Careers Guidance in Schools

Toby Perkins Excerpts

Wednesday 13th July 2022 Westminster Hall

[Mike Amesbury (Weaver Vale) (Lab)]

I beg to move,

That this House has considered the provision of careers guidance in schools.

It is a pleasure to serve under your chairmanship once again, Ms Rees, and I welcome the new Minister to her place.

In 1985, I left school. I was living in a mining community at the time, right at the end of the miners strike. At the end of my school year, a careers officer told me—I stress, told me—that I should either go down the mines, go down the pit, or join the Army, one of the two. It was not so much advice as an instruction; those were the only two options open to me, according to the careers officer. I was not that politically switched on at the time, but I was definitely aware, at the end of a year-long strike, that the pits were not exactly the industry of the future, so I did not do as I was told.

Instead, I went on to become the first in my family to get a degree. Later, I became a careers adviser myself. Eventually, I became a manager of career services, as well as an assessor for those becoming and training to be professional careers advisers. It was a vocational choice grounded in that experience of receiving poor careers advice and being told that my options were limited. I did not—I still do not—want anyone trying to decide on a career or a change in career to have the experience that I had.

I am pleased to say that things have progressed since my school days. Barriers to good-quality careers provision remain in place and the quality of careers advice varies hugely from school to school. When good careers advice is not provided, that often hits the pupils from poorer backgrounds the hardest. It costs individuals and, as a nation, it certainly costs us our economic wellbeing.

“Levelling up” is a term whose future is unclear all of a sudden, but some young people are still not getting the impartial information that they need about the opportunities open to them. The Social Market Foundation, in its recent report on careers advice, argues that levelling up careers provision would make the country fairer. As parliamentarians, we all desire the country to be a fairer place. Careers advice was named as part of the northern powerhouse strategy, but it has not been named as part of the levelling-up agenda. When the Minister responds, will he say whether careers guidance should form part of any upskilling strategy for left-behind places?

Between the Skills and Post-16 Education Act 2022, the Education (Careers Guidance in Schools) Act 2022, which will shortly come into force, and the new statutory guidance, there has been much greater effort to ensure that careers advice is open to all pupils throughout secondary school. As someone who worked in the field, I welcome the extension of careers advice from year 7 to the age of 18 or, for those with additional need, to 25. However, may I ask the Minister whether there are plans to ensure that all schools are subject to the statutory guidance, rather than just maintained schools, some academies and some free schools? If we are serious about all pupils being given first-class careers guidance, we must ensure that all schools are governed by the statutory guidance.

Additionally, does the Department have plans to introduce a new careers strategy, given that the previous strategy lapsed in 2020? Given the legislation that has been implemented since then and the huge challenges to schools brought about by covid, it is clear that we need an up-to-date strategy to respond to the challenges that we face now, that pupils face now.

[Mr Toby Perkins (Chesterfield) (Lab)]

I am greatly enjoying my hon. Friend’s contribution and he brings his experience to bear. He made a point about the statutory guidance and to whom it refers. Does he agree with me that, although the guidance is in statute, evidence shows that at least 25% of schools are failing to achieve the minimum standards of careers guidance, and that guidance is only one part of it? The other part concerns enforcement and assessment regimes, to ensure that the good intentions that the Government put forward are delivered on the ground.

[Mike Amesbury]

I agree with my hon. Friend the shadow Minister. Resources will have to follow statutory guidance. The pandemic has had a significant impact on schools’ ability to deliver careers advice. According to recent research by the Sutton Trust, 75% of teachers in state schools said it had a negative impact, far more than the proportion of similar results returned from private schools.

There is an increasing concern that we have arrived out of the pandemic to a different world, one that students are not being prepared for. With the jobs market evolving faster than ever, Teach First has found that nearly 80% of teachers believe their students to be less ready for the world of work than in previous years. Again, more disadvantaged students will be disproportionately impacted by that, with more than half of teachers saying that they feel the pandemic has impacted disadvantaged students’ perceptions of their potential careers.

Well informed and realistic careers decisions cannot be made if careers provision is socially patterned, as evidenced by the Social Market Foundation. Essentially, pupils from schools in affluent areas opt for university while those in less affluent areas take vocational options. That needs levelling up.

