Oral Answers to Questions

Steve Baker Excerpts

Thursday 20th December 2012 Commons Chamber

[Michael Fallon]

There is downward as well as upward movement in that sector, but I will certainly refer the hon. Gentleman’s comments to the Minister for Housing.

[Steve Baker (Wycombe) (Con)]

14. What recent assessment he has made of the level of fees charged to business by regulators.

[The Minister of State, Department for Business, Innovation and Skills (Michael Fallon)]

Recent reviews by my Department through the focus on enforcement initiative have uncovered a range of problems reported by business about the way that more than 50 regulators enforce the law, including inconsistency and lack of clarity over the charging of fees.

[Steve Baker]

As my right hon. Friend will know, regulatory sloth and incompetence are currently damaging a business in my constituency and one in South West Bedfordshire. Will he take steps to ensure that regulators are not incentivised to damage businesses through unjustifiable fees?

[Michael Fallon]

I am aware of the issue in my hon. Friend’s constituency concerning the implementation of the biocidal products directive. Systemic, not just isolated, problems are damaging the relationship between regulators and industry. Last month we acted to stop regulator charging regimes that incentivised regulators to increase their costs to industry, and we will place a duty on regulators to bear down on costs and report publicly on how costs and fees are calculated. Regulators will have to demonstrate that they are efficient, and give industry the information it needs to hold regulators to account.

Oral Answers to Questions

Steve Baker Excerpts

Monday 3rd September 2012 Commons Chamber

[Michael Gove]

Let me congratulate the hon. Lady’s constituents on their achievements. I know that Wolverhampton, which I think held a marathon only this weekend, is a place of sporting excellence. Dame Kelly Holmes has done a fantastic job as adviser and continues to help us in every way, but although we should do everything possible to encourage the maximum participation in and enjoyment of sporting and physical education, compulsion of the kind that she has called for is not something I believe in.

[Steve Baker(Wycombe) (Con)]

T9. Apprenticeships are being promoted vigorously by the Government, but what progress is being made on the higher levels and, in particular, on their quality?

[Mr Hayes]

Proust said:

“We do not receive wisdom, we must discover it for ourselves, after a journey”,

and a journey from the age of 16 to higher learning can be a journey down a practical pathway—no longer a cul-de-sac but a highway to higher learning. To that end, I am working to create 25,000 higher apprenticeships during this Parliament; when I became a Minister, there were 180.

Education Bill

Steve Baker Excerpts

Wednesday 11th May 2011 Commons Chamber

[Steve Baker (Wycombe) (Con)]

The right hon. Gentleman says that the English baccalaureate is too prescriptive, but moments earlier he said several times that there is a free-for-all. Which is it?

[Mr Deputy Speaker (Mr Nigel Evans)]

Order. The debate may be straying into rather more general matters than the new clauses and amendments before us.

Education Maintenance Allowance

Steve Baker Excerpts

Wednesday 19th January 2011 Commons Chamber

[Steve Baker (Wycombe) (Con)]

I begin by paying tribute to Mr Callum Morton, the president of the students union at Amersham and Wycombe college, where about a third of the students receive EMA. He has made his case with great force and maturity, and I am sure that Amersham and Wycombe students will agree that he has served them well.

I should like to address the case advanced by the Opposition. The shadow Secretary of State said that Government Members had no real idea what EMA recipients’ lives are like, but how would any of us know? Members on both sides of the House may naturally radiate youthful beauty, but not too many are aged between 16 and 18. What about income? If hon. Members look at the much quoted Institute for Fiscal Studies website and enter their salary into a tool called “Where do you fit in?” they will find that they are in the top 3% of the income distribution of this country. My salary now is just my parliamentary salary, and I will take no lectures on having a silver spoon and particular privileges from those who are on the same income. How are any of us to understand, as the shadow Secretary of State asked, what it is really like to be in receipt of EMA?

[Emily Thornberry]

Will the hon. Gentleman give way?

[Steve Baker]

No, thank you.

In the end, each of us must read our correspondence and try to walk in the shoes of our constituents. I will therefore take no lectures from those who pretend that they have some special connection to a particular group.

