Term-time Leave

Steve Brine Excerpts

Monday 26th October 2015 Westminster Hall

[Steve Double (St Austell and Newquay) (Con)]

I beg to move,

That this House has considered an e-petition relating to term-time leave from school for holiday.

It is a pleasure to serve under your chairmanship, Mr McCabe. I understand that this is your first time in the Westminster Hall Chair. It is my first time opening a debate here, so hopefully we can learn together.

It is a pleasure to open this debate on a controversial and unpopular policy that has provoked much public interest, as we can see from the number of members of the public present. The debate is the result of an e-petition calling for parents to be allowed to take their children out of school for up to two weeks for a family holiday; it has been signed by more than 120,000 people. I am leading the debate because I am a member of the Petitions Committee, but I also have a keen interest in the issue and have been campaigning about it for the past 12 months or more. I have been contacted by, and have spoken with, hundreds of parents, tourism-related businesses, charities and campaigning organisations about the issue. In my opening statement, I hope accurately to represent the views of all those people, while making it clear that I share those views.

To begin with, I want to make it absolutely clear that I support the aim that children should attend school regularly. Education is vital, but it is not the only important thing in a child’s upbringing. Although I support that aim, I fundamentally disagree that telling parents when they can and cannot take their children on holiday is a job for the state.

During the election campaign, I became increasingly aware of the policy’s detrimental effects; in my view, its wider economic and social impact outweighs the positive effect on school attendance. I represent the constituency of St Austell and Newquay in mid-Cornwall, and the policy’s impacts are especially felt in Cornwall and other places that depend heavily on tourism. I will lay out three main reasons why the policy is wrong and counterproductive and why it needs to be reviewed.

We have heard an awful lot about fairness in politics over the past few years. My first reason is that, sadly, the policy is blatantly unfair to a number of groups. The first group are those unable to take a holiday during school holiday times, including many who work in tourism and other sectors. Many small tourism-related businesses in Cornwall are too busy to allow their staff to take a holiday during the peak holiday season; many are owner-run and have to make money while people are on holiday. People with such work cannot, therefore, afford to close and take a holiday themselves during the season. In fact, the introduction of the policy has made things even worse for tourism businesses because the season is now even more concentrated, into six or seven weeks of the school summer holidays. That places even greater demand on the businesses during the peak season and makes it even more difficult for them to allow staff to take a holiday.

It is not, however, only those who work directly in tourism who are affected; it is also those who work in the public sector in tourism areas. For example, our local police in mid-Cornwall have for many years restricted police officers’ ability to take holiday during the peak season due to the increased demand for policing in the area. The policy effectively tells people who cannot take a holiday during school holiday times that they cannot have a family holiday, and that seems completely unfair.

The policy is also unfair in other ways—on people who cannot afford to pay for a holiday during the peak holiday season, for example. We all know that holidays taken during the peak season, whether in this country or abroad, are out of the reach of many families on low incomes; in fact, many families we would consider to be on middle incomes struggle to pay the peak season prices. There have been calls for the Government to intervene and bring some sort of regulation into the holiday market, but we have to accept that that is incredibly unlikely—we live in a free market economy and prices are set by supply and demand. But surely we can expect the Government not to introduce policies that make the matter worse, and it is worth noting that that is precisely what is happening.

The restriction on term-time holidays has had the unintended—I am sure—consequence of increasing demand during school holidays and pushing prices up during the peak season. Holiday resorts in Cornwall say that because there is greater demand during the peak weeks and they are also losing business during what we call the shoulder weeks, they are having to increase prices in the peak weeks to make up the difference. The cost differential between term-time and school holiday prices is widening. Far from helping the lower-paid to have a holiday, the policy is exacerbating the situation.

Another group that the policy is unfair to are the many families who rely on charities for a holiday. I have been contacted by a number of charities that have for many years taken groups of disadvantaged families on holiday during September. They do it then because prices are lower and they are often able to get a good deal on a holiday park during periods of lower demand.

