Safety of School Buildings

Tulip Siddiq Excerpts

Tuesday 23rd May 2023 Commons Chamber

[Bridget Phillipson (Houghton and Sunderland South) (Lab)]

I beg to move,

That an humble address be presented to His Majesty, that he will be graciously pleased to give directions that there will be laid before this House by 5 June 2023 a document or dataset containing the detailed school level data, including condition grades for individual building elements for all schools, from the latest Condition of School Buildings Survey.

This debate is taking place just over a year since the public, parents, school staff and children learned—not from a ministerial statement in this House but from a document leaked to The Observer—that many school buildings in England are in such a state of disrepair that they are a risk to life. It has been a full year and still the Government have not shared information with parents and the wider public about which schools, which buildings, and how much of a risk to life. Labour has tabled this motion to require Ministers finally to be up front with school staff, parents and pupils about the true state of our school buildings, the extent of disrepair, and their neglect over the last 13 years. Conservative MPs will have the opportunity to vote with Labour in the public interest and to do what is right by their constituents.

I am sure that the Minister will point to the condition improvement fund announced yesterday. At the third time of asking, a school in my constituency has finally received some funding so that it can at least comply with legal requirements on the boiler and the drains. Enabling schools to comply with legal requirements that the Government set out should be an absolute basic, but it has taken three rounds of bidding to get to that stage. I know that Members on both sides of the House will have had exactly the same experience.

The parlous state of school buildings is a national disgrace. It is shameful, and it comes from a Government and a Department who have given up on ambition for our children. They have given up on openness, given up on accountability, given up on standards and given up on improvement. It comes from a Government whose failed Schools Bill had little to offer schools other than ridiculous micromanagement from Whitehall. A Government who are out of ideas and short on ambition. A Government whose poverty of ambition has been failing our children for 13 long years. That poverty of ambition stretches far beyond the buildings themselves and right across our country, right over the course of lives and right over the whole of our education system.

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

I spoke to Jim Roebuck, the deputy headteacher of West Hampstead Primary School in my constituency. He told me that the school’s roof is in dire need of repair, the tarmac on the playground is dangerously uneven and a lot of the windows will not open properly, so the school has spent thousands of pounds buying fans for the summer months. He is clear that he is grateful for the investment that Camden Council has put into the school, but the reality is that if all of the repairs were to be addressed, that would cost thousands of pounds that the council does not have and the school does not have. The school is rated “good” and the teachers are excellent, but does my hon. Friend believe that children are fulfilling their full potential if there is no capital funding from the Government?

[Bridget Phillipson]

I am grateful to my hon. Friend, who makes a powerful case on behalf of her constituents and the school concerned. I have heard stories like that right across the country. The difficulty we have is that we do not know the full scale of the challenge because Ministers refuse to publish the data. What we do know, however, is that the Government have a sticking-plaster approach, patching up problems and not seriously addressing the challenges that we face. We cannot even be confident that the money is being spent in the areas of greatest need, because the Government will not be transparent about that.

Childcare: Affordability and Availability

Tulip Siddiq Excerpts

Tuesday 21st February 2023 Westminster Hall

[Ruth Cadbury]

By highlighting those shocking Ofsted figures my neighbour from Twickenham has powerfully expanded on the point I was making.

The Minister will no doubt describe the various Government support mechanisms for childcare, but they are not working. Government per-place funding for funded places is falling further and further behind the cost to providers. Providers in less well-off areas are struggling because they cannot rely on fees to top up their income. That means that places are hit even harder—yet another example of the Government levelling down.

Then there are the estimated 15% to 20% of children with special educational needs, who face further inequality due to the lack of specialist childcare. As documented by Coram, there is inadequate funding for SEN childcare. A survey by the Early Years Alliance found that 92% of childcare providers have to fund additional support for children with special educational needs and disabilities out of their own pockets.

[Yvonne Fovargue in the Chair]

On the challenges that childcare providers face, I met local early years leaders in my constituency in November. They told me that, although the pandemic had affected their viability, the cost of living and the funding crisis are having an even bigger impact and are doing even more damage. Their food costs are up 40%, their energy costs have more than doubled, even after Government support, and their business rates are up—a triple whammy. Those cost increases have not been met by an increase in the funding rate for so-called free places. Providers cannot afford to keep passing on the increasing cost of delivering high-quality childcare and education to parents. The Government need to see the huge cost to parents and the huge cost to providers as two sides of the same coin. It is creating a perfect storm, which is causing a crisis.

This crisis is not the fault of the childcare providers, who are working tirelessly up and down the country. It has been fuelled by 13 long years of a Conservative Government who have failed to act.

