School Governing Bodies

Simon Wright Excerpts

Thursday 5th December 2013 Westminster Hall

[Craig Whittaker (Calder Valley) (Con)]

It is a pleasure, Mr Rosindell, to speak under your chairmanship. Having been a school governor, over the last 20 years, of two Calder valley primary schools and a local high school, I can honestly say that the role is one of the most rewarding in the community. The hon. Member for Stockton North (Alex Cunningham) and my hon. Friend the Member for Beverley and Holderness (Mr Stuart) alluded to the fact that well over 300,000 individuals are serving as school governors throughout the country. All are selfless individuals actively putting something back into their communities, and all are committed to driving forward standards in their local schools.

I am a member of the Education Committee, and its inquiry on the role of school governing bodies did not suggest that radical change was required to the system of governance in English schools. Recent legislation provides adequate flexibility for governing bodies to innovate, and that flexibility could bring about radical change, should governing bodies implement it more widely. However, our report showed that evidence indicates that few governing bodies are taking advantage of the new regulations, which suggests that the Government should to do more to clarify what models of governance are now possible, and explain how they could be beneficial in different school contexts.

Vacancies on governing bodies have constantly been an issue locally and nationally, despite there being more than 300,000 individuals serving as school governors. The number of vacancies is disputed, but the Department for Education understands that 11% of governor posts are vacant. The Committee heard Professor Chris James of the university of Bath explain that the vacancy picture is complex and that overall vacancy figures may be misleading. Governing bodies with a high number of vacancies—for example, 25%—at the end of one school term may have none at the end of the next because the vacancies have been filled. None the less, 2% to 3% of schools persistently have high vacancy rates for governors.

The National Governors Association has found that a large proportion of governing bodies have difficulty finding skilled governors, and my hon. Friend the Member for Stroud (Neil Carmichael) alluded to that. The National College for Teaching and Leadership has also observed that there is “significant evidence” that governors are recruited for their representative role, rather than a particular skill set.

We learned that vacancies are a particular issue for primary schools, and Ofsted judgments have found primary school governance to be considerably less effective on average than secondary school governance. In her 2010-11 annual report, the former chief inspector of Ofsted found “considerable variations” in the quality of governance across different types of school. Governance was judged to be good or outstanding in 53% of pupil referral units, 55% of primary schools, 64% of secondary schools and 71% of special schools.

When I was Calderdale council’s lead member for children’s services, we found that an effective recruitment tool for governors was advertising vacancies in our local magazine, Calderdale Call, which the local authority sends to every household quarterly. We also found that circulars to larger local employers, such as Lloyds TSB, Crosslee and many of our vast array of manufacturers in Calder Valley, also produced many fine individuals with much-needed skill sets to serve as school governors.

[Simon Wright (Norwich South) (LD)]

I am encouraged to hear about the success that there has been in finding people in the hon. Gentleman’s area by going directly to employers. Does he think that there is scope for more incentives for employers to encourage their employees to become governors?

[Craig Whittaker]

I thank the hon. Gentleman for his intervention. Yes, exactly; one of the recommendations that our Committee put forward to the Government was about offering further incentives. In my conclusion, I will ask the Minister to do more in that area.

Evidence to our inquiry showed mixed opinions on the appropriate balance in a school governing body between individuals with specific skills and representatives of stakeholder groups, as we have discussed today. Overall, there was agreement with the DFE’s view that the stakeholder model does not preclude skills, but conversely, several witnesses felt that individuals recruited for specific skills may lack important local or community knowledge.

Evidence from a national leader of governance warned that in areas where the local community skill base is low, the dilemma will grow if either more skilled non-locals are parachuted in, or a less skilled local governing body remains. That will widen the gap between less skilled communities and the average, and will have questionable sustainability. I experienced that—we have spoken about it today—when we had a failing school and an interim executive board had to be established. In those circumstances, too, skill sets are a priority over local knowledge; they have to be, for the sake of the school’s revival.

