Autism and Learning Disability Training

Tim Farron Excerpts

Tuesday 21st November 2023 Westminster Hall

[Dame Caroline Dinenage]

It is almost as if my right hon. and learned Friend read my mind. I will come on in a bit to talk about the Oliver McGowan training, which I am glad he endorses. As the chair of the all-party parliamentary group on autism, he speaks with enormous experience and passion on this subject, and I am grateful for his endorsement.

As we have heard, there is already training in this area, which I am sure the Minister will reiterate. However, a report by the National Autistic Society showed that just one in seven—14%—of schoolteachers have received any form of autism training. Rachel, a SEND learning support assistant, said, in her words, that she had

“not really received much training”,

and that when she started, she

“was thrown into the deep end.”

Everything Rachel knows is mainly based on her experience of working with SEN children, not her training, yet the survey responses show that where teaching and support are right, they can have a game-changing and enduring impact on the education and life chances of neurodivergent pupils, in some cases supporting them all the way through university and building them up for their adult lives and careers ahead.

What concerns me deeply, however, is the fact that further research from the National Autistic Society showed that while 87% of teachers surveyed said that they felt confident or very confident supporting autistic pupils in the classroom, findings from a 2021 report showed that seven in 10 autistic children and young people said that school would be better if more teachers understood autism, while 54% of autistic students said that having teachers who did not understand them was the worst thing about school. That is a problem. There is a clear and sizeable gap between how teachers think it is going and how autistic children and children with a learning disability actually feel. It is vital that we bridge that gap. It is simply not fair on either party if we do not. All children deserve to have the very best possible experience in the classroom and the best opportunities to learn and fulfil their potential.

[Tim Farron (Westmorland and Lonsdale) (LD)]

The hon. Lady is making excellent points to which I give my very strong support. Does she recognise the experience of many of my constituents, with young people waiting perhaps two years for an education, health and care plan and a diagnosis? Something that has become obvious to me only recently is that 50% of the young people on the books of child and adolescent mental health services in my part of Cumbria have autism and ADHD. It turns out that through the NHS, via the local integrated care board, there is literally zero funding for that service to support any of those young people, which delays their getting the care and support that they need in the classroom, but also affects all young people—some with neurological issues and some without—who need support for eating disorders, anxiety and so on. Is it not time that the NHS funded CAMHS sufficiently so that young people with neurological issues can get the treatment and diagnosis that they need?

[Dame Caroline Dinenage]

The hon. Gentleman makes an excellent point. There will not be a single Member of Parliament who has not had some issues with local CAMHS, sadly. Of course, early intervention and recognition is key to this and can stave off many problems that come further down the line. I would not be doing teachers or pupils justice if I did not refer to wider issues surrounding SEND provision and support for autistic children more broadly. We know that there are simply not enough specialist SEND school places or trained professionals to cope with the increased need.

Schools are required under the Equality Act 2010 to make adjustments, but there is only so much they can do with current provision. As we have heard, it takes an inordinate amount of time to secure an EHCP and then for the associated funding to filter through to the educational establishment concerned. Meanwhile, schools are left to pick up the tab and in many cases to pick up the pieces involved in offering incredibly intensive support to children with very complex needs.

--- Later in debate ---

[Barbara Keeley]

It is very much like the case I have just given: the parent of that five-year-old boy is told that he is “too naughty” to have more than two hours of school a day, and that is absolutely disgraceful. It is not a behavioural problem if it is autism.

Education, health and care plans are another important source of support. As we have heard, there are 200,000 school-age autistic pupils in England, but just 55% have an education, health and care plan. The Government’s investment plan for children with special educational needs and disabilities claims that this is a priority area, but the National Autistic Society said there is “little substance” in the Government’s plan for reducing waits for a child’s education, health and care plan.

Concerningly, there have also been reports that the Government have signed a deal with a consultancy aiming to reduce targets for education, health and care plans by 20% for 55 local authorities, as part of a delivering better value in SEND programme. The consultancy firm was tasked with reducing cost pressures on local authorities by targeting a 20% reduction in the number of new education, health and care plans issued. It is painfully ironic that the design of this so-called value-for-money programme seems to have to cost the Government nearly £20 million in consultancy fees to Newton Europe. It is also painful to understand that the Government see education, health and care plans as cost pressures to be managed down, and not as vital documents that set out the education provision that children with significant needs must receive by law.