An example close to my heart is an organisation called Cornwall One Parent Support. I have been involved with the charity right from its beginnings, almost 20 years ago, since when it has provided support for single-parent families, including taking them on a cheap, subsidised holiday in September. It has often taken groups of up to 40 families away for a week. The holiday provides a great opportunity for the parents and children to have a break and experience a holiday they would otherwise never be able to enjoy. However, since the introduction of the policy, the organisation cannot run the holidays in the same way, as the families are prevented from taking their children out of school. The policy is unfair to a great number of families, and sadly it is the lowest paid and most disadvantaged who appear to be losing out.

I also believe that the policy is detrimental to family life. As a matter of principle, I do not believe that it is the role of the state to tell parents when they can take their children on holiday. Every child is unique, and it should be for parents to decide what is right and best for their child. Some parents will decide that the best thing is for their child to be in school at all times; others will decide that the benefit of a family holiday—the experience of travel, new cultures and meeting new people—is more beneficial than being in school for that week. It should be, however, for the parent to make the choice.

[Steve Brine (Winchester) (Con)]

It is, of course, the state’s right and responsibility to see that children get a proper education, and we know that being in school clearly leads to that. I do not think that the signatories to the petition are saying that taking children out of school for family holidays is an absolute right, and I wonder whether there might be a compromise to be reached for children in the early years of primary school—reception, year 1 and year 2. Would my hon. Friend suggest that the rules could be relaxed for those years?

[Steve Double]

I agree with my hon. Friend. The vast majority of parents—if not all of them—want a good education for their children. The issue is not about a competition between education and family; it is that many parents, including me, consider that family holidays and the experiences they bring are part of a child’s education. One of the sadnesses of the policy is that it has pitted school and education against family, when we want them to work together for the benefit of the child and to do what is right and best for that child.

If we view education as just what takes place in the classroom, we rather miss the point; education needs to be about much more than that in a child’s life. The point that my hon. Friend made about flexibility is absolutely right—we need some common-sense flexibility brought into this issue. Parents want their children to be in school regularly, and that is what the Education Act 1996 asks for. Let us not forget that the 1996 Act gives parents the option to home educate, which seems to be a bit of a contradiction given the application of the strict rules that I am discussing.

Many parents have contacted me on this matter. It is a widely held view that a child’s upbringing and education are about more than what happens in the classroom. Clearly, formal schooling is a central and critical part of any child’s education, but it is not the only important element. The breadth and variety of experiences that children can gain from travel can enrich and deepen their view and appreciation of the world. I know that from my own upbringing. The times when I travelled with my parents shaped and developed my understanding of the world in a way that the classroom teacher would never be able to provide.

There is a deeper, more concerning aspect of the policy’s impact on families. The policy sends out the message that being in the classroom is somehow more important than being with their family, which is something I fundamentally cannot support. No matter how good a school or individual teacher is, being in school can never be more important, more valuable or more beneficial in a child’s life than a positive and healthy family situation.

We all know that we are living busier and busier lives these days; the pressure and stresses of daily life put more demands on family life than ever before, so the time that parents have with their children is more precious than ever before. The benefit of that week or two away—away from the pressures of life and the domestic and mundane responsibilities of home—can be an oasis for any family, offering the opportunity to regroup, to refresh their relationships and to strengthen the family bond. I know the cliché is often used, but the quality time parents can spend with their children on a holiday can be one of the most positive things a child can experience in the madness of today’s world.

Summer-born Children (Education Guidelines)

Steve Brine Excerpts

Monday 7th September 2015 Commons Chamber

[Stephen Hammond]

I am unsure that I necessarily followed that exactly, but the hon. Gentleman, as ever, makes a clear point. I am sure that parents in Northern Ireland will be listening carefully.

