Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [Lords]

Sureena Brackenridge Excerpts

2nd reading
Tuesday 25th February 2025 Commons Chamber

[Sir John Hayes (South Holland and The Deepings) (Con)]

Much of this debate has been about the purpose of learning—the Secretary of State began in that spirit—and I think we can all agree that the purpose of learning is both to deliver personal fulfilment, through the acquisition of understanding and competencies, and to fulfil a social purpose by providing for economic needs. John Ruskin said:

“The first condition of education is being able to put someone to wholesome and meaningful work.”

Apprenticeships embody—indeed, they epitomise—that purpose. A trainee learns from a mentor a skill that has use in a workplace.

The value of apprenticeships is why, when I was shadow Minister for universities, further education and skills, and subsequently the Minister in 2010, I set about revitalising the apprenticeships system. I knew that apprenticeships were well understood by employers, were widely recognised by the public and could be attractive to trainees.

I will make a point on adult learning, provoked by the excellent contribution by the Liberal Democrat spokesman, the hon. Member for St Neots and Mid Cambridgeshire (Ian Sollom). It is vitally important to understand that in order to skill our workforce and provide it with the necessary competencies to meet the Government’s economic ambitions, we really do have to reskill existing workers as well as making practical and vocational education attractive to new entrants to the workplace. Simply as a matter of numbers, if we train more young people but do not retrain the existing workforce, we will never deliver the capacity needed to fill the skills gaps and deal with the skills shortages that, as has been said repeatedly, inhibit our ability to drive the economy forward.

The Bill is about the management and maintenance of standards of apprenticeships. I understood why that mattered so much, which is why I set about elevating the practical, the vocational and the technical. I believe that practical, vocational and technical learning is as important as academic accomplishment. It has been a myth perpetuated by the establishment—I am inclined to say “the liberal establishment,” but I do not want to damn the hon. Member for St Neots and Mid Cambridgeshire, having praised him so nicely—that the only form of prowess that counts comes through academic learning. That myth has been so pervasive that a former Prime Minister, Tony Blair, set out the extraordinary, bizarre ambition that 50% of people should go to university.

The number of people who go to university should be about their tastes, talents, aptitudes and abilities. We should not set a target and then shoehorn people into a system in order to meet it; we should allow a system to reflect those aptitudes, tastes and talents. Many people’s abilities rightly lead them not to an academic education but to a practical one, yet we have underpowered and undervalued practical learning for so long in this country, and we continue to do so.

Deep at the heart of that fault has been the careers service. As hon. Members have mentioned, the careers advice and guidance that people have got has guided them—even when it did not suit them—into an academic route that has ill-served them. Even though it has landed them with immense debts, it has rendered them unable to get the job that would allow them to pay off those debts readily. So it is really important that we look again at that advice and guidance.

As I have mentioned, when I was the Minister I created a statutory duty on schools to offer independent advice and guidance, but I should have insisted that it was to be given face to face, with a careers adviser visiting a careers fair or holding personal interviews with students to set out the various options available. Unfortunately, teachers, who have typically been to university themselves, know that route well, and they are inclined to say to young people, “Why don’t you do what I did, and follow the route that I took?” They are often less well informed about the practical and vocational routes that would lead people to acquire the kinds of skills that, as we have all said, are vitally important.

I should, at the outset of my remarks, have referred Members to my entry in the Register of Members’ Financial Interests, because I am associated with universities. Indeed, I ought also to say that my background is entirely academic. I studied at two universities, Nottingham and Cambridge, and I have taught in two as well, so I do not really have any practical skills myself, unlike my dear father, who could turn his hand to almost anything—there was nothing he could not do, practically. I have to send out for a man in the village if I want anything done. So my case is not born of any personal prejudice. Indeed, maybe it is born of a certain envy of those that can make and do things in the way that Ruskin described.

[Mrs Sureena Brackenridge (Wolverhampton North East) (Lab)]

Will the right hon. Gentleman give way?