The Baker clause strengthened the legislative framework, stating that schools must allow colleges and training providers access to help pupils make informed choices. If careers provision is resourced to the tune of £2 per student—less than a cup of coffee—quality will be found wanting, as argued by Careers England. Ensuring that schools, teachers and employers feel supported to meet the needs of students will be vital for improving the quality of guidance given. With only 17% of year 13 telling the Sutton Trust that they have learned about careers opportunities in their local area, there is considerably more to do to connect businesses and schools.

Although the Careers and Enterprise Company has done some excellent work connecting schools and businesses in some areas, including schools in my own, only half of heads report that their schools are part of the CEC careers hub. That clearly needs to be scaled up. Since the abolition of Connexions in 2011, 2 million children and young people have not had access to independent careers professionals.

I would argue that we need massively to improve access to work experience, with only a third of pupils having completed work experience by the age of 18. A statutory duty, with resources to support a two-week placement, should be put in place. Where possible, we need to ensure that the work experience that a young person undertakes is relevant to their future ambitions. Beyond giving the important experience of the work environment, work experience should help those students better frame their future ambitions and make informed careers decisions.

That was brought home to me recently by a year 10 work experience student called Kevin, who chose to work in my constituency office because he felt it would be more interesting than the other opportunities on offer, but it was pretty clear that he wanted to be a firefighter. I have now put him in touch with our local fire service, and he used his experience to do a bit of research in my office when he was on placement there.

It is essential that any new Government strategy on careers advice focuses on work experience and ensures connections between schools, local authorities and local businesses. That will mean that pupils get more opportunities for their two-week work experience, which will help them make informed decisions. It will also help us, as legislators and politicians, to ensure we have a growing economy.

A new strategy must also deliver on one of the areas that we most need to change when it comes to careers guidance, which is apprenticeships. Although most students feel that they get plenty of guidance about university courses, only 10% feel the same way about apprenticeships. Too often, support for students considering apprenticeships or vocational education is much weaker than for those considering academic education. In some schools, every student creates a UCAS account by default, cementing the idea that higher education is the default option. We need to ensure that within careers advice apprenticeships and further education are put on the same footing as university education. We cannot continue with the disparity in information, advice and therefore access that we see all too often.

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[Mr Perkins]

I, too, have seen some excellent provision through careers hubs, but the hon. Member is right that it is inconsistent. Does he know whether those hubs are actually leading to different work experiences for young people? Far too often, I see a form sent home with the child: “Find your own work experience and write the name here. We’ll make sure that you’re not going to die while you’re there.” That is basically all that schools want to know. What we really need to see is not the milkman’s son going to work with his dad, and the politician’s son going with his, but people getting experiences that are different from what they are already used to. Is he aware of those kinds of experiences in his hub?

[Mr Walker]

I do not disagree at all with what the hon. Gentleman has said. Absolutely, we want to give people those experiences. I talk to a lot of my engineering companies in Worcester, and one of their frustrations is that they feel that the image that people have of engineering is of where it was 30 or 40 years ago, with the traditional, metal-bashing image. What they are doing now is much more exciting, and much more engaging for young people visiting from schools. The working environment is also much better than it was.

Absolutely, getting people into a workplace that they might not necessarily know about must be part of this. That is something that our careers hub in Worcestershire does very well, and we have seen that, in particular, in the cyber-security sector. Nobody learns that at school, but they can learn the maths, computing and skills that can take them in that direction. Those companies are getting into schools to run code clubs, and they are getting children from the schools to come and do work experience. They tend to be the small businesses that, traditionally, careers advice did not look at.

I absolutely recognise that the box-ticking approach that the hon. Member for Chesterfield (Mr Perkins) described was sometimes a problem in the past, but I think it is actually more likely to be a problem in a centralised system than in one that encourages direct engagement between schools and employers.

I very much welcome this debate and am grateful for the chance to contribute to it. I urge my hon. Friend the Minister to take forward the opportunity for work in the White Paper, to continue to engage with apprenticeships and employers, and to ensure that we also take the opportunity to raise aspirations in primary schools.

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[Mr Toby Perkins (Chesterfield) (Lab)]

It is a great pleasure to serve under your chairmanship, Ms Rees. I congratulate my hon. Friend the Member for Weaver Vale (Mike Amesbury) on securing this crucial debate and on the way in which he presented it, bringing his considerable experience to benefit the House. The debate is particularly timely, given that pupils across the country will be undertaking exams and turning their attention to their future careers. Indeed, many year 10 students are doing work experience as we speak.