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

I thank my hon. Friend for bringing this important debate to Westminster Hall. I want to pick up her point about covid. Last year, research on the impact of the covid pandemic on early childhood education and care revealed that considerably more children from ethnic minority and disadvantaged backgrounds have missed out on formal early learning. It will surprise no one that, as a result, the inequality gap has widened, and the attainment gap is also likely to widen. Does my hon. Friend agree that, if we want this trend to be reversed—and I think everyone across the House does—the Government need to focus on ensuring that disadvantaged children have equity of access to quality early years education?

[Ruth Cadbury]

My hon. Friend is absolutely right: the inequality in the provision that does exist means there are stark differences within different communities and between families in different situations. The poorest and most disadvantaged children are the ones who need good-quality childcare from day one, as soon as they leave their parents. They need it more than anyone.

In low-income areas, providers are even less able to cross-subsidise free hours with fees, so there is a disproportionate loss of places in those areas. The poorest families are ineligible for the free 30 hours, and those families who are eligible face barriers to participation.

Children’s Social Care Workforce

Tulip Siddiq Excerpts

Wednesday 20th July 2022 Westminster Hall

[Ms Marie Rimmer (St Helens South and Whiston) (Lab)]

I beg to move,

That this House has considered the children’s social care workforce.

It is a pleasure to serve under your chairmanship, Mr Sharma. I begin by stating why this issue matters. Social workers look after the most vulnerable children in our society. These are children for whom the national Government, local authorities and all of us here today have a responsibility. The state has a duty to ensure that these children get a good upbringing and the opportunity to do well in life. That brings me to the subject of the debate: the children’s social care workforce, in particular the failure to recruit and retain enough social workers. I will look at three aspects in turn: why recruitment and retainment matter, the current dire situation, and what needs to change.

Failing to recruit and, even more importantly, retain enough social workers is a real problem. It negatively impacts children across our country who most need extra support. That is why this issue matters. Failing to recruit and retain enough social workers can destroy any chance of social mobility for children in care for the rest of their lives. It often leaves children more vulnerable to being preyed on by grooming gangs or county lines gangs. I am sure many hon. Members here have had briefings from their local police force on how these evil gangs prey on vulnerable children—often those in care. That is not a fate that these children deserve. How the Government and society as a whole look after these children is a good judge of our values as a country. At the moment, the Government are failing. Charlotte Ramsden, the president of the Association of Directors of Children’s Services, has said:

“It is important for children to have a consistency of social worker in their lives where possible, but this is increasingly difficult with more social workers leaving the profession”.

To give these children the best life chances, the Government need a proper strategy not only to recruit social workers, but to retain them.

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

My hon. Friend is making a powerful point about the stability that children need. The recent independent care review chaired by Josh MacAlister, which I am sure she is aware of, found that agency social workers contribute to the instability experienced by children, which she mentions, and cause a loss of over £100 million a year. I am sure she will agree that that money could be spent on the frontline to improve the life chances of these children. Does my hon. Friend agree that with the rates of agency work at a record high of 15.5%, the Minister needs to explain what the Government’s strategy and policy is to tackle the overuse of agency staff?

Children’s Education Recovery and Childcare Costs

Tulip Siddiq Excerpts

Tuesday 7th June 2022 Commons Chamber

[Bridget Phillipson]

My hon. Friend is exactly right. The last Labour Government transformed early years—we put it first and made it an absolute priority—and I assure her that the next Labour Government will do the same again. Early years childcare and education in this country is too often unaffordable, unavailable and inaccessible.

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

My hon. Friend has mentioned the IFS a few times. Is she aware that IFS research last month found that only four in 10 parents of pre-school-aged children had even heard of tax-free childcare and that 40% of families who qualify did not apply because of the Government’s “confusing eligibility rules”? Does she agree that in the middle of the worst cost of living crisis on record and rocketing childcare costs, the Government have let children down? The Minister has to explain what he is doing to address these failures to deliver affordable childcare.

[Bridget Phillipson]

My hon. Friend has consistently campaigned on issues around childcare over many years and I am grateful to her. She is exactly right to raise those concerns, as well as the work that she did in exposing how the Government knowingly and deliberately underfunded the early years entitlement—the 30-hour offer—to parents. I pay tribute to her for that.

The Government are failing parents and children alike, because it is during the first few years that the attainment gap opens up for our children. It is also the first chance to step in and support the children and families who need it. We all see the difference that early support makes—when it happens and when it does not. In power, Labour acted decisively to support families and children, tackle the disadvantage and close the gap. A generation grew up with children’s centres. A generation such as mine were supported after 16 with the education maintenance allowance. I saw in my community the difference that those changes made. I see it in the lives of young people who grew up with that advantage, with the support that it unlocked. Some 20 years later, the evidence around attainment and early intervention is clearer and stronger than it was even then, yet the Government have been almost silent. Even before covid, children on free school meals were arriving at school five months behind their peers. That gap is set to grow. It is utterly shameful in Britain in 2022 and a damning indictment of the Government’s 12 years in power.