I do not want to keep anybody much longer, Mr Rosindell, but I want to ask the Minister what her Department is doing to remove any potential barriers to the recruitment of effective school governors, and what is being done on communication with governing bodies to explain more thoroughly the recent legislation changes, and the flexibility and innovation that those changes may bring. The Committee recommended that the Government review the incentives for, and requirements on, businesses to release their staff for governor duties. We also recommend that the legal requirement to give time off for governors of maintained schools be extended to academies, as our Chair has said. I know from my local experience that local businesses are a great place from which to fill those skills gaps and skill sets, where needed, in local schools. Thank you for your time this afternoon, Mr Rosindell.

Cyber-bullying

Simon Wright Excerpts

Tuesday 3rd December 2013 Commons Chamber

[Simon Wright (Norwich South) (LD)]

Cyber-bullying strikes at victims at any time and in any place—at home, at school, on a bus or out with family or friends. It takes place on a range of different platforms, including text, social networks, video, photo messaging, internet chatrooms, in-game messages, e-mail and more. Nearly half of five to 15-year-olds own a mobile phone, and the use of tablet computers has trebled over the same age group since last year, and almost all have regular internet access at home or at school. The channels through which cyber-bullying is perpetuated are never far away from any child. The experience for the victim is made all the more chilling by the fact that the tormentor can act anonymously and in the mind of the abused can be anyone they know or do not know.

A survey undertaken by Norfolk county council found that nearly a quarter of children in Norfolk primary and secondary schools had experienced cyber-bullying at school. Bullying through text messages was the most common, followed by the use of social media sites. The survey highlighted the wide range of young people’s online presences through which cyber-bullying takes place. Ofcom’s recent report into young people’s use of media emphasises the rapid changes in the use of different technologies by children over periods as short as just one year.

Technology is continually evolving. Online platforms come and go, and young people have a healthy appetite for trying out new technologies and experiences. If guidance and support and legislation are to be effective, they must be relevant in an ever changing landscape and not be too focused on specific technologies or software. We must ensure that young people, parents, teachers and others have the skills and the understanding to protect themselves and others from dangers across a range of platforms.

The dangers and the consequences of persistent cyber-bullying have become horribly clear. In a study published in 2010 in the Archives of General Psychiatry, a team of Finnish researchers found that cyber-bullying puts strains on mental health that include problems processing emotions, disruptions in socially appropriate behaviour, and an impaired ability to interact successfully with others. Those findings are supported by professionals working with children who have been bullied in my constituency.

Red Balloon is an excellent organisation providing a supportive learning environment for children who are outside mainstream schooling because they have been subjected to severe levels of bullying. Angela Francis, who is the co-ordinator of the Red Balloon Learner Centre in Norwich, has highlighted her concerns over the impact that ever increasing levels of anxiety relating to cyber-bullying can have on young people’s mental health. The consequences on a child’s well-being can be devastating.

The Norfolk survey highlights that the majority of those who are bullied reported being bullied to a parent or carer, and roughly two fifths reported being bullied to a member of school staff. There are vast swathes of information on cyber-bullying available to parents, carers and teachers from charities, local authorities, social networks, and the 100 organisations that make up the anti-bullying alliance.

Given that cyber-bullying can take place anywhere, children themselves need to be empowered and taught about the dangers from a young age. They need to be able to identify cyber-bullying, know what steps to take when they encounter it and encourage other children to stand against it. Facebook has an anti cyber-bullying toolkit for those aged 13 to 18. It would be even more helpful if all social media sites and chatrooms encouraged young people to take a tutorial on their own anti-bullying policies at the time of setting up an account.