[Tim Farron]

I thank the hon. Lady for making such a valid point and for being so generous in giving way. It seems to me that even if we did not put an extra penny of funding into supporting young people with autism spectrum disorders—although we should—if we spent the money more intelligently and more fairly, we would do more good. We have a situation in which schools that do the right thing and accept young people with autism, and indeed other learning difficulties, are funded only once they get past the £7,000 threshold. Schools that do the right thing are having to spend out of their own coffers to support children, whereas schools that somehow dodge the bullet, so to speak, end up being financially rewarded. Is it not wiser that we spend money to support the schools that actually support the children?

[Barbara Keeley]

Indeed. Local authorities must be supported to fulfil their statutory duties to children and young people, just as schools and colleges, as a continuation, must access the training necessary to become genuinely inclusive. That is what we want to see.

As an MP, I raise many cases of parents and carers of children who have or are seeking a diagnosis of autism and are being failed by the schools they attend, yet it is such a fight to get an education, health and care plan for them. One of my constituents is the parent of a girl with complex special educational needs and disabilities who had to battle with the local authority to get an education, health and care plan for her daughter. My constituent told me about the battle she has had, saying that her daughter

“only has access to large mainstream secondary schools which is unacceptable for a child with such complex needs. I have provided all evidence, co-operated fully and repeated and repeated medical evidence and wrote lengthy information. They have all the information and now I am going to mediation and appeal. This process has taken over a year. I am exhausted. This is not good for anyone. I am not being heard and I am fighting to safeguard my daughter. I have a child with complex additional needs. My time, care and attention should be only focused on her but again I have to prepare now for mediation.”

I supported my constituent to get the plan for her daughter, but it took a long time and she ended up missing the first six months of secondary school.

It is crucial that we have better support for autistic pupils and pupils with learning disabilities. The Oliver McGowan mandatory training programme and education, health and care plans are both important elements in that respect. The Government must do more to ensure that autistic people and people with learning disabilities can receive the education they need, and that they are able to live long and independent lives in the community. Sadly, for far too many people that is a distant dream.

Oral Answers to Questions

Tim Farron Excerpts

Monday 23rd October 2023 Commons Chamber

[Nick Gibb]

I would be delighted to visit XYZ. Music in schools is a personal passion for me; I want to see more of it and a better quality of it. In 2021, we published the model music curriculum, which is designed to help primary and secondary schools to improve their music education. It took two years to produce and was written by a panel of music education practitioners, including Ed Watkins, head of music at the West London Free School, and Julian Lloyd Webber; the panel was chaired by Baroness Fleet. I would love to discuss that curriculum and learn more about XYZ.

[Tim Farron (Westmorland and Lonsdale) (LD)]

12. What steps she is taking to improve school buildings.

[The Minister for Schools (Nick Gibb)]

Well-maintained school buildings are a priority for this Government, and we will spend whatever it takes to keep children and staff safe. We have allocated £1.8 billion in 2023-24—£15 billion since 2015—to improve the condition of school buildings, and we are working to address reinforced autoclaved aerated concrete. We are transforming hundreds of schools across the country through our school rebuilding programme.

[Tim Farron]

The excellent Lakes School at Troutbeck Bridge serves the communities of Windermere and Ambleside and those further afield with 11-to-18 education, but it is widely acknowledged that the school needs a full rebuild because the buildings are well beyond their sell-by date. Because of the unique history of the site, on which I am happy to brief the Minister separately, it is very likely that we will have significant charitable and private funds to help towards a rebuild, as long as there is some Government support as well. Will he agree to meet me and the school leaders to talk about how we can make sure that a brilliant school has a bright future?

[Nick Gibb]

Absolutely; I will be delighted to meet the hon. Gentleman. We want all our schools, including excellent schools such as the Lakes School in the Lake district, to have the best-quality school buildings. That is our priority, and I will be delighted to meet him and teachers at the school to discuss how to make it happen in his constituency.

