbeing.

[Dame Angela Eagle (in the Chair)]

I warn everybody that there are drop-outs from the call list, so the next person I will call to speak is Kate Osborne. First, I call Tracy Brabin.

--- Later in debate ---

[Wes Streeting]

Well, that really does bring me on to the final section of my speech, which is about the performance of the Education Secretary and his leadership. I thought it was appalling, actually, to announce on the Floor of the House to parents across the land that if they were dissatisfied they should pick up the phone and ring Ofsted, without even speaking to Ofsted first. Its inboxes have been absolutely flooded, and no doubt its phones are ringing off the hook—interestingly, not so much with people ringing to complain, but with parents horrified at the heavy-handed treatment of the Government ringing to say, “I want to say thank you for the work that my school and the teachers are doing.”

There has to be a focus on standards. I strongly agree with what the right hon. Member for Tatton (Esther McVey) said about the importance of education, and of consistently high-quality education. I have heard from young people themselves examples of where the standard has fallen well short of what is provided by other schools. We should make no bones about challenging that, but the Government have to support schools to provide that high-quality education.

The truth is that, while schools have bust a gut for their pupils throughout this crisis, the Secretary of State for Education has either been missing in action or actively harmful to the work that schools have been doing. He was too slow to act on funding and support, so headteachers in particular had difficult decisions to make about the funding of safety measures versus the funding of ongoing learning and teaching, particularly in the context of rising staff costs because of regular staff having to self-isolate and the need to recruit more expensive supply cover.

It is also about the lack of planning and preparation. The Opposition recognise, and have always recognised, that lots of challenges are thrown up by this pandemic that make Ministers’ lives really difficult, but when someone is a Secretary of State, particularly in a crisis like this, when they have all sorts of things coming at them and their Department, it is their job to sit around the Cabinet table, listen to what is going on, understand the spread of the virus and the challenges it poses for their Department, and look ahead, forward plan, scan the horizon, and think: “What do I need to do now to make sure that the interests governed by my Department aren’t harmed further than they need to be? What action can I take to mitigate?”

The truth is that too often the Secretary of State has not had a plan A, let alone a plan B. That was clear in the case of exams. Right now, children and young people need to know what they are working towards and they still do not. Even with the letter published this morning to Ofqual and the evidence that the Secretary of State has given to the Select Committee on Education, they still do not know quite what they are working towards.

This is a Secretary of State who announced—in fact, I think the Prime Minister gazumped him; I am not even sure that the Secretary of State knew what was going on—that exams were to be cancelled in the week when pupils were sitting BTEC exams. It is almost as if the Secretary of State and the Prime Minister had never heard of BTECs, but pupils and students were going off to sit their BTECs, wondering on one evening whether they would be invited to turn up at school or college the next day.

It seemed to me that it was only when the Government were reminded that BTECs existed that they thought to say something about it. Even then it was not a clear direction; it was up to schools and colleges. What chaos! We said to the Government long before Christmas, “You need a plan A for exams to go ahead, and they need to go ahead fairly. We know it’s difficult, but you need to try to mitigate the amount of lost learning.”

[Seema Malhotra]

Will my hon. Friend give way?

[Wes Streeting]

I am probably a bit short of time. Is it okay, Dame Angela?

[Wes Streeting]

I will give way just once, in that case.

[Seema Malhotra]

My hon. Friend is making a very important point about the chaos and confusion caused at the time of the BTEC exams in January. I had three schools that each told me something different. The first told me that it had stopped the exams, the second that they were going ahead, and the third that it was asking children to choose whether they wanted to sit them. That is utter chaos for secondary schools, all within one constituency.

[Wes Streeting]

I strongly agree, and it was desperately unfair on students. I think we all remember the stress of exams, however long ago they were. I cannot imagine what those students—who, on the eve of an exam for which they were preparing, were not even sure whether it would take place—have been through. It seemed that BTEC students were a total afterthought, but frankly so were all other students across the country. We said to the Government, clearly, “You need a plan A for exams to go ahead, and to go ahead fairly, but it may be, through circumstances beyond your control and the spread of the virus, that they can’t happen, so you need a plan B.”