Right now, our children are being failed again in this cost of living crisis. When parents cannot afford to feed their kids, children are being failed. When parents cannot afford to take their kids out for the day and cannot afford an ice cream at the park or a ride at the fair, children are being failed. When mams and dads do not see their kids in the evening or at the weekend because they are working every hour that God sends to pay the bills, children are being failed. When parents skimp on food and are exhausted, without time and energy to spend with their kids, children are being failed. And when the cost of childcare, not just for two to four-year-olds but from the end of maternity leave to the start of secondary school—I am talking about parents being able to choose whether to go back to work; affordable breakfast clubs; after-school activities so parents do not have to rush back for 3 o’clock pick-ups; after-school clubs costing more than women’s median wages; and parents paying over the odds for each hour of childcare, because the Conservatives decided that the Government would not pay the going rate for the places they promised—is quite literally pricing people out of parenting, children and families are being failed. That failure is not just about the individual kids and the individual families failed by this Government, although there are millions of them and that is bad enough. Our whole country is failed when we let our children down.

This Government have no plan, no ideas, no vision and no sense of responsibility to our children and their future—the rhetoric of evidence, but no reality. We have responsibility, ambition and determination for our children. We would deliver the plan that children need now, because education is all about opportunity—the opportunities that we give all our children to explore and develop, to achieve and thrive, and to have a happy and healthy childhood. Through a broad and enriching curriculum and education, we can foster a love of learning that stays with them throughout their lives, turning our young people into the scientists, musicians, entrepreneurs, sportspeople and, yes, perhaps even the politicians of the future, generating ideas and innovation that we cannot even dream of.

Education can transform every life, just as it transformed mine. Growing up, we did not always have it easy, but I know that in many ways I was very lucky: I had a family in which I was supported and encouraged to read and where education was valued. I was lucky to attend a great local state school at a time when the last Labour Government were transforming education across our country. My teachers were fiercely ambitious for me and my friends because they believed in the value and worth of every single one of us. I want every child in every school, in every corner of this country, to benefit from a brilliant education, supported by a Government who are ambitious for their future. That is why we would make private schools pay their fair share—not to tilt the system, as the Secretary of State claims, but to support every child across our great state schools to realise their ambitions.

Today the Minister has a choice. He could stand up and deliver a speech that I suspect we have heard a couple of times before, he could continue the hollow attacks on the last Labour Government, despite no child today having been at school when we were in office—or he could stand up and, like the Chancellor, admit that the Government got it wrong. He could say that they should have acted sooner, but that they will act now to match at last the ambition of Labour’s children’s recovery plan and put our children and their future first.

Foster Carers

Tulip Siddiq Excerpts

Thursday 21st April 2022 Westminster Hall

[Kate Osborne]

I absolutely agree with my hon. Friend. As has been said, the funding that is being taken out of the system means that, unfortunately, we are not continuing to provide the support that is needed, in terms of both social workers and the many other people who are involved in children’s care.

The system South Tyneside Council has in place means that if a breakdown occurs between the child and foster family, the local authority is accountable, thus upholding the fostering standards to improve outcomes. With such support mechanisms in place, more people will be encouraged to become foster carers.

However, we must recognise that South Tyneside’s model relies on factors for which the responsibility lies truly at the feet of Government Ministers. The cuts to local authorities over the past 12 years, along with the present day record levels of children needing emergency foster care mean that my local authority, like most others, must turn to independent fostering agencies to plug the gap. The money local authorities have to spend from Government grants, council tax and business rates has fallen by 16% since 2010. That means that local authorities have an increasingly limited capacity to respond to significant inflationary pressures.

While I respect the work that members of IFAs do to alleviate the pressure felt by local authorities, those agencies have the ability to add another complex, unnecessary layer between the child and the local authority, meaning that when crisis hits, unnecessary delays, which are detrimental to all involved, are often hard to avoid. In South Tyneside Council, 50% of children are placed into IFAs.

We also need to break down the popular perceptions of fostering, which undermine the diverse and varying shapes that it can take. Fostering should not be compared with adoption, although it often is. We need to break through the perception that fostering is a means, whereas adoption is the end, because one size does not fit all. We also need to recognise that circumstances in the lives of carers can change. The value of a carer fostering one child needs to be recognised as the same as a carer who may foster many children.

Finally, we need to appreciate that, more often than not, foster carers can be thrust into a situation at extreme short notice. Their presence in the safeguarding process can often be to provide emergency care.

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

My hon. Friend is making a powerful speech. The House is always at its best when Members draw on their personal experience and my hon. Friend’s speech shows that she knows what she is talking about. I add my thanks to Fostering Network, who I have worked with a lot in the past and who I have found to be incredibly helpful.

I want to pick up on black, Asian and minority ethnic foster carers and children from BAME communities. BBC analysis shows that two thirds of councils in England have a shortage of BAME foster carers, but 23% of children on the waiting list are from BAME backgrounds. Black boys are left longest on the waiting lists. I wondered whether my hon. Friend might comment, and I hope the Minister will also pick up on that point.