I shall not bore the House with my own background, but I would certainly have qualified for EMA when I was a sixth-former. How did I cope? The answer is that I coped with a mixture of commercial sponsorship and weekend work. I listened to the hon. Member for Stoke-on-Trent South (Robert Flello). We must wonder where the jobs will come from, but there is a case for saying that people should look to themselves.

Further to the comments made about being out of touch, I must tell Opposition Members that a breadwinner on the minimum wage would work about six hours to earn that £30. None of us should take for granted the importance of what amounts to the best part of a day’s pay. Are we out of touch? Certainly not.

Opposition Members like to believe that some infinite pool of funds can be dipped into at will, which is certainly not the case. The measure cannot be considered in isolation. We must bear in mind that whatever we spend must be taxed or borrowed, or indeed debased. It is absolutely wrong to attempt to bribe 16 to 18-year-olds with their own money at interest, as Opposition Members have sought to do.

One hon. Gentleman suggested that we were going back to the 1880s, but I am afraid that that is facile. A paper from the Centre for Policy Studies, “A shower, not a hurricane”, showed that from the top level of spending, all we shall be doing in five years is going back to the real levels of 2009. That is the tragedy of Labour’s profligacy. Labour left us in such a situation that just mitigating the worst of its spending excesses is causing thoroughgoing misery across the country, and yet we are only going back to 2009.

I will not talk about the waste in the programme as I am running out of time, but I am happy to be able to inform the House that I have had frequent discussions with the Minister for Further Education, Skills and Lifelong Learning about social mobility and aspiration and the role of further education in helping people to enjoy social mobility, and I have discovered that, like me, the Minister came from an ordinary background, and that, like me, he has a ferocious passion to help people from ordinary backgrounds get on, go to university and make the most of their lives. It seems to me that Opposition Members are determined to oppose every change in isolation, without regard to the context of this country’s situation. They are putting the worst possible construction on every Government policy, and that is simply not fair to a dedicated and passionate Minister.

What has upset me most about the debate is that the shadow Secretary of State has sought to sow fear and despair and to write off young people. It is not for the shadow Secretary of State to tell young people that they should not aspire. He has suggested that the Government’s policy is robbing them of their future, but I say no. Rather, I echo his words to every single 16 to 18-year-old and everyone who might be about to go into further education: “Believe in yourself, because you do matter, and yes, do dare to dream, whoever you are.”

Academies Bill [Lords]

Steve Baker Excerpts

Wednesday 21st July 2010 Commons Chamber

[Caroline Lucas]

I thank the hon. Gentleman for his intervention, because it absolutely proves the case that education is a key way of ensuring that we do not have a huge number of unwanted teenage pregnancies. Education does not lead young people suddenly to think of doing things that they might not have thought of doing were they not to have had that education. On the contrary, education is one of the best forms of contraception.

The British Humanist Association has asked, legitimately, whether a new, state-funded, Catholic academy would be allowed not to teach sexual reproduction in biology lessons, let alone wider and more objective sex and relationships education. Again, as far as we can see, nothing in the new, deregulated system proposed by the Bill would seem to prohibit that from happening.

These are not the only concerns, because despite this being paid for by the taxpayer, sponsors of academies have enormous powers to dictate how and what pupils learn more generally. I read today with horror that one academy is apparently installing a “call centre” so that pupils’ “aspirations” can be raised by training for this type of work. In Manchester and Birmingham, for example, a range of academies are being planned, each specialising in preparing pupils for employment in specific industries or commercial activities. I read that Manchester airport, which is one such prospective sponsor, has overtly stated that the principal purpose of its academy will be to provide employees for the airport. That is a pretty reductionist interpretation of the purpose of education. That is why we must ensure that academies do follow the national curriculum, which is what my amendment seeks to do.

[Steve Baker (Wycombe) (Con)]

As the hon. Lady mentions the subject, may I say that that does seem an absurdly reductionist approach to academies? Could she explain what she believes the purpose of education is?

[Caroline Lucas]

I am grateful to the hon. Gentleman for giving me the opportunity to expand more widely on this point. I believe that the purpose of education is to enable the potential of every human being to be properly fulfilled, whatever that might be in—it might be in a very academic, artistic or practical way. What education is not about is giving very narrow training for a specific job that has somehow been set up already by the time a child goes into an academy at a young age. We risk dumbing down in a worrying way for the pupils who come through our schools if that is what we think education is about. Education should be for life. It is about fulfilling people’s potential and is not about becoming a narrow cog in a wheel.

