Authorised Absence from School

Steve Double Excerpts

Wednesday 5th June 2019 Westminster Hall

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

I beg to move,

That this House has considered authorised absence from school.

It is a pleasure to serve under your chairmanship, Mr Gray.

I have raised this issue with the Minister many times, both in debates and directly. I have campaigned for the Government to review and change their policy for some time. I remain of the view that it is not the role of the state to dictate to parents what is right and best for their children; that should be decided in partnership between parents and the school. I wanted to raise the issue again today in the light of a number of recent developments and cases that have been brought to me, both by constituents and by parents elsewhere in the country.

Part of the problem is that although the Government say that absence from school should be authorised by headteachers only in exceptional circumstances, they do not provide clear guidance as to what constitutes an exceptional circumstance. That has led to a degree of confusion and complicated situations, as was highlighted recently by the climate change protests, during which thousands of schoolchildren took time away from school to attend the demonstrations. I am reliably informed—it has been reported—that many of those children were given authorised absence to miss classroom time in order to attend those protests. Leaving aside the point that I do not see how something can be called a strike when people have been given permission to be absent, parents should be able to expect some consistency in the application of the policy.

I do not have a problem with children missing time from the classroom to attend those demonstrations. Education is about far more than what takes place in our classrooms, and attending such events broadens children’s experiences and knowledge and gives them a wider view of the world, so it is incredibly beneficial to their education. However, I need to challenge the inconsistency. Headteachers have granted leave for children to attend those demonstrations, yet in many other cases that I am aware of, parents have requested authorised leave from school from headteachers for what most reasonable people would consider to be equally good reasons and have been denied.

I know of children who had been selected to compete at international level in their sport, yet their school refused to grant them leave to go and represent their country. I know of one child whose parent requested one day off school—the day before the school broke up for Christmas—so that he could fly to see his father who he had not seen for a year, yet the school refused that request for leave. There seems to be huge inconsistency in applying the rules, and I do not believe it should simply be down to headteachers to determine for which events or experiences it is appropriate for children to miss school. Making that decision should primarily be the responsibility of parents, in conjunction with the school.

The current policy came in in 2013. It was brought in through a statutory instrument and no impact assessment was carried out. As I have said many times to the Minister, the lack of an impact assessment was an oversight or a mistake by the Government. Until that time, a common-sense approach allowed headteachers discretion to decide when it was appropriate for children to be given leave to be absent from school for a number of reasons. I still argue that headteachers should be given that discretion, because they know the pupils, the families, the communities that they are part of, and the particular pressures and challenges that such a community might face. They are therefore best placed to make the decision in conjunction with the parents, rather than be dictated to centrally.

The rules are applied inconsistently across the UK. Fines are not imposed in Scotland or Northern Ireland, and even though fines are imposed in Wales, a report commissioned by the Welsh Government showed that they are not working. The number of unauthorised absences has gone up since 2013, particularly for family holidays, so the rules have not reduced the level of unauthorised absence in the way that was expected.

[Helen Goodman (Bishop Auckland) (Lab)]

I am pleased that the hon. Gentleman has secured this debate on an extremely important subject. At Timothy Hackworth School in my constituency, there are real worries that if it falls below 96% attendance, because a contagious disease or another perfectly valid reason pushes the number of absences up, Ofsted will mark it down. Will the Minister address the question of whether Ofsted is so inflexible that every school has to achieve 96%, irrespective of circumstance?

[Steve Double]

I am grateful for that intervention. I will probably elaborate further on the hon. Lady’s point, but she is absolutely right that the drive to attain an attendance level above everything else, with no recognition of the welfare of the children involved, seems to be overriding common sense. One headteacher told me recently in a meeting, “If our school was outstanding in every other respect, but we fell short of the attendance target, we would deemed as ‘requires improvement’ simply for missing the attendance target.” That situation seems bonkers to me. Rather than looking at the wider picture of what is right and best for our children, schools are being driven by the Ofsted inspection regime to focus on an attendance target above all else. I will cite a few examples showing how that has been detrimental to the wellbeing and welfare of children and families in our communities.

We now have a situation where parents who for perfectly legitimate reasons are unable to take a family holiday during the school holiday period are basically subject to an arbitrary tax imposed by the local authority for taking their children out of school. Is the Minister’s Department aware of how local authorities are spending that money? As far as I can see, literally tens of thousands of pounds is being collected by local authorities through these fines, yet no one seems to know how that money is spent. It would be reasonable for parents to know how the extra tax they are paying is being spent.