Teaching Assistant Pay

Tim Farron Excerpts

Monday 17th July 2023 Westminster Hall

[Tim Farron (Westmorland and Lonsdale) (LD)]

It is a pleasure to serve under your chairmanship this afternoon, Sir Mark. I congratulate the hon. Member for Gower (Tonia Antoniazzi) on an excellent speech, and I thank the people who signed the petition. Some 1,000 or more in Cumbria signed the petition, which might reflect the fact that we are a community of many schools, not least because of the rural nature of much of Cumbria, which means that many of those schools are very small. In my visits around Westmorland in recent weeks and months, I have been to primary schools with as many as 450 children, as few as 13 and all points in between. The value of teaching assistants in each of those schools—a primary school, a high school and a special educational needs school—is immense, and it is important that we recognise that.

One thing I hope we can achieve in this debate—I hope that we can achieve much more—is to put on record the collective gratitude of Members on both sides of the House to people who choose to enter this profession. The value of teaching assistants is immense. They assist—as one might expect from the title of the profession—teachers to teach. If a teacher is dealing with, say, 30 children of a range of abilities, teaching assistants allow them to focus on the delivery of the subject matter, and teaching assistants get alongside those children, whether they are ahead, behind or in the middle of the pack. As we have heard, that is of enormous and transformational value in terms of children’s ability to succeed later in life. Particularly at primary school level, teaching assistants help children to get a love of learning and understand how to learn independently, at least to some small degree, so they can go on to learn with a greater level of maturity once they get to higher education.

Teaching assistants’ qualities are immense, their value is immense and they are not well paid, as we have heard. The hon. Member for Gower read out a number of powerful statistics, and I hope that people pay attention to them. Perhaps the most powerful is that although the median or average wage of a teaching assistant is around £19,000 a year, many of them are term time only—some of them by their own choice and some of them because of the school’s budgetary constraints—which means that their average income is just over £14,000.

That will have an ever bigger impact in the more expensive places to stay, so I want to make a particular case for the Minister to bear in mind how things are for us in Westmorland and Furness. In our community, the average house price is more than 12 and a half times the average household income. In the last three years, the long-term private rented sector has almost evaporated into Airbnb. Along with the steady rise of second home ownership, which has gobbled up the housing market in much of the lakes and the dales, that means that there is basically no housing that is even remotely affordable or available for people on anything other than a staggering salary.

That affects not just teaching assistants but people working in care, hospitality and tourism, and every other profession. We have a massive workforce crisis, which is seen very clearly, school by school, when it comes to teaching assistants. Westmorland and Furness Council receives no provision, and neither do other councils similar to ours, to acknowledge the vast gap between average wages and average house prices and rental prices. That means that we are starved of a workforce, so we are very grateful for every person who chooses to work in the profession.

We have also heard, rightly, about the issue of career progression. If someone does not feel that there is a way through their profession into a higher level of qualification —potentially even becoming a qualified teacher at some point—their morale and the ability to retain those people in the profession will be affected. We see that school by school and, I am sure, constituency by constituency: people who have great qualities and the ability to add even more value to their communities are being stymied, reaching a glass ceiling and therefore leaving the profession altogether.

We of course see people leaving education because of salaries. In particular, in my community that is because there is great pressure on our workforce for a variety of reasons—I have mentioned housing, but there are others. Nearly two thirds of the hospitality and tourism businesses in my patch are operating below capacity, because they do not have enough staff. That means that those who have the wherewithal can therefore increase their terms and conditions and salaries—that is great—but teaching assistants, care workers and others are the pool of labour that is being redistributed into the private sector away from teaching assistant and care assistant roles, and we are suffering as a consequence.