I welcome the new computing curriculum that will see schools putting an increased prominence on the teaching of e-safety from next September. It means that children in key stages 1 and 2 will be taught about using technology safely, including issues such as sexting and cyber-bullying, and I hope that teachers will feel in a strong position to support their pupils as a result. Many schools are already doing great work in this area, encouraged by initiatives such as the PICTFOR Make IT Happy competition. Valley primary school in my constituency entered this year’s competition. Year 6 children created a series of infographics about staying safe online and created a video of their work. Their brilliant entry, which was praised by judges, demonstrated how children can be empowered to deal with unwanted messages and to keep themselves safe from all forms of cyber-abuse.

The best way to deal with any form of bullying is to stop it before it starts. Bullying Stinkz, which is a new anti-bullying campaign set up by my constituents Jacqueline Hitchcock-Wyatt and her daughter Ellie, aims to do just that. They have received celebrity backing, and recently recorded a pop song to highlight the campaign with children of Parkside school in Norwich. Their approach is to reinforce positive messages of diversity, starting at a very young age, and to empower children to speak up before patterns of bullying behaviour become established.

I welcome today’s debate. We need to focus on the comprehensive issues of e-safety for all young people. Good work is being done, and needs to be continually developed, encouraged, prioritised and supported by the Government to ensure that everyone is adequately equipped to deal with the appalling behaviour of cyber-bullying. As this debate has highlighted today, we can and should do more.

PISA Results

Simon Wright Excerpts

Tuesday 3rd December 2013 Commons Chamber

[Michael Gove]

I think that we can learn a great deal from Singapore’s education system, not least the way in which its principals have great flexibility over whom they employ and how they reward them. As for working harder, I think that we have to acknowledge that we all must work harder to ensure that our children have more opportunities in future. We need to explore ways of extending the school day and ensuring that there are greater opportunities for all our children to learn more.

[Simon Wright (Norwich South) (LD)]

We have inherited a situation in which the best indicator of a child’s future educational achievement is the parents’ income. Does the Secretary of State agree that until the attainment gap is narrowed, the UK will be unable to make significant leaps up the international league tables?

[Michael Gove]

My hon. Friend is absolutely right. One of the weaknesses in our education system, as the hon. Member for Huddersfield (Mr Sheerman) pointed out, and indeed in our whole nation, is the fact that we labour under the problem of having a stratified and segregated schools system, and it is more stratified and segregated than most. One of the things that is helping to tackle that, of course, is the investment in the pupil premium, championed by the Deputy Prime Minister and the Minister for Schools, which we are happy to implement as part of a coalition Government.

Oral Answers to Questions

Simon Wright Excerpts

Monday 11th November 2013 Commons Chamber

[Elizabeth Truss]

First, I welcome the shadow Minister to her new position and congratulate her on her well deserved promotion. I am delighted to be working with her on this issue. As I have pointed out, we reported today that 92,000 two-year-olds are in early education places. That compares with 20,000 two-year-olds in 2010. This Government have made massive progress.

[Simon Wright (Norwich South) (LD)]

To make a difference, the additional capacity must be delivered in high-quality settings. Will the Minister discuss with Ofsted the need to ensure that the inspection framework is sufficiently robust to ensure that those providers who want to expand their capacity are challenged to give those from poorer backgrounds the best start in life?

[Elizabeth Truss]

I completely agree with my hon. Friend. We are ensuring that those places are delivered by good and outstanding nurseries and childminders. This year, the number of early years teachers entering the programme increased by 25%. Those teachers will have the same standards as primary and secondary school teachers. We are improving the quality of the work force, which will ultimately deliver better early education.

Qualified Teachers

Simon Wright Excerpts

Wednesday 30th October 2013 Commons Chamber

[Simon Wright (Norwich South) (LD)]

Cynics might say that this debate has been put forward by the Opposition to cause mischief, but I welcome the opportunity to promote my party’s policy on how to ensure there is freedom and fairness for all in our school system and to endorse the progress that has been made by the coalition.