[Sir John Hayes]

I will happily give way. The hon. Lady is now going to test me on my practical incompetence.

[Mrs Brackenridge]

I have a couple of points to make. Does the right hon. Member acknowledge the important role that universities play in supporting technical advanced education? Does he also agree that, under the stewardship of the last Government, we saw a decimation of specialist careers guidance in schools?

[Sir John Hayes]

Yes, of course I acknowledge that role. It is important to point out that many of the universities do great work. I would not want to disparage that work, and the hon. Lady is right to draw the House’s attention to it.

The point I was really making is that, sadly, many people are driven down a pathway that is just not right for them. That is because of the underestimation of the significance of practical accomplishment, both at an intellectual level—the unwillingness to recognise that practical accomplishment is of a high order—and at a practical level in terms of the advice that people are often given and may later regret. It is not easy for a young person to know quite what path to take, and if the advice they get skews them towards one route or another, it is fairly likely that they will be ill equipped to make a considered judgment. I am simply making the argument for, at the very least, a degree of equality about the advice we give to people.

This Bill is questionable in a number of respects, and in particular, as has been highlighted by my right hon. Friend the Member for East Hampshire (Damian Hinds) and others, in the way that it presents the future management and control of apprenticeships and the standards associated with them. It is right that employers play a key role in that process, but the Bill is silent on the role of employers.

I am not an unbridled admirer of the Institute for Apprenticeships. I did not create it. In my time as Minister, and indeed as shadow Minister, the standards were guaranteed by sector skills councils. I would have gone for a sector-based approach myself. Had I stayed in office, I would probably have developed that further and emulated the German approach by establishing guilds. I began to lay some of the foundations for that as Minister, and I would have gone for such an approach rather than where we ended up. Having said that, what is critical about either that kind of sectoral approach or the apprenticeship institute being abolished by the Bill is the role of employers in ensuring that what is taught and tested meets a real economic need. We cannot detach that economic need from the structure by which we guarantee the quality of apprenticeships.

So, there is the issue of quality, and again the Bill is unconvincing in that respect. My right hon. Friend drew attention to the fact that if quality is lowered, the numbers can be increased. Indeed, the Labour Government prior to 2010 introduced programme-led apprenticeships, which were taught entirely outside of the workplace. They were still called apprenticeships but were unrelated to any particular employer or sector. That is not the way forward, and any diminution of standards will further undermine the status of practical learning. I simply say to the Minister that if the Secretary of State is going to take back control—to borrow a popular phrase—it is vital that simultaneously we hear more during the passage of the legislation about how standards will be maintained, because at the moment we have few assurances to that effect.

I will say a word on numbers, partly to advertise my own effectiveness in government. When I became the Minister of State for Further Education, Skills and Lifelong Learning, I was able, due to the promotion of apprenticeships, to drive their number to the highest level in modern times. I became the Minister in 2010. By 2011/12, we achieved 521,000 apprenticeships. That has never been equalled since, and we are now down to about 340,000. To say a word about previous Labour Governments, I inherited 280,000 apprenticeships, and the average number of apprenticeship completions from 2000 to 2009-10 was less than 100,000 a year.

As we debate these matters going forward, it is vital that the Government commit to the apprenticeship as a key determiner of their skills policy. The number of apprenticeships and their quality will allow the Government to drive up skills levels and, therefore, to meet economic need.

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[Mrs Sureena Brackenridge (Wolverhampton North East) (Lab)]

I start with a fundamental point, which is that education does not always have to happen in a classroom. That is essentially what the Bill is about. Under the last Government, we saw a failure to tackle deep-rooted skills mismatches, a stubbornly high proportion of working-age people lacking essential skills and a severe shortage of higher technical training. As a result, our workforce struggled to meet the demands of a technology-driven economy, while employers faced persistent skills shortages.