I have been to lots of schools recently. In the past few weeks, I have been to many of the schools in Kendal, Brough, Tebay, Kirkby Stephen, Appleby, Great Asby, Clifton, Witherslack, Shap, Windermere, Crosby Ravensworth, Kirby Lonsdale and Crosthwaite. The No. 1 issue that they raise—and I think that this will be obvious to most Members present—is that of salary, pay and where that money comes from. There has been no central or local authority funding to address rising energy costs. Teachers’ pay awards are overdue and insufficient, yet schools have not been funded to pay for them, either. The current pay offer looks like 6.5% but more than half of that will have to come from within school budgets. They cannot find the money. What can schools do? They cannot put prices up or increase their commercial revenue. They will, of course, pay the teachers their pay award, but that will mean having to cut other staff—which very often means teaching assistants. I am afraid that it looks like schools are having to pit teachers’ pay awards against having teaching assistants. These folk, who are on low wages but do immense work, are being let go. I cannot think of a single school in my part of Cumbria that is not at least contemplating doing that.

I ask the Minister to think very carefully about the impact on children of having demoralised teaching assistants who are either taking second and third jobs just to keep themselves going or, more likely, leaving the profession altogether. What does that mean for the quality of education? What does it mean for the stress levels of the teachers left behind to deal with large classes without any help whatsoever? What does it mean for children with special educational needs? We know how long it takes these days to get an education, health and care plan. Schools and teaching assistants have to carry the load before an EHCP is provided, and even when one is provided it is the schools that have to come up with the first £6,000 of the cost. Teaching assistants spend time with those children with the greatest level of need. If we want them to thrive, we need to invest in them, and that means paying people enough to keep them in their profession for a long time.

In conclusion, if the Minister is going to take this issue seriously and do more than pay lip service to how much we value teaching assistants, he will ensure that schools are adequately funded to provide the pay rises that they are being asked to make. That will enable them to keep their current staff and pay them properly. The huge cost of living disparities in authorities such as mine mean that many people, including teaching assistants, are being lost to the workforce. The Minister should therefore also arrange a special alteration to the formula for Westmorland and Furness so that our schools can pay teaching assistants adequately and they can afford a place to live. Finally, as has been said by Members on both sides of the House, we ought to be retaining teaching assistants by valuing them, creating a career structure and ensuring that the options on the table include the ability to progress directly into the training profession. In the end, we must value our teaching assistants not just through what we say but through what we do.

Higher Education Reform

Tim Farron Excerpts

Monday 17th July 2023 Commons Chamber

[Gillian Keegan]

My hon. Friend knows that we have already looked at that in careful detail. It is kept under review, and we recently made changes to the taught course route.

[Tim Farron (Westmorland and Lonsdale) (LD)]

Of course students deserve high-quality education at university. They also deserve to be cared for during what is, for most of them, their first time away from home. Does the Secretary of State agree with me, and with the families of young people who have tragically taken their own lives at university, that higher education institutions should do more to look out for and protect those students, including by having a statutory duty of care?

Oral Answers to Questions

Tim Farron Excerpts

Monday 17th July 2023 Commons Chamber

[Gillian Keegan]

I thank my hon. Friend for his continuous campaigning on this subject. I do not know how many meetings we have had, but I see his passion to get a UTC in Southampton. I recently met Becky Smith, one of the fantastic former students of UTC Portsmouth, who is now a degree apprentice studying mechanical engineering at the University of Chichester in my constituency. She was full of praise for her time at UTC Portsmouth. We are currently considering the applications we have received. I have seen them all, and I have been through them in great detail in the latest free school wave, including Portsmouth’s bid for a new UTC in Southampton. We hope to announce the successful applications very soon.

[Tim Farron (Westmorland and Lonsdale) (LD)]

Hospitality and tourism is an industry worth £3.5 billion a year to Cumbria, and it is our biggest employer. Apprenticeships are an important way into a career within that sector. The problem is that T-levels are a useful stepping stone into apprenticeships, yet the Government have again kicked into the long grass the T-level on catering, having already taken out the hospitality element of that. Will the Secretary of State meet me and representatives from Cumbria Tourism, so we can talk about how she can change that policy, and so that more young people can enter that important profession?

