School Attendance (Duties of Local Authorities and Proprietors of Schools) Bill

Vicky Ford Excerpts

2nd reading
Friday 2nd February 2024 Commons Chamber

[Vicky Ford (Chelmsford) (Con)]

I beg to move, That the Bill be now read a Second time.

We should all be extraordinarily proud of our nation’s young people. Children in England rank 11th in the world for maths and 13th for reading. Back in 2010, when today’s school leavers were just starting out in reception, the same league tables placed the equivalent cohort of children 27th for maths and 25th for reading. I am also proud that every single one of the schools in my constituency is ranked good or outstanding, up from just two in three schools 14 years ago.

There has been phenomenal progress and we must not let it slip. That is why it is so concerning that the number of severely absent or persistently absent pupils is still dramatically higher than it was pre-pandemic. While the numbers have improved over the past year, we still have over a million children or young children persistently absent or worse. As well as being a place to socialise and make friends, school is key to giving young people access to skills and opportunities for their future. The surge in persistent and severe absences risks a profound impact on educational attainment and then on longer-term outcomes.

Research by the Children’s Commissioner found that three quarters of children who were rarely absent from school receive five good grades at GCSE, including the crucial English and maths, but when we look at those who were persistently absent—missing 10% or more of their school time—only one in three met that standard. For children who were severely absent, it is only one in 20.

A multi-academy trust that has a school in my constituency pointed out that even a small drop in attendance can have a profound impact. It looked at the relationship between attendance and GCSE results in one of its high-performing schools, and 82% of those who achieved 95% to 100% attendance got those five good GCSEs, including English and maths. When we look at the children who were there between 90% and 95% of the time, only 68% achieved that. Even those few missed sessions can make a huge difference.

[Philip Dunne (Ludlow) (Con)]

My right hon. Friend offers the House a most fascinating insight into the impact on performance of non-attendance for only a relatively short part of the school year. Is that widely recognised within the teacher community, particularly among headteachers, or is that something she is seeking to draw to their attention through this excellent Bill?

[Vicky Ford]

I thank my right hon. Friend for that excellent intervention. The Children’s Commissioner research has accurately pinpointed how these small differences in attendance can make a big difference in outcomes. Such research has been done more recently, since the pandemic. The schoolteachers I met recently were concerned about non-attendance. Clearly, when we move into severe absences, that is a big point.

The reasons for increased pupil absence are multiple and complex. Issues include support for those with special educational needs and disabilities, anxiety, and mental health issues. If a child’s SEND needs are unmet, that can lead to their missing out on education. Changes in attitudes towards minor ailments may be another driving force, as parents are now more likely to keep their children at home for minor illnesses such as coughs and colds than before the pandemic, but in most cases children are better off at school, including when they have minor ailments.

For the most vulnerable pupils, regular attendance is an important protective factor, so I was concerned to hear from an expert that attendance at the alternative provision setting that he covers has dropped below 60% for the first time. Research shows that regular absence from school can expose young people to harms such as being drawn into crime or serious violence.

I am really grateful to the Children’s Commissioner, who earlier this week brought together a roundtable of experts on the issue to discuss it in more depth. The group included heads of multi-academy trusts from across the country, representatives of local authorities, mental health experts, attendance experts and AP providers. Every single attendee stated their support for the Bill. They also spoke about what they have seen drive the increase in non-attendance. We heard that the economic situation has put pressures on household budgets and housing, which means that people sometimes get rehoused further away from schools. That has had an impact for some families, but is not the cause of poor attendance in the majority of cases.

Some commentators have noted that absence is higher among children on free school meals, but one MAT leader who has done a lot of research at school level suggested that may not be the case for all ethnic groups. His research compared cohorts of schools in which all schools had high levels of free school meals. The schools that also had a high proportion of pupils with English as a second language had a much better level of attendance than the school cohort that had a high proportion of white British students. That needs further investigation.

The head of a multi-academy trust with schools in my area as well as other areas explained that there had been an uptick in poor attendance by girls in years 8, 9 and 10. Other school leaders confirmed that they had seen a similar trend. They suggested that it may be linked to lower mental wellbeing and self-esteem. It is worth reading the 2023 girls’ attitudes survey by Girlguiding UK, which bears that out. Girlguiding UK’s excellent report shows that girls’ happiness is at the lowest level since it started the survey 15 years ago. The survey reported increased online bullying, online sexism and online harms among girls, as well as a large increase in the number of girls feeling ashamed of how they look. That shows why the work that the Government have done to tackle online harms is so vital, and why it is vital that Ofcom really does implement what is set out in the Online Safety Act 2023. Of course, there is more work to be done to address that.

A number of experts reflected that they felt that the contract between schools and families had been broken by the pandemic. A report by the Centre for Social Justice goes into that in some detail. I was interested that a local authority representative suggested that the breaking of that contract may have been further compounded by days off due to teacher strikes.

Some leaders suggested that there may be a link for some families between the increase in hybrid working and children missing school. As a mum, I can completely see that it may be more difficult for some parents to persuade a reluctant child to go out of the house and into school on days when one is working at home oneself. Interestingly, other countries have looked at hybrid modelling for schools post pandemic, but we need to remember that the vast majority of children are better off in school. We discussed the issue of fines, and I was told that in some cases parents asked for an education attendance order to be placed on them, as they believed it could help them to persuade a reluctant child to attend school.

In addressing the issue of school attendance, however, it is important that we do not simply lay the blame at the door of hard-working parents. Most parents want their children to do well, but many do not have the help that they need to support their children in fulfilling those aspirations. That is why securing good attendance requires a holistic approach that brings together schools, families, the local authority and other local partners. It is also why in 2022, following an in-depth consultation, the Department for Education published new guidance entitled “Working together to improve school attendance”. I have a copy here and, as you can see, Mr Deputy Speaker, it is very lengthy; it runs to over 60 pages and is extremely detailed.

A great deal of emphasis in this guidance is placed on early help and multidisciplinary support. It requires every school to have a senior member of the school’s leadership team acting as attendance champion, and sets out how schools and other partners should work together. Last year the Education Committee undertook a detailed inquiry on attendance, and witnesses agreed that the guidance needs to be put on a statutory footing. That was also a major recommendation by the Committee. Making it mandatory for bodies to follow that best practice guidance is supported by the Children’s Commissioner and the Centre for Social Justice, as well as the Select Committee and many other experts.