[Kate Osborne]

That point came up in my meeting with the head of children’s services in my local authority. As my hon. Friend says, we are desperately short of BAME foster carers.

Often children arrive into foster care with nothing apart from the clothes they are wearing. The responsibility lies firmly with the fostering family to pick up from there, otherwise the child would have nothing.

What do we need from the Government? I would like the Minister to look at and seriously consider the Mockingbird strategy as adopted by South Tyneside and many others, and to listen to best practice from my and other local authorities. I hope we will hear more on that today from other Members.

The Mockingbird model is based on the idea of an extended family. The strategy focuses on a fostering hub, where satellite carers work in sync to provide specialist and centralised care to children along with real-time support for those satellite carers. Mockingbird means intervention can take place without the need to necessarily remove children completely from their support network, should an emergency occur. Depending on circumstances, the programme can be adjusted to include birth families and adoptive families, and to provide support for independent living, while giving assurance to foster carers and those in care that a secure and close support network is at hand.

I also want the Minister to listen to the recommendations set out by the Fostering Network, which with others is calling for a fully funded national fostering strategy, a national fostering leadership board and a national register of foster carers. In addition, the Government need to carry out a comprehensive review of the minimum levels of fostering allowance, using up-to-date evidence to ensure foster carers are given sufficient payment to cover the full cost of looking after a child.

There is no one quick fix to address the issues relating to the retention of foster carers. The themes of carers feeling unsupported, making a financial loss and not being treated as workers would lead to a high turnover rate and chronic difficulties in recruitment in any workforce. I hope that today’s debate acts as an opportunity to address Members’ concerns from their constituencies and encourages the Minister to put recommendations in place.

Oral Answers to Questions

Tulip Siddiq Excerpts

Monday 14th March 2022 Commons Chamber

The Secretary of State was asked—

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

1. What steps he is taking to help ensure that families are able to access adequate early years support.

[The Secretary of State for Education (Nadhim Zahawi)]

It is wonderful that the hon. Lady has returned to the theme of families; I remember the passion she showed in her time as shadow Minister for Children and Families.

The Government are investing £300 million to transform family help services in 75 local authorities. That money includes funding for family hubs, the supporting families programme and start for life services.

[Tulip Siddiq]

The Labour Government built more than 3,600 Sure Start centres, which provided a vital lifeline for many families throughout the country. This Government proceeded to close 1,000 Sure Start centres and then undertook a review of the early years sector that found that every parent and child should have access to early years support. Frankly, I could have told the Government that without undertaking a review. The review was published more than a year ago and I have not yet seen any plans for or details on having a family hub in every community in the country. When will the Secretary of State’s Department publish details of the family hubs in every community in the country? Or is this another instance of the Government paying lip service to the early years?

[Nadhim Zahawi]

What the hon. Lady omitted to say was that Sure Start was a good policy that was badly implemented under the Labour Government. They focused on bricks and mortar rather than on actually reaching and helping the families we will reach with the family hubs. We will announce very shortly the half of England’s local authorities that will have evidence-led, multi-agency family hubs that will reach exactly those families—exactly like I saw when I visited the family hub in Harlow with the Chair of the Education Committee, my right hon. Friend the Member for Harlow (Robert Halfon).

Early Years Educators

Tulip Siddiq Excerpts

Tuesday 25th January 2022 Westminster Hall

[Steve Brine (Winchester) (Con)]

I beg to move,

That this House has considered the role of early years educators.

It is a pleasure to see you in the Chair, Mr Gray. Looking around me, I also see many friends and supporters of our early years sector. I thank them for taking time out of their schedules to come to debate this issue; I know that there are a lot of important competing issues in Parliament today.

I start with two declarations of interest. First, I am married to a hard-working early years educator, who will be arriving home very shortly to pick up the school run and then juggle all the different things that working mums do while working dads are in Parliament—or vice versa. Secondly, for the last couple of years it has been my pleasure to chair the all-party parliamentary group on childcare and early education; we held our annual general meeting in the last hour, actually. I want to extend my thanks to parliamentary colleagues who have supported our work over the last year and have committed to do so for the year ahead. I was somehow re-elected chairman of the group for the next year. I also thank many colleagues old and new who have agreed to serve as officers for the coming year: we have much to do.

This afternoon’s debate is timely. It rather wonderfully coincides with the all-party group’s annual childcare and early education week, which celebrates and promotes the hard work of our early years educators and sector. Our theme for this year is celebrating the role of the early years workforce as educators, which is what I wanted to place at the heart of my chairmanship of the group, and seeking to explore the challenges that the workforce faces and celebrate the good work that it does.