Childcare Reform Package

Tim Farron Excerpts

Wednesday 28th June 2023 Commons Chamber

[Claire Coutinho]

I know my right hon. Friend is incredibly passionate about this area, and I share her passion. In the consultation we have set out some flexibilities after talking to the sector; an example of that would be relaxing some of the requirements around having level 2 maths for level 3 qualifications, which we know has been a barrier for some people. We are looking at all kinds of flexibilities that mean we will get the right staff at every stage to make sure that our children get the right education.

[Tim Farron (Westmorland and Lonsdale) (LD)]

The Minister would have been very welcome in the north of England, particularly in Westmorland. This announcement is welcome in many ways and will help many parents in my constituency who cannot afford to work at the moment. It is a good step forward. However, many childcare providers—probably the majority in my constituency—are linked to the primary school in that community, and primary schools have never faced such awful financial circumstances as they do now. I have visited many schools in Westmorland the last few weeks, from Appleby to Windermere, from Kendal to Brough, from Shap to Witherslack and many others. They all tell me that the deserved pay rises for teachers and other staff are unfunded by Government and that energy costs, which they have seen go through the roof, are also largely unfunded, leaving many schools in deficit and having to shed staff. All that undermines their ability to provide childcare and other forms of education. What has the Minister to say to our local schools in Westmorland, which are desperate for her support so that they can carry on providing education and childcare?

[Claire Coutinho]

We are taking schools funding to a historic real-terms high. We are also making the single largest ever investment in childcare. I recognise that it has been a difficult time for public sector services, and the most important thing we can do is to grip inflation and make the pound go further, but overall we are putting record funding into both areas.

Oral Answers to Questions

Tim Farron Excerpts

Monday 12th June 2023 Commons Chamber

[Gillian Keegan]

What I am doing is ensuring that the quality is better. It is very easy to chase numbers and targets. The Labour Government did that a lot—some of the things in which they used to invest for skills were not of any value at all, either to the individual or to a single business in this country. We are ensuring that we work closely with employers. We have worked with them to design the T-levels qualification. We have worked with 5,000 of them to build the apprenticeship standards. We have had 5.4 million apprenticeship starts since 2010, and all of them are of a high quality that will give people the skills they need to get the jobs they want.

[Tim Farron (Westmorland and Lonsdale) (LD)]

The hospitality and tourism industry is the biggest employer in Cumbria and is worth £3.5 billion to the economy every year. Yet those businesses are suffering a huge staffing crisis: 63% of them are operating below capacity because they cannot find enough staff. One solution is to recruit and train our own young people into the industry, and a T-level would surely be one way of doing that, but sadly, the Secretary of State’s Government have decided to kick the catering T-level into the long grass. Will she rethink that and bring it back front and centre of her campaign to ensure that young people get into that important industry with the right qualifications?

[Gillian Keegan]

I agree with the hon. Gentleman that that is a vital industry, not just in areas of tourism but across the country. We have many full-time hospitality and catering courses at various levels and lots of apprenticeships as well. We will bring forward and look at T-levels and at what more we need in that area, and potentially at management in the sector as well; I know that businesses are looking for more skills in that.

Higher Education Students: Statutory Duty of Care

Tim Farron Excerpts

Monday 5th June 2023 Westminster Hall

[Tim Farron (Westmorland and Lonsdale) (LD)]

It is a pleasure to see you in the Chair, Sir Robert. I pay tribute to the 128,000-plus people who signed the petition, many of whom have their own very personal stories. I say a big thank you to the hon. Member for Don Valley (Nick Fletcher) for making a very passionate, thoughtful and human speech at the beginning of the debate. Indeed, I found everybody’s contributions personally moving, and I am sure that people in the Public Gallery also thought so.

In paying tribute to all those people who signed the petition, and in particular those who had a very personal reason for doing so, it is my privilege and honour to speak in memory of Oskar Carrick, who died by suicide two years ago. His parents, Maxine and Gary, are with us today. As the hon. Member for Guildford (Angela Richardson) said just now, everybody involved in this campaign is immensely selfless. They have lost somebody utterly dear to them, they have experienced—are experiencing—appalling grief, and yet their thought is, “What can we do to protect other families from the same thing?” We all owe them a huge debt of thanks for their care for those who come next and for their determination to ensure that practical lessons are learnt.