I welcome the Minister to her position and congratulate her on her appointment. The speed of change in the Government in recent weeks has been bewildering for us all and, if we have had trouble keeping up with who is in and who is out, imagine what it has been like for the poor civil servants. It is fair to say that while it can sometimes be hard to be seen in a crowded field, her appointment and the very particular charm offensive with which she attempted to win over hearts and minds has certainly not gone unnoticed.

The debate is vital. The Labour party has long been of the view that the Government’s lack of commitment to work experience and careers guidance has been a damaging failure. In recent months, the Government have been at pains to prove that their attitude to work experience and careers guidance has changed. It could be coming true—who knows? Proving that their words can match their deeds, under the Prime Minister we now have Ministers themselves trying out work experience. The right hon. Member for Chippenham (Michelle Donelan) got to try out being Secretary of State for a day—Labour prefers two weeks, but at least a day was better than nothing—and the Minister is on an extended two-month work trial that she hopes will go from temp to perm. Of course, unlike the traineeships that the Government are so keen to trumpet, that work experience is very much not unpaid, with the right hon. Member for Chippenham racking up generous severance pay for her 24 hours of labour. [Interruption.] Indeed.

On a more serious note, I would like to reflect on some of the valuable contributions made by hon. Members. My hon. Friend the Member for Weaver Vale brought tremendous experience to bear, focused particularly on the funding and the inconsistency of service across the country. The points he made were knowledgeable and very much matched the experience that I had. The hon. Member for Filton and Bradley Stoke (Jack Lopresti) said that we need to change attitudes to apprenticeships and trumpet their success. He is absolutely right: I want every school to declare not only the numbers of students going to university but how many attained apprenticeships. If we were trumpeting and saluting students who got apprenticeships alongside those who went into universities, maybe parents would get the message that apprenticeships are a positive step for young people.

The hon. Member for Southend West (Anna Firth) reflected on something that I have heard so many times: every one of the students who she had through her office had only been introduced to the idea of going to university. That is something that we hear so much. The hon. Member for Broadland (Jerome Mayhew) reflected that, in his area, opportunities were so plentiful that support is needed because the array of careers is so daunting. I have to say that does not reflect the message I hear from many students; the message they get at school is to first go into sixth form and then to university. The sense of an array of options is far too often missing.

I particularly enjoyed the speech from the hon. Member for Mid Sussex (Mims Davies) who said, very accurately, something we all recognise: we have all had jobs that we do not enjoy much—whether she was referring to being a Conservative Member of Parliament in recent weeks or to her previous employment, she did not say. The hon. Member also said that new starters will not be the finished article. That is an important point for any Conservative Members going to hustings in future weeks to reflect on.

At the heart of the debate is the aim of equipping young people with the right tools to ensure they are ready for work and life. In 2010, the coalition Government axed Connexions, which led to the demise of universal provision for careers guidance. The reality is that we had five years where the provision was absolutely pitiful. There have been improvements since then; it is only fair to reflect that. However, whatever the faults of the Connexions service, it was a colossal failure to leave young people and adults, particularly from the most disadvantaged backgrounds, without the access to advice and support that children with wealthier and better connected parents are able to take for granted.

On work experience, like the hon. Member for Worcester (Mr Walker) I have witnessed some excellent provision. I visited a really good careers hub in the Black Country in recent months. However, even The Careers and Enterprise company itself would concede that the quality of those hubs and the shared best practice are inconsistent across different areas. The hon. Gentleman said that good practice needs to be much more widely available, and I certainly agree with that. I still think it is highly questionable whether leaving schools in charge of their pupils’ careers guidance will ever work. It is the Opposition’s view that careers guidance is a profession; it is not an add-on to a deputy headteacher’s job.

The awful legacy of the lack of careers guidance has been far too many young people leaving school without adequate careers advice. It has been a shameful failure of education and skills policy that will have left a lasting legacy on some of those affected—now in adulthood, without having had access to that advice. It is worth reminding ourselves that, even pre-pandemic, almost 800,000 young people were not in education, employment or training. That illustrates why it is essential that school leavers exit full-time education fully aware of the local labour market and the opportunities on offer.