This Bill is different. It abolishes the outdated Institute for Apprenticeships and Technical Education and transfers its functions to Skills England. This is a monumental shift that creates a unified, agile and responsive skills system. Can the Minister assure us that the Bill will underpin what good government is about—listening to the needs of businesses, workers and learners; that it will allow more people, young and old, to earn while they learn and develop skills that will serve them well for life; and that by improving access to these opportunities up and down the country, we will drive growth, reduce youth unemployment and improve life chances for so many people?

[Antonia Bance (Tipton and Wednesbury) (Lab)]

My hon. Friend is eloquent in setting out the skills challenges of the Black Country. My constituency neighbours hers, and locally 40% of jobs need level 4 skills, but only 16% of people have those skills. That is the challenge we face locally. Does she agree that Skills England should be set up and based in an area of the country that desperately needs a skills upgrade, such as the Black Country?

[Mrs Brackenridge]

I absolutely welcome that intervention and support it wholeheartedly. Communities such as ours have felt and seen the decline, and the Government are laser focused on reversing that to unlock talent and opportunities, and to give our residents a better chance to get their futures back.

In the past few weeks I have been honoured to meet many impressive apprentices, from those at Wolverhampton Homes, who are ensuring that residents’ council housing is safe and well maintained, to Evie and Jake at Collins Aerospace, who are working on the future of flight and defence, as well as apprentices from Jaguar Land Rover, Halfords, BMW, Enterprise Mobility and Caterpillar. We have seen the consequences of a fragmented, outdated skills system, but with the Bill we now have a bold new direction that will empower workers, support businesses and drive economic growth across our country. The Bill will support apprenticeships now and into the future, and I urge the House to support it.

Breakfast Clubs: Early Adopters

Sureena Brackenridge Excerpts

Monday 24th February 2025 Commons Chamber

[Bridget Phillipson]

I am confident that the funding being made available to schools will be sufficient to deliver on this programme. The hon. Gentleman quotes the daily per pupil funding rate, but alongside that, as I set out earlier, there will be start-up costs, as well as lump-sum payments to cover the costs of running breakfast clubs, alongside a higher daily funding rate for special schools and a higher daily funding rate based on the proportion of FSM6 pupils at the school.

[Mrs Sureena Brackenridge (Wolverhampton North East) (Lab)]

First, my congratulations go to Pool Hayes primary school in Willenhall for being one of the 750 early adopters. Will the Secretary of State outline how the free universal roll-out of breakfast clubs, alongside capping the number of branded items of uniform and expanding funded childcare, will help families in Wolverhampton North East with the cost of living?

[Bridget Phillipson]

I am delighted that my hon. Friend’s constituency is part of the early adopters programme. Our breakfast clubs scheme is all about making sure that children get a great start to their school day—a welcoming space that provides them with valuable opportunities to play, learn and socialise. However, as she identifies, the measures we are setting out to the House today on the early adopters scheme, as well as the measures in the Children’s Wellbeing and Schools Bill, will also make a big difference to parents. They will put more money back into their pockets by limiting the costs of school uniform and providing more support around breakfast clubs. That is the difference a Labour Government make.

Children’s Wellbeing and Schools Bill

Sureena Brackenridge Excerpts

Wednesday 8th January 2025 Commons Chamber

[Mrs Sureena Brackenridge (Wolverhampton North East) (Lab)]

There are a few reasons why I put my head above the parapet and entered frontline politics and stepped from the classroom benches as a former deputy headteacher to the green Benches of this House to represent families in Wolverhampton North East, but none are closer to my heart than this: under the previous Conservative Government, we lost sight of what is most important—that children are happy, healthy and safe. I have seen the best of what education can offer. I have worked with brilliant teachers and hard-working, dedicated support staff. I have worked in schools where 50% of students were disadvantaged—schools that exceeded expectations despite the odds. But I have also seen the deep and growing divides in our education system—divides that do not stop at the school gate but spill out into wider society, and the Bill will take important steps to address them.