Last week, the all-party group held a forum for parents to share their experiences of early years educators and settings. It was chaired by the brilliant Professor Kathy Sylva of Oxford University. Professor Sylva is at this very moment providing an update to the meeting of our all-party group, which is being chaired in my absence by the Father of the House, my hon. Friend the Member for Worthing West (Sir Peter Bottomley). The session is being recorded, and I urge any colleagues who would like to catch up on it to follow our social media channels. Parents provided some incredible examples. I see this as an example of the very best work that we can do in Westminster, and I am sure that Professor Sylva will not mind me touching on some of the things that were said. One parent spoke about the empathy, patience and humour an early years educator shows when working with both her and her child, who has significant special educational needs. Another reminded us of the little freedoms that early years settings empower families to have. One lady said she occasionally has lunch with her partner; that may sound frivolous, but one the best things that we can do for our children is provide them with a loving, secure home environment—and making sure that mum and dad stay mum and dad is rather important, too. One phrase that touched me was from a parent discussing the key worker in their child’s early years setting, who said:

“Simply, we would be lost without these people. They are truly amazing.”

Of course, there are areas for development in the early years workforce as we strive for its continued betterment. At our forum, parents raised the issues of settings’ opening hours and, overwhelmingly, the need to ensure that early years educators are properly paid, a subject to which I will return.

I commend the Government for acting on this issue in the spending review. Following a meeting that my hon. Friend the Member for Bury North (James Daly) and I had with the Chancellor of the Exchequer, my right hon. Friend the Member for Richmond (Yorks) (Rishi Sunak), he placed early years at the centre of some of his announcements in this area in the Budget. He quadrupled the funding for early years settings over the next three years. That was most welcome, and an important step towards shoring up a sector that has been heavily hit, it is fair to say, during the pandemic.

However, as I have said before, this is not just about money. The early years sector faces an existential crisis as settings are being forced to close, and the valued early years educators that we are talking about are then lost to other lines of work, often due to remuneration. Most worryingly of all, bright young prospects are put off a career as an early years educator. At a meeting of our all-party group in December, two apprentices spoke compellingly about their work with children under five. However, those brilliant talents were pursuing careers in social care and not in early years. Social care is an important vocation, but they are a great loss to the potential early years workforce of tomorrow, and we need them. So more must be done to draw the early years educators of tomorrow towards the profession, and not push them away.

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

Will the hon. Gentleman give way?

[Steve Brine]

I will give way to my predecessor as chair of the all-party group.

[Tulip Siddiq]

I know the hon. Member is a doughty champion for the early years sector. I have heard him mention his wife on several occasions and admire the work that she does. In an ideal world I would stay and make a speech in this debate, but I have to leave because I have moved to the shadow Treasury team and I have a commitment.

I wanted to come and pay tribute to the early years educators, and I am pleased the hon. Member still uses the term “educators”, because they are educators. They are not just key workers. They are the unsung heroes of our nation who make a massive difference to our children’s life chances. I do not think he mentioned how much they are paid, but on average, as he knows, it is only £7.42 an hour, which is dismal compared with how much it costs to live.

I wonder whether the hon. Member will comment on the fact that we need a cultural change in how we value and talk about early years practitioners and educators. Instead of just referring to the early years sector as childcare, we should also refer to early years educators and talk about early education. I could go on about this for ever.

[Steve Brine]

It is funny how often, in my almost 12 years in this House, people say, “That is amazing; I was just about to come on to that in my speech”, and funnily enough, I was. The hon. Lady led on this subject when she led the all-party group, and she is absolutely right. Far too often we have seen early years practitioners presented as well-meaning amateurs who are good at changing and plasticine. They are good at those, but they are also educators, so she is absolutely right. Following on from what she said, I think a major contributing factor to the fact that we are losing people from the profession and not attracting them into it is that early years educators have been subject to so many misconceptions about their role that it has affected how their profession is viewed and then how it can attract people.

First and most commonly is the notion that early years educators somehow do not hold the same status as those who work in the subsequent parts of the education profession. That could not be further from the truth. The first few years of early education is the foundation on which lifelong learning, health and wellbeing are built. Handling this phase of a child’s life requires specialist knowledge and specialist approaches from trained, qualified practitioners. Early years educators are highly trained professionals and they hold specialist qualifications accordingly. Despite that, many settings are struggling to pay competitive salaries, and providers have therefore reported that staff are increasingly moving into sectors such as retail.

Natural History GCSE

Tulip Siddiq Excerpts

Wednesday 1st December 2021 Westminster Hall

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Davies. I am standing in today for the previous shadow Schools Minister, my hon. Friend the Member for Hove (Peter Kyle), who is no longer in the role. I thank the shadow Secretary of State for Education, my hon. Friend the Member for Houghton and Sunderland South (Bridget Phillipson), for her help in advance of the debate, and I congratulate her on her recent appointment. I also thank the previous shadow Secretary of State for Education, my hon. Friend the Member for Stretford and Urmston (Kate Green), for the enthusiasm and passion that she brought to the role and to this topic. I will take all the points that were made in the debate back to my colleagues who cover the curriculum as part of their Front-Bench briefs.

