Education (Careers Guidance in Schools) Bill

Shaun Bailey Excerpts

2nd reading
Friday 10th September 2021 Commons Chamber

[Mark Jenkinson]

Indeed, and I thank my hon. Friend for her intervention. That is exactly part of the Careers and Enterprise Company’s remit: supporting schools and colleges to deliver world-class careers guidance with the use of enterprise advisers from the local business community so that they deliver in line with the Gatsby benchmarks.

We also have the National Careers Service, providing free careers information, advice and guidance to young people and adults through a website and telephone helpline. More than 3,300 business professionals from local businesses are working with schools and colleges as enterprise advisers to strengthen employer links. Almost 3.3 million young people are now having regular encounters with employers, which is up 70% in two years. I am grateful to the Careers and Enterprise Company for its engagement with me on this issue and in particular for its recognition that there is much more to do.

Before I go into further detail about how the Bill fits into all of this, I would like to take some time to commend the excellent work already accomplished in my constituency in the face of often large socioeconomic challenges. The Cumbria Careers Hub was launched in January 2019 to deliver the Government’s careers strategy for Cumbria after the local enterprise partnership’s skills investment plan identified a significant challenge regarding developing skills in the county. I am pleased to report that the hub currently includes 37 schools and four colleges and has the ambition to achieve full coverage across 52 institutions in the next academic year.

The Cumbria careers hub is exceeding national performance on careers education across three quarters of the Gatsby benchmarks, most notably regarding employer encounters and experiences of the workplace. It also exceeds the national careers hub average. The process is accelerating, with 100% of schools in the hub matched with an enterprise adviser from a pool of senior business volunteers.

The process is being replicated successfully across the country, with 45% of secondary schools and colleges now in careers hubs. We are also seeing rapid improvements, with hubs in disadvantaged areas among the best performers. Careers leaders’ roles have been developed in schools and colleges and are becoming a recognised profession.

[Shaun Bailey (West Bromwich West) (Con)]

My hon. Friend is making a fantastic speech and I commend him on the Bill. On deprivation, what is his assessment of the impact that the Bill will have on children in deprived communities and their career aspirations? I apologise if he was about to make that point, but I would love him to emphasise that, because it is at the heart of his fantastic Bill.

[Mark Jenkinson]

My hon. Friend makes an incredibly powerful and important point on deprivation and the ability to have business volunteers as enterprise advisers face-to-face with those children, showing them that options are available to them if they may not favour an academic route or be able to go on to university. This year, of course, we have seen the launch of T-levels, which gives alternative options at 18 as well. I will come to some of that further on.

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[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Member for Workington (Mark Jenkinson) on bringing this forward. I know this is mainland-only education, because education for Northern Ireland is done through the Northern Ireland Assembly, but I am very happy to support the hon. Gentleman. There is no doubt that the thrust of what he has put forward is the very same thing that we wish to see in Northern Ireland. So I want to replicate and support what he is saying, for the very reasons that he put forward on behalf of his own constituents, but also on behalf of education across the English mainland.

In Strangford, I have a good working relationship with South Eastern Regional College, which has responsibility for careers. I have sat on the board of governors at Glastry College outside Ballyhalbert all my married life. I remember returning from honeymoon, and the board of governors meeting was on and they were surprised that I turned up. That was some 34 or 35 years ago—so a long time ago. The relationship I have had with local colleges has been incredible, and the important role that they play in giving students career pointers is vital. The hon. Gentleman has outlined that point, for which I thank him.

We have a working relationship and partnership with local secondary and grammar schools. In my constituency of Strangford, most of those skills are probably physical. In the Ards peninsula in particular, there is great demand in the construction sector, whether for building, carpentry, plumbing, plastering, or electricity work. All those physical skills are developed through courses at the local college. That means that in many cases, young boys and girls in local grammar and secondary schools perhaps already know where they are going. We live in a rural community, so there will also be great demand for students, boys and girls, young men and women, to go into agriculture, which is also something we wish to see.

[Shaun Bailey]

A really interesting part of the hon. Gentleman’s contribution was about local links and community. How does he think that strengthens communities such as his in Strangford to ensure that they can be vibrant and carry on moving forward?

[Jim Shannon]

The hon. Gentleman has exactly grasped the point about the importance of these interactions, partnerships and local communities. I still sit on the board of governors of Glastry College. I am not going to mention any names, but some young boys there I knew from the beginning were never going to achieve educational standards because they were going to work on the farm—a family farm in the local community. Sometimes it is good to have those opportunities. Not every person will excel at education—not every person can, because we are all different and have different abilities. The community part of this is important. I have lived there for all but four years of my life.

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[Esther McVey]

My hon. Friend is absolutely correct. It is about seeing how things are done. Some people can get all their inspiration by sitting in a classroom, but many cannot. They have to see the practical application. They have to see that job and that is what will inspire them.

[Shaun Bailey]

My right hon. Friend is articulating her point very well, and I pay tribute to the work that she has done in this area. Does she agree that it is okay for young people not to know straightaway what they want to do, and that by giving them those opportunities, they can be malleable? We all know what a career change is like, and some of us might have another career change after this, but I am sure she would agree that having options is important.

[Esther McVey]

My hon. Friend is so right. Blessed are those who know immediately what they want to do. Some people might know, perhaps in sport or if they are creatives or those who are gifted in a certain way. Many of us do not know for many years. In fact, life is a journey, finding out where we fit in, and we will do many jobs along the way, hopefully adding to life and society as we go along.

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[Simon Baynes]

I thank my hon. Friend for his excellent intervention, with which I strongly agree. It is important that not only do we give advice but that we give training, too. This point was made earlier in the debate. People do not necessarily know what they want to do career-wise and, therefore, the opportunity to take part in a particular career, albeit at a relatively low level, gives them valuable experience.