That is why, during the passage of the Skills and Post-16 Education Bill, Labour backed the Baker clause, which proposed that schools must allow colleges and training providers to access every student in years 8 to 13 to discuss non-academic routes available to them, and that each student should have three meaningful interactions with different providers at each stage of their educational journey. It is hugely regrettable that the Government did not adopt that recommendation in full, as their lordships had supported. It would be interesting to hear from the Minister, if she remains in post, whether the Government would be minded to allow the full Baker clause to be adopted. In my experience, schools will often have a primary focus on ensuring that the majority of their year 11 students are pushed toward the school’s own sixth form. If there is a financial need to ensure that there are x number of students at a sixth form, it is hard to see how schools will be genuinely independent in the message they are passing on to young people, as the hon. Member for Mid Sussex reflected on earlier.

Parents naturally want to see their children succeed with high attainment in subject-based learning. However, many are increasingly concerned that their children should leave school as well-rounded individuals too, with the skills to succeed in the wider world. Currently, the availability and quality of careers advice remains patchy. The Government must move further and faster to equip children with the skills they require and ensure that there is a greater consistency across all areas.

The hon. Member for Worcester said that the service does not necessarily need to be the same in all areas, but what we do need is a minimum standard that is not only legislated for—we have legislation—but monitored and assessed against, whether that be through provision that the schools have to book or through an independent service. The sentiment that the availability and quality of careers advice is patchy and needs to improve is echoed by teachers, parents, children, employers and, indeed, by many of the contributions we have heard today.

According to Parentkind’s 2021 “Parent Voice” report, just half of parents said that their child’s school offered good careers advice. The Centre for Education and Youth’s “Enriching Education Recovery” report makes clear that the vast majority of teachers, parents and children agree that there should be improved access. This is echoed by the business community. In 2019, a Confederation of British Industry survey said that 44% of employers felt that young people leaving education were not work-ready. The hon. Member for Mid Sussex reflected similar sentiments about ensuring that being well-educated in school subjects also reflected the work-readiness of young people leaving our statutory education system. The CBI survey also highlighted the geographic variation in engagement with employers and educational settings. As the hon. Member for Broadland said, it is so important that local economies are reflected in terms of the experiences that young people have.

Students in rural and coastal areas often face a postcode lottery on access to joined-up support. The Sutton Trust has concluded that all pupils should receive a guaranteed level of careers advice. A recent Careers England survey revealed that three quarters of schools have insufficient, limited or no funding with which to deliver what is needed. About a third of secondary schools say that they receive the equivalent of £5 per student, with 5% receiving as little as £2 per student, as my hon. Friend the Member for Weaver Vale reflected earlier.

The inclusion of the Gatsby benchmarks as part of the Department for Education’s statutory guidance on careers education represents welcome, though modest, progress. There has been a long history of Government statute failing to be implemented on the ground. Labour is backing pupils, parents, business and educators with its pledge to give every child access to quality face-to-face careers advice in their schools. Our proposal, set out by my right hon. and learned Friend the Member for Holborn and St Pancras (Keir Starmer) at last year’s Labour party conference, would provide face-to-face, professional and independent careers advice for every school pupil.

It is also vital that young people have a thorough knowledge and understanding of their local labour market. That is why the next Labour Government will reintroduce two weeks of compulsory work experience for every child. As I said to the hon. Member for Worcester, it is important that that reflects the breadth of opportunities and is not narrowed down to a self-selected form sent home with children.

We will reverse that removal from the curriculum by the coalition Government to equip young people with the skills that they need, so that there is work experience in the school curriculum. In addition to support for schools, we will work with business communities to ensure that they offer the placements needed. Once again, Labour is committed to restoring a skills-led agenda for our children. It is crucial that that is addressed at the earliest possible opportunity.

In responding for the Government, will the Minister say whether they will allow every child to receive three independent options of careers at each stage of their school journey, as proposed by the Baker clause? If not, why does she consider that not the right direction to go in? Does she recognise the criticism that some schools are so determined to get all their top students into their own sixth forms that they deliberately reduce the number of alternative options presented to children? If she does, what does she propose to do about it? Does she believe that a school with substandard careers guidance should still be able to be ranked as outstanding? Does she agree with Labour’s plan—as the hon. Member for Mid Sussex sensibly does—to ensure that every child receives at least one face-to-face careers guidance appointment? If not, what does the Minister think is an appropriate standard?

This is a crucial debate on a subject that has the potential to be life-changing for young learners. It is an area for which Labour, under my right hon. and learned Friend the Member for Holborn and St Pancras, has already made concrete proposals, and one that the Government must begin to take more seriously for the sake of the next generation of workers and for our nation’s economy.

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[Andrea Jenkyns]

I thank my honourable husband, or should I say my hon. Friend? I obviously agree with him—although I don’t usually—that we are not only defending our country and the people of Ukraine, but benefiting from that capability.