Oskar had made an attempt on his life, and despite the fact that both he and his parents had consented for the university to disclose information, that incident was not passed on to Oskar’s mum and dad. Whether that was because of GDPR concerns—a sense of a person’s right as an adult to privacy—or whatever else, that was massively wrong-headed. As the hon. Member for Sheffield Central (Paul Blomfield) pointed out, a huge proportion of students at university are not 18 to 22-year-olds, but whatever their age they are potentially vulnerable, and we all need to have somebody who cares for us on the outside. The thought that a higher education institution of any kind should have any hesitation about sharing such vital information with parents and loved ones—because of concerns about legality, form, traditions, GDPR or whatever it might be—is clearly wrong and it is important that universities understand that. I hope that the Minister will be clear that parents and loved ones should be informed when there is a legitimate concern about somebody’s mental health.

The simple ask of the petition is that a statutory duty of care should be placed on universities, and having worked in higher education for 13 years before I entered this place, I understand why there is some pushback. But universities are wrong to push back. The truth of the matter is that students are not regular customers. As other hon. Members have mentioned, universities have a duty of care to their staff and yet apparently not, in the same distinct way, to their students. Students are not the same as regular customers for obvious reasons. Despite the fact that many do not fit the typical demographic, the majority are young people living away from home for the first time, and of course they have recently gone through, as we all have, the enormous disruption of covid and all that went along with it.

We are also in a time when it feels like there is a great unkindness in the discourse. In the ’60s, Andy Warhol said that in the future everybody would be famous for 15 minutes. He did not know the half of it. In this future, everybody is famous all the time on social media. People like us—Members of Parliament—are meant to deal with that professionally; we are meant to be resilient. But human beings who are not Members of Parliament—young people, whatever age they are—do not have the resilience to cope with that constant judgment and exposure because of the society we are in. Of course universities need to take their duty of care seriously: it should be statutorily placed on them.

I have two kids at university. I also spent 13 years working in higher education before I entered this place. Before that even, I was the president of Newcastle University’s students’ union. It was a different kettle of fish in those days, not least because there were fewer students. People did not pay fees; there was not even the concept of students being customers. Universities were smaller. It was less possible to disappear in the late 1980s and early 1990s as it is today. Universities are far larger now, with cities full of students from more than one institution. The ability to get lost is that much greater. The need for us step in and take care in a practical way is much greater than it was then.

It is not all down to universities. This is not me castigating the entire higher education sector for its failures. I am reminding them of the fact that they have responsibilities—some legal, some moral. Today we are talking about potentially making the moral responsibilities also legal. As has been mentioned, by the time a person who has a mental health condition, or is perhaps developing one, goes to university, they may well have been let down for several years before they get there.

The simple fact is that universities are very often filling the gap that child and adolescent mental health services have not been able to fill due to a lack of funding for years before. Today we have a society where we talk about mental health more than we did. That is a good thing, and there is less of a stigma, but we are a society that breeds worse mental health than any other in human history.

We talk about parity of esteem and treating mental and physical health the same, but we do not. If an 18-year-old or 19-year-old playing rugby, cricket or football or running or whatever breaks their leg on a weekend, they are straight into the system there and then. The healing begins that day. If something not visible to the eye were to break in that person, even if it happened to them when they were 14, they may wait months and months for a first appointment to be seen. This is something we all own and all have responsibility to, not just the higher education sector.

We have to learn the lesson of the importance of building resilience in youth, not just in dealing with poor mental health, but building good mental health. I go running not because I am ill, but to try to fight off middle age and make sure I stay relatively well. The same goes for our mental health. We must look after our mental health before we become unwell. Young people need help to do that. That is why outdoor education is so important and should be integrated in residentials and into every child’s learning experience at primary and secondary schools, so that that level of resilience is built for when tough times come.