For many families, the fines are no deterrent, because they are less than the money they save by taking their children on holiday during term time. If having a cheaper holiday is their motivation, facing a fine is not a deterrent. What it does do is penalise the poorest families in our society. It is a regressive tax. In my constituency, many simply cannot afford a holiday in peak season. We are saying to those poorer families, “Because you cannot afford it, you cannot have a holiday unless you face this additional fine.” It is a regressive situation.

Additionally, the fine hits small business owners the hardest. I have many small business owners in my constituency, particularly in the tourism industry, who are simply unable to take time away from their business during the peak season. That is where they make their money. They are faced with either taking their children on holiday out of peak season when business is quieter and they can afford to have a week away, or not having a family holiday. I say respectfully to the Minister that any policy that hits the entrepreneurs and small business owners of our country in particular should have no place under a Conservative Government. We are targeting the very people we say we stand up for.

A key point that I want to make is that the policy is clearly incredibly unpopular with parents. I am grateful to the parliamentary digital engagement team, which put out some public engagement on social media ahead of the debate. We have seen literally tens of thousands of responses. Mumsnet posted it, and it was the post that attracted the most attention in the whole month of May.

Many parents clearly feel strongly about the policy, but my key point is that it damages the relationship between parents—the family—and the school. It pits one against the other. I was a school governor for 19 years. Sadly, I had to step away from that when I was elected to the House, as I simply did not have time to do it any longer, but I know from that time that at the heart of good education is a partnership between the home and the school. We have got to get away from the concept that education takes place only in the classroom. Education is about the whole of life, and parents have a crucial and central role to play in any child’s education. When that works well, it works in partnership with the school.

Time and again, I have seen this policy break that constructive and positive relationship between parents and the school. Constituents have told me that, because the school refused to give them authorised leave and they were then fined, they refuse to fundraise for the school or volunteer to support it. The policy is counterproductive. We should be encouraging positive relationships between parents and schools, but our policy is damaging that relationship. Whatever gains the Department for Education may feel it is making in education by getting children to be in the classroom more often, I would suggest we are losing out from the loss of good will between parents and the school, and the breakdown of that positive relationship.

[Helen Goodman]

Perhaps I can trespass for another couple of seconds on the hon. Gentleman to say that he is absolutely right. Furthermore, we see rising mental health problems among children and young people, and this kind of stress is exactly what families do not need.

--- Later in debate ---

[Steve Double]

I think the hon. Lady has read my notes; I am slightly worried. The next point I wanted to raise was that one of the unintended consequences—I do not believe anyone in the ministerial team or the Department for Education intends it—is the impact the policy is having on some of the most vulnerable children, including those with special needs and particularly those with mental health challenges. Several parents from my constituency have come to see me because they are at their wits’ end. Their children have severe mental health challenges, yet the school will not authorise them to miss any time off school, when they are not able to attend school regularly because of the mental health challenges they face.

In one case the school said, “We will not authorise your leave until you have a diagnosis for your child,” but we all know that it takes months and months to get a mental health diagnosis for young people. Parents are getting warning letters from the school because their child is missing school, even though it knows that the child has mental health conditions. All that does is aggravate the issue for the child and the parents.

The way the policy is being driven by Ofsted and some of our schools is incredibly detrimental to the wellbeing of some of the most vulnerable children in our communities. I therefore believe that we need to take a serious, long look at the policy. The policy is putting schools and headteachers in an impossible situation. The drive to raise attendance levels above all else is having an incredibly detrimental impact on some families and children.

Part of the problem—this was alluded to earlier by the hon. Lady—is that there is a sense of buck-passing. The DFE says that heads have discretion to exercise their judgment on what is an exceptional circumstance, but headteachers tell me that when they exercise that discretion—correctly, they believe—if the attendance level drops, they are criticised and marked down by Ofsted. When I meet Ofsted staff and challenge them, they tell me that they are only doing what they are instructed to do by the DFE.

There seems to be a vicious circle that no one can break out of. We need to be clear about whether headteachers have discretion to exercise their judgment. If they do, they need to be allowed to do so and not be criticised by Ofsted. If taking discretion away from headteachers is a clear policy being driven from the centre, let us be honest about that so that the headteachers are not put in an impossible situation.