Going back to my performance on “You and Yours” today, several people have emailed me since and I was particularly struck by a lady who contacted me to say that she had triplets born prematurely at 25 weeks. They should have been born on 1 November, but she was told by her local authority that if she delays their start to school, they will have to go into year 1 rather than reception. That is despite the fact that her children have been diagnosed by paediatricians as having additional needs and developmental delay. Another lady got in touch to tell me about her grandaughter who was born in August 2005 in Dublin. In Ireland, as the Minister will know, parents can choose when a child with an August birthday starts school, so the parents decided to delay her entry into reception. A few years later, it was necessary for the family to move to the UK, where the local authority has insisted that the child starts school with her chronological age group in year 5, thereby skipping year 4. That has caused huge distress and anxiety for the child. Practice differs across the country, but the guidelines are being followed inconsistently and it has become far too much of a lottery.

[Steve Brine (Winchester) (Con)]

I spoke to my hon. Friend before the debate to say that I would intervene, and I thank him for giving way. My youngest son, William, started school today. He was born in November and my wife and I just know that he is ready to start school. Does my hon. Friend agree that the reason for such a response to his stellar performance on Radio 4 this lunchtime is that this is ultimately about parental choice? Parents know what is best for their children and want greater control over when their children enter the education system.

[Stephen Hammond]

I wholeheartedly concur. I am pleased to see from some comments that the Minister has made already that he, too, understands and accepts that point fully.

We must look at the practice in other countries. In the Netherlands, parents have the right to choose whether a child has one or two years at kindergarten. In the USA, study at kindergarten can be delayed to allow social, emotional, intellectual or physical growth. In some German states, all children are required to be assessed by a paediatrician or educational psychologist to check that they are ready for school. I am not suggesting that we implement all those practices, but it is clear that there is a recognition of these issues across a number of countries.

I have referred a number of times to the guidelines entitled “Advice on the admission of summer born children”, in which the Minister is well versed. I find it difficult to disagree with a statement that came from his Department earlier in the year, which stated:

“Our reforms are raising the quality of early years education”.

It stated that there was

“a greater focus on the key skills children need for a good start in life.”

That is what the guidelines entail.

Paragraph 2.17 of the school admissions code states:

“Parents may seek a place for their child outside of their normal age group… In addition, the parents of a summer born child…may request that they are admitted out of their normal age group—to reception rather than year 1.”

It states that authorities must

“make decisions on the basis of the circumstances of each case and in the best interests of the child concerned”;

that they must

“take into account the views of the head teacher”;

and that they must inform the parent of their decision and

“set out clearly the reasons for their decision.”

Finally, it sets out that any application must be taken into account as part of the normal process and not be given a lower priority.

Those guidelines are a real step forward, but there is always a but. In this case, the but is not about the guidelines; there are issues with how the process is being operated in practice, there are concerns about the attitudes of a number of councils and there is a feeling among many parents that they are not getting a fair hearing or that the system is operating a postcode lottery.

Let me briefly set out the issues with current practice. First, although there is no statutory barrier to a child being admitted outside their normal age cohort, there is no right to insist or to appeal. Although the guidelines state that the rationale must be set out, they do not confer any extra rights. Secondly, some authorities allow delayed entry into education but then insist that the child begins in year 1, rather than in reception, thus removing all the hoped-for benefit of starting a year later. Thirdly, some authorities, as I pointed out when describing the case in my constituency, allow a child to defer entry at primary level but give no guarantee that the child will remain in that cohort post-primary school. Finally, there are any number of similar problems for the parents of premature and pre-term babies. Some local authorities take no account of prematurity or the due date.

The Education Committee noted in a report earlier this year that the number of cases where children were being delayed and then admitted into year 1 rather than into reception had increased and that there was an increase in the number of contentious cases.

Tonight, I ask the Minister for minor tweaks that I think would have a substantial impact on the lives of many children. I hope that those tweaks will address the issues that I have described. I know that the Minister has agreed to a review, so I ask him to look at revising the guidelines in three ways. First, I ask that the due date, rather than the birth date, of premature children be used in the definition or interpretation of compulsory school age. Secondly, I ask him to consider giving the parents of summer-born children an automatic right to defer, given that parents have the best feeling for when their children should enter education, with a similar provision for the parents of premature children. Finally, I ask him to ensure that once a deferral has been agreed, the child stays in the same educational cohort throughout their educational career.