Liberal Democrats believe that all schoolchildren and their parents should receive a core guarantee of what they will get from a state-funded school education, and that includes being taught by a qualified teacher or someone who is en route to being qualified. We want to free schools and teachers so that they can do what they do best while ensuring that parents have the confidence of knowing that their children are taught by a teacher suitably qualified for their vital job. Parents want and expect their children to be taught by good, qualified teachers and to be taught a core body of knowledge. It is fair to parents and to children to expect state-funded schools to meet those reasonable expectations.

I strongly support much of what the coalition has achieved in giving schools more freedoms. Teachers and schools are being freed up from micro-management and daily guidance notes from Whitehall. The national curriculum is being slimmed down to enable teachers on the front line—those who know best about their pupils’ educational needs—to teach in the way that is most effective for their class. The £2.5 billion pupil premium has been introduced, and head teachers have the freedom to use it in the way they know is best to raise the attainment of their students from disadvantaged backgrounds. The coalition has quadrupled the number of Teach First graduates and increased bursary levels available to top graduates in subjects including chemistry, biology and computer science.

Those policies, which deliver freedom for teachers and schools and help to raise the status of the teaching profession, have been delivered only because Liberal Democrats and Conservatives are working together to pursue shared interests in coalition. Nevertheless, it cannot surprise anyone that two coalition partners will not always see eye to eye on every issue affecting our schools. Liberal Democrats have always been clear that teaching is a highly valued profession that requires a solid understanding of educational values and subject knowledge. Teachers up and down the country are called to the purpose of doing all they can to transform the life chances of young people, and great teaching has a theoretical and skills-based foundation.

[Mr Nigel Evans (Ribble Valley) (Ind)]

Does my hon. Friend agree that the motion misses what we should be looking for, which is not whether teachers are qualified or not, but whether they are good? Surely he must agree that many qualified teachers, for whatever reason, are simply not up to the job, and yet many teachers who are not qualified are absolutely brilliant. Should we not be getting to the root of the matter in getting those who are great teachers teaching and those who are not out of the profession?

[Simon Wright]

I agree that qualified status is not the end of the matter, but parents need to have confidence that their child is being taught by a teacher with suitable qualifications. There are also important issues about professional development, which I will address later.

On-the-job training is crucial, as is an intellectual evidence-based understanding of teaching methods. QTS demonstrates that a teacher has the skills, the qualities and the professional standards that make such a difference to their students’ education. That is why head teachers value qualifications when they recruit, and why the National Association of Head Teachers and the Association of School and College Leaders support the view that schools should employ qualified teachers.

Of course, there are unqualified teachers who do a really good job in the classroom. We would want to support them in gaining qualified teacher status, and there are several routes through which that can be achieved, according to the needs of the individual. Qualified teacher status is a reliable signalling device for heads wanting to recruit the very best, and a guarantee to students and parents that their teacher has the broad attributes needed to excel in the classroom. However, ensuring that all teachers in state-maintained schools are suitably qualified should not be the extent of our ambition. I have already mentioned our achievements in coalition and the encouragement given to top graduates to go into the teaching professions. There is also further scope to explore how teachers can best be supported to develop at every stage of their career.

We want innovation, creativity and diversity in the classroom. Liberal Democrats also want minimum professional standards in our schools. It is vital that we continue to free up teachers and schools and drive up standards for all.

[Andrew Percy]

Does the hon. Gentleman consider a teacher who has QTS and a postgraduate certificate in education to be better qualified than a teacher who has just QTS? There seems to be a bit of confusion about what lies behind QTS.

--- Later in debate ---

[Simon Wright]

I would not say that PGCE is a necessity, despite the fact that I myself studied for it. I think there are lots of routes to qualified teacher status, all of which have different advantages and merits, but, crucially, it depends on the needs of the individual seeking that status.

On other forms of professional development, we should consider options such as enabling all teachers to build an individual professional portfolio, including the accredited continuing professional development courses they undertake, to progress and support their career in the classroom. The recently announced champions league proposal could get outstanding leaders into those schools that need them most from next year. That could be expanded in due course and applied to proven subject teachers looking for a new challenge.

