Independent Review of Children’s Social Care

Wera Hobhouse Excerpts

Thursday 24th November 2022 Commons Chamber

[Wera Hobhouse (Bath) (LD)]

It is a pleasure to follow the hon. and learned Member for Eddisbury (Edward Timpson) who, as a former Children’s Minister, speaks with great sincerity and expertise on the subject. I congratulate the hon. Member for York Central (Rachael Maskell) on securing this important, timely debate.

Our children are falling through the cracks. The pandemic has left a lasting mark on children up and down the country. As such, the timing and outcomes of this debate could not be more important. I welcome the support for kinship carers in this report. We have already heard some support for the idea. Thousands of grandparents, aunts, uncles and siblings are stepping in to support children in crisis, yet the Government treat them as if they are invisible. These carers receive only a fraction of the financial support they need for the care they provide. I thank them for their incredible work. However, they need more than just a pat on the back; they need material support from our Government.

I hope that the Government will support the Kinship Care Bill in the name of my hon. Friend the Member for Twickenham (Munira Wilson). The Bill would introduce weekly allowances for kinship carers, just as foster carers get. It would implement proper parental leave when kinship carers first welcome in a child and provide extra funding to help children in kinship care thrive in school. Unfortunately, kinship carers are just one group being overlooked by our Government. In 2019, it was estimated that 140,000 children on the fringes of social care in England were not receiving any support. The Local Government Association suggests that social workers are seeing record numbers of children with mental health problems. Social workers say they have no time to give the children on their case loads the support they need.

Social workers are the backbone of our society, helping future generations to thrive. Unfortunately, the Government have treated them with utter contempt, asking more and more of them. No wonder we are seeing staff shortages. Who would want to work in an industry where people feel overlooked and undervalued? The Government must make the social care profession attractive to enter and stay in, so that we have enough care workers with enough time to help the children under their care. One of the most important things that the Government must do is make it the valued profession it deserves to be.

Adverse childhood experiences, also known as ACEs, are the biggest drivers of poor mental health in children. They can be anything that threatens to overwhelm the child, including abuse and neglect. When a child is unable to process prolonged stress, it can alter normal brain function. This is what we call trauma. I know that the hon. and learned Member for Eddisbury is also working hard on childhood trauma, although he is not currently listening. A child’s brain helps them to survive in the moment, but assumes that that persistent stress or danger is normal. They adapt to constant adrenaline. Because of that, those who experience childhood trauma are twice as likely to develop depression and three times more likely to develop anxiety disorders.

Many children carry their traumatic experience into later life. Someone’s chances of dropping out of school, being obese and even developing diseases such as strokes and chronic bronchitis are higher the more ACEs they have experienced. Those with six or more ACEs have life expectancy 20 years lower than peers with none. There is no limit to the reach of ACEs. Unnoticed and unaddressed, adverse childhood experiences are a potential lifelong sentence. The Government must look at how they can prevent adverse childhood experiences from happening.

The number of ACEs a child suffers has a clear link to the likelihood of that child engaging in social care, as well. Meanwhile, research by the WAVE Trust suggests that the adverse childhood experiences of abuse and neglect alone cost the UK more than £15 billion a year. What a no-brainer it is to do something about it. It is clear that the cost of acting to prevent adverse childhood experiences is less than the cost of inaction. Just focusing on the fallout from trauma is not enough; we must prevent every form of adverse childhood experience.

One factor that helps to prevent childhood trauma is whether the child can feel capable and deserving. Supportive, reliable adult presences are key, and we have already heard quite a lot about that this afternoon. Trauma-informed services across the board would be transformative. They allow social workers to recognise the effect of ACEs early in children’s lives. Early years practitioners can spot signs of trauma at the age where they are most easily resolved.

I became a member of the all-party parliamentary group for the prevention of childhood trauma, and serving on that APPG was the most informative and transformative experience I have had. I am currently its chair. Preventing childhood trauma could be the foundation of how we transform our society, because childhood trauma does not end with the child; it gets transferred into the next generation. If childhood trauma is not addressed, those who become parents will carry their adverse childhood experiences into the next generation, and their children might suffer, too, so doing something about it should be at the heart of what Government are looking into.

When we look at how trauma affects minds, we gain an enriched understanding of behaviour. Better insights and changes in approach lead to better care for children. As it stands, the Government are failing to even consider many of the problems that cause childhood trauma, such as sibling sexual abuse. Shockingly, that is the most common form of child sexual abuse in our homes. Estimates suggest that a child is three to five times more likely to be abused by their sibling than by a parent or adult living in their home environment. Its impact on the entire family is lifelong and devastating. Parents are often faced with a double dilemma of supporting both children involved in dealing with the relevant authorities.

Local and national safeguarding policies and strategies do not name, measure or prioritise sibling sexual abuse. The Home Office’s “Tackling Child Sexual Abuse Strategy” does not even acknowledge the existence of sibling sexual abuse. Even the report we are discussing today does not mention it. I had a Westminster Hall debate on the subject, which is riddled with taboo. It is so shocking that we do not want to contemplate it, but it is widespread and it is important that we name it. It is a significant oversight that must be addressed. The Government must acknowledge the problem before it can be tackled. Their blindness to sibling sexual abuse means that social care professionals are not properly equipped to offer the support needed. I hope that, in future strategies, the Government can at least investigate this terrible problem, which is beset by taboo and silence.

The Government’s failure to support the social care system leaves children as the victims. We must safeguard children from adverse childhood experiences and support those who go through them. The solutions involve more Government spending, yes, but we need to acknowledge the problems that children are facing. Where would we be if we did not invest in children and future generations? We need to work for a better future for our children. It will be a better future for us.

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[Dr Kieran Mullan (Crewe and Nantwich) (Con)]

It is a pleasure, as always, to follow the hon. Member for Strangford (Jim Shannon), who has again shown the breadth and depth of his knowledge of all the issues we cover in this House. I thank the hon. Member for York Central (Rachael Maskell) and my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) for securing this debate.

I associate myself with the remarks of the hon. Member for York Central about acknowledging that there are very many families who do an absolutely fantastic job of caring for their children, without underestimating how difficult that is. We are talking in this Chamber about families who are struggling, and I do not by any means underestimate that. As someone who does not have children myself, I give words of advice with caution and I understand that the challenge is really enormous, but surely the size of that challenge puts a bigger onus on us to support people to do it effectively.

I thank Josh MacAlister and all of the team who helped him deliver such an authoritative and important report. In particular, I thank not just the people who wrote the report, but the very large number of people, including very many people in care or who have left care, who contributed to the report. I think that that is what has given it its strength and authority, because he has done such a good job of giving people who have experienced the system a voice.

For me, child welfare is or should be the biggest priority for everyone in society. It is a really good example of an issue where it is not just the state that has a role to play, but families, society and individuals. All of us have to do something to make sure that children in our country get a good start in life. One of the main reasons why I got involved in politics was that I want everyone to benefit from the secure, warm, loving environment that I experienced as a young person growing up. We know what an important foundation that is for young people because we understand the different outcomes that people get if they do not receive that warm, loving start in life. Poor attachment to care givers leads to higher rates of delinquency, crime, offending, poor mental health and wellbeing, and unemployment.

Similarly, if we look at not just attachment but adverse events, which the hon. Member for Bath (Wera Hobhouse) spoke about, from all those things early on in life we can predict someone’s future outcomes, and their outcomes are much worse than those of their peers. As we have heard, that is not just a moral failure but a financial failure for the state because all these things cost money across the breadth and depth of Government spending. Those costs skyrocket when young people cross the threshold to care involvement, where the gap in outcomes compared with peers gets even bigger. Sadly, their outcomes are still distant from those who have benefited from a loving start in life.

We have 80,000 children in care and many more subject to some kind of intervention. If we do not get better at supporting people, those markers and failures will get worse. The report talks about how we are heading towards 100,000 children being in care and, for each of those additional children in care, there will be an even bigger number unfortunately likely to be subject to some kind of proceedings or intervention and not getting the start in life that we would want for them.

The report lays out authoritatively what we can do. I pay tribute to my hon. and learned Friend the Member for Eddisbury (Edward Timpson), who did a fantastic job of going through all the elements of the report, including what we could do better. I will not seek to replicate that as I am sure that I could not do as good a job. The report makes it clear that we need short-term funding to deliver the £2 billion that it identifies. The Minister will not need convincing that we cannot look at the costs in a narrow way—there is short-term additional spending on extra children we might see in care as well as spending across all areas of Government that pile up but which the Department itself does not see—but we must ensure that the Treasury understands the full breadth and depth of that expense when it comes to weighing up what we should be investing in children’s social care.

[Wera Hobhouse]

Does the hon. Member agree that this really affects everything—we have prisons full of people with mental health disorders, who often carry childhood traumas with them—so investing at the beginning will help us save so much money in the end?

[Dr Mullan]

I completely agree. It would probably be fair to say that there is not an area of Government spending in which we could not make a saving if we did better at getting children a warm, stable start in life. As I said, I hope that the Department is clear about the breadth in spending.

I turn to one short-term area. Again, I pay tribute to my hon. and learned Friend the Member for Eddisbury and the work that his family did, as well as that done by many families who choose to be foster carers. Fostering and adopting are probably among the most powerful, special and important things that someone in our society can do for another person. Taking on that responsibility of caring for someone else’s children in the short term—not permanently—is the most noble thing that anybody can do, and I pay enormous tribute to every single person who does that.

Every child who ends up in a loving home instead of a care setting—of course, care settings can produce good outcomes—is being given the best shot at life. Again, that saves a financial cost, and the wellbeing of that young person is enormously improved. Sadly, we could do better. It is a good example of the fact that, no matter how good the Government get at doing things, individuals must step up and be willing to do it. It is not just about the state fixing the problem; we all have a role to play.

My understanding is that, of the 160,000 people who registered an interest in fostering last year, just 2,000 were registered to be foster carers. That is an absolute tragedy. Given the process of becoming a foster carer, we should expect a big drop-off once people come to realise everything involved, but that kind of drop-off is very sad. It says to me that at least tens of thousands of people who could and wanted to be foster carers did not become them. What does the Minister think we can do in the short term to get to the target of 3,000? Can we not be more ambitious than that, get to at least 10,000 and convert that huge moral willingness to help our fellow man in society and see the money that comes in savings from that?

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[Tim Loughton]

My hon. and learned Friend is so right. The adoption support fund was such an important part of the complex programme of getting adoption back on the front foot again. Too often, where adoptive placement was deemed to be best for a child, I am afraid there was too much, “Here’s the child, dump them with the family,” and then the local authority disappeared in the dust. Children who are going into adoption, in many cases with complex and traumatic problems underlying that decision, need a lot of support in the early years.

If we are to make an adoption work and prevent an adoption disruption, we need to put in the groundwork and do the leg work right at the beginning, to make sure that child gets the extra professional therapeutic work that might be required to make sure that family placement can work. The adoption support fund was a really important way of ensuring the resources to provide that professional expertise, so that the adoption stood a better chance. It is a false economy not to do that, because the amount of money the local authority saves is considerable if we can make an adoption work, so why not put in the resource at the beginning to make sure that the adoption is likely to work and that child can stay in a stable, loving family environment?

[Wera Hobhouse]

I know that I am blowing the trumpet for trauma-informed services, but does the hon. Member not agree that they are at the bottom of understanding most traumatised and difficult young people?

[Tim Loughton]

Yes, and we must understand that, too often, we are too keen to show the statistics that prove the underachievement of children who have been in the care system, be that in education or other outcomes. Why should we expect somebody who has been taken from their birth family, who has been deprived of the loving care of their birth parents because they are not able to give them that loving care, who has been abused as a child—who has perhaps been sexually abused as a child, as so many children are—and who has gone through such a traumatic upbringing, to be able to achieve as much as other children without getting that extra support? Whatever form those trauma services take, it is a no-brainer that we should provide them if we are serious about wanting those placements to work, be that a long-term foster care placement, a long-term home placement or, ultimately, an adoptive placement if that is the right place to go. It has to be horses for courses.

What we also did those 10 or 12 years ago is reduce the bureaucracy in the children’s social care system. When I took over as Children’s Minister, the manual for children’s social care, “Working together”, consisted of 756 pages, or something of that order. For the previous 10 years or so, since the death of Victoria Climbié, every time a high-profile safeguarding scandal happened and another child lost his or her life—often at the hands of his or her parents or carers—the Government rushed to legislate. It was a Labour Government at the time, but frankly, we were all guilty of going along with it: “The solution must surely be more legislation and more rules.” Ten years later, we had reached a stage where social workers were so saddled with regulations and rules that they were constantly looking over their shoulder, constantly referring to page 642 in the rulebook to see what they should be doing, rather than using the professional judgment and instincts that we train them for. Being a social worker is not an easy profession: one has to be a combination of a detective, a psychoanalyst, a forensic scientist and whatever else, because people who abuse their children are usually quite smart at covering it up.

The most important thing I said to social workers was, “I want to give you the confidence to make a mistake for genuine reasons”—hopefully not too often, but by using their professional judgment, rather than covering their back by saying, “Well, that’s how it said I was supposed to act in this case on page 602 of the manual.” That was the problem. We tore apart that manual—it was reduced to something like 70 pages—and said to social workers, “You’ve been trained as a social worker. We trust you: you have the nous. You need to go out and get the experience. You need to judge something on having face-to-face time with a vulnerable child or that child’s parents and to make a value judgment on whether you think that child needs to be taken into care, to have some support while staying with the birth family, or whatever. You make that judgment— occasionally, you will make it wrong, but you will make the wrong judgment for the right reasons. That will give you more experience to make sure you make it right the next time.”

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[Helen Hayes]

We need to have a higher aspiration for children across the country to be supported by the best possible services. I welcome the Minister’s comments on the ongoing work to achieve that, but I believe much more can be done. That requires political will, and greater attention in this place, to drive improvements in performance.

[Wera Hobhouse]

Councils are struggling financially, although good and outstanding services are not all about finances. Does the hon. Lady agree that councils with the flexibility to spend a bit more money, such as Bath and North East Somerset Council, are in a much better position than those that are already in a difficult financial situation, usually in deprived areas?

[Helen Hayes]

It is indeed the case that local authorities with the flexibility to divert more resources into this area have that benefit, which can be significant.

The independent review of children’s social care was published six months ago. It called for a “total reset” of children’s social care and made a wide range of recommendations for reform. There is a high degree of consensus on many of those recommendations, such as the need to restore early help services, to provide better support for kinship carers, to end private profiteering in residential care and private foster care services, and to end the placement of children in unregulated settings. These things should be happening right now.

It is also essential that, as the reform of children’s social care is taken forward, the professionals working with children and families, care-experienced people, and the children and families themselves are placed at the heart of the process. None of this will happen unless and until the Government prioritise children and move this agenda forward. The previous Prime Minister, during her first Prime Minister’s questions, made a commitment in response to my question that the Government’s response to the independent review and an implementation plan will be published by the end of the year. There are just three full sitting weeks left before Christmas. I therefore ask the Minister to confirm the publication date of the Government’s response to the independent review, and to confirm that it will be before Christmas, as promised.

While Conservative Members have been arguing among themselves in recent months, taking an ideological sledgehammer to our economy and scrambling to reinvent themselves as a completely new Government with no connection to the last one, of which they were all a part, it is the most vulnerable children and young people, and those who care for them, who are being let down. Childhood is short, but its experiences last a lifetime. When will this Government stop letting children down?

BTEC Qualifications

Wera Hobhouse Excerpts

Monday 18th July 2022 Westminster Hall

[Wera Hobhouse (Bath) (LD)]

It is a pleasure to serve with you in the Chair, Sir Mark. I congratulate the hon. Member for Battersea (Marsha De Cordova) on opening this excellent debate.

Here we have another broken promise from the Conservative Government. For months, we Liberal Democrats have warned that the Government were planning to scrap BTECs, and our concerns were heightened during the passage of the Skills and Post-16 Education Act 2022. We were given assurance after assurance, but here we are. It is interesting to see that as soon as some Conservative Members are free of the shackles of Government, they stand up and support BTECs—I wish there were more.

[Rebecca Pow]

Obviously I am speaking up for BTECs, but I also think the Government are going in absolutely the right direction in terms of skills and opportunities, recognising that they need to be aligned with business needs. I am sure the hon. Lady would agree with that.

[Wera Hobhouse]

I absolutely agree, but the Government are going to scrap BTECs, and the hon. Lady is opposing that. That is the only point I was making.

In July, the Department for Education introduced a twin-track system, for A-levels and T-levels, for young people at the age of 16, and the result is that funding for most BTEC qualifications will go. One hundred MPs and peers—including me—wrote to the Department for Education in support of the #ProtectStudentChoice campaign, a coalition of 21 organisations that represent students and staff in schools, colleges and universities, whose aim is to save BTECs. I thank the more than 100,000 petitioners, many of them from Bath College and Bath Spa University. We will continue to resist the move to defund BTECs.

It is the creative subjects in particular that will suffer. The Government intend to scrap those BTECs that they deem to overlap with A-levels and T-levels, but the process of assessing what is an overlap is not at all transparent. Who were the six assessors commissioned by the DFE to review the 2,000 or so qualifications? What were their backgrounds and experience? Where is the written evidence of their conclusions in order to defund 160 qualifications? Ofqual has quality-assured the qualifications for many years, and Ofsted, which oversees the quality of education, has at no point suggested that the qualifications lead to poor outcomes, so why will they go?

BTECs are invaluable in order to provide very different types of educational experiences. We have already heard a lot about that. They are popular with students and respected by employers and they provide a well-established route to higher education. They work, so what other than a narrow-minded ideological view has led the Government to scrap most of them and create less choice, especially for those learners who come from disadvantaged backgrounds? We Liberal Democrats acknowledge that from time to time, the range of qualifications needs to be reviewed, but not by closing viable educational pathways, especially for those students from poorer or minority backgrounds. Research from the Social Market Foundation found that 44% of white working-class students entered university with at least one BTEC, and so did 37% of black students.

Removing BTECs as an option risks students failing courses or picking courses that they are not engaged with. Students today need more, not less, support. They need more, not less, choice. They need choices and a Government who understand that by providing diverse pathways to qualifications, we will all end up with a much better, wider and diverse workforce. I hope the Government will think again.

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[Vicky Foxcroft]

My hon. Friend makes a good and important point about everybody having access to the education at the points and times in life that they need it. This Government’s decision to hastily remove BTEC funding quite simply makes a mockery of their claims to be levelling up in education. That is made worse on examining impact assessments of the decision, which highlight that 27% of BTEC students are deemed the most disadvantaged.

I am wholeheartedly opposed to the changes. Scrapping BTEC funding is simply the wrong call for several reasons, but one of the main reasons has to do with my life story of a young kid who many thought was never going to go on to achieve anything. I went to Accrington and Rossendale College and studied