If the Minister feels that that is a “perfect world”, that he cannot necessarily agree to all those suggestions, and that perhaps one would be a step too far—although I do not think they are—then surely the default position must be that the onus is placed on the council to prove why a request should not be granted. I hope the Minister will consider the three tweaks, which I regard as relatively minor. Like supporters of the Summer Born and Too Much, Too Soon campaigns, I have been hugely encouraged by the Minister’s interest in this issue. Tonight—or this morning—we have the chance, through those tweaks, to change many children’s lives for the better. I hope the Minister will agree, in his comments this morning, to look at those tweaks and to revise the guidelines accordingly. We have the chance to make a change that will be of benefit to so many children.

Oral Answers to Questions

Steve Brine Excerpts

Monday 27th October 2014 Commons Chamber

[Nicky Morgan]

I am always very unhappy to hear about good, highly qualified teachers who decide that teaching is no longer the profession for them. There are, of course, myriad reasons why people decide to leave any particular profession, but over the last four months I have been going around the country meeting teachers, and it is clear to me that the issues of work load and inspections, and some of the expectations of the Ofsted regime, are affecting teachers. That is why, last week, the Government launched the work load challenge for teachers and published the “mythbuster” with Ofsted.

[Steve Brine (Winchester) (Con)]

During the current Parliament, Hampshire county council has invested just over £10 million in new primary school places in my constituency. They include places at The Westgate school, which is Hampshire’s first all-through school, and at the Winchester primary academy which is to be established by the University of Winchester Academy Trust on the new Barton Farm development. Will the Secretary of State hop on the train to Winchester with me and see for herself what a positive campaign for new primary places can do? I may even make her a cup of coffee in the office, which is just around the corner.

[Nicky Morgan]

How could I refuse an invitation like that—a cup of coffee made by my hon. Friend’s own fair hands? I should of course be delighted to visit Winchester as soon as my diary allows it.

Oral Answers to Questions

Steve Brine Excerpts

Monday 16th June 2014 Commons Chamber

[Mr Laws]

I know that this is a real issue in constituencies such as that of my hon. Friend. Indeed, last year about a third of all children in Cornwall’s primary schools missed school for a term-time holiday, a figure higher than the national figure for primary schools, which is about 20%. That is clearly not acceptable. I would say two things to my hon. Friend. First, head teachers retain the discretion to grant leave in exceptional circumstances. Secondly, and more significantly as regards the cases she raises, we are deregulating so that all schools control their own term dates from 2015. That might give schools in her area greater flexibility to make a judgment about when to have their holidays and about what the right time might be for them.

[Steve Brine (Winchester) (Con)]

17. What steps his Department has taken to increase the number of primary school places in a) Winchester constituency and b) England.

[The Minister for Schools (Mr David Laws)]

During this Parliament, the Department has allocated more than £5 billion in basic need funding to help local authorities in England create the additional places that will be needed.

[Steve Brine]

I have campaigned throughout this Parliament to secure new primary places for my constituents. We now have a combination of additional places at existing schools and brand-new provision at the excellent new Westgate all-through school, which is the first in Hampshire. The Government should be very proud of it. Does the Minister acknowledge that Hampshire, like so many other areas, is using the additional funding he mentioned not to fund an ideological whim but to do the basics and secure new primary school places for families who need them?

[Mr Laws]

I agree with my hon. Friend, who will be interested to know that the allocation of money to Hampshire for basic need has almost quadrupled between the time of the previous Labour Government and the present coalition Government. We have allocated £88.9 million to basic need in Hampshire between 2011 and 2015; that compares with just £23 million over a comparable four-year period in the previous Parliament.