The Bill will make that happen. It will not solve all the issues, but it will make the guidance statutory. It will ensure that all schools, trusts, local authorities and other relevant local partners follow the best practice guidance. It will introduce a new general duty on local authorities to exercise their functions, with a view to promoting regular attendance and reducing absence in their area. Clause 2 will require schools of all types to have and publicise a school attendance policy. Both clauses 1 and 2 will require all schools and local authorities to have regard to the guidance issued by the Secretary of State, which is to be achieved by inserting two new clauses into the Education Act 1996 under section 443.

The Department for Education has told me that it will publish a revised version of the guidance ahead of the provisions taking effect. The guidance will help to reduce unfairness in the amount of support available for families in different areas of the country and level up standards in areas with poorer attendance by requiring the provision of consistent access to support. Local authorities will need to provide all schools with a named point of contact for queries and advice. They will need to meet each school termly, use their services and levers to remove common causes of absence in their area, and work with agencies to provide support where it is needed in cases of persistent or severe absence.

Schools will be expected to have an attendance champion, to have robust day-to-day processes for recording, monitoring and following up on absences, to use their attendance data to prioritise the pupils and cohorts on which their efforts should be focused, and to work jointly with local authorities and other agencies where the causes of persistent and severe absence go beyond the school’s remit. A register of children who are out of school due to elective home education is not part of my Bill, but it is part of the Children Not in School (Registers, Support and Orders) Bill tabled before Christmas by my hon. Friend the Member for Meon Valley (Mrs Drummond). That is a separate issue and another Bill is coming on that.

Finally, I thank many third parties, including the Centre for Social Justice for its research on the subject, and the Children’s Commissioner and her team for their recent advice. I am extremely grateful to all those who are experts in education, and who care so deeply for children, for their support for this Bill.

School attendance is key to our children’s future. This Bill will make following the guidance mandatory, so that every school, local authority and body will need to follow the best practice. It is a positive legal step that we can take to enable children to get the support they need and help them return to school. I hope all Members will support it, and I commend this Bill to the House.

--- Later in debate ---

[Vicky Ford]

With the leave of the House, let me start by thanking everybody who has spoken today, especially those from the Back Benches—my right hon. Friend the Member for Ludlow (Philip Dunne) and my hon. Friends the Members for Aylesbury (Rob Butler) and for Stoke-on-Trent Central (Jo Gideon). They all care passionately for children and young people, and those who are educating them in their constituencies. They raised a number of very important points.

I would like to address the issue of mental health support teams. The various mental health charities that wrote to me, such as the Centre for Mental Health and the Centre of Children and Young People’s Mental Health Coalition, do excellent work. They recommended the introduction of a mental health absence code. I listened closely to the Minister on this issue. It may not be as simple as one would like. In their letter to me, they welcomed the laudable—that is their word—progress made in rolling out mental health support teams to many thousands of schools. I know we would like more. They do a super job, and the difference that that initiative has made is amazing.

There is an important point about not putting extra burdens on schools and local authorities, and I thank the Minister for that. I thank, again, all the staff in the Department for Education and others who have helped with this Bill. I thank His Majesty’s Opposition for saying that they will support the Bill. However, we must not talk down our children. Our children are doing exceptional things and have had very difficult times. Our children are the best readers in the western world. They have leap-frogged past so many other countries in what they achieve in reading and writing. It has been exceptional what has been achieved in the 14 years that has been a child’s journey from reception to year 13. We must be so proud of them.

It is this Government who put in place those early reading improvements through the use of phonics, which gave children that basis, and who introduced those early years extra hours and are rolling that out even further. If His Majesty’s Opposition truly cared about attendance in school, they would have supported the Bill during their Opposition day, but they did not. This Bill was the No. 1 recommendation of the Education Committee and others. The Bill means that schools and local authorities will have to follow best practice; too many do not, and this Bill will make sure that they do. I would like to say a huge “Thank you.” Let us get this Bill through.

Question put and agreed to.

Bill accordingly read a Second time; to stand committed to a Public Bill Committee (Standing Order No. 63).

[Mr Deputy Speaker (Mr Nigel Evans)]

Congratulations.

Oral Answers to Questions

Vicky Ford Excerpts

Monday 29th January 2024 Commons Chamber

[Gillian Keegan]

Every moment matters in school, and we have improved and increased our school standards. The most important thing is that children are now there. Thanks to our data, we can now see patterns and those who are taking a week off outside term time, or those who perhaps have a pattern of behaviour of taking particular days off. We can go into the data—we are about the only country in the world that can do that, so we are uniquely positioned to tackle the problem. We can go down into the data and work at school level and local authority level, to ensure that we put into action everything we can to improve attendance.

[Vicky Ford (Chelmsford) (Con)]

Attendance matters, and we know that some schools and local authorities have higher attendance rates than others. That is why the Education Committee, the Children’s Commissioners and others all say that their top priority is to ensure that all schools and local authorities follow best practice guidelines. My private Member’s Bill, the School Attendance (Duties of Local Authorities and Proprietors of Schools) Bill, will make that mandatory. I know that the Government support it, so will the Secretary of State take the opportunity to ensure that all colleagues across the House back the Bill, and no one objects to it on Second Reading this Friday, so that we can make best practice mandatory and get our kids back to school?

[Gillian Keegan]

I thank my right hon. Friend for all her work in this area. She is right; the first thing to do is ensure that we understand best practice, and that it is rolled out everywhere. A lot of work is being done in that area. I very much appreciate the initiatives that she has introduced, and I urge colleagues across the House to support her endeavours.

Children Not in School: National Register and Support

Vicky Ford Excerpts

Tuesday 23rd January 2024 Commons Chamber

[Vicky Ford (Chelmsford) (Con)]

Education is key to young people having access to skills and opportunities in the future, so we are right to be concerned about attendance. In spring last year, nearly 1.5 million children were persistently absent from school, which means that nearly one in five of our children were missing 10% or more of their school time: the equivalent of an afternoon or more every week. The sudden surge in persistent and severe absence risks a profound impact on educational attainment and longer-term outcomes. That is why before Christmas I tabled a Bill to tackle this issue, and I will be leading a debate in Westminster Hall shortly.