I thank the hon. Member for Eastbourne (Caroline Ansell) for making such a passionate speech and for securing an interesting and timely debate on how natural history is a central part of children’s education. Having two small children myself, it is something in which I am very interested. The Labour party believes that natural history, and the damage to the natural world brought about by climate change, must be at the heart of every child’s learning. Indeed, with global temperatures continuing to rise, we have a duty as legislators to introduce our nation’s children to the beauty and wonders of nature, and to ensure that they understand our planet, our place and our dependency on the natural world. Currently, however, only 17% of teachers report that climate change is taught at schools in core subjects other than science and geography. That is why it is so important that nurseries, schools and colleges are supported to instil a love of nature in future generations and to educate children about natural history, how climate change has impacted on that history, and how the damage can be reversed.

It is important to recognise that teachers and school leaders are already working across the country to teach their students about sustainability and the natural environment—whether that is through school vegetable patches or planting trees to mark achievements and special occasions.

I know that the hon. Member for Eastbourne was a teacher, and I believe she is married to a teacher, so she is well versed on the teaching world. I am sure she will join me in celebrating the efforts of all teachers who try to teach sustainability as much as possible. Like me, she is also a school governor, as I think are many MPs. We recognise that schools are trying and doing their best to teach as much as possible. For example, there is the work of the Eco-Schools green flag programme, which is supported by many of the schools in my constituency and others, as well as by nurseries and colleges. It consists of seven steps that educational institutions can take to engage their students on climate change and the natural world, including putting environmental issues in learning plans and choosing texts that explore those issues in subjects such as English. I must admit that that did not happen when I was at school, and I wish it had.

Sadly, despite the fantastic work that is taking place in many parts of the country, many children are still being denied an environmental education. I looked at some of the recent research from the youth-led Teach the Future campaign, which revealed that 70% of UK teachers have not received adequate training to educate students on climate change. It also found that 41% of teachers say that climate change is rarely or never mentioned in their school. Perhaps most shockingly, just 5% say that climate change is integral to many aspects of the curriculum and teaching in their school, which is deeply concerning.

The hon. Member for Eastbourne referred to a report commissioned by the Treasury, “The Economics of Biodiversity”, which warns that the absence of the natural world in our children’s education is a risk to future prosperity. In a time of extreme climate change in which we have seen a loss of biodiversity, it is essential that young people have the knowledge and tools to tackle the climate crisis, because long after most of us have gone, our children will still be here. That is why I once again ask the Minister to carefully consider the report that the Treasury commissioned, and to look at what it recommended.

The research also shows that outdoor learning can improve children’s educational outcomes, particularly for those who are from lower socioeconomic backgrounds, and that regular contact with nature makes children happier, healthier and better able to learn. This point was made in a very articulate fashion by the hon. Member for Brighton, Pavilion (Caroline Lucas), who mentioned that she had to leave the room to attend a Select Committee. She talked about the impact that contact with nature can have on children. I go back to a recent poll commissioned by the Wildlife Trust, which revealed that 75% of adults believe that children do not spend enough time enjoying the natural world. As I represent the inner-city constituency of Hampstead and Kilburn, I have certainly seen that for myself.

Of course, the situation has got even worse in the past 18 months. A survey by Save the Children found that more than half of all children were spending less time playing outside with their friends since the outbreak of covid-19. That is very worrying. Once again, while such cross-party agreement might be rare in this House, I agree with the hon. Member for Eastbourne that natural history should be at the centre of children’s learning. The Labour party believes that children should have a strong understanding of the environment, and we look warmly on any proposal that fosters that ambition.

I also agree with the hon. Member for Meon Valley (Mrs Drummond)—I hope I pronounced her constituency correctly. When I speak to schoolchildren, as I often do when visiting local schools, climate change is the one issue they passionately care about and will bring up without fail every time I address a school assembly. It is important to ensure that every child, not just those who choose to study for a particular GCSE, understands the challenges facing our planet and our society. That would require the natural world to be integrated across the whole curriculum, not just in science and geography lessons or a natural history GCSE, but in all subjects, from English literature to history and others.

We must support schools and educators to do that if we want to see a genuine difference in the way natural history is taught. Embedding natural history, biodiversity and climate change within the curriculum will require new training for teachers and teaching assistants, which is why the Labour party has committed to giving all teachers a right to continuing professional development, with £210 million extra a year for CPD. That funding could be used to deliver training on the climate and the natural world, and I hope that is something the Government will also consider.