PISA Results

Steve Brine Excerpts

Tuesday 3rd December 2013 Commons Chamber

[Michael Gove]

No. The perfect description of our reform programme is that it is based on social justice and recognises that the strongest systems combine autonomy with stricter accountability. We have introduced stricter accountability through changes both to Ofsted and to league tables. Unfortunately, those on the Labour Front Bench have not endorsed those changes to help drive up standards. They should be listening to outstanding head teachers who have the right idea, such as Dame Yasmin Bevan in the hon. Gentleman’s constituency. The sooner he introduces her to his Front-Bench colleagues, the better for all of us.

[Steve Brine (Winchester) (Con)]

Does the Secretary of State agree that it is important that our primary school children are taught by men as well as women, and will he confirm that the number of men training to be primary school teachers is on the rise?

Autism

Steve Brine Excerpts

Tuesday 20th November 2012 Commons Chamber

[Mr Buckland]

My local experience, which I am sure is shared by many hon. Members, is that the rate of diagnosis is increasing. Some years ago, when my daughter was diagnosed, I was startled to learn that, in certain parts of the country, there were no diagnoses of girls with autism. That was not because there were no girls with autism, but because the specialisations needed to make the diagnosis were not there. I am afraid that that patchiness applies today. We are at the early stages of fully identifying the range of needs. I accept that, at times, diagnoses are made in the wrong category and that children with other conditions are diagnosed as autistic, but that is inevitable when the system seeks to ensure that the needs of children are addressed in an increasingly sophisticated way.

I mentioned the need for parliamentarians and society to start viewing people with autism as people with huge potential. In a few years’ time, I want to stand here in the Chamber—or anywhere—and say that, in this country, we have cracked the code and ensured genuine opportunity for all people with autism and autism spectrum conditions.

[Steve Brine (Winchester) (Con)]

I congratulate my hon. Friend on securing this debate—he does such good work in this field. He has spoken very eloquently of his experiences as a parent. I have lost count of the number of parents who come to my surgery with an enormous folder after working so hard on behalf of their child. They are the ones with the sharp elbows, the time and the wherewithal to do all the reading and understanding, and to battle their child through the system. This debate is about the millions of children in this country who do not have such parental support, such as children in care, getting the same access to services as children whose parents can drive their way through the system.

[Mr Buckland]

I am grateful to my hon. Friend. I am reminded of the famous quotation from F. E. Smith about the world offering glittering prizes to those with stout hearts and sharp swords—I think “sharp elbows” was the phrase my hon. Friend used. He is absolutely right. We need to move to a system where parents do not need to shout at the top of their voice to obtain provision for their child, or bang on the nearest door as loudly as possible or kick out at the authorities to get what they believe is in the best interests of their child. He is absolutely right about that.

Higher and Further Education

Steve Brine Excerpts

Tuesday 11th September 2012 Commons Chamber

[Shabana Mahmood]

I will make a little progress before giving way again.

The biggest impact has been on the number of applicants. Although applications for the coming term are still open, we already know that there are around 50,000 fewer applications to higher education for the coming year and that one in 20 18-year-olds who would have been expected to apply in previous years have not applied this time around, which represents a decline of around 15,000. I am told by the sector that total accepted applications are down by about 30,000 on last year. That is equivalent to shutting down two mid-sized universities—for example Imperial college and the university of Lincoln.

[Steve Brine (Winchester) (Con)]

Will the hon. Lady give way?

[Shabana Mahmood]

Not at the moment.

That is set against a backdrop of a worsening economic outlook as a result of the Government’s failed economic policies. The economy is in a double-dip recession made in Downing street. We know that there is a strong link between periods of recession and interest in higher education, as people seek to enhance their employability and competitiveness in difficult economic circumstances, but this year that is not the case. There is a massive drop that, combined with cuts in the number of places, will result in tens of thousands fewer students entering higher education in 2012. It indicates straight away the impact of the Government’s trebling of tuition fees. Students are being put off and are basing decisions not on whether a university education is right for them, but on whether they can afford it. That is a tragedy for both the person making the decision and the country as a whole, because if they miss out on higher education, we miss out by failing to capture their full potential.

