Relationship Education in Schools

Tulip Siddiq Excerpts

Tuesday 1st April 2025 Westminster Hall

[Helen Maguire (Epsom and Ewell) (LD)]

I beg to move,

That this House has considered relationship education in schools.

It is a pleasure to serve under your chairmanship again today, Sir Jeremy. Sadly, the relationship education that our young people currently receive does not address the realities of what it means to be a young person today. If we fail to urgently adapt and strengthen our approach to relationship education, we will fail to counter the inappropriate and often misogynistic ideas that our young people are exposed to, and we will therefore fail to protect women and girls from the violence that these ideas spur.

Prevention starts with education and the creation of a space for our young people to have conversations about relationships. As a mother of three teenagers—two boys and a girl—I have spent many years having open and honest conversations with them about relationships. I have done my best to ensure that they understand what a healthy relationship looks like and how to treat others with respect. However, as every parent knows, children do not always see their parents as the ultimate source of wisdom; they look to their peers, the internet and the world around them. That is why relationship education in schools is so vital. If we get it right, relationship education creates a safe space where young people can discuss these ideas openly with their peers, guided by teachers who are knowledgeable about the challenges that young people face.

The statistics paint a worrying picture: 41% of teachers have seen aggressive misogyny in classrooms, 51% have witnessed pupils advocating sexual violence, and only 43% of students feel personally represented and included by relationships and sex education. Young people are turning elsewhere to learn: 22% say online sources are their main source of information, while 15% say their primary source is pornography. The charity Let Me Know found that 60% of the young people polled did not know the signs of a healthy or unhealthy relationship. Those are shocking figures, which underline the urgency of getting this right.

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

I thank the hon. Member for bringing such an important debate to the House, and I congratulate her for having three teenagers and still holding down this job—that is a remarkable achievement. Relationship education is very important for how young people relate to their peers, but one of the common complaints I hear from parents in my constituency is that a lot of people will learn about relationships from social media. The hon. Member has already touched on this, but will she say a bit more about the importance of looking at young people’s access to social media and supporting teachers and headteachers who are looking at banning smartphones and social media in schools?

[Helen Maguire]

It is vital that we start to address what is going on with social media, as we have been calling for. The social media tech giants have to take on that responsibility.

One in four women and one in six men will experience domestic abuse in their lifetime, and domestic abuse starts young: those aged 16 to 19 are the most likely to experience it. We need to focus on prevention to stop this at the root. Sadly, my Epsom and Ewell constituency has felt the devastating reality of violence against women and girls far too acutely in recent years, and the impact on families, friends, students and entire school communities has been profound.

Let us be clear, however, that violence against women and girls extends beyond my community; it is a national epidemic. In January, the National Audit Office reported that one in 12 women are victims of gender-based violence each year. Despite the increasing political attention, sexual assault rates among women aged 16 to 59 rose from 3.4% in 2009-10 to 4.3% in 2023-24. A key issue is that prevention has been an afterthought rather than a priority. That must change.

Oral Answers to Questions

Tulip Siddiq Excerpts

Monday 10th March 2025 Commons Chamber

[Janet Daby]

We absolutely support girls and young women to take STEM subjects. It is interesting that the Conservatives did funding mid-year, which is unusual. As I am sure that they will be aware, hard decisions need to be made because of the difficult fiscal situation inherited by this Government. We will continue to do more to get girls into STEM subjects; we are absolutely committed to this.

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

9. What steps she is taking to increase the number of children and young people who read for pleasure.

[The Minister for School Standards (Catherine McKinnell)]

High and rising school standards, and excellent foundations in reading, writing and maths, are a key part of our plan for change, which aims to ensure that every child gets the best start in life. Reading for pleasure is hugely important. Last month, Labour announced £2 million of investment in driving high and rising standards by embedding the success of phonics and ensuring that children and teachers develop reading skills. That includes children reading for pleasure.

[Tulip Siddiq]

When I was growing up in the 1980s, my nose was always buried in a book, and I let my imagination run wild. Nowadays, nine in 10 children have a mobile phone by the time they reach the age of 11, and statistics show that there has been a steep decline in the number of children reading for pleasure. Does the Minister agree that the likes of Roald Dahl and Jacqueline Wilson should not be replaced by a smartphone, and will she prioritise children’s reading for pleasure in the school curriculum?

[Catherine McKinnell]

I am sure all Members joined in celebrating World Book Day in their schools. I absolutely agree with my hon. Friend, and recognise how important it is to encourage children to read for pleasure. We know that reading for pleasure does happen in schools; teachers already encourage their students to listen to, discuss and read a wide range of stories, poems, books and plays. Importantly, this can also start at home, where parents can show how much they love reading. That is why I commend the LBC campaign, Kids Who Read Succeed, an excellent initiative to encourage reading and ensure that all children, parents and teachers get that message.

Children in Care

Tulip Siddiq Excerpts

Tuesday 4th February 2025 Westminster Hall

[John Whitby]

I obviously want children to stay in the family network as much as possible. The Children’s Wellbeing and Schools Bill supports that with family group decision making and the kinship care offer, so hopefully more children will stay within the familial network, which is better for them and for the state.

The previous Government introduced a couple of positive innovations on fostering. They came quite late in their term and were not extended to all areas, but they are worth pursuing. First, they introduced regionalisation. Derby, Derbyshire, Nottingham and Nottinghamshire have combined along East Midlands combined county authority lines to form Foster for East Midlands, which creates a combined and increased marketing resource. The results are positive, especially against the backdrop of UK-wide fostering inquiry numbers falling.

In preparation for this debate, I did the obligatory Google search for “fostering in Derbyshire” to replicate what a potential new foster carer might find online, and I am afraid Foster for East Midlands was the fifth hit after four sponsored ads. The ability for independents to outspend even combined local authority budgets should not be a surprise, given the significant cost of independent placements compared with local authority placements. The reality is that the taxpayer is paying for them to outspend local authorities.

The other recent positive innovation is Mockingbird. One of the most cited reasons for foster carers leaving the role is the lack of support. It is easy for new foster carers to feel isolated, given the nature of the role. Mockingbird puts a constellation of new carers around an experienced foster carer, who will guide and support them, and enables the building of support networks among the carers.

If we cannot get enough new foster carers into the system, we need to ensure that the ones we have do not leave unnecessarily. That support means fewer placement breakdowns and less disruption in children’s lives.

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

My hon. Friend is making a powerful speech based on his personal experience. He talks about the importance of support, and I want to talk about the importance of advocacy services that advise children on their rights when they receive social care services. Advocacy can be transformative to the lives of children, but the Children’s Commissioner found that many children do not receive support from an advocate, despite being referred by their local authority. Does my hon. Friend agree that if we are trying to protect the most vulnerable, which he is clearly passionate about, a good starting point is to prioritise advocates so that children feel like they are being listened to?

[John Whitby]

I absolutely agree with my hon. Friend that the voice of the child is key at every step of the way. We must listen to children, so advocacy is entirely fundamental.

For full disclosure, I should say that I have not received fostering allowances since last May, as I have been busy doing other things, so I have nothing to gain by saying this, but the 32% of local authorities that pay allowances below the national minimum allowance will not attract new foster carers based on altruism alone. Foster carers need a reasonable amount of renumeration, like anyone else.

The result of more children needing foster care without a corresponding number of extra foster carers is a crisis in placement sufficiency, which means more children in highly expensive residential placements, in many cases a great distance from their home town.

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.