As has been said, suicide is preventable. In many ways, that is the most heart-breaking thing about it. I know that from personal experience of a loved one of mine who passed away in that way—thinking of whether there is something that I or any of us could have done. I want to pay tribute to PAPYRUS, which does wonderful work in engaging with and supporting suicide prevention, but also to the three dads—Mike, Andy and Tim—who drew attention to their own plight, having lost their daughters Beth, Sophie and Emily. They tried to make sure, like the families here today, that others do not experience what they did by recognising the importance of trying to build suicide prevention into the curriculum.

All of us must take on that responsibility. This debate is focused on the petition, which asks higher education institutions to step up to the plate and accept that duty of care, and indeed for the Government to impose it on them. We entrust our young people into the hands of august higher education institutions. It is so important that as we entrust our young people—predominantly, young people—into institutions’ care, they respond by providing care and kindness, paying attention to their needs, not letting anybody fall between the cracks and making sure that people’s loved ones back home are always kept informed of how they are. That way they can intervene and prevent appalling tragedies occurring again in the future.

Childcare: Affordability and Availability

Tim Farron Excerpts

Tuesday 21st February 2023 Westminster Hall

[Tim Farron (Westmorland and Lonsdale) (LD)]

It is a great pleasure to serve under your chairmanship, Ms Fovargue. I congratulate the hon. Member for Brentford and Isleworth (Ruth Cadbury) on introducing a really important debate; it is one that I, like all Members present, am passionate about. The hon. Lady made an excellent speech. I just want to say a few words—I will hopefully take less than six minutes—to contribute to the debate.

The Government’s position on childcare is clearly that the best way to tackle poverty is to have people in work, and therefore providing childcare is about making sure that people can work. It is also about the vital importance of early years, and how we develop young people from their earliest point so they can have the advantages that many would like in later life. I do not need to go into it now, but all the evidence suggests that the first two years of education are more important than any other part. Although it is about allowing people to go to work, it is not just that; it is about ensuring that every young person has the same chance in life, whether they are from a difficult background or a privileged one.

Looking at the stated objective of tackling poverty by getting people into work, and therefore allowing parents to work, the extremely high cost and limited availability of childcare is making work unaffordable for many people. I have a few examples from my constituency in the last week. A constituent who contacted me has a five-year-old and an 18-month-old. She is a teaching assistant and wants to return to work, but childcare for the 18-month-old is so expensive that there is simply no point. The childcare cost would be more than her wage. That speaks for many other people and their experiences, too.

Another mum got in touch with me, telling me that she spends more on childcare than she does on her mortgage. She calculated that she will spend about £63,000 on childcare for her two children before they go to school. That includes the 30 free hours and a couple of days a week covered by family. She works for the NHS, but she is considering leaving her job. Another constituent was a nurse at Westmorland General Hospital. She wanted to return to work after having her daughter, but her pay would not be enough to cover the childcare bill. She would earn less money if she returned to work. If we want people to be in work, childcare must be accessible and affordable.

The Government’s approach is hugely damaging for the families concerned and for the children who miss out, but their failure to keep up with the necessary funding is also massively damaging the providers. Good people who provide good childcare places are determined to meet all the requirements, ratios and everything else, and yet they are being hit. In a March 2022 survey of early years providers, 88% said that the funding they receive from the Government for free childcare provision does not cover the cost of delivering childcare places.

Thanks to the hard work of the Early Years Alliance, a freedom of information request in 2021 found out that the Department for Education had confessed that a funded place for three and four-year-olds would cost an average of £7.49 per hour. That was two years ago. The actual rate paid to providers was only £4.89. Even the Government know they are massively short-changing our providers, and therefore our children and their parents.

We have seen closures in my constituency and throughout the rest of Cumbria. In the last seven years, six childcare providers have closed down in Kendal alone, and we have a childcare provider suspended in Appleby. The consequences for people who are trying to work and for their children are enormous. The maximum monthly cap for the childcare element of welfare benefits has not risen since April 2016. If it had risen in line with consumer prices index inflation, which is the usual mechanism, the maximum childcare cost cap would be 22% higher than it is currently. That equates to £145 more per month for one child, and £249 more for two children.