Before winding up, I want to mention the impact on the holiday market and holiday businesses. Many firms get criticised for raising their prices during the peak holiday season, which is basically the school holidays, but the reality is—I have literally hundreds of such businesses in my constituency—that that is now the only time of the year in which they get to make money. Parents are prevented from bringing their children outside the holiday season, so all that demand gets condensed into six or seven weeks in the summer season, and that is when those businesses have to make their money. We cannot blame them. If the demand is there, and they need to make their money in those few short weeks, clearly prices will go up. However, we are exacerbating the issue through this policy. By making the demand so condensed in those few weeks, we are making holidays even more unaffordable for many families, so they have to choose to take their holiday at another time. It is another case of the policy being counterproductive.

I have many examples. When word went out that I had secured this debate, literally thousands of people across the country contacted me with examples of how the policy is negatively affecting their family and children. I do not have time to read many of them, but there are many cases of families struggling to live with the consequences of the policy.

I do not think that the policy is working, and we are not achieving what we actually want to, which is better outcomes for children. We have to take a wider view and understand that education is about more than the classroom. The policy is counterproductive, because it damages the vital, constructive, positive relationship between families and schools, and it hits some of the most vulnerable in our society. Once again, I put it to the Minister that we really need to review the policy and consider a better way of applying the right sort of expectations on parents with regard to having their children in school regularly. We must ensure that we are not damaging children and families as a result of the policy, and look at whether there is a better way of doing this.

Oral Answers to Questions

Steve Double Excerpts

Monday 29th April 2019 Commons Chamber

[Damian Hinds]

The hon. Lady will not have too long to wait for Edward’s report and our response to it. When it comes, she will find that it is a comprehensive and thorough piece of work. We have been looking carefully at all the relevant aspects to make sure that we can guarantee that, as was said earlier, when somebody is excluded, it is not only the end of something, but the start of something positive and new. We support schools’ being able to make such decisions, which remain an important part of behaviour management in schools.

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

I thank the Secretary of State for the support that he and his Department have given to Fowey River Academy, which is re-brokering out of the discredited Adventure Learning Academy Trust into the Leading Edge Academies Partnership this Wednesday. The re-brokering process has been complex, so will the Secretary of State look into it to see how we can minimise the disruption and uncertainty for all those involved?

[Damian Hinds]

My hon. Friend is right that we have to get the process right. We continue to keep the process under review. I would be happy for either me or my noble Friend Lord Agnew to meet my hon. Friend to discuss that case.

Oral Answers to Questions

Steve Double Excerpts

Monday 11th March 2019 Commons Chamber

[Damian Hinds]

As the hon. Lady will know, we instituted the Timpson review into exclusions, which will report back soon. She will probably also have heard me say that we have to look at the question of making sure that schools retain some responsibility for pupils who are excluded, and I expect to have more to say soon.

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

A recent report commissioned by the Welsh Government has shown that fining parents for unauthorised school absence has had no impact on raising attendance levels in Wales. Is it not time to have a review of that policy in England and, if the evidence shows that it does not work, to drop it?

School Funding

Steve Double Excerpts

Monday 4th March 2019 Westminster Hall

[Liz Twist]

I certainly agree with my hon. Friend.

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

Will the hon. Lady give way?

[Liz Twist]

I will make some progress, so that the debate makes some sense.

As I said, this is a speech of two parts. The first part is about the facts and figures and the second part is about what they mean for our schools—the staff, the governors, the parents and, most of all, the pupils.

--- Later in debate ---

[Liz Twist]

I absolutely agree with my hon. Friend’s assessment of the situation. That is a real problem, as it is for Mr Ramanandi and schools in Gateshead.

As I was saying, the Minister must know that schools face real-terms cuts year on year. It is simply not right to say that funding per pupil, which is the measure that really matters, has gone up. The Government’s statistics show that England’s schools have 137,000 more pupils in the system. The respected Institute for Fiscal Studies acknowledges that schools have suffered an 8% real-terms reduction in spending per pupil, despite growing numbers of pupils coming through the door.

With increasing numbers of pupils, and decreasing funding in real terms, schools have had to make cuts that have resulted in 5,400 fewer teachers, 2,800 fewer teaching assistants, 1,400 fewer support staff and 1,200 fewer auxiliary staff. If funding per pupil had been maintained in value since 2015, school funding in England would be £5.1 billion higher than it is now.