[Shaun Bailey]

The other important thing is instilling ambition. I have many manufacturers and established SMEs on my patch, and one of the things they talk about is having a route from apprentice to managing director. Does my hon. Friend agree that will be a big part of this careers advice?

[Simon Baynes]

Absolutely. I could not agree more, and one of the hugely beneficial aspects of careers guidance and education, in preparing pupils at secondary school for further education and the working world beyond, is the much greater emphasis on apprenticeships. I am particularly proud of the UK Government’s involvement and all the apprenticeships they have introduced, but it is a key part of the private sector, too.

I have spent quite a lot of time over the past five years going to careers fairs with my two daughters, and I noticed even in that five-year period a significant change in the emphasis from the academic and traditional routes to the more technical routes. The apprenticeship system enables those routes to become a reality so that we are now seeing young people who, rather than going to university, are perhaps taking a course with an accountancy firm or a legal firm. They do a combination of apprenticeship training in that particular profession and practical work, which is a very attractive route.

Education (Careers Guidance in Schools) Bill

Shaun Bailey Excerpts

Report stage
Friday 14th January 2022 Commons Chamber

[Katherine Fletcher (South Ribble) (Con)]

I have made newbie mistake No. 1,273 procedurally, so I am happy to accept the Bill as it stands and I look forward to speaking on Third Reading.

[Shaun Bailey (West Bromwich West) (Con)]

I wish to touch briefly on the amendments tabled by my hon. Friend the Member for Christchurch (Sir Christopher Chope).

I had not intended to speak in today’s debate because I am confident that my hon. Friend the Member for Workington (Mark Jenkinson) will get his Bill through. My main comment is about ensuring that there are no unintended consequences. My hon. Friend the Member for Christchurch is right in seeking, through his amendments, to ensure consistency throughout the piece and the quality of the advice that young people get. I am slightly concerned, though, because we do not want to create arbitrary methods that do not take into account local social and economic needs. As I said on Second Reading in interventions on my hon. Friend the Member for Workington and my right hon. Friend the Member for Tatton (Esther McVey), sometimes the careers advice provided does not necessarily fall within a strict framework in respect of the needs of the individual.

The amendments tabled by my hon. Friend the Member for Christchurch are intended to ensure clarity and consistency. He gave the moving example of his daughter and how careers advice can have an impact; it is important to make sure we do not allow ambition to be stifled in any way. It is also important that his amendments do not have any unintended consequences. My hon. Friend’s intention in respect of both amendments is clear, but the issue is what the operational delivery will look like.

I was reassured by the response of my hon. Friend the Member for Workington to the amendments: he explained what his Bill seeks to do and how he has worked to address the concerns expressed. That being said, as the hon. Member for Chesterfield (Mr Perkins) said, it would not be a sitting Friday without the wise words of my hon. Friend the Member for Christchurch. I very much endorse the intent behind his amendments, but they might be somewhat wanting in respect of delivery, so I am reluctant to support them.

[Joy Morrissey (Beaconsfield) (Con)]

I thank my hon. Friend the Member for Workington (Mark Jenkinson) for long championing all things education and for standing up for children. I have seen him, not just in respect of this Bill but on many other occasions, be a lone voice for children and for opportunities in education.

I appreciate the issues raised by the amendments. I agree that we need further scrutiny in that respect and to look into how we can help to give tailored support to everyone in need. In particular, clause 1, which extends the careers duty to all pupils to secure education in all types of state-funded provision—particularly alternative provision—is excellent, but the amendment talks about giving advice to all from one set point and I have an issue with that. We could look at further ways to dig down into a bespoke way of targeting, perhaps through a funding settlement agreement that provides a funding incentive for those providers that are able to get students into an apprenticeship successfully. The school could get an economic settlement for that in the same way as applies when students are able to get into university at sixth-form level.

From my previous work, I have found that alternative provision is often overlooked—it is often the way in which schools shunt off students who are more challenging and they are not then given the support that they need. When I worked in disadvantaged areas and with schools with low skills, my concern was that children were being taken out of the main school, put into alternative provision and then left at 16 with no qualifications, no help, no skills and no guidance. I appreciate the fact that the Bill and the amendments are trying to target that inequality.

The nuanced issues raised by the amendments are great but I would go even further. Clause 1(3), which extends the duty to secure careers guidance to academies and alternative provision, is welcome, but I would like to see a way of incentivising schools to pursue apprenticeships and to stress that they should. Many schools do not pursue apprenticeships because it takes a lot of time to liaise with the businesses and with the educational provider. Schools need an extra financial settlement or incentive to do it correctly, so we should look at how to move that forward. I know we are not allowed to discuss that in a debate on a private Member’s Bill, but I wanted to put that out there as we are discussing the amendment.

This is a nuanced issue. If things are done correctly, the Bill could help the levelling-up agenda throughout the UK. This is where children are falling through the cracks. They are being put through their paces until they are 16 and then left. They are not being diagnosed with learning difficulties and they are not being given careers advice, which would help the most disadvantaged access the career choices that they need.

I love that the amendments and the Bill are looking at how we target young people—people younger than 16 to 18. Young people from a disadvantaged background who have no family member in a job or career need to be told which A-levels to study. They need to be told that they need a triple science if they want to do something science related. If a young person does not come from that background, they have no idea that that is something they should be doing. This is a way to give that information to every child from every background. The immigrant child might be the only member of the family who speaks English as their first language. They are trying to navigate the British system and this kind of careers advice can give them the levelling-up advantage that they need.

I welcome the Bill and think that we can look further at these amendments to find a way to make the Bill as sharp and crisp as we possibly can.