What we see now, after the Prime Minister cancelled exams, is that not only was plan A deficient, but there was no plan B in existence. Only now are the Government scrambling to make it right. We had a hasty announcement from the Secretary of State before Christmas that there would be a working group to look at the inequalities and the challenges presented for sitting exams. That work has probably been overtaken somewhat by subsequent announcements. The fact is that we never saw the working group, never saw the membership and never saw the terms of reference. I am not sure it met. I am not sure whether it still exists or whether it is due to report. The point is that the Secretary of State should have been announcing the results, the recommendations and the actions from such a working group before Christmas, not simply announcing that he was setting one up.

Free school meals have also been an afterthought for the Government throughout the pandemic. They had to be shamed into action not just by Opposition politicians and, indeed, politicians on the Government side, but by Marcus Rashford and food poverty campaigners, yet we see just this week a repeat of the exact same debacle that we saw last March, so it is not just the case that the Government are making mistakes and oversights and are not on top of support for some of the most vulnerable children. They do not even learn from their mistakes; they just go on repeating them.

As for school closures—goodness me, Dame Angela. We have all accepted how important it is to keep schools open and to have a plan in place to achieve that. Let us just rattle through the timeline. In the final week of term, the Government were threatening to sue local authorities that were warning us that the virus was out of control and they needed support. The Secretary of State could have just picked up the phone. The Prime Minister said on 21 December that he wanted to keep schools open and they would reopen at the start of January. A plan—if we can call it a plan—was released on the last day of term for the roll-out of mass testing. Then, on 30 December, there was an announcement that primary schools in some areas would not reopen as planned. On 31 December, the Education Secretary was saying that he was “absolutely confident” that there would be no further delays in reopening, which should have been a clue that there absolutely would be. The very next day, the Secretary of State announced that all London primary schools, not just those in certain parts of the city, would remain shut to most pupils at the start of term.

On 3 January, parents were told to send primary school age children back to schools, which remained open despite growing calls to close them. Then the very next day, it was announced that they were closed, which I can tell the Minister was an absolute pain in the backside for parents who often get grandparents involved in supporting their caring responsibilities, as many grandparents said, “I’m really sorry. I would love to help, but I can’t—they’ve been back at school for a day.”

It is a total and utter shambles—the lack of forward planning, the lack of thinking ahead and the lack of any consideration about the impact that Ministers’ decisions have on the schools, the parents and the pupils, the children and young people, who have been victims of those decisions. There has been no consideration whatever.

I want to conclude by saying that, very self-evidently, this is not good enough. We have to ask serious questions about how it is, after this litany of failure, the Secretary of State is still in his office. It does not reflect well on the Prime Minister, who seems to cling to incompetence rather than challenging and tackling it. We have to be more ambitious. It should not just be the Government being ambitious for themselves and their own prospects; they should be more ambitious for our country. If we are not ambitious about the futures of children and young people, if we are not ambitious about getting every child online, and if we are not ambitious about having a national education recovery that seeks to repair the damage of more than a year of disruption to education, we really have to ask ourselves what on earth we are here for.

As the right hon. Member for Tatton said so powerfully in her speech, in so many ways throughout our history this country has led the world in the provision of education. We still have a great international reputation for the quality of our education, but there is a real risk that under the present leadership, without a serious change of course and a change in personnel, we will not see this country build on that proud history a brighter future for children and young people across the country. After the year of misery that they have had, I think we would all agree that they deserve so much better.

Union Learning Fund

Seema Malhotra Excerpts

Wednesday 18th November 2020 Westminster Hall

[Mr Philip Hollobone (in the Chair)]

The debate can last until 11 am. I am obliged to call the Front-Bench spokespeople no later than 10.27 am, and the guideline limits are 10 minutes for the SNP, 10 minutes for Her Majesty’s Opposition and 10 minutes for the Minister. If the Minister would close no later than three minutes before 11 am, that will give Lilian Greenwood a chance to sum up the debate. There are 12 Back-Bench colleagues seeking to contribute until 10.27 am. If there are no interventions, we can have a time limit of three and a half minutes and everyone will be able to contribute. The clock will be operating to show you where you are during your speech.

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

It is a pleasure to serve under your chairship, Mr Hollobone. I support the arguments powerfully laid out by my hon. Friend the Member for Nottingham South (Lilian Greenwood), as do employers, the RSA, the CIPD and others.