--- Later in debate ---

[Nadhim Zahawi]

rose—

[Steve Brine]

Will the hon. Lady give way?

[Shabana Mahmood]

Not at the moment.

Reading the Government’s amendment, one would think that there were no problems with their policy whatsoever and that it has had hardly any impact—further proof, if any were needed, that they are complacent and out of touch.

[Nadhim Zahawi]

rose—

[Steve Brine]

rose—

[Shabana Mahmood]

I am not going to take any more interventions at the moment; I will do so later.

The Government try to explain away the impact of their choices by saying that the drops in applications are due to the decline in the population of 18-year-olds. However, that does not get them off the hook because, as the Independent Commission on Fees pointed out in its recent report, in the rest of the UK, where the fees regime has remained the same, there has not been the same drop in applications.

--- Later in debate ---

[Nadhim Zahawi]

rose—

[Steve Brine]

rose—

[Shabana Mahmood]

I have taken an intervention from the hon. Member for Stratford-on-Avon (Nadhim Zahawi), so I give way to the hon. Member for Winchester (Steve Brine).

--- Later in debate ---

[Steve Brine]

They say that persistence always pays off. I thank the hon. Lady for giving way; she is being very generous with her time. She keeps saying that applications are down. At the university of Winchester, fees have increased from just over £3,000 a year to just on £8,000, and applications are up on last year. The main reason is that the graduate employment outcomes of students at the university of Winchester, with teacher training being one of the biggest parts of its business, are 97%. Does she accept that the key point is that it is up to higher education institutions to make the case for students to come and spend their money with them so that they will get the benefit from it?

[Shabana Mahmood]

I am glad that I gave another hon. Gentleman an opportunity to make a mini-speech. If only the experience of the whole of the higher education sector was the same as that in Winchester.

--- Later in debate ---

[Mr Willetts]

My right hon. Friend is absolutely right, and that leads me to my next point.

Another feature of our reforms is that we have done everything to encourage students from the widest possible range of backgrounds to continue to apply for university. I remind the House of the figures, which the Opposition spokesman carefully ignored in her lengthy speech. The percentage of applications to university by young people has indeed fallen—I accept that—to 31.6% from 32.6% last year. Last year’s rate was the highest on record, and this year’s is the second-highest on record. It is a higher rate of university applications than in any year when the Labour party was in government. I believe that that is because we have successfully communicated to young people that they will not have to pay up front to go to university. Of course, we are also increasing maintenance support for students at university this year. The maintenance grant and support for bursaries are going up. That is why we still have record rates of application to university, and we should celebrate and remember that fact.

[Steve Brine]

Given that the Minister inherited a commitment to cutting £600 million from the budget, what would the outcome have been if he had not taken the decision to base university financing on a system of student fees and loans? Presumably it would have been a dramatic drop in numbers and my having to say to thousands of my constituents, “Sorry, university’s not for you.”

[Mr Willetts]

We inherited from the previous Government a simple line in the 2009 autumn statement announcing £600 million of cuts in higher education, science and research. Absolutely no work had been done about where the cuts should be and how they should be delivered, but they would have meant either falling student numbers or less support for science and research. We have been able to offer cash protection in a ring-fenced science budget, and as I showed the House earlier this evening, there has been an increase in the total funding available for teaching in our universities. To achieve that when we are facing the severe financial problems that we inherited from the previous Government is evidence of our commitment to opportunities for young people and to universities and research.

That is exactly what the outside experts say. For example, I remind the Opposition spokesman of the assessment by the Institute for Fiscal Studies. It stated in June:

“The HE funding regime to be introduced in England in September 2012 will be substantially more progressive than the current system. Roughly the poorest 30% of graduates, in terms of lifetime earnings, will be better off…than under the current system…Universities will also be better off, on average, and the taxpayer will save around £2,500 per graduate.”

Only yesterday I met the head of the education division of the OECD, who was here to launch “Education at a Glance”, its annual publication. He described our system of repaying loans as

“the most advanced system in the OECD”,

and added that

“probably no system does it better.”