As I have said, the Liberal Democrats welcome the innovation, creativity and diversity that the Government seek to introduce in the classroom, but we want minimum professional standards in our schools, too.

[Mr Graham Stuart]

Will the hon. Gentleman give way?

[Simon Wright]

No, I am coming to the end of my comments.

I would have welcomed the opportunity to support the amendment on the Order Paper. It would have given the House the opportunity to acknowledge the fact—

[Madam Deputy Speaker (Dawn Primarolo)]

Order. The amendment has not been selected, so the hon. Gentleman cannot refer to it.

[Simon Wright]

I apologise, Madam Deputy Speaker. Given that I do not have the opportunity to refer to the amendment, I will not take part in the Division.

Oral Answers to Questions

Simon Wright Excerpts

Thursday 17th February 2011 Commons Chamber

[Mr Prisk]

We are putting in more than £300 million to make sure that hybrid and electric vehicles are progressing, both with Ford and with Nissan. That is important both as grant and as a form of finance guarantee. As the hon. Lady knows, Glasgow is a new beneficiary of our new investment in the plug-in places programme, which is important. I look forward to its progressing.

[Simon Wright (Norwich South) (LD)]

Lotus Cars, based just south of Norwich, has a worldwide reputation for innovation in low-emission vehicle technology. Lotus has submitted a bid to the regional growth fund, which if successful will enable the company significantly to increase its operations in the UK, providing hundreds of new jobs. Does the Minister share my enthusiasm for the ambition behind Lotus’s bid, which so clearly demonstrates how the regional growth fund is encouraging manufacturing companies to think boldly?

[Mr Prisk]

The hon. Gentleman is right. Lotus is one of several excellent premier brands in motor engineering in this country. I shall not comment on the specific bid, because there are several to hand at the moment, but the hon. Gentleman is right to say that we have real opportunities in the sector. The Government are an effective partner in making sure that the sector grows.

Education Policy

Simon Wright Excerpts

Monday 18th October 2010 Commons Chamber

[Michael Gove]

Those were two very good questions from the former Select Committee Chairman, with whom I often find myself agreeing. On his first point about targeting children who are eligible for free school meals, he will be aware that there is no perfect way of identifying the children who are in need. One of the ideas floated by the Sutton Trust is that we should allocate money to children who have ever been eligible for free school meals. Another idea is that we should link eligibility to eligibility for tax credits. We are examining all these ideas. The consultation has not yet closed and I do not wish to pre-empt the conclusions that we will reach, but I can say that the work that he did as Select Committee Chairman plays a part. On Sure Start children’s centres, we want to ensure that the funding is there to maintain the current network of phase 1, phase 2 and phase 3 centres.

[Simon Wright (Norwich South) (LD)]

I strongly welcome the extra money for children from the poorest backgrounds. Will the Secretary of State tell me whether he has any proposals for helping pupils who have special educational needs as well?

[Michael Gove]

I am grateful to my hon. Friend for that point, and I can tell him that we absolutely do. We recognise that many factors hold children back from achieving their full potential. I have been struck by the way in which many children who have special needs, including children of very high cognitive ability, do not achieve their full potential and, in particular, by how children with low-incidence special needs, such as deafness, who can achieve so much more, fail to achieve everything possible. That is why I am so delighted that the Minister of State, Department for Education, my hon. Friend the Member for Brent Central (Sarah Teather), will be publishing a Green Paper on special educational needs, which will reform the assessment and the funding systems, and will ensure that all children, whatever their needs, get the support that they deserve.

Oral Answers to Questions

Simon Wright Excerpts

Thursday 8th July 2010 Commons Chamber

[Mr Hayes]

Speaking of debacles, FE capital funding under the hon. Gentleman’s Administration was indeed a debacle, obliging Sir Andrew Foster to conclude that it was due to mismanagement. The hon. Gentleman knows that the FE capital that we have announced is in addition to the spend we will make in 2010-11 on capital in FE. It is time FE was given a new future, and it will be under this Government.