Like the petitioners, school leaders across England are concerned that the Government have not kept their promise to increase school funding in cash terms this year. The Secretary of State for Education promised that

“all schools would see a modest rise in funding”.

However, 4,819 schools have not received the Education Secretary’s guaranteed cash increase, meaning that one in four primary schools and one in six secondary schools have had their funding cut in cash terms this year. Locally, 71 schools in Gateshead have suffered Government cuts to per-pupil funding since 2015, losing out on £14 million. In my constituency, the average cut is about £45,000 per primary school and £185,000 per secondary school.

Headteachers in my constituency tell me that, as funding has become tighter, schools have had to cut back on essential resources: teaching and non-teaching staff; support staff who work with vulnerable pupils; small group work; interventions with children who are not thriving; teaching resources; subject choices; classroom and extracurricular activities; repairs for buildings, including asbestos management; and renewal of equipment.

Unison, which represents support staff in many of our schools, forecast that over the next year one in four schools across Gateshead borough will see redundancies. We know that, on top of that, many schools are not replacing staff who leave, so the reality is much worse for them.

Support staff are disproportionately affected by the redundancies. These are mostly part-time or term-time-only jobs, low-paid and generally taken by women living close to the school. By 2021, all but three schools in Gateshead are expected to be in budget deficit, so it is likely that further redundancies are on the horizon. How do we expect our schools to plan for the future?

[Steve Double]

I am very grateful to the hon. Lady and fellow member of the Petitions Committee for giving way, and she is making an excellent start and making the case for more funding for schools. I am sure that there is no one in this Chamber today who does not want to see more funding for schools. However, schools in Cornwall have been making the sorts of rationalisations and working efficiently in the way that she is describing for many years. So while we make the case for more funding for our schools, does she agree that the allocation of that funding must be fairly distributed across the country, because metropolitan schools have had too big a share of the cake for far too long?

[Liz Twist]

I will repeat the point a third time that the petitioners have been clear with me that their concern is that all schools are properly funded, wherever they are, so I will not enter into those discussions.

Relationships and Sex Education

Steve Double Excerpts

Monday 25th February 2019 Commons Chamber

[Damian Hinds]

There is a distinction to be drawn between children who are being home-educated and children who are not in school but who are sometimes statistically deemed to be home-educated because they are not in school; those are two different matters. Many parents are home-educating their children, sometimes because their children have had difficult experiences at school or have special needs and so on, and those parents are doing the most amazing and dedicated job in educating their children. The simple answer to the hon. Lady’s question regarding how this reform will help children who are not at school is that it will not because this is about lessons that happen in schools. Where children are able to be in school, we want them to be in school.

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

I thank the Secretary of State for his statement, and particularly for his reassurances that the primary responsibility for educating children in relationships, sex and health remains with parents. In the light of his answer to previous questions, will he reassure the House that there is no intention whatever in these guidelines to usurp or undermine the rights and responsibilities of parents to educate their children in these matters if that is what they choose to do?

[Damian Hinds]

I can confirm that. What schools do should complement what parents do, and I recognise that parents are in many ways the primary educators in these matters.

International Men’s Day

Steve Double Excerpts

Tuesday 14th November 2017 Westminster Hall

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

It is a pleasure to speak in this important debate under your chairmanship, Mr Austin. I congratulate my hon. Friend the Member for Stafford (Jeremy Lefroy) on securing it, and am delighted that International Men’s Day is getting more recognition. It is important that we take a moment at least once a year—hopefully, perhaps, more often than that—to focus on and think about the challenges that men face today. The theme of this year’s day is celebrating men and boys, and the aspect of it that I want to focus on is the role of fathers. I believe it is essential for the country, today and in the future, that we do all we can to help dads be better dads, and to support them in their role. If we do that, not only will it help those men who are dads, and their children; the whole of society will benefit.

One of the reasons why I am particularly interested in the subject is that I had the honour, in the early 1990s, to be the first father working for Barclays bank to take paternity leave and request, and achieve, a change to my working pattern to help me balance my life—to balance my work responsibilities with those of being a new dad. Today that is not remarkable, and many big companies like Barclays make such provision; but it was quite unusual more than 20 years ago. There has certainly been progress in that area, but more needs to be done to enable dads to balance the many pressures and challenges that they face today, and get a work-life balance. Change has happened in this area, as the hon. Member for East Dunbartonshire (Jo Swinson) described, but we need to go further in changing workplace culture to support and respect the role that fathers play.