We should be proud of our nation’s young people. We should be proud that children in England now rank 11th in the world for maths and 13th for reading. Back in 2010, when today’s school leavers were just starting out in reception, the same league tables placed those same cohorts of children at 27th for maths and 25th for reading. There has been phenomenal progress; we must not let it slip.

The reasons for increased levels of pupil absence are often multiple and complex, including issues such as support for those with special educational needs and disabilities, anxiety and mental health. We know, for example, that if a child’s special educational needs are unmet, that can lead to them missing out on education. Changes in attitudes towards minor ailments may be another driving force behind school absences, and there may be other changing societal issues. It has been suggested to me that increasingly more addictive online gaming is impacting negatively on mental health and resulting in more children and young people missing school. I would like to see more research on that. For the most vulnerable pupils, regular attendance is an important protective factor. Absence from school can expose young people to other harms, such as being drawn into crime or serious violence.

In addressing school attendance, it is important that we do not simply lay the blame at the door of hard-working parents. Most parents want their children to do well, but many need help to support their children to fulfil that aspiration. Securing attendance requires an holistic approach, bringing together schools, families, the local authority and other local partners.

Much detailed work has already been undertaken on this issue. As the Minister said, in 2022, following a detailed consultation, the Department for Education published new guidance entitled, “Working together to improve school attendance.” It is over 60 pages long and extremely detailed, with a lot of emphasis put on early help and multidisciplinary support.

Last year, the Education Committee did a detailed inquiry on the issue of attendance. Witnesses agreed that the guidance needs to be put on a statutory footing, and that was a major recommendation from the inquiry. The Children’s Commissioner, the Centre for Social Justice and the Select Committee all support making it mandatory to follow best practice. Therefore, before Christmas, I tabled a private Member’s Bill that would make that happen.

The Bill would make the guidance statutory so that all schools, trusts, local authorities and other relevant local partners would need to follow it. It would introduce a new general duty on local authorities to use their functions to promote regular attendance and reduce absence, and require schools of all types to have and publicise a school attendance policy. The DFE has said that it will publish a revised version of the guidance ahead of the new provisions coming forward.

I note that the shadow Minister—who is not listening—has called for the introduction of a register of children who are out of school due to elective home education. I fully agree that improving the data and visibility of these children, so that councils can verify that they are receiving a suitable education in a safe environment, would be a good step forward. That is also supported by the Local Government Association. It is not part of my Bill, but is part of a separate Bill tabled before Christmas by my hon. Friend the Member for Meon Valley (Mrs Drummond), a former Ofsted inspector.

In order for the shadow Minister to get what she wants, all she needs to do is support the private Member’s Bill. If she really wanted it so much, why did she not ask any of the Labour Members who topped the private Member’s Bill ballot, coming in first, fourth and fifth place, to table it? It would have had its Second Reading last Friday and already be in Committee. My School Attendance (Duties of Local Authorities and Proprietors of Schools) Bill is scheduled to have its Second Reading on 2 February. I hope it will get cross-party support from MPs, including the shadow Minister, so that it can move forward swiftly.

School Attendance

Vicky Ford Excerpts

Tuesday 23rd January 2024 Westminster Hall

[Vicky Ford (Chelmsford) (Con)]

I beg to move,

That this House has considered school attendance.

It is a delight to serve under your chairmanship, Mr Twigg, and thank you for giving us the opportunity to discuss school attendance in this Chamber. I note that a very similar debate is happening in the main Chamber—excuse me for having run from there to here. I understand that that is an extremely unusual occurrence, and Mr Deputy Speaker could not reflect on a time in 21 years when two debates on an identical issue had been tabled in both Chambers at once. Mine was tabled first!

A great deal has been written about school attendance recently. People are right to be concerned, with the number of severely absent or persistently absent pupils having soared since the pandemic. Last spring, nearly 1.5 million children were persistently absent from school, which means that nearly one in five children is missing 10% or more of their school time—the equivalent to an afternoon or more of every week of school. Education is key to giving young people access to skills and opportunities in their future, and the sudden surge in persistent and severe absences risks a profound impact on educational attainment and longer-term outcomes. That is why, before Christmas, I tabled a Bill to tackle the issue.

We should be extraordinarily proud of our nation’s young people. Children in England now rank 11th in the world for maths and 13th for reading. Back in 2010, when today’s school leavers were just starting out in reception, the same league tables placed that cohort of children 27th for maths and 25th for reading. There has been phenomenal progress in children’s school journeys over those 14 years, and we must not let that slip.

The reasons for increased levels of pupil absence are multiple and complex. They include issues such as support for those with special educational needs and disabilities, anxiety and mental health. We know, for example, that if a child’s SEND needs are unmet, that can lead to them missing out on education. I am also concerned about the rise in children being put on part-time timetables, especially children with SEND who may not yet have an education, health and care plan—part-time timetables should be used only for a very short time and in exceptional circumstances.

Changes in attitudes towards minor ailments may be another driving force behind school absences. Parents are now more likely to keep their children at home for minor illnesses such as coughs and colds than before the pandemic. In most cases, children are better off in school, including when they have minor ailments. There may be other changing societal issues. For example, a mental health services provider in my constituency suggested to me that increasingly addictive online gaming is impacting negatively on mental health and resulting in more of the children and young people they see missing out on school. I would like to see more research on that to see whether those societal issues are also driving some of the change.

For the most vulnerable pupils, regular attendance is also an important protective factor. Research shows that regular absence from school can expose young people to other harms, such as being drawn into crime or serious violence. The Education Committee heard that children missing out on school was one of the biggest risk factors in cases of child exploitation. These are yet more reasons why we must find new ways to bring those who are missing out back to school and ensure that young people turn up to class.

Every parent has a legal responsibility to ensure that their child receives an education. If they decide to have their child registered at school, they have a legal duty to ensure their child attends that school regularly. However, in addressing the issue of school attendance, it is important that we do not simply lay the blame at the door of hard-working parents. Most parents want their children to do well, but many need help to support their children to fulfil those aspirations. Securing good attendance requires a holistic approach—an approach that brings together schools, families, the local authority and other local partners.

Much detailed work has already been undertaken. In 2022, following a detailed consultation, the Department for Education published new guidance entitled, “Working together to improve school attendance”. Running to more than 60 pages, it is extremely detailed, with a great deal of emphasis placed on early help and multidisciplinary support. It requires every school to have a senior member of the school’s leadership team acting as an attendance champion and sets out how schools and other partners should work together.