That was what the impartial head of the OECD’s education division said yesterday.

Oral Answers to Questions

Steve Brine Excerpts

Thursday 6th September 2012 Commons Chamber

[Mr Willetts]

Immediately after these questions my right hon. Friend the Secretary of State is going to Swindon to join Honda in this very welcome announcement. The Department absolutely understands the importance of the supply chains behind these large companies. Of course, the commitment to the supply chain is one of the many reasons why Britain is moving up the competitiveness league table.

[Steve Brine (Winchester) (Con)]

7. What recent assessment he has made of the employment outcomes of graduates.

[The Minister for Universities and Science (Mr David Willetts)]

University remains a great route to a rewarding career: 90% of full-time, first degree leavers are in work or further study six months after graduating, and graduates earn on average £100,000 more over their working lives. We recognise the need to do all we can to help universities and businesses to prepare students for the labour market.

[Steve Brine]

The Minister might be interested to know that in 2010-11 the university of Winchester recorded that 96% of its full-time teacher training graduates had gone into teaching jobs, but is he satisfied that higher education institutions are doing enough to focus prospective students on the employment prospects they can expect if they choose to study and spend significant sums of money at their institutions?

[Mr Willetts]

I congratulate the university of Winchester on that excellent achievement. That is why this month we are introducing, for the first time, a requirement that universities release the information on the percentage of their leavers who are in work after six months, course by course, so that prospective students can assess their performance on that crucial measure.

New Schools

Steve Brine Excerpts

Monday 10th October 2011 Commons Chamber

[Michael Gove]

I am delighted to underline my debt to both Lord Baker of Dorking and my hon. Friend, who was one of the early advocates of free schools and the pupil premium. I am absolutely delighted that this ministerial team is able to take forward proposals that he championed when we were in opposition.

[Mr Steve Brine (Winchester) (Con)]

This morning, I visited Harestock primary school in my constituency, where nearly 20% of pupils have a family member serving our country in the armed forces. The Secretary of State knows how warmly I welcome the new school places that the Government have created, but many of the service parents whom I met this morning are greatly concerned about the availability of school places in the system, as families return from Germany over the next few years. Will the Secretary of State work with his colleagues at the Ministry of Defence to see that those families can come home with some confidence in the next two or three years, instead of feeling fear, as they do currently?

[Michael Gove]

I absolutely will. Of course, it is for the best of reasons that 14,000 service personnel are returning from Germany; thanks to the inspirational leadership of Baroness Thatcher and Ronald Reagan, we won the cold war and are able now to welcome back the servicemen of the British Army on the Rhine.

We need to make sure that those who have worn the Queen’s uniform enjoy the best possible education. The service premium and the additional changes that we are making to the admissions code are part of that. Of course, we have to work with the Ministry of Defence to do so, and I will be delighted to work—for many years to come, I hope—with my right hon. Friend the Member for North Somerset (Dr Fox), who is doing such a great job in championing service families and defending the armed forces covenant.

School Funding Reform

Steve Brine Excerpts

Tuesday 19th July 2011 Commons Chamber

[Michael Gove]

I very much enjoyed my visit to Gloucester and Stroud on Friday, and the first thing I did when I arrived at the Department on Monday was to instruct my officials to co-operate with Gloucester city council and the Young People’s Learning Agency to ensure that we deal with this issue.

[Mr Steve Brine (Winchester) (Con)]

I warmly welcome the Secretary of State’s announcement. Parents in the city of Winchester will have heard his statement loud and clear, despite various other noises going on in the media today. What guidance has his Department issued to local authorities in recent years about the need to keep spare capacity in the primary system?

[Michael Gove]

That is a typically shrewd point from my hon. Friend. One of the problems we inherited is that under the system that prevailed under the previous Government, guidance was given in 2007 to reduce surplus places, particularly in the primary sector, and we now have a basic need problem. It is good that the Opposition now recognise that we should prioritise meeting basic need.