I will make a few recommendations for the Government before I shut up and sit down. First, we could increase the child element of universal credit by at least £15 a week and abolish the benefit cap. We could offer free, high-quality childcare for every child aged two to four, and for children aged between nine and 24 months whose parents or guardians are in work 35 hours a week, 48 weeks a year. That will be in the Liberal Democrats’ manifesto. We could overhaul the annual uprating of benefit levels so that rates always keep pace with prices and living standards. Childcare support through universal credit needs to be paid up front, because that is what excludes so many people from making use of it.

We have heard that there is a cost incurred in funding childcare provision. Yes, there is, but by not doing so we incur a bigger cost. In my constituency, we have a limited workforce with a high average age, and yet we have huge demand for work, and lots of people are not able to be in the workforce simply because of this issue. For a variety of reasons, including this one, 63% of all employers in hospitality and tourism—the biggest employer in my constituency—were working below capacity last year because they could not find enough staff. There are other factors behind that, but one factor is that people desperately want to work and cannot afford to. Can we afford to cover the cost of decent childcare? I argue that we cannot afford not to.

Making Britain the Best Place to Grow Up and Grow Old

Tim Farron Excerpts

Monday 16th May 2022 Commons Chamber

[Nadhim Zahawi]

I made that pledge to the Education Committee a few weeks ago. We are looking at how we deliver on that.

As I was saying, we will introduce further legislation through the higher education reform Bill to ensure that our post-18 education system promotes real social mobility and, as the hon. Lady has just said, is financially sustainable.

Alongside that, we are meeting our manifesto commitment to challenge any restriction of lawful speech and academic freedom. The Higher Education (Freedom of Speech) Bill will strengthen existing freedom of speech duties and will directly address gaps within the law, including the lack of a clear enforcement mechanism.

For both universities and technical education, one of the most important policies that we are implementing as part of the Skills and Post-16 Education Act is the paradigm shifting lifelong loan entitlement. A new and flexible skills system, it will provide people with an entitlement equivalent to four years of post-18 education, to be used over their lifetime in modules or as a whole, and is worth £37,000 in today’s money. We are writing a new chapter—no, we are writing a new book in skills education. The entitlement will give people the ability to train, retrain and upskill in response to changes in skills needs and employment patterns. In a dynamic economy in which sectors can be crushed and reborn in double time, that has to be our priority.

The world is different now from how it was when I entered the world of work and business. It is different now compared with when I became an MP 12 years ago. We must not only keep up with a changing world but lead the change, and the Queen’s Speech lays out how we will do that. As I said at the start of my speech, we are focused on delivering against the ambitious targets that we have set ourselves across skills, schools and families, and on holding ourselves to account against them. The sharing of our plans and performance data is a key lever to drive rapid improvement through the complex systems we oversee.

[Tim Farron (Westmorland and Lonsdale) (LD)]

The Secretary of State talks about skills, which are so important. Does he recognise the real crisis we face with skills in the health service, and particularly the number of people we lack as regards the prevention and treatment of cancer? Will he and his friend the Secretary of State for Health and Social Care, who is sat next to him, consider the amendment on the Order Paper in my name, which calls for a strategy to tackle the cancer backlog? More than a third of my constituents with cancer are waiting more than two months for their first treatment.

[Nadhim Zahawi]

I am grateful for the hon. Gentleman’s intervention and have a couple of things to say in response. First, the Secretary of State for Health and Social Care will address this, but I know that his priority—his laser-like focus—is on dealing with the backlog. There is also investment in Cumbria and the University of Cumbria for clinical training and the needs of the hon. Gentleman’s constituents.

As I said at the start of my speech, I am focused on delivery. I am passionate in my belief that performance data is a key lever to drive rapid improvement through complex systems, whether in education or in health. On transparency, as we did with the vaccine we will do the same again with education and health. I have committed to publishing a delivery plan setting out what we will achieve and a performance dashboard showing progress so that the House and the country can hold us to account. I have already written to all schools stating that we will publish data on the uptake of the national tutoring programme this summer. Many schools have helpfully given us access to their attendance data, and I am conducting a trial over the coming weeks to share that data back in a way that prompts helpful actions in schools and local authorities.

The spirit with which our education sector responded to the pandemic demonstrated why this is the best country to grow up in.