Last year, the Education Committee undertook a detailed inquiry on attendance. Witnesses agreed that that guidance needed to be put on a statutory footing, and that was a major recommendation of the Committee. Making it mandatory for bodies to follow that best practice is supported by the Children’s Commissioner and the Centre for Social Justice, as well as the Education Committee and many other experts.

That is why, before Christmas, I presented a private Member’s Bill to the House of Commons to make that happen, the School Attendance (Duties of Local Authorities and Proprietors of Schools) Bill. It will make the guidance statutory so that all schools, trusts, local authorities and other relevant local partners must follow it. The Bill will contain two clauses. The first will introduce a new general duty on local authorities to exercise their functions with a view to promoting regular attendance and reducing absence in their areas. The second will require schools of all types to have and publicise a school attendance policy. Both clauses will require all schools and local authorities to have regard to guidance issued by the Secretary of State. That will all be achieved by inserting two clauses into the Education Act 1996, under section 443.

Incidentally, I have given copies of the wording of that Bill to the Public Bill Office today. It will be printed overnight and will be available for Members to read tomorrow. The DFE has also told me that it will publish a revised version of the guidance ahead of the new provisions taking effect, and that the guidance will help to reduce unfairness in the amount of support available for families in different areas of the country and level up standards in areas with poorer attendance by providing consistent access to support.

Local authorities will need to provide all schools with a named point of contact for support with queries and advice. They will need to meet each school termly to discuss cases where multi-agency support is needed, work with other agencies to provide that support where it is needed in cases of persistent or severe absence, use their services and levers to remove common causes of absence in their areas, and monitor and improve the attendance of children with a social worker.

[Jim Shannon (Strangford) (DUP)]

I commend the right hon. Lady for bringing forward this important subject for debate. I know that there could be no better person than the Minister to answer the points that she is putting forward. Does the right hon. Lady not agree that the mixed messages over covid about learning from home have left a lot more parents either more complacent about attendance or expecting teachers to provide online learning to help their children catch up? There is no substitute for in-school learning; I think that the right hon. Lady said that, and I agree with her. Teachers cannot be expected to double their prep and delivery on behalf of those children whose parents keep them off and ask for the learning to take place on their schedule. Does the right hon. Lady agree?

[Vicky Ford]

I think that the important message to get to children and their families is that the best place for most children to be is in school. That is best for their education. It is best for their friendships. It is best for their development. It is best for their learning in other extracurricular activities. There is also a separate issue of home education, which I will get to shortly.

Under my Bill, which makes the guidance mandatory, schools will be expected to have an attendance champion, to have robust day-to-day processes for recording, monitoring and following up absences, to use their attendance data to prioritise the pupils and cohorts on which to focus their efforts, and to work jointly with their local authorities and other agencies where the causes of persistent and severe absence go beyond a school’s remit.

The Local Government Association, for which I have great respect, has written to me in advance of the debate, saying that there is urgent need for a cross-government, child-centred strategy to tackle rising disadvantage and the wider factors that contribute towards persistent-absence children missing out on school. It says that that must include reforming the SEND system, expanding access to mental health support and youth services, connecting with hard-to-reach communities and ensuring that schools are resourced, supported and incentivised. The LGA also supports the introduction of a register of children who are out of school due to elective home education. That would improve the data on the visibility of these children so that councils can verify that children are receiving a suitable education in a safe environment.

A register of children who are out of school due to elective home education is not part of my Bill, but it is part of a Bill tabled before Christmas by my hon. Friend the Member for Meon Valley (Mrs Drummond), who is a former Ofsted inspector and just spoke in the debate in the main Chamber. I know that Government Ministers are assisting her with the Bill; it is on the Order Paper and has been since December. It does not need to be overtaken by an Opposition day debate to table yet another Bill, because that would be confusing. We have two Bills, they are going through the House, and they are already on the Order Paper.

The Centre for Mental Health and the Children and Young People’s Mental Health Coalition have written to me to point out the link between mental health and absence from school that I have mentioned. They recommend that a mental health absence code is introduced. The issue of different absence codes was also raised by the Education Committee. It is not specifically addressed by my Bill, but the Minister may wish to comment on it. In their letter, they welcomed the “laudable progress” being made in rolling out mental health support teams to many thousands of schools. They would like its funding to be guaranteed and an assurance that all schools will have access to these teams. It would be helpful if the Minister could address that in his answers to the debate.

[Carla Lockhart (Upper Bann) (DUP)]

Having been born and brought up in her early years in Northern Ireland, the right hon. Member will know of the excellent educational facilities and teaching in that part of the United Kingdom. She makes a valid point about mental health. She will know that one in eight young people in Northern Ireland experience anxiety, which is 25% higher than in the rest of the UK. Does she agree that there needs to be a focus across the United Kingdom on mental health because it is contributing to children’s absence from school?

[Vicky Ford]

I thank the hon. Member for her comments. I remember my time in education in Northern Ireland very fondly. I was lucky to have access to a brilliant education in both state and private schools and to benefit from scholarships. I have excellent schools in my Chelmsford constituency. I commend the Government for the increase in recent years in the number of good and outstanding schools across the country.

On mental health, the Schools Minister has just explained in the main Chamber how the mental health support teams have been rolled out already to thousands of schools, and that they are working with the NHS to see that rolled out more widely. That is already in progress, and I have asked the Minister to address more of that roll-out. I know that it makes a difference, and it was a major ask from the coalitions of mental health experts who wrote to me. There is also, often, bespoke local need, such as that addressed by the amazing Kids Inspire charity in Essex, based in my constituency of Chelmsford, which does wonderful work. Part of it is funded by the voluntary sector, and part of it is state funded through grants. It does fantastic work with children who have been at risk of trauma.

I say to the hon. Member for Upper Bann (Carla Lockhart) that it breaks my heart that Stormont is not sitting. If it were, Northern Ireland would be able to make its own decisions to address the particular mental health and other health needs there.