[Simon Wright (Norwich South) (LD)]

6. What plans he has to ensure the financial viability of the Post Office network.

[Stuart Andrew (Pudsey) (Con)]

8. What plans he has to ensure the financial viability of the Post Office network.

[The Parliamentary Under-Secretary of State for Business, Innovation and Skills (Mr Edward Davey)]

We have been clear that we will ensure that post offices are allowed to offer a wide range of services in order to sustain the network. We are working with Post Office Ltd to develop new sources of revenue, including considering the case for a Post Office bank.

[Simon Wright]

I thank the Minister for his response. He, like me, campaigned tooth and nail against the previous Government’s mass post office closure programme, which proved so damaging to communities such as mine in Norwich South. Can my hon. Friend give an assurance that over the next five years of this Government he will do everything he can to make sure there is no further post office closure programme?

[Mr Davey]

I pay tribute to my hon. Friend for the work he has done in his constituency campaigning against the closures proposed by the previous Government. This Government recognise the important social and economic role played by post offices in communities throughout the United Kingdom. That is why we have secured £180 million in the next financial year for the social network payment and why I give the House my commitment that I shall work night and day to avoid the mass closures of post offices that we saw under the previous Government.

Education Funding

Simon Wright Excerpts

Monday 5th July 2010 Commons Chamber

[Michael Gove]

I am grateful to the hon. Gentleman for his question. I appreciate his disappointment and the passion with which he puts his case. As regards the impact on the private sector, as I pointed out earlier, under the projections for reductions in capital spending made by the right hon. Member for Edinburgh South West, capital spending overall would have been reduced by 50%; we are operating within that capital envelope.

On the hon. Gentleman’s broader point about the legacy that the Labour Government inherited in 1997, that legacy was a healthy economy, growing fast, and an opportunity to make investment not just in schools but in hospitals. It is a pity that the Building Schools for the Future programme was so bureaucratic that in the 13 years that the Labour Government had, only 96 new schools were built.

[Simon Wright (Norwich South) (LD)]

I welcome my right hon. Friend’s announcement on doubling the number of recruits into Teach First. What other plans does he have to increase the number of great teachers in our schools?

[Michael Gove]

I am grateful to my hon. Friend for his question. One of the things that I am most determined to do is reform the way in which teachers are trained by ensuring that we improve and increase employment-based and school-based initial teacher training. That will mean that more great teachers can be trained in the classroom, learn their craft from existing great teachers and continue to improve the quality of education that young people receive.

Education and Health

Simon Wright Excerpts

Wednesday 2nd June 2010 Commons Chamber

[Simon Wright (Norwich South) (LD)]

Thank you, Mr Deputy Speaker, for giving me this opportunity to make my maiden speech. I am pleased to follow the maiden speeches of the hon. Members for Walsall South (Valerie Vaz) and for Stroud (Neil Carmichael) and of many other Members who have spoken today with great pride in their constituencies and also a good sense of humour. I was pleased to learn of the farming background of the hon. Member for Stroud. As someone who grew up on a Norfolk farm, I am aware of some of the significant challenges facing agriculture, and it is good that someone with direct expertise in that area has been elected to this House.

I would like to start by paying tribute to Charles Clarke, the previous Member for Norwich South. Charles brought immense intellectual rigour to debates on policy, both locally and nationally. He worked very hard for his constituents, and while he was serving outside the Cabinet he also built a reputation as someone with real independence of mind, and with great confidence in speaking up when he felt his party was wrong.

Norwich has a tradition of rebellious tendencies. In 1381, it was a focus of the peasants’ revolt; the city gates were forced open and the castle taken by the rebels. Within 200 years, my city experienced another great rebellion: Robert Kett led a three-week uprising against the enclosure of common land. His army seized the city, and defeated a Government army in battle. In 1793, Norwich’s Bell hotel was the meeting place of a secret group hoping to spread French revolutionary ideals.