Britain has an appalling record on family breakdown generally, and that has an impact on childhood life chances. Children whose dads play an active role in their lives have better attitudes at school and enjoy school more. They have higher educational expectations, and they make better progress at school. I am sure that the Schools Minister, who is present to respond to the debate, would particularly like to comment on that issue: I believe that the more we can do to help dads play a positive, active role in their children’s lives, the better those children’s educational outcomes will be.

[Martin Docherty-Hughes (West Dunbartonshire) (SNP)]

Will the hon. Gentleman also stress that those of us from single-parent families parented by men sometimes get on in life quite well?

[Steve Double]

I am happy to acknowledge that. We must acknowledge that families today come in all shapes and sizes, and that single parents work incredibly hard and, in many cases, are heroes in view of the time, effort, blood, sweat and tears that they put into raising their children. However, that should not mean we do not say that more often than not the best outcome for children generally is when they have a father and mother playing an active role in their life and upbringing.

The extent of fatherlessness in the UK is, I believe, a little-known statistic. According to the Office for National Statistics there are 2.7 million dependent children who have no father figure at home; that is roughly one in five children. When fathers are absent from children’s lives, levels of deprivation and poor economic and social outcomes are measurably worse, which has an impact not only on the children but, more widely, on society. One shocking statistic is that 76% of all male prisoners come from households without a father figure in the home. Boys with little or no involvement with their fathers are twice as likely to become offenders as boys with highly involved fathers. Those statistics should cause us concern and prompt us to take action.

We are, at last, increasingly understanding the impact of fathers in families. We do not really have a family breakdown crisis in this country; we have a crisis of fatherhood. I am hugely passionate about the work of the all-party group on fatherhood—I am one of its vice-chairmen—and about ensuring that we talk about families. We should do that much more in our political conversations. In doing so, we should not forget the vital role that fathers play. Dads today are often misunderstood and are seen within an out-of-date stereotype. The biggest stereotype of them all is that dads simply do not care, or do not want to be active dads.

Recent research by the University of Plymouth suggests that fathers face a negative bias, and suspicion from managers, when seeking a better work-life balance or applying for part-time working. That has been branded the fatherhood forfeit. Last year I did some work with the Centre for Social Justice on a small piece of research. We interviewed 50 working fathers about the challenges that they faced in balancing work and family life. What struck me was the strong emotional response from every single one of the fathers we interviewed. We found that all 50 interviewees were trying hard to be dads and in many cases they were making significant amendments to their working lives to accommodate time with their children. The stereotype of dads who do not care is out of date.

[Martin Docherty-Hughes]

I am glad that the hon. Gentleman has raised concern about the stereotypes, which have always been around. In my constituency several years ago, Scotland’s national male cancer charity, Cahonas Scotland, did a piece of research called “Men, Masculinities and Male Cancer Awareness”, highlighting what happens when men are asked about services and their experience, and getting a breakdown of the reality of their everyday lives, especially with respect to parenthood.

[Steve Double]

I thank the hon. Gentleman, who makes a good point.

As I have said, we want to be an equal society—we want equality to be at the heart of society, including in the workplace. If we are to achieve that we must seriously consider a positive approach to fathers. We need to get to the stage where employers actively seek to have father-friendly workplaces. We can achieve that, and if we do it will not only be dads who benefit but children, mothers, families and the whole of society.

Oral Answers to Questions

Steve Double Excerpts

Monday 6th November 2017 Commons Chamber

[Justine Greening]

We have maintained that rate across the course of this spending review. It is probably not for me to pre-empt what will be in the Budget.

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

Will the Minister update the House on the progress of the introduction of the T-level in catering and hospitality? It is eagerly anticipated by the tourism and hospitality sector, and is essential for providing the skilled staff that the sector needs for the future.

[The Minister for Apprenticeships and Skills (Anne Milton)]

T-levels are long-awaited. We are starting down that road—the first few will come online in 2020, and there will be more in 2021 and 2022. I know that there is a great deal of interest in them, particularly from that sector.