I thank the Centre for Social Justice for all its research on the subject, and the Children’s Commissioner and her team for their research and advice. As well as listening to the views of colleagues today, I have been working with the Children’s Commissioner, who is helping me to host a major roundtable next week so that I can hear the views of schools, social workers, parents and other expert groups directly. That will happen before my Bill has its Second Reading on Friday 2 February. I hope that the Bill will receive cross-party support from all Members in the Chamber and that they will ensure the same from other Members of their parties, which will enable it to pass swiftly through Second Reading and into Committee. Through that, we can make the guidance mandatory so that every school, local authority and body follow best practice. It is a positive legal step that we can take to enable children to get the support they need and help them return to school.

--- Later in debate ---

[Helen Hayes (Dulwich and West Norwood) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Twigg. I congratulate the right hon. Member for Chelmsford (Vicky Ford) on bringing this important debate and on her work in this area. I am glad to have the opportunity to respond on behalf of the Opposition.

I am grateful to all hon. Members who have contributed today. We have heard from my hon. Friend the Member for City of Durham (Mary Kelly Foy) on the importance of support for parents who struggle with their children’s attendance. She also mentioned the impact of RAAC and the disruption that is causing to children’s education in her constituency. I hope she is able to meet the Minister tomorrow as planned. We heard from the hon. Member for The Cotswolds (Sir Geoffrey Clifton-Brown) about the impact of persistent absence on the mental health and wellbeing of children and young people. He also told of the impact of the lack of SEND support on attendance and the very great difficulties that that presents.

I know that everyone in the House will agree that one of the most important things we can provide to children and young people across the country is an excellent education. Education opens up the world to them, not just in terms of jobs or training but in discovering interests and passions and fulfilling their aspirations. However, we cannot give children and young people the foundation they need for later life if they are not in school. New research from the Centre for Social Justice reveals that more than one in four parents think that school is not essential every day; not one in four adults but one in four parents. That is an extremely worrying statistic.

A recent report by the Children’s Commissioner found that pupils who are persistently absent in years 10 and 11 are half as likely to pass five GCSEs as their peers with good attendance records. Absence figures have reached historic levels under the Conservatives, increasing by more than 40% since 2010. The number of pupils severely absent has nearly trebled in the same period, with more than 88,000 secondary school pupils missing at least half of their education last year. School attendance should not and must not be seen as optional, or something that can be dipped in and out of. However, unfortunately for at least some parents and carers, the relationship between schools, families and the Government has broken down after years of neglect.

School attendance is one of the most urgent challenges that the Government must tackle in the education system today. The figures on school attendance have been moving in the wrong direction for years. In the 2016-17 academic year, the rate of persistent absence was 10.7%, and that has increased year on year ever since under this Government. By 2022-23, the rate stood at 21.2%—double that of just six years ago. It is unacceptable that the Government have been sitting idly by, letting the rates of persistent absence rise and giving no real thought or effort to the solutions to tackle the issue. They must start working to get children back in school, and they must start with urgency.

Labour has a plan to reduce persistent absence. We would introduce free breakfast clubs for every primary school pupil in England to boost attendance across the country. We know that breakfast clubs improve children’s learning and development, helping to boost performance in maths and reading, but they have also been shown to improve behaviour and attendance. They not only take pressure off parents in the morning but give children a chance to play and socialise, and, importantly, make sure that no child has to start the school day hungry. We would legislate for a new register of home-schooled pupils to keep track of those not in mainstream schooling. For many children, their home is a safe and enriching learning environment, but it is right that the Government take action to ensure that if a child is not in school, local authorities are clear about where they are and what education they are receiving.

[Vicky Ford]

My hon. Friend the Member for Meon Valley (Mrs Drummond) is not present. I know that she wished to be, but she has been in the debate in the main Chamber. Much as many of us try to be in two places at once, that is not possible. She has a piece of legislation already going through this House to legislate for a register of home-educated children. Will the hon. Member for Dulwich and West Norwood (Helen Hayes) support that legislation so that it can go through swiftly? Will she also encourage the Members of her party to support my Bill to make the best practice guidance on school attendance mandatory? I know that she will want to look at every single word of it, but it would be brilliant if she could give her support in principle because then we could do both these things now.

[Helen Hayes]

We agree that there should be a register of home-educated children and that there should be measures to tackle persistent absence. It is bizarre that Government Members chose to vote against the measures before the House this afternoon, which they agree with. Those measures were simply intended to accelerate the process of delivering a commitment that the Government have already made.

[Vicky Ford]

rose—

[Helen Hayes]

I will not give way again. The right hon. Lady will also know that private Members’ Bills progress if the Government give them time. It is not the Opposition who are holding up those measures, and she would do well to turn her attention to the shocking record of her own Government on this issue, which they have been allowing to slide for 14 years, and the question of why action has not been taken any sooner. If the Government allow time for the Bills to be debated, the Opposition will support the measures with which we agree. Frankly, that is a matter for the Government. The right hon. Lady’s obsession with the Opposition’s position when our position has been set out really clearly is bizarre.

[Vicky Ford]

Will the hon. Lady give way again?

[Derek Twigg (in the Chair)]

Order. The hon. Lady is not giving way.

--- Later in debate ---

[Vicky Ford]

I thank hon. Members and right hon. Members for taking part in this debate. I was very moved to hear about the situation at St Leonard’s School in the City of Durham. Three schools in my constituency were affected by RAAC, and Essex County Council, working with the Department, was phenomenal. It turned around approvals really quickly and got in temporary classrooms where they were needed, so that every child in my constituency was in face-to-face learning at the beginning of this term. Essex had more RAAC schools than anywhere else, and the county council was phenomenal in turning it around. Some schools had it very badly, but they were very few; when so many kids are anxious, we need to be really careful to remember that the vast majority of children are in safe schools. I hope that the hon. Member for City of Durham (Mary Kelly Foy) gets her meetings and those issues addressed.

I thank my hon. Friend the Member for The Cotswolds (Sir Geoffrey Clifton-Brown), who spoke beautifully, especially about the impact on small rural schools. Obviously, the ones in my constituency are bigger, inner-city schools. I also thank my hon. Friend the Member for Isle of Wight (Bob Seely) for taking the opportunity to mention schools on the Island, a place of which I am very fond. It is important that the issue of children missing out because they are off the school register is considered.

With regard to my private Member’s Bill, I make no apology for being obsessed with making sure that children get education, or for being obsessed with doing the best I can to deal with this issue. To get the private Member’s Bill through the House does not need the Government to give time; what it needs is for no Member of this place to object to it when I move it at Second Reading. Any Member could object to it, and it would then go back to the bottom of the queue. To get it through on Friday 2 February, I just need to know that no Member of this House will object to it. I know that the Government will not object to it; I have been talking to all Members on the Government side of the House to make sure that there will be no objections from our side. If the Opposition would kindly check, if possible, that there are no objections on their side—I am happy to talk to anyone who has concerns—it will enable the Bill to move swiftly.

I thank all Members for treating the issue seriously. It is a real issue, and it needs us all to work across parties to perform the No. 1 recommendation, which is to make sure that all schools and local authorities have to follow best practice. That is what the Bill will do.

Question put and agreed to.

Resolved,

That this House has considered school attendance.

Funded Childcare

Vicky Ford Excerpts

Monday 22nd January 2024 Commons Chamber

[David Johnston]

I simply do not accept what the hon. Lady says—[Interruption.] If she wants to send me details, I will be happy to take them up with any local authority that is not doing what it is asked to do. On the two particular issues with the roll-out, we have moved quickly and provided solutions for them.

[Vicky Ford (Chelmsford) (Con)]

This is the biggest ever expansion of childcare and it will be transformational for many working parents, so it is bound to be really complicated to implement. The Minister has just said that only a tiny number of local authorities are reporting that they think they will not have sufficient places, so does that mean that the vast majority of local authorities say that they will have sufficient places? What is he doing to encourage more people to come into the profession and act as childminders?

[David Johnston]

My right hon. Friend is absolutely right: the vast majority of local authorities are already reporting that they will have the number of places that they need. We are working with the small number that have challenges and we are confident that they will be in the right place by that point. On her question about childminders, one of the things we are doing is introducing a brand-new childminder grant scheme to encourage more childminders into the great early years careers that are available.

Core School Budget Allocations

Vicky Ford Excerpts

Tuesday 17th October 2023 Commons Chamber

[Nick Gibb]

The situation is unfortunate for local authorities, which will have been spending time calculating their school budgets on a local authority basis. That is why we wanted to get the recalculation of the figures done as soon as possible and out to local authorities. Cambridgeshire is funded in the way it is because we base funding on the level of deprivation in our communities. We have targeted a greater proportion of the schools national funding formula towards deprived pupils than ever before. In total, about £4.4 billion, or 10% of the formula, will be allocated according to deprivation factors in 2024-25. If an area has fewer children from disadvantaged backgrounds than other areas, that will of course be reflected in its overall ranking for local authority funding.

[Vicky Ford (Chelmsford) (Con)]

Last week I visited Meadgate Primary School, which is one of the many good and outstanding schools in my constituency. I am sure the Minister will recall precisely how many good and outstanding schools there are today, compared with 13 years ago. Meadgate Primary School is part of an academy trust of seven schools, and across the schools this situation could account for a £70,000 difference between what they had calculated they might expect and what they will receive.

That is obviously concerning, but also concerning is the number of children now coming in who would have had an education, health and care plan done when they were at pre-school, but did not get one because of the pandemic and now face delays. Given that high needs funding has doubled, will the Minister raise this backlog in assessments with the children’s Minister, my hon. Friend the Member for Wantage (David Johnston), to try to make sure that our primary schools are getting the support they need today for those children with SEND?

[Nick Gibb]

I pay tribute to my right hon. Friend for the great work that she did as children’s Minister in the Department for Education. She is right that the proportion of schools judged good or outstanding has increased. In 2010, it was 68%, and today that figure is 88%. We are not happy with that—our focus is on the remaining 12%. Every local school in our country should be a good or outstanding school.

My right hon. Friend makes an important point about education, health and care plans. She is right that the funding of the high needs budget has increased considerably over the past few years, and I will raise the issue of the backlog in EHCPs with my hon. Friend the children’s Minister. I should say that we are building significant numbers of new free special schools, so that there are more places available for children with severe special educational needs.

Reinforced Autoclaved Aerated Concrete in Education Settings

Vicky Ford Excerpts

Monday 4th September 2023 Commons Chamber

[Gillian Keegan]

There are two ways of going about this. The first is to go through the responsible bodies. To be fair, that was what we were doing until 2019, but then we did not think that we were being quick enough. We did not have a good enough picture of where RAAC was and what state it was in. That was why we started the direct questionnaire and surveying programme that has enabled us to have the data to take quick action when we got new evidence over the summer. We will continue to share that new evidence with the devolved Administrations. I believe that sometimes it is right to take a direct approach. That is not typical for a Government Department in Whitehall, but sometimes it is the correct thing to do. That is what we have done, and I think that will put us in good stead for being decisive about keeping pupils safe.

[Vicky Ford (Chelmsford) (Con)]

The three schools known to have RAAC in my constituency have all opened safely to all students this week. I particularly thank the headteacher and team at Springfield primary school. They had to close their year 5 and 6 classrooms last term, but immediately, within a week, the students were found accommodation in other schools. All the building work has been completed over the summer and the prefabs that had been ordered just in case are now being released to other schools.

It is right that children’s safety comes first, but it is also right that we are mindful of the language that we use towards children and do not make them more frightened than they need to be. I would encourage colleagues not to exaggerate or generalise the risks, but to work with each affected school calmly to get the issue resolved for children.

[Gillian Keegan]

My right hon. Friend is absolutely right. We are working proactively. We have the information, the skills and the people who are going to support us. What is most important is that we minimise the disruption to children. As my right hon. Friend points out about her own constituency, in most cases there is minimal impact, but we have to work together to ensure children are back in school as soon as possible.

Higher Education Reform

Vicky Ford Excerpts

Monday 17th July 2023 Commons Chamber

[Gillian Keegan]

I am a huge supporter of our creative and arts industries, which are among our largest, and we are very successful in them. I work with them a lot to ensure that we can deliver even broader apprenticeship routes, because they are difficult industries to get into. I have asked the Office for Students to consider how to do this reform to ensure that we consider things like the creative arts and other routes, which sometimes take longer to get into but offer a different aspect of learning. That is why we have not just introduced a blunt tool. I will continue to work with our fantastic creative sector.

[Vicky Ford (Chelmsford) (Con)]

I congratulate my right hon. Friend and the Department on their focus on excellence. This morning, I attended the graduation ceremony of students from Anglia Ruskin University in Chelmsford. It was so moving, because, for the first time in history, students graduated as medical doctors in Essex. Our investment five years ago in five new medical schools across the country is a shining example of a Conservative Government investing for future needs. Will she work with me to try to double the number of medical students and encourage a degree apprenticeship for doctors, and will she congratulate our new doctors?

[Gillian Keegan]

I know that my right hon. Friend is a huge champion of Anglia Ruskin University. I am delighted about the number of medical doctors and the new medical schools, which, as she said, were introduced under this Government. When I was the Apprenticeships and Skills Minister, one of the last things I did, and which I am most proud about, was to get a medical doctors apprenticeship standard built, and I am delighted that that is being rolled out from September. I look forward to Anglia Ruskin offering that as well.

Oral Answers to Questions

Vicky Ford Excerpts

Monday 28th November 2022 Commons Chamber

[The Minister of State, Department for Education (Robert Halfon)]

I am strongly committed to introducing alternative student finance, something my Harlow constituents have also lobbied me about. The issue is that we want, as the right hon. Gentleman knows, to introduce the lifelong learning entitlement, and we will introduce alternative student finance in conjunction with that.

[Vicky Ford (Chelmsford) (Con)]

In Chelmsford, we are very proud that Anglia Ruskin University has more students graduating in health and social care-related subjects than any other university in the country, but the university would not be able to provide such high-quality courses to students from the UK if it did not have the income from overseas students. Can my right hon. Friend categorically confirm that the UK will continue to welcome students from across the word to all our universities?

[Robert Halfon]

I have good news for my right hon. Friend: we were proud to meet our international target of 600,000 students by 2030; we have actually met that target already. It is currently worth £25.9 billion to the economy and it will be £35 billion by 2030.

Childcare

Vicky Ford Excerpts

Monday 13th September 2021 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Vicky Ford)]

It is an absolute pleasure to serve again under your chairmanship, Sir Roger. I would like to begin by congratulating the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) on securing this important debate on childcare. Every parent wants their child to have the best possible start in life, and high quality, accessible childcare is a really important part of that. Many right hon. and hon. Members have taken time this afternoon to thank childcare workers, and I agree with them: childminders, playworkers, and each and every member of our early years staff deserve our admiration, our gratitude and our thanks. I also thank Joeli Brearley for having started the e-petition that prompted this debate. Parents such as Joeli value the strengths and opportunities that our childcare sector delivers, and my Department is committed to maintaining a sustainable network of early years providers.

I recognise the strength of feeling about our childcare system, and the Government will continue to consider ways of making childcare more accessible for parents. Many right hon. and hon. Members have pointed out the special importance of childcare to women—to mothers—and as someone who once had three children under the age of four, boy, do I remember that juggling balance that so many Members have mentioned. It has been particularly impressive to hear so many fellow women MPs speak with such passion today. However, I would also like to thank the male colleagues who have taken time to join us in this debate, because it is vital that we all stand together.

I also recognise the importance of the quality of our early education and childcare. Earlier this summer, I visited the Guildford Nursery School and Family Centre and saw how committed its staff are to giving children the best start in life, like so many other hard-working nursery staff and childminders across the country. It has been a true delight to hear so many Members of Parliament mention providers in their constituencies.

Access to high quality early childcare is important because it has such positive benefits for a child’s educational and life outcomes. As we know, childcare is important in helping parents to be able to work. I am proud to be part of a Government who have extended access to early education and childcare to millions of children and parents over the past decade. In 2013, the Conservative-led coalition Government introduced 15 hours of free childcare for disadvantaged two-year-olds. That has helped more than 1 million children to get a much-needed early boost to their education. I encourage all hon. Members to encourage families from lower-income backgrounds to take up that offer, because when they do so children do better at school and it gives them vital skills that set them up for life.

Back in 2017, the Conservative Government announced 30 hours of free childcare for working families, which enabled hundreds of thousands of parents to return to or take up paid work, and many of those families have saved thousands of pounds. Working families can also get help from the Government’s tax-free childcare scheme, which offers a 20% contribution towards their childcare fees and is worth up to £2,000 a year for children aged up to 11 or £4,000 for children aged up to 16 if the child is disabled.

[Stella Creasy]

Will the Minister give way?

[Vicky Ford]

I will give way to the hon. Lady, but before I do so I want to congratulate her on her beautiful baby. I hope she is getting a bit of rest.

[Stella Creasy]

I would get even more rest if this place moved with the times and the law and provided proper maternity cover.

The Minister is talking about the take-up of the 30 hours of free childcare. As has been said, the evidence shows that the vast majority of people taking it up—70%—are from the higher-earner income bracket, and that just 13% of eligible families from the bottom third of the income bracket are taking it up. Why does she think that is the case? Does she recognise that the way it is funded at the moment means that we are excluding some of the poorest families because they cannot afford the rest of the cost of childcare? What does she think is happening?

[Vicky Ford]

I thank the hon. Lady for her question. When it comes to the take-up of the two-year-old offer, which is particularly targeted at disadvantaged backgrounds, there is a huge discrepancy between different parts of the country. For example, there are parts of London where up to 70% of families have taken it up, and other parts where it is far lower. That is why I encourage Members to get in touch with me if they want and I will tell them about the take-up in their area. As I said, there are areas where seven out of 10 families are taking it up and are continuing to do so. I will talk more about disadvantaged families later.

As the hon. Lady is aware, the Government can also help with 85% of childcare costs for universal credit claimants even if they work only a few hours a week. I know it can be challenging to claim, but it is important to recognise that it is there. In my own jobcentre, the job coaches are working closely with parents to help them with making a claim that so that they can get back into work.

Wraparound childcare is also important as it not only supports parents so they can work but can benefit children and young people’s mental health and wellbeing, and their educational and social development. I was absolutely delighted to go around the country this summer looking at our holiday activities and food programme, which has ensured that thousands of school-aged children on free school meals have had access to childcare as well as exciting activities and food. I thank all Members who visited their HAF programmes this summer. It is the first time that we have ever had anything like that type of project for our children. Of course, we piloted it for three years, but this year it has been all across the country, and local authorities are already setting out their plans for Christmas.

The Government invest a significant amount in early education and childcare, including £3.5 billion for each of the past three years on funding our entitlements for two, three and four-year-olds. In November 2020, the Chancellor announced another £44 million investment for this financial year to help local authorities increase their hourly rates paid to childcare providers. All local authorities have seen an increase of at least 8p an hour in the two-year-old entitlement. The vast majority of areas have had an increase of 6p an hour for three and four-year-olds. Significant increases were also made for hourly rate entitlements funding in 2019.

Several hon. Members from London constituencies mentioned the cost of childcare in London. It is important to note that we pay a higher funding rate for those entitlements in areas where business costs are higher. The average hourly funding rate for a three or four-year-old across all of England is £4.91, but the equivalent for London is notably higher at £6.11. The hon. Member for Hampstead and Kilburn (Tulip Siddiq) may be interested to know that in her constituency, the amount we pay to Camden is one of the highest in the entire country at £8.51.

My hon. Friend the Member for Winchester (Steve Brine) mentioned the spending review. As hon. Members know, we are already working on a multi-year spending review. In the Department for Education, we are absolutely continuing to press the importance of early years care and education right across Government as part of that spending review. Given that we are in the middle of spending review negotiations, it would not be appropriate to launch a separate independent review of childcare at this time because the outcomes of such a review would not be able to feed into the speeding review that is happening right now. We expect the outcome of the spending review to be announced later this year. My hon. Friend also mentioned closures.

[Fleur Anderson]

Will the hon. Member give way?

[Vicky Ford]

Hang on, this is important. We do not recognise the description of a 35% increase in closures. Between August 2020 and March 2021, approximately 2,000 settings joined the early years register while around 4,000 left. However, the overall number of childcare places has stayed broadly the same, suggesting that some of these closures were mergers, and in parallel some providers are increasing the number of places they offer.

The hon. Member for Lewisham West and Penge (Ellie Reeves) mentioned access to childcare for vulnerable children. It is important to remember that our early years pupil premium provides up to £302 per eligible child per year, specifically to improve outcomes for disadvantaged three and four-year-olds. She also suggested that three and four-year-olds not having access to the full 30 hours of childcare could have a negative impact on their educational development. In fact, the Sutton Trust admits that its research does not conclude that more formal childcare results in better educational outcomes. The evidence for the positive impact on educational outcomes of attending more than 15 to 20 hours of childcare per week is limited. Over that number of hours, it is helpful for childcare, but less so for educational outcomes. There is evidence that those exiting the market are less likely to be providers in disadvantaged areas of the country.

[Angela Crawley]

Will the Minister give way?

[Vicky Ford]

I really want to get some of this on the record because it is important to providers. Between June and December last year, a lower proportion of childcare providers leaving the early years register were from the most deprived quintile in comparison to other areas, with 12% of providers that left the market located in the most deprived areas.

What is important is ensuring that there is sufficient childcare and the Government’s priority is to track whether there are enough childcare places locally for parents. It is encouraging to see that the proportion of parents using formal childcare appears to be similar to before the pandemic. Every six weeks, the Department calls local authorities across the country to discuss childcare provision at the local level. At no time since June 2020, when provision reopened more widely after the first lockdown, has any local authority reported a significant lack of sufficient childcare places for parents who need them. The number of places has stayed broadly stable over the past five to six years, despite an average 3% decline in the number of births each year since 2017.

Throughout the pandemic, settings have continued to access a range of business support packages, such as the coronavirus job retention scheme, if they experienced a drop in their income or if parents were unable to attend their usual place. We are also supporting the early years sector by ensuring expert training and development is available to the workforce. That includes an investment of £20 million in high quality, evidence-based professional development for practitioners in targeted disadvantaged areas, which will give early years settings in those areas the skills to help the disadvantaged children who will benefit most from this assistance.

In June, we announced another investment of £153 million over the next three years, including funding for training of early years staff to support the very youngest children’s learning and development, especially in areas such as special educational needs and disabilities.

[Fleur Anderson]

On the issues raised by the Minister about sufficiency, are councils’ childcare sufficiency reports used to make an assessment of whether there are sufficient places or not, and of the impact of the sufficiency of places on childcare costs in an area? For example, in my borough of Wandsworth, there may be a sufficient number of places but they are not necessarily in the right areas. We have heard reports of childcare places in the most deprived areas closing more than others, and that may be happening across the country. Does the Minister have a sufficient assessment of sufficiency reports to know this?

[Vicky Ford]

I thank the hon. Member for her great interest in this subject. We see the number of providers joining and entering the market through the Ofsted register, and we have looked at the providers joining and entering based on areas of deprivation. As I said, those leaving the market are less likely to be providers in disadvantaged areas of the country. Only 12% of those leaving the market were in the most deprived areas.

In the last statistics in March 2021, there were reported to be about 1.3 million places in childcare settings. That has stayed stable over the past five to six years, despite the fact that year on year, for the past few years, we have seen on average a 3% drop in the number of children being born. We have regular contacts with local authorities, and we are not hearing about systemic failures in any local area or about parents not being able to access childcare. They may not be able to get exactly the place or the flexibility they would most like, but there is not a systemic shortage.

High quality childcare, delivered by trained, dedicated staff makes a real difference to children’s outcomes. I include and value childminders when I talk about high quality, dedicated staff.

[Wera Hobhouse]

We have said here a number of times that one in 10 childcare workers lives in poverty. Does the Minister think that is acceptable?

[Vicky Ford]

I think it is extremely important that businesses involved in the childcare sector pay the national minimum wage. The 8p and 6p an hour by which, as I said, we have increased the average early years funding, have been more than enough to meet the increases that have been announced in the national minimum wage. That was certainly true in those 8p and 6p increases that we gave last year.

What is really important is the quality of our childcare. Parents not only want childcare, but they want to know that their children are loved, safe and well educated, so high quality childcare is important. We have achieved so much here. The last time we assessed our five-year-olds, nearly three quarters—three out of four—of our country’s youngest children had achieved a good level of development. That is a massive improvement, because back in 2013 it was only one in two of our children.

I know that there are many questions about funding. My officials are in regular discussions with the Treasury as we prepare for the forthcoming spending review. Throughout the pandemic, the early years sector has been a cornerstone of protecting livelihoods and family life, letting our youngest children enjoy their early education with minimal disruption and helping to secure a positive future for each one of those children. I reiterate my deepest thanks to all those who work in early years.