Educational inequality is the defining challenge of our time. Disadvantaged students have always faced hurdles, but, in recent years, those hurdles have become insurmountable for many, inflamed by the pandemic and the cost of living crisis. Schools in Wolverhampton and Willenhall and across the country are battling a worrying rise in school absences. One in five children are now regularly absent, and that figure is rising to one in four. Some 158,000 children nationally are severely absent, missing over half of their school sessions. The scale of the crisis is staggering. It is the equivalent of our Wolves’ Molineux stadium being filled five times over with children who have missed half the school year. Those children are not just missing lessons; they are missing the foundation for a better future.

The Bill takes the important steps to reverse that tide. By strengthening safeguarding for every child, it protects the most vulnerable. By easing the financial burden on families, including cutting costs of school uniforms, and by committing to free breakfast clubs in every primary school, it tackles a simple yet profound barrier to attendance. By creating a truly child-centred social care system and ending extortionate profit making in children’s care, it ensures that the needs of the child come first. I have dedicated my life to education, and I wholeheartedly support the Bill. It is not just a step in the right direction; it is a foundation for the future.

Children’s Social Care

Sureena Brackenridge Excerpts

Monday 18th November 2024 Commons Chamber

[Bridget Phillipson]

I am not quite sure how to begin to respond to the frankly extraordinary first part of the right hon. Gentleman’s question. To take the more serious points he raised, we are determined to ensure that we have the resources and support in place for the most vulnerable children in our country. The reason I get so cross when I hear some of the contributions made by Conservative Members is that during my time as shadow Secretary of State and Secretary of State, I have heard directly from far too many children who have been badly failed by this system. It is shocking and shameful, and we will change it.

[Mrs Sureena Brackenridge (Wolverhampton North East) (Lab)]

Years of inaction by previous Conservative Governments have led to vulnerable children feeling forgotten and councils being financially crippled. How will my right hon. Friend ensure that reforms truly prioritise children’s wellbeing and tackle profiteering at their expense?

[Bridget Phillipson]

My hon. Friend brings real expertise to this House from her work in education. Education is also a crucial area where we need to work together on safeguarding; school staff, teachers and others have a role to play in keeping children safe and ensuring that all children can thrive. The steps that we are setting out today will make a big change to the life chances and wellbeing of many children across our country, and I am grateful for her support for that important work.

Oral Answers to Questions

Sureena Brackenridge Excerpts

Monday 9th September 2024 Commons Chamber

[Bill Esterson (Sefton Central) (Lab)]

1. What steps she is taking to ensure the adequacy of the provision of level 3 vocational pathways for students.

[Mrs Sureena Brackenridge (Wolverhampton North East) (Lab)]

4. What steps she is taking to ensure the adequacy of the provision of level 3 vocational pathways for students.

[The Secretary of State for Education (Bridget Phillipson)]

Qualifications must deliver on our missions, enhancing and spreading opportunity, and growing our economy. The last Conservative Government botched the roll-out of T-levels and defunded them. That is why this Labour Government have announced a pause and review of qualifications reforms, to support skills growth and students, and to bring certainty where there has been chaos. This short, focused review, along with other measures, such as the curriculum assessment review and the creation of Skills England, will allow the Government to improve skills training, unlock opportunity and harness talent.

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[Mrs Brackenridge]

As a former deputy headteacher, I have seen at first hand the impact of the previous Government’s rushed plans to eliminate most BTec qualifications, in the midst of a botched roll-out of T-levels. How does my right hon. Friend intend to fix the mess that she has inherited and ensure that the diverse aspirations and varied talents of students in Wolverhampton North East are met?

[Bridget Phillipson]

Given her background in education, my hon. Friend knows all too well how important it is that all our young people have the opportunity to achieve and thrive. She is right that we inherited a big mess, but we have acted swiftly and we are conducting a focused, intense review to ensure that all our young people have options that are available to them and we make a success of T-levels.