Oral Answers to Questions

Steve Double Excerpts

Monday 11th September 2017 Commons Chamber

[Justine Greening]

We are bringing forward the funding formula because there is a long-standing inequity in our schools funding that many Governments have dodged tackling. We cannot expect all schools to achieve the same high standards when so many of them are funded on a very different basis from one another. I believe that we are doing the right thing in bringing forward this fair funding formula. I will set out the final terms of that formula shortly. I am very proud that we have finally been able to take this step. I thank the many Members of this House who have given their input and feedback to the consultation.

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

Schools in rural areas have been underfunded for many years under the current formula. Can the Secretary of State assure me that the matter of sparsity will be given due consideration in the revised formula and that schools in places like Cornwall will start to close the gap on the national average?

[Justine Greening]

Sparsity was part of the consultation on the funding formula. It is important that we make sure that rural schools, which often face unique challenges, are protected through the formula, and that is what I am seeking to do.

Oral Answers to Questions

Steve Double Excerpts

Monday 20th March 2017 Commons Chamber

[Edward Timpson]

We of course welcome initiatives, such as the one the hon. Lady has described, to widen participation in higher education. In 2017-18, universities intend to spend more than £833 million on measures to improve access and student success through their access agreements for students from disadvantaged backgrounds—up significantly from £404 million in 2009.

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

21. Some of our most deprived communities are found in rural and coastal areas. What account is the Department taking of the particular challenges schools face in rural and coastal areas such as those in Cornwall?

[Edward Timpson]

My hon. Friend will know that part of the consultation is looking at that aspect of our school geography, and the sparsity factor seeks to address it. However, we also have the new opportunity areas, which are looking at parts of the country, including coastal towns, where schools face particular challenges, and we can try to home in on those and spread good practice.

Fathers in the Family

Steve Double Excerpts

Wednesday 1st March 2017 Westminster Hall

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

It is a pleasure to serve under your chairmanship, Mrs Main, and to follow the right hon. Member for Tottenham (Mr Lammy). I congratulate the hon. Member for Airdrie and Shotts (Neil Gray) on securing this important debate.

As far as I am concerned, being a dad is the best thing in the world. It is the most important job I will ever do. I often say to people that, even if our nation were unfortunate enough to have me as its Prime Minister, I would still consider being dad to my boys to be far more important than that role.

Sadly, there is a growing crisis of absent fathers in our country. It is a sad fact that 3 million children in the UK live in lone-parent families, 86% of which are headed by the child’s mother. When we talk about family breakdown, more often than not we are actually talking about dad leaving the family home. There are 1 million children in our country today who have no meaningful contact with their father at all, and a 15-year-old boy today is far more likely to have a smartphone than a father at home. That surely must be a wake-up call for our country. Fatherhood should be seen as a social justice priority. Unless we tackle the issue of absent fathers and provide more support for fathers to be better dads, we will not effectively address the issues of social justice and social mobility in our nation.

Children from low-income households who have an active father figure at home are 25% more likely to escape the relative poverty they are growing up in. At the most extreme, 76% of all male prisoners come from households without a father figure in the home. Boys with little or no involvement with their fathers are twice as likely to become offenders as boys with highly involved dads.

Research commissioned and collated by Care for the Family found that children with dads involved in their lives had better attitudes towards school, better behaviour at school, higher educational expectations, greater school progress, higher qualifications and greater enjoyment from being at school. Surely those are all things that we should want for every one of our children.

I stress at this point that I am not putting down households of single mothers. I know from my experience of helping lone parents—the vast majority of them are single mothers—that they provide a loving, caring and positive environment for their children. They are often the unsung heroes of excellent parenting, even in challenging circumstances. However, we cannot ignore the fact that we do have a crisis of fatherhood going on. The right hon. Member for Tottenham alluded to the fact that there are changing attitudes in our country today, with a far greater desire particularly among millennial fathers to be more involved in their children’s lives, whatever their situation with regards to a family. We should welcome that and support it.

I put it to the Minister that the Government should be doing more to support fathers. Will the Government consider following the example of Scotland, which last year had a Year of the Dad—it is not often that I congratulate the Scottish National party, but on this occasion I am more than happy to—and call for a UK-wide Year of the Dad, where we can celebrate, support and promote the important role of fathers in our country? Will the Government also consider putting together a working group of colleagues with an interest and experience in this issue, in conjunction with their forthcoming social justice Green Paper, to work to identify policies that are effective in supporting fathers?

This issue is far too important to leave to chance. We need the Government to take a lead and to put policies in place to support dads.