Academies Bill [Lords]

Steve Baker Excerpts

Monday 19th July 2010 Commons Chamber

[Dr Pugh]

To a certain extent, it seems to be a case of “to those that have, shall be given”. It is also highly unlikely that parents in the most deprived areas, where attainment is low, will have the skills, the capacity or the conviction to set up their own schools. Free schools will probably be created elsewhere, in areas that are already stocked with quite decent and reasonable schools.

Even if we can force ourselves to ignore the slim evidence and the implausibility of some of the arguments, we should not blind ourselves to the risks involved. Those risks have been mentioned here and in the other place. They include the risk of a two-tier education system—the word “apartheid” has been used—and the risk of knock-on consequences for other schools. A number of Members have also mentioned the risks to special educational needs and support services. I also invite Members to inspect the Bill’s treatment of charity law, which could create the risk of profiteering skewing schooling at some time in the future. There is also a risk of diminished public accountability for a public resource, and an enormous risk in the current circumstances, with the £150 billion deficit, that we might lose economies of scale and consequently spend more money to less effect. Furthermore, we might have to bear the huge capital cost of providing extra buildings while underusing the present buildings in an anarchic, unplanned education market.

[Steve Baker (Wycombe) (Con)]

My hon. Friend seems to be constructing an argument that freedom is a bad thing. He has described a number of risks, and yes, there are risks, but surely life involves risk. Does he not agree that the word “liberal” is derived from “liberty”? I find it confusing and surprising that he is making such a strong case against liberty.

[Dr Pugh]

I have never thought that liberalism had anything to do with precipitate, foolish and unresearched activity. I am not in any way suggesting that that is what we have here, but I am saying that there are valid reasons for an essentially rational liberal to make fair and cautious points about where we might be going with this, and to want to be assured that what we are doing will have the consequences that we expect.

There are risks involved, many of which have been voiced in the other place as well as here. To be fair, Ministers have tried to forestall those risks, privately and publicly, and to placate people with their mellifluous tones. I welcome that and I accept it; it is a good thing, as it encourages rational discourse. But, however convinced or unconvinced we might be, what negates all those assurances and soothing words, and what gives the game away and convinces me that this is a semblance, and a rational coating perhaps disguising an unbending ideology—although I hope not—and a visceral dislike of local authorities, is not the words that Ministers have used but the haste with which they have moved.

--- Later in debate ---

[Tom Blenkinsop (Middlesbrough South and East Cleveland) (Lab)]

We have heard excellent speeches from both sides of the House, but I rise with feelings of real unease about the proposals in this Bill. My unease is real as my constituents’ children will be denied the promise, via Building Schools for the Future funding, of a new secondary school in the town of Guisborough. This school is already the largest on Teesside and, under BSF, it would have partnered a state-of-the-art special needs school on the same campus, serving the whole of East Cleveland. My unease is also real because the Bill contains provisions to allow new, highly dubious and experimental schools to flourish, while schools like the Laurence Jackson, which has given decades of service to our local community, are being actively undermined by the Con-Dem coalition.

I also feel anger as these new academies will be allowed to flourish in a deliberate attempt to marginalise old, long-established local education authorities. Indeed, the new academies will also flourish at the real expense of the equally long-established and highly regarded diocesan school structure, which gave the Church of England and the Roman Catholic community a direct input into education.

I am particularly concerned about the Bill’s implications for the further growth of faith schools—in the context of the recent history of academies, this really means fundamentalist Christian groups—and their ability to deploy significant funds to endow academies. In my constituency, we already have the King’s academy, based in the Middlesbrough estate of Coulby Newham. That school was the brainchild of the Vardy Foundation, which I would describe as an evangelist group. To its credit, the foundation adheres to the national curriculum at the King’s academy—and in other schools it controls—although it has in the past hit local authority headlines for things such as allegedly banning Harry Potter books from the school library. The King’s academy is popular with parents—partly, I believe, because it still organises its classes around the national curriculum. However, this Bill removes that condition. Although I do not believe that the Vardy Foundation will change its stance, the ability to do so is entrenched by this Bill.

Put simply, this deregulation of public education will significantly increase the power and influence of any fringe movement. Worse still, these changes may turn out to be irreversible, entrenching views held by only a small minority and allowing them to be propagated.