Last month the TUC was told that Ministers had decided not to continue funding Unionlearn beyond the current financial year. That is a termination of £12 million annual funding, which supports over 200,000 learners in workplaces across the country every year—learners who undertake all sorts of job-relevant learning and training, including basic literacy, numeracy, information and communications technology, apprenticeships and traineeships, vocational training, continuous professional development, and many other informal and formal courses. At the heart of the model is a union learning rep, a trained worker who understands the workforce, the nature of the business and the skills gaps that exist.

I know that the Minister is aware of work that I and other Members of Parliament around Heathrow are doing in response to the current pandemic to support a learning offer. Unite and others are involved in developing a new Unite learning hub at Heathrow, and it is one of the best examples I have seen, with hundreds of tailored courses based on learning surveys with people in the workplace and in the community. How many Unionlearn projects has the Minister visited? How many reps has she spoken with? How many employers and employees using the model has she talked to? What published assessment has been made of the return on investment or the impact? And what assessment has she has made of that impact?

To add to the comments made by my hon. Friend, I received a contribution from Catherine, a learning rep for Unite. She says:

“I would like to add some information that may be of use to you through my own personal experience…and the students I have worked with… the ULF is more than delivering maths, English and ICT… it is about giving someone the opportunity to learn, who for whatever reason may not have had the confidence within themselves, time or energy to go to college or do a course online… We are not just about gaining qualifications, we are about giving someone the ability to read to his grandchildren, we are about helping to deliver equality and diversity training to an entire workforce, we are about delivering vital skills to vulnerable and low paid workers who cannot afford to go to college, or whose working hours don't fit with that of colleges. We are about giving someone the belief in themselves that they can achieve.

By providing education delivery in the workplace and in the community, we are opening up countless opportunities for workers… who may have thought they were not available to them.

I say workers and not members because not everyone who takes part in one of the courses is a union member… because ULF workers are at the frontline… we can adapt and respond to the needs of workers in a work place and that too of the company… when working together and deliver education”

that is in line with the initiatives put forward by the Government. She adds:

“Many of the students would not be able to attend regular colleges due to cost”.

I do not need to say much more. With some policy choices, there are grey areas to consider. With this one, once we understand the work of the fund and what it achieves, there is only a downside.

Oral Answers to Questions

Seema Malhotra Excerpts

Monday 7th September 2020 Commons Chamber

[Nick Gibb]

Those warnings were not ignored. Every time we heard from people such as Cambridge Assessment, Jon Coles and others, we raised those issues with Ofqual. All the various challenges made by individuals were raised with Ofqual. We were assured by the regulator that overall the model was fair. We pressed Ofqual strongly on the appeals arrangements that would address any issues for individual students which arose as a result of the operation of the model. No model is as accurate as young people taking the exams themselves, but when the A-level results were published on 13 August it became clear that there were anomalies and injustices in the results that went beyond the anomalies we had been made of aware and for which we had put in place an enhanced appeal process. As I said earlier, swift action was taken to ensure that all young people got the just and fair results they deserve.

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

What recent assessment he has made of trends in the number of unemployed people accessing adult education.

[The Parliamentary Under-Secretary of State for Education (Gillian Keegan)]

We understand that ensuring adults can access the training they need is vitally important and more important than ever. Latest figures show that between August 2019 and April 2020 over 195,000 learners, out of a total of 1,624,000 further education learners over 19, benefited from support for the unemployed. We are supporting people by investing £1.34 billion in 2020-21 in adult education and we are investing £2.5 billion over the course of the Parliament in the National Skills Fund.

[Seema Malhotra]

I thank the Minister for her response. The Centre for Ageing Better highlights that the number of older workers on unemployment-related benefits more than doubled to over 600,000 in July. The Minister will know that the core adult education budget is still frozen in cash terms at last year’s amount. Those who are recently unemployed or redundant and who want to access training or retraining to upskill often cannot afford it, or risk losing universal credit if they do so. She will, I am sure, not want that to sum up the Government’s approach to lifelong learning, so will she meet me, Ruskin College and West Thames College to hear about the issues we are facing in Hounslow, an aviation community, and to give people hope so that they, too, can have the opportunity to move forward and get back into work?