In January, there was a significant strengthening of provider access legislation, with the duty on schools to invite providers of technical education or apprenticeships to talk to pupils. As the hon. Member for Chesterfield (Mr Perkins) said, there will be at least six opportunities for pupils to have high-quality encounters with different providers throughout school years 8 to 13, so that they can understand and explore technical choices before making vital decisions about their next steps.

Our adoption of the Gatsby benchmarks as a career framework has been a great success. From a standing start in 2018, more than 4,200 secondary schools and colleges are using them to develop and improve their careers programmes. The benchmarks are based on international best practice and describe all the crucial components of a world-class careers programme for young people. Since the launch of the Government’s careers strategy in 2017, we have seen improvements across every dimension of careers guidance, with a particularly strong performance by schools in disadvantaged areas. There was a question about the strategy, which I will touch on later.

It is incredibly valuable to be able to measure the inputs of schools into careers guidance and to see that outcomes are improving. Early analysis shows a positive link between careers education, as assessed by the Gatsby benchmarks, and young people going into sustained education, employment and training after leaving school. A recent study based on data from nearly 2,400 schools shows that when Gatsby benchmarks are achieved by a school, that increases the likelihood of a student being in education, employment or training after year 11. It amounts to a 10% reduction in the proportion of students who are not in education, employment or training post-16 if schools meet all eight benchmarks, compared to schools that achieve none. Importantly, the reduction is twice as great, at 20%, in schools with the most disadvantaged students. We know what is working well and we know where schools are finding it difficult to implement the benchmarks, and that allows us to target our support more effectively.

To realise the maximum value from our investment in careers guidance, we are strengthening the accountability framework for secondary schools. On all graded inspections, Ofsted inspectors assess the quality of careers education, information, advice and guidance on how much it benefits pupils in deciding on their next steps. It is important that pupils feel they are at the centre of that journey. If a school is not meeting the requirements of the provider access legislation, inspectors will state it in the published inspection report and consider what impact it has on the quality of careers provision, and the subsequent judgment for personal development.

We have developed a model to support schools in improving their careers offer.

[Mr Perkins]

The Minister spoke about the importance of the Gatsby benchmarks and the evidence that they improve outcomes, and said that careers guidance will now be checked by Ofsted. Does she think it should be possible for a school that does not meet the benchmarks to be assessed as outstanding, despite having inadequate careers guidance?

[Andrea Jenkyns]

The hon. Gentleman has touched on an important point. It is important not only to give support to the schools in question but to note that in the Ofsted inspection report.

On support for schools to improve their careers offer, we have developed a model that is proven to accelerate improvements in careers guidance. Schools do better if they are part of networks of regional careers hubs—as we see in our local areas—and enterprise advisers. Careers hubs are local partnerships among schools, colleges, businesses, providers and the voluntary sector that enable the sharing of best practice to enhance careers provision. Enterprise advisers are business professionals who work with schools and colleges to strengthen careers strategies and employment engagement plans.

By linking such networks, schools work much more closely with employers and the local enterprise partnerships. This model is crucial to drive the quality of careers provision locally. It promotes the sharing of best practice and economic information and intelligence. Alongside that, we encourage every secondary school to have a trained careers leader, to make the most of the connections and co-ordinate and integrate the careers programme throughout the school, with the backing of their headteacher.

To underpin the delivery of this excellent model, we are investing £29 million this year in the Careers and Enterprise Company. With that funding, the CEC is supporting schools and colleges to implement the Gatsby benchmarks by extending the careers hubs, the enterprise adviser network, the careers leaders training and digital support. I am delighted that all secondary schools and colleges across Weaver Vale are now benefiting from that support; we intend to replicate that throughout the country.

Allow me to share some of the numbers behind our investment. More than 2,200 careers leaders have engaged in funded training since the scheme was launched in 2018. To touch on the question that the hon. Member for Weaver Vale asked, two thirds of schools and colleges in England were part of a careers hub by September 2021. As we work towards the full roll-out, that proportion will increase to approximately 90%, which will mean 4,500 schools and colleges will benefit from a careers hub by August next year. Around 3,750 business professionals work as enterprise advisers with schools and colleges to develop their careers strategies and employment engagement plans.