The Labour party has also announced plans for 400,000 green jobs, and it is essential that we enable young people to develop the skills for those employment opportunities. That has to start in schools and colleges, and climate change and green skills should be a priority for schools as well as for further and higher education, a point made by the hon. Member for Strangford (Jim Shannon)—I think he had to go, but obviously no Westminster Hall debate is complete without his contribution, so I had to mention him.

I have a series of questions for the Minister that I hope he will answer. How are the Government working to ensure that natural history and climate change are embedded across the education system? What are the Government doing to ensure that teachers receive adequate training to educate students on climate change? We cannot just tell them to do it; we have to help and support them. How will the Government ensure that outdoor learning is a key part of children’s experience at school? That question is particularly important in the light of the statistics I talked about relating to covid-19. What steps are the Government taking to ensure that young people are gaining the skills they need at school and college to prepare them for the green economy?

Ensuring that the future generation value and respect their natural environment will be fundamental in the struggle to reverse the climate crisis, so I wholeheartedly welcome this important debate on how best to secure that end. I urge the Minister, who I know is willing to listen, to reflect on today’s discussion to ensure that the natural world and climate change are at the heart of children’s education and learning.

School-based Counselling Services

Tulip Siddiq Excerpts

Tuesday 9th November 2021 Commons Chamber

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

I thank the right hon. Member for Harlow (Robert Halfon) and my right hon. Friend the Member for Newcastle upon Tyne East (Mr Brown) for leading this important debate on school-based counselling. It is a testament to how much we value this topic that on the day the House rises everyone has stayed back to contribute to this debate.

Lots of issues have been raised. The importance of looking at mental health holistically was talked about passionately by my hon. Friend the Member for York Central (Rachael Maskell). The right hon. Member for Harlow passionately discussed the impact of social media on mental health. We heard repeatedly about the stigma around tackling mental health, including from my right hon. Friend.

Every Member who spoke talked about the impact of covid on young people. My hon. Friend the Member for Luton South (Rachel Hopkins) cited the survey by the charity YoungMinds showing that throughout this pandemic, in the past 18 months, the mental health problems for two thirds of young people have been exacerbated enormously. My right hon. Friend the Member for Newcastle upon Tyne East also talked about covid-19 and how it has restricted access to mental health services for far too many people. He also made important points about the impact on deaf children, and similar points were made to me when I met a group of headteachers from special needs schools, all of whom talked about the impact covid has had on people with physical disabilities and the mental health impact that moves on from there.

This is a perfect storm, which is likely to have devastating consequences for young people. We are already starting to see this impact as constituency MPs, with an astonishing 96% increase in under-18s being referred to mental health services between spring 2019 and spring 2021, according to the Royal College of Psychiatrists. Yet just two in five children with a diagnosed condition can actually access specialist support. My hon. Friend the Member for Sheffield Central (Paul Blomfield) talked powerfully about how shocked he was when he heard local children talk about the lack of access to specialist support. I felt similarly when I spoke to a group of young people in my constituency. When we are sitting here in the Chamber, we do not often think about how people struggle to access support. We think it is there and they can access it, but I felt the same as he did when I spoke to people. I was shocked when I read that an estimated one in six children and young people now have a mental health condition—that has increased from one in nine just four years ago. It is also shocking to see that the number of accident and emergency attendances for young people with a psychiatric condition has tripled since then. My hon. Friend the Member for York Central used a statistic that I had also looked up, which was that in 2017 almost a quarter of 17-year-olds had self-harmed. The situation was bad before and it is getting worse, just at the same time as access to mental health services, both in and out of school, has been restricted.

Many of the answers to how we tackle this crisis can relate to school. As well as wider positive impacts that schooling can have, my right hon. Friend the Member for Newcastle upon Tyne East talked about ample evidence that school-based counselling can improve wellbeing and attainment. My hon. Friend the Member for Luton South talked about the IPPR report, which I also read and which showed that far fewer state schools are providing on-site counselling than were doing so a decade ago, when nine in 10 schools offered it—the figure is now about half that, according to a recent survey of teachers. When children returned to school after lockdown, just one in five teachers thought that their school’s mental health services were sufficient to support their pupils. We know how much pressure teachers are under, so I hope that the Minister will pay attention to teachers returning to find that not enough mental health support was in place.

My hon. Friends the Members for Washington and Sunderland West (Mrs Hodgson) and for York Central both talked about the importance of trained professionals, and the former talked about the missing middle. I know from my experience as a school governor, and we will all know from our experiences in our constituencies, that many teachers and school staff are currently taking on additional responsibilities for supporting pupils’ mental health, on top of their day jobs. They are mostly not trained to do it and neither do they have the resource to do it.

The Labour party believes that there is an alternative. My right hon. Friend the Member for North Durham (Mr Jones) talked about the economics of mental health and how it pays off to invest in it, which is what Labour believes. We want to give all schools the additional resources they need to hire specialist counselling and mental health support. That was one of the key commitments of the £15 billion children’s recovery plan to deal with the fallout of the pandemic that Labour announced earlier this year. The Welsh Labour Government have made huge progress on this issue by legislating to put counselling support for 10 to 18-year-olds on a statutory footing.

