Education, Skills and Training

Lord Elliott of Ballinamallard Excerpts

Wednesday 25th May 2016 Commons Chamber

[Jo Churchill (Bury St Edmunds) (Con)]

It is a pleasure to follow the hon. Member for Bethnal Green and Bow (Rushanara Ali).

I welcome wholeheartedly the programme on life chances —not only the measures on education, skills and training that we are debating, but the interconnectivity between the other Bills. In proposing the Humble Address, my right hon. Friend the Member for Meriden (Mrs Spelman) reminded us that bringing up children is an inexact science, with a definite beginning but certainly no definite end date. There is also no guarantee of success, however that might be measured, and there most certainly is not a handbook. My children have attended their state schools and are now at university, acquiring debt. I hope that we, as parents, have instilled in them an aspiration for a better life. That is why I believe that life chances are so very important.

We have an excellent education system in this country, which helps parents and carers through the minefield that we hope will level the playing field for all our children to ensure that every child reaches their full potential. The 30 hours of free childcare for three and four-year-olds—with the caveats outlined by my hon. Friend the Member for Romsey and Southampton North (Caroline Nokes)—the 1.4 million more children now taught in good and outstanding schools, and the measures to drive aspirations and skills, coupled with 3 million apprenticeships, mean that this is a coherent lifetime learning package, and much more than is being put to us by the Opposition, who as yet still have space to come forward with their bright ideas. The Sutton Trust and others have noted that one of the most important parts of education is good quality feedback. That might be something for them to take on board.

I welcome the announcement of a Bill to lay the foundations for educational excellence in all schools. Early years education is vital to ensure readiness for school. A couple of weeks ago, I was fortunate to open the excellent Guildhall Feoffment Pre-school and Nursery in my constituency, and I have spoken with other providers of excellent early years education in towns and in rural locations such as Bacton. Sadly, despite the best efforts of skilled early years teachers it is estimated that in some areas up to 25% of children starting in reception are still in nappies and lack many communication and manual dexterity skills. I am glad that we are trying to seek solutions to those problems, but I urge us to make bold plans, using speech therapists and other professionals to support parents as their children grow.

Like many hon. Members, I welcome the news that a fairer funding formula will be addressed. Unfairness is inherent in the current formula. I apologise to the hon. Member for Bethnal Green and Bow if she felt that my intervention was creating an adversarial tone on this issue. I very much do not feel that way, but my children received £260 less funding than the national average, which is considerably less than children in London have received for many years. It is important that that anomaly is addressed.

Although the new policies on schools are most welcome, they must allow for the fact that schools in largely rural constituencies such as mine will struggle on several levels. Rurality and sparsity are just two. The issues are not insurmountable, but they need to be acknowledged, and I thank the Secretary of State for being in listening mode recently on academisation. I hope that we can move forward to provide the right solution for all children.

Children in rural areas suffer from the vagaries of rural transport systems, meaning that they are isolated from choices given to their urban-dwelling peers. Although after-school clubs are to be truly welcomed, there is less opportunity for them to run if there is a solitary bus service that leaves five minutes after school ends. We have to consider carefully how rural school transport will fit into the overall plan alongside academies, which are masters of all aspects of their own planning. I ask Ministers to do a rural test when asking questions about education, to ensure that, whether rural or urban, schools can offer the same to their students so that they are all well served.

As our children proceed through their education, we must ensure that we value and nurture the different skills and abilities they display. While supporting the rise in standards, we must keep the ability to problem solve in our education system. At a visit this week to Vapourtec, a high-tech company in my constituency, we spoke about the need for people to use intuition and other such elements of their learning, which is not necessarily always about ticking boxes.

My hon. Friend the Member for Oxford West and Abingdon (Nicola Blackwood) spoke about a joined-up strategy on science for the Bills presented, which is of huge importance. My four daughters constantly remind me that academic excellence is to be applauded, but we must also cherish practical skills in our children, as well as a softer skill set. I have been fortunate to visit two schools in the past couple of weeks. At Stowmarket High I saw excellent “resistant material” skills, and the fantastic boats and beds that were produced for their exams.

West Suffolk further education college does not display some of the problems that I have heard about this afternoon. It is innovative and works closely with local organisations, the local enterprise partnership, and local businesses in being an achiever, rather than something that presents me with problems. With the newly opened campus of the University of Suffolk on its premises, it is one of only two FE colleges that are paired with leading arts institutions in London. Only last Friday I spoke to young people who are off to the Central School of Art and Design and the London College of Fashion. Education is about building aspirations that are not limited by background, gender, age, accessibility or disability. I alluded earlier to the fact that we must recognise that attainment is not purely from an academic standpoint.

[Tom Elliott (Fermanagh and South Tyrone) (UUP)]

The hon. Lady spoke about the difference between rural and urban, and I fully support aspects of her outlook on the rural negativity that sometimes exists. She mentioned the joined-up approach, and we should consider the proposed legislation on adoption for looked-after children. Would it be a positive move if the Government were to introduce that adoption Bill in conjunction with educational projects?

[Jo Churchill]

I totally concur. The ability to look cross-departmentally at all the different issues that challenge people from the beginning to the end of their life would enhance us all.

My hon. Friend the Member for Stroud (Neil Carmichael) mentioned excluded children, and those who struggle with formal educational attainment. Before I came to this place, I worked on a “Solutions 4” programme with excluded children, and we must remember all our children when introducing these Bills. With a background in the construction industry and a love of life sciences, I believe that apprenticeships are important in helping all children to lift their abilities and attainment rates. For some apprenticeships, however, we must recognise that more functional levels of core subjects should be acceptable, and we run the risk of losing able youngsters who cannot cross the C-grade barrier in maths and English. I am delighted that a Government taskforce has been set up, chaired by my hon. Friend the Member for Blackpool North and Cleveleys (Paul Maynard), to consider apprenticeships for those with learning difficulties.

I recently met a lovely young woman who had been part of a very innovative scheme. When I asked what it had given her she said, “It’s given me confidence and a job”, and then she whispered, “a boyfriend as well, but please don’t tell my Dad”—that is probably too late. It struck me that a basic entitlement for all young people leaving education is, perhaps not the boyfriend, but the right to feel valued and equipped for the workplace. I applaud the work that we are doing to ensure that employment and apprenticeships are accessible to all, but we should also consider young people’s mental health as we drive these Bills forward, since such issues put a huge strain on our schools. West Suffolk College reckons that 70% of pastoral care time is spent considering the resilience and mental health of its young people. That is an enormous burden for schools and colleges to take forward, and we must do more work in that area.

Finally—and quickly—my daughters have been participants and mentors in the National Citizen Service, which provides young people with challenges through which they grow in confidence and team build. It attracts children from every walk of life, including those who might have had the odd brush with the law or started down the road to addiction, looked after children, and those from all types of educational background. Over four weeks they complete outward bound training, visit higher education establishments—