As I am probably not giving too much reassurance to my party’s Whips about the value of having a representative from Norwich in their ranks, I shall move on to talk about some other issues that affect my constituency. It truly is a great honour and privilege to represent Norwich South. Norwich is a great city in which to live and work. Economically, politically and culturally, it is a very important capital within Norfolk and East Anglia, and we aspire to be, and do, so much more.

However, like the rest of Britain, Norwich faces its own challenges. Top of the list is the need to develop the infrastructure supporting Norwich’s economy. One of the major issues is the need to improve the Norwich to London rail service, which has suffered from under-investment for many decades. As part of the Greater Anglia rail franchise, I want to see a genuine commitment to 90-minute journeys between Norwich and London, more reliable services, newer trains and improvements to capacity. Although new high-speed rail is, of course, to be welcomed, we must not distract attention from such routes, where investment is so desperately needed.

I also want to see the soonest possible completion of the dualling of the A11, a key road link connecting Norwich to London. Following a Government inquiry into this matter earlier this year, we are all now awaiting the inspector’s report. It has been estimated that for every pound required to complete the dualling, the local economy would benefit by £5. It is a very strong and necessary investment, which would give Norwich and Norfolk a much needed boost. The state of the public finances means that there is real pressure on budgets supporting such infrastructure development, but it is vital that those parts of the county that have not had a fair deal in recent years do not lose out now.

Norwich is seeking to become the UK’s first capital of culture, in 2013. My city has a fantastic cultural heritage. I am enthusiastically backing Norwich’s bid, and I urge other Members to join me in doing so by signing up to my early-day motion. This would mean so much to the city of Norwich and the wider region, not only in terms of cultural growth, but through the economic and tourism boost a successful bid would provide. I fear that I probably will not have the backing of the hon. Member for Sheffield Central (Paul Blomfield), however.

My city’s culture and heritage includes a wealth of pubs and churches. Norwich was once famous for having a church for every week of the year, and a pub for every day, with the highest number of watering holes per square mile in the UK. It is also thought that Norwich’s churches were so popular in part due to activities that resulted from the popularity of its pubs.

Norwich is also known for its world-class research in the field of climate change. As a low-lying county with a soft coastline, Norfolk is in many ways at the forefront of climate change in the UK. Many of the UK’s leading climate change experts are based at research institutions in Norwich, including the university of East Anglia and the Norwich research park. This Parliament will prove to be of vital importance to the future of our planet, and the expertise in my constituency can play a vital role.

Another area I am passionate about is education. As a former secondary school teacher, I am committed to seeing that schools get the best deal possible. I am delighted that front-line school funding will be protected, and that the new pupil premium will provide greater support for children from disadvantaged backgrounds.

Norwich is a university city, and my constituency contains the university of East Anglia. Like university students throughout England, its current and potential students are nervous about taking on the level of debt now required to study their chosen degree courses. I am one of an increasing number of MPs who has the misfortune of having a substantial debt to pay off. I passionately believe in the case for free higher education and, until the country can afford to deliver on that, I hope that we can at least work to address the issue of student debt. We also need to widen participation in higher education and increase the number of young people entering it from less well-off backgrounds. Education and aspiration are key to improving social mobility.

Building a better Norwich, or building a better Britain, does not come about simply by dropping Government legislation from a great height and hoping that it will bear fruit. It comes about through working the ground to enable it to bear fruit and working with the people whom it affects in order to harvest their ideas and experiences as to what works and what could be made to work. I am a local representative as well as a parliamentarian, so I know that we must connect the legislative process with our communities. As the Member of Parliament for Norwich South, I will spend the next five years and, I hope, many more thereafter, working with individuals, community groups, the police and council representatives—with everyone who has a stake in the future well-being of my city—to bring about the very best for Norwich. I look forward to working over the years ahead to raise, through Parliament, the concerns and issues expressed by my constituents in Norwich and to working with colleagues from all parties to deliver on the proposals outlined in this debate to the benefit of my community.