Under Labour’s costed proposals, every secondary school would have a full-time staff member whose job is to support pupils’ mental health, and primary schools would have access to such specialist support, shared among schools in the local area. As my hon. Friend the Member for Sheffield Central said, that would mean that problems would be caught and resolved before they could escalate, and teachers and other school staff would be able to focus on their jobs. We know what demanding jobs they have already.

As my hon. Friend the Member for Washington and Sunderland West said, schools have to be part of the solution, but fixing the crisis in children and young people’s mental health cannot just be left to schools, as my right hon. Friend the Member for Hayes and Harlington (John McDonnell) said. Even with the support and resources that we would provide if we were in government, we would have to look at the support provided by CAMHS and other NHS services as well, and I am afraid that the situation in that respect is even worse. My right hon. Friend the Member for North Durham talked about early intervention; the truth is that waiting lists for mental health support are currently unacceptably long, thereby allowing problems to escalate well before young people can be seen by a specialist. My hon. Friend the Member for Sheffield Central also made that point.

I say again that there is an alternative. Labour has pledged to implement a new national NHS target that guarantees mental health support within a month, backed up by our plan to recruit 12,000 mental health professionals and to introduce a lock to ensure that mental health spending always rises when NHS funding is increased.

Lots of people talked about the local organisations that are so important in our areas. My right hon. Friend the Member for North Durham talked about Rollercoaster and my hon. Friend the Member for York Central talked about the Island. In both Camden and Brent in my constituency, several organisations provide support for young people. We in the Labour party want to make sure that every community has an open-access mental health hub for children and young people. Having visible, easy-to-find, drop-in mental health support centres is so important and complements the counselling support offered in schools, because the hubs ensure that those who are marginalised or feel unable to come forward at school can get the support they need.

There is a crisis of children and young people’s mental health in this country that we cannot ignore. The crisis is deepening as a result of the pandemic, as we heard over and over again, and the mental health support that is available in and out of school is not sufficient to tackle it. Those facts have come through loudly and clearly in this important debate. The situation in far too many schools does not match the ambition that parents, teachers and we in the Labour have for our children, mainly because of the huge pressures on school budgets following real-terms cuts of 9% in the past decade. We really need a proper plan from the Government to address that.

My right hon. Friend the Member for Hayes and Harlington advocated well for his constituent and his wife, but he also spoke passionately about a comprehensive strategy, which is what I urge the Minister to produce. It is time for change. We want the Minister to look at what Labour proposes on in-school counselling and a one-month support guarantee. We want mental health workforce expansion, community hubs and much else. The wellbeing, learning and prospects of an entire generation could be transformed by the bold step change in mental health support that we are calling for. I hope the Minister will listen to all the voices in the House that have made their points so passionately today.

Oral Answers to Questions

Tulip Siddiq Excerpts

Monday 1st November 2021 Commons Chamber

[Nadhim Zahawi]

The new recovery funding will help schools deliver evidence-based approaches to support the most disadvantaged pupils, including eligible pupils with special educational needs and disabilities or education, health and care plans. That funding is on top of this year’s £8.9 billion of high-needs funding for children with more complex needs, and there is £42 million for projects that support children and young people with SEND.

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

The Government’s own early years health adviser, the right hon. Member for South Northamptonshire (Dame Andrea Leadsom), has said that every family in England should have access to a local hub, with parent and child support services. That is exactly what Labour ensured while in government, by building 3,600 Sure Start centres; this Government have closed 1,000 of them and then provided piecemeal funding for what they call “family hubs” in only half of local authorities. If the Secretary of State will not match Labour’s ambition for families, will he at least match the ambition of his early years health adviser, who, I notice, is in the Chamber?

[Nadhim Zahawi]

Where we disagree, respectfully, is that there are now 3,000 family centres. All the evidence suggested that the Sure Start scheme invested in buildings rather than in the families we needed to reach. My right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom) was absolutely on the right track in championing the first 1,001 critical days. I saw that at first hand at the family hub in Harlow—I was with the Chairman of the Education Committee, my right hon. Friend the Member for Harlow (Robert Halfon)—which combined multi-agency services to bring in the families we really want to reach, not just the families who are capable of accessing Government services. That is the big difference. My hon. Friend the Minister for Children and Families will lead on the launch of 75 such hubs, which will make a real difference to the families that we need to reach.

--- Later in debate ---

[Tulip Siddiq]

On a point of order, Mr Speaker. Can I ask the Secretary of State to clarify what he meant by “3,000 family centres”, because we know that they are not 3,000 family hubs?

[Mr Speaker]

Does the Secretary of State want to answer? Does somebody want to clarify whether that is right or wrong? Secretary of State, go on.