I am sure everybody here will agree that more important than the numbers is the impact of our investment on young people. The engagement of employers at scale is crucial to the improvements in careers guidance that we are seeing. Employers provide inspiration and insight to young people, deliver hands-on experience of the workplace, highlight pathways into work, and are increasingly helping to integrate careers learning into the curriculum.

Let me give a few examples. Thomas Dudley, a 100-year-old manufacturing company in the west midlands, has worked with local schools to develop mini challenges in history, business, design, English and maths that link those topics with jobs in the local economy. Pupils then visit the business and experience how the skills they have learned can translate into their future career.

Let me share a couple of examples of the excellent work in the area of the hon. Member for Weaver Vale. Greenbank School has helped employers to be more confident in supporting people with autism. Supported by the CEC’s Cheshire and Warrington enterprise adviser network, the school adapted its autism training to better meet the needs of employers and give them an insight in the challenges that young people with autism face. The training was delivered to numerous local employers, including Bentley, Siemens and the NHS.

Sir John Deane’s College has secured prestigious degree apprenticeships for its pupils with major companies including Rolls-Royce, Deloitte and Unilever. The college has established an aspiring apprenticeships programme for year 13 students that includes CV workshops, mentoring, university visits, employer encounters and vacancy-search support.

All schools in the area of the hon. Member for Chesterfield have been part of the careers hub since the start of the academic year, and four out of the nine secondary schools have done careers leader training. That provision will be extended further. Local employers—including KPMG and Dalton HR Solutions—are providing senior business volunteers and enterprise admissions to his local schools.

On improving careers information, another important area of focus is to provide young people with clear and consistent information about the full range of careers options and relevant education and training courses. We established a National Careers Service a decade ago and continue to provide personalised careers information and advice to all aged 13 and over. We are improving the NCS digital offer to allow greater personalisation, but we want to go further. The levelling-up White Paper announced the unit for future skills, which will help to ensure that comprehensive and relevant labour market information and data related to occupations, skills and careers are made available to support effective careers guidance at a national and local level.

I have only a couple minutes left, so I will answer some questions. On improving information in schools about apprenticeships, we already deliver information and outreach work to schools on apprenticeships via the apprenticeship support and knowledge programme. My predecessor wrote to all pupils aged 11 to 13 to promote apprenticeship opportunities, and strengthened provider access legislation to ensure that all pupils have six encounters with different providers, as I said.

On the point about £2 of careers funding per pupil, we are routing investment through the NCS and the CEC so that we can target money where it is most needed to secure better value for money. More than £92 million has been invested in 2022-23.

On the careers strategy, we appointed Sir John Holman as a strategic adviser on careers information, advice and guidance. We will respond to his recommendations in due course, so watch this space.

I am running out of time so will finish by thanking everyone who has taken part in the debate. My hon. Friend the Member for Southend West (Anna Firth) spoke about T-levels and the importance of career guidance. My hon. Friend the Member for Broadland (Jerome Mayhew) described the opportunity to set up your own business and discussed choice, opportunity and personal responsibility.

The former Department for Work and Pensions Minister, my hon. Friend the Member for Mid Sussex (Mims Davies), is passionate about young people’s education. She touched on the important point of tackling job snobbery. My hon. Friend the Member for Worcester (Mr Walker), the former Minister of State for Education, demonstrated his continued commitment to education by taking part in the debate. Some of his work includes the “Opportunity for all” White Paper, which includes a programme targeting primary schools in 55 education investment areas and adopts benchmarks for good careers guidance. I thank him for his great work on that.

I thank my hon. Friend the Member for Filton and Bradley Stoke (Jack Lopresti) for his commitment to apprenticeships, as a former co-chair of the all-party parliamentary group on apprenticeships.

The hon. Member for Chesterfield made some valid points about the importance of work experience. My own work experience during college—I am sure everybody has a couple of horror stories—was with an interior designer. The lady, who worked from home, got me ironing her husband’s underwear. I am sure work experience has improved drastically since then. I can reassure hon. Members that I have had 60 work experience students through my office since I was elected, so I am fully committed to it.

Finally, our mission is to level up opportunity and give every young person the chance to go as far as their talents take them. I am enormously grateful for the support that Members have given on this important issue. We have built the foundations for a career system based on employer engagement, dynamic career leaders and local collaboration, and we encourage the use of evidence for improvement. We will continue to target investment at the changes that make the most difference on the ground, so that every young person in this great country has the chance to reach their full potential.

Question put and agreed to.

Resolved,

That this House has considered the provision of careers guidance in schools.