[Steve Baker]

Speaking as a committed Christian, I am most surprised to hear the hon. Gentleman talking in these terms about minorities. If Conservative Members spoke in these terms about different minorities, I am sure he would be quick to condemn us. Although I am a committed Christian, I spent yesterday evening in the mosque. I was happy to be there with those gentlemen; I get on terribly well with them. I ask the hon. Gentleman to use more moderate language in his description of Christians. I think Christians in this country have had enough; they deserve to be treated with the same sort of respect that the hon. Gentleman would expect for any minority.

[Tom Blenkinsop]

Speaking as a Christian myself—a Roman Catholic Christian—I take the hon. Gentleman’s words into account. However, I am not making any allegations about minorities; I am talking about checks and balances for all minorities with respect to other minorities.

Put simply, the deregulation of public education will significantly increase the power and influence of any fringe movement. Worse still, as I said, these changes may turn out to be irreversible, entrenching views held by only a small minority, allowing them to be propagated to young and impressionable children under the veil of accepted educational practice. Such potential developments fill me with great fear. I can see the perverse realisation of young children, some of primary age, being taught or indoctrinated with views that border on the near fanatical—and possibly in totally unsuitable premises. There are also curriculum-related concerns about such matters as the teaching of creationism, and the total absence of any compulsion to ensure that elements of personal, social or health education are taught. I believe that some clauses will serve as a Trojan horse in that regard.

Earlier, I referred to maintained schools that are managed by their respective dioceses. I should say that I am a product of Roman Catholic primary, secondary and sixth-form education. Those schools worked in harmony with the local education authority, not against it or separately from it. The same applies to self-governing further education and sixth-form colleges. The National Governors Association, the National Grammar Schools Association, the Catholic board of education and many major charities are now urging the coalition to slow down their consultation for precisely that reason. Indeed, the Liberal Democrat Education Association opposes the Bill.

None of those organisations asked for the Bill, and I suspect that, with good reason, they will be wary and fearful of what may result from it. It could lead to the creation of religious academies which, unlike maintained faith schools, would lack the moderating and sensible constraints and influence of local communities. Such academies would be separate from society, big or otherwise. Unamended and without clarification, the Bill would allow academies run by religious groups to devise and use their own curriculums, to the exclusion of arguments and facts that might question the minority beliefs of those groups. Some provisions might well allow academies to discriminate against children in their admissions policies on the basis of their perception of parental beliefs.

As I said earlier, mainstream faith schools will be fearful of some of the ideas contained in the Bill. Some of its provisions could ride roughshod over them. Clause 5(8) would force a state-maintained school with a religious character—a faith school—automatically to become an independent school with that religious character. It would permanently remove any possibility that state-funded religious schools could choose to become inclusive academies. Such draconian and one-sided powers would remove any element of choice and freedom from the existing school governing body, and thus run counter to the parts of the Bill that refer to increasing the autonomy of schools.

The dialectic between appearance and reality seems to be a recurring theme in the coalition Government. When it comes to consultation, they give the appearance of thoughtful, reticent appreciation of the opinions of all who will potentially be involved, while in reality—in contravention of the procedure for potentially controversial legislation—the Bill was introduced in the House of Lords and then rushed through, and is likely to be given even less time in this place. Indeed, the Secretary of State’s insistence that its passage must be completed before the summer recess may mean only four days of scrutiny.

Will the coalition trot out the same old mantras? Will they say that this is necessary because of the deficit, or that it is the new politics of radical reform? That is more than likely. The “words of appearance” will give birth to a reality of fringe interests. Representatives of such interests, often with deep pockets, will muscle in on the people’s education system, presumably at the expense of the pay, terms and conditions of workers in that system.

Professional school support staff play a vital role in every school, although they are often part-time and low-paid. As a result of the Bill, school support staff as well as teachers would be directly employed by the new academies. That would take staff outside nationally agreed and recognised pay and conditions, leaving them much more vulnerable to cuts, poor working conditions and, fundamentally, uncertainty. Support staff would not be covered by the new School Support Staff Negotiating Body, which has been developed over several years to deliver long-awaited fairness and consistent, decent equal pay for classroom support work that has increased in terms of both scope and demand.