[Gillian Keegan]

We are, of course, absolutely committed to helping everybody who may find themselves looking for a job during this period through no fault of their own, to have access to training at any age, at any stage. That is why the Chancellor set out his plan for jobs to give businesses confidence to retain, hire and get careers back on track. That includes £1.6 billion of scale-up employment training support and apprenticeships. We are investing in high-quality careers provision, incentivising employers to hire new apprentices, tripling the number of sector-based work academy placements and doubling the number of work coaches. We are also investing £2.5 billion, which will be available in April 2021. I am sure the colleges will be very much looking forward to that. We are working to make sure that everyone has access to training. I am, of course, very happy to meet colleges and will be very happy to do so with the hon. Lady.

Education (Guidance about Costs of School Uniforms) Bill

Seema Malhotra Excerpts

2nd reading & 2nd reading: House of Commons
Friday 13th March 2020 Commons Chamber

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

It is a pleasure to speak in today’s debate. I congratulate my hon. Friend the Member for Weaver Vale (Mike Amesbury) on bringing forward this Bill.

I grew up in a family shop that also sold school uniforms for local schools in Hounslow. Interestingly, I remember how as a child the relationship that my parents had with other parents was important as was the relationship that they had with the local schools.

This Bill requires the Government to make new statutory guidance for all schools on the costs aspect of school uniforms, and it is right to ensure that schools give priority to the consideration of cost and affordability when setting and implementing school uniform policy. The Bill is rightly pro-uniform, because uniform acts as an equaliser between pupils, and many charities also support the campaign.

In preparing for the debate, I conducted a short survey of my schools, local suppliers and parents. I am also grateful to Prashant at School Bells, a local company providing uniforms for many local schools, for his input.

The Bill seeks to make school uniforms more affordable for parents, and I thank the Children’s Society for its work, although its research on costs is worrying. It is also important to note that costs show great variation across the country. The schools I consulted suggested that the cost of their uniforms was considerably lower than the average, but an average is an average, and it shows high rates being charged across the country. We have to have a much more level playing field.

Schools sometimes foot the bill for school uniforms. A few years ago, I undertook some research covered by The Guardian. Schools were hiding the fact that parents could not afford the school uniform and—from the experience of shops in my constituency—telling the supplier to cover the cost for them, allowing the parents to have the uniforms with the school paying later. In recent years, that has got worse, as family incomes have been squeezed. That is another example of the hidden costs and price of austerity.

[Debbie Abrahams (Oldham East and Saddleworth) (Lab)]

Is my hon. Friend aware of the Children’s Society research that has just been published? It shows that one in five families on lower incomes are struggling to pay for school uniforms. Given that the average cost is about £300 a year, that means they are cutting back on other things—[Interruption.] According to the research.

[Seema Malhotra]

My hon. Friend is absolutely right. I, too, wanted to look at the detail of the costs, so when I did the research in my local schools, I asked about the individual items included. The costs were considerably lower than the full average coming through the Children’s Society, but I am sure that as the debate goes on, the details of how that was calculated will be looked at closely. The point my hon. Friend makes, however, about one in five families struggling, is important. There is also variation across the country. We cannot allow that to be hidden.

Local authorities are another part of the picture. Sometimes they help in cases of hardship, but in Hounslow the grant has been cut from £120 to £60, which is not enough to cover the whole cost of a school uniform, even where it is cheaper. That is another example of the impact of austerity and its effect on children in our society collectively. The Bill will place a duty on the Secretary of State, as we have discussed.

In Feltham and Heston, almost 5,000 households depend on universal credit and have child dependants, with about 66% of them being lone parents. It is not surprising, therefore, when we look at the economics being dealt with by families, that thousands of parents are struggling to make ends meet. Anything we can do to reduce the costs of purchasing school uniforms for their children will be a positive step. For any parent to have to cut back on food or other basic essentials in order to afford school uniform—it happens at particular times of the year—is completely unacceptable.

I welcome the Bill. I look forward to the consultation on how to implement the guidance to get the long-term answer to this, with the input of schools, parents and providers.

Over the past few weeks, I have been contacted by many constituents. At first glance, the Bill seems uncontroversial, asking the important question of how we move forward. I want to make a few points for consideration on that. The first is about the quality and durability of school uniforms. That has to be considered because of the way uniforms might be supplied. None of us wants to see a situation in which school uniforms are produced cheaply, imported and sold in local supermarkets. We want to see a different way, in which durability and quality are also considered, with guidance on that as well.

Secondly, the single supplier arrangements have been much discussed. The Bill does not rule those out, but understanding in more detail whether schools should be allowed to have single suppliers is important. The analysis is mixed on the use of single supplier contracts and whether they drive up prices for parents. Some analysis and examples show that the contracts can add value, as long as robust tendering processes are in place. A number of the schools that came back to me have single supplier relationships which, when they run well, can provide better for families because they ensure better year-round availability of products for all. Single suppliers also tend to overstock, allowing for tailored affordability and other relationships with the school in the interests of parents.

[Bim Afolami]

Stevensons, a retailer based in Harpenden, the Hertfordshire area and elsewhere, does precisely what the hon. Lady is talking about, often through single supplier contracts. Last year, it also gave £30,000-worth of uniform to disadvantaged parents. Is that not the sort of thing that the Government should also be championing?

[Seema Malhotra]

What is important is that schools’ and parents’ voices are heard. The hon. Gentleman makes an important point, however, and I will come on to that in my remarks. We do not want unintended consequences: over the course of time, we might end up with less quality and less of a relationship—making school uniforms fit well and such things are all part of the relationship between the school, parents and providers, which can be important.

Thirdly, local suppliers invest heavily in stock, as has been said, and as part of their contract tend to overstock through the year, whereas supermarkets might only have a small amount of stock, prioritising it in the holidays. However, when kids change schools during the school year, for example, the risk is a delay with the school uniform. I have asked schools and suppliers whether they experience delays with uniforms and how quickly a parent can get a new uniform if one is damaged or a child moves school. That flexibility is important, so that parents do not have to wait and children are not told they cannot attend school because they are struggling to get the school uniform they need to be alongside their fellow pupils.

What the supplier relationship can provide is interesting, because we do not want a situation in which children are left unable to replace a damaged or torn uniform. I do not want to see a move towards purchasing uniforms from anonymous supermarkets. A worry—which, interestingly, has come up in other circumstances, such as the coronavirus crisis—is that different providers might have different colours and slight variations in the school uniforms, which signifies where a child has bought the uniform from, and that can let inequality in through the back door.

My fourth point is about community. Buying a school uniform for a child is personal. It might be a big milestone in that child’s life. The relationships between local—often family—businesses and the schools can be important to help and support parents and their children through the big milestones of starting primary and secondary school. Important to those relationships, and where they work well, are the annual review meetings with schools, to ensure that any concerns or issues are raised, that schools and governing bodies have power in those relationships, and that standards are maintained as per the school’s requirements. Standards need to be acceptable and proportionate, which is one of the important things that the Bill will introduce into the debate.

Overall, the Bill is welcome, and guidance on school uniform costs being placed on a statutory footing will be an important contribution to how we deal with the issue in the long term. As the Bill progresses and the guidance is developed, I am sure that the Government will consult as widely as possibly with school uniform suppliers, schools and parents. Research needs to be kept up to date, and school uniforms must be of the quality we want for our children in our local schools, but at a price that they can afford. Affordability and the impact on families is a prime policy consideration.

--- Later in debate ---

[Florence Eshalomi]

I thank the hon. Gentleman for that point. As the eldest of three girls, I can guarantee that my mum used to recycle all our school uniforms. To the horror of my immediate sister, when she started secondary school, she had to wear my blazer. That blazer was passed down again when my cousin started at the same school. Those initiatives are excellent to help families who are struggling.

[Seema Malhotra]

My hon. Friend has reminded me that I was the fourth of four girls, all at the same school. I did not have a single piece of new school uniform; I had three hand-me-downs.

[Florence Eshalomi]

Thankfully, I have a son and a daughter, so there will not be any passing down. If I could, I would.

--- Later in debate ---

[Nick Gibb]

My hon. Friend raises an important point. No matter how much we try to have uniform swap exchanges, as I will come to, or, indeed, hand-me-downs, when there are different schools with different uniforms, inevitably parents will need to buy a new uniform, and in those circumstances we want to make sure that the costs are affordable for those families.

[Seema Malhotra]

I thank the Minister for his sympathy with the values of the Bill. Will he make a few remarks about how he will engage across the country as the Bill and the statutory guidance move forward? Will he reassure the House that teams in Whitehall will be gender-balanced? We have had three references to men in Whitehall today, but I think we all acknowledge that there are women involved in the work of Whitehall as well, and it is particularly important to give that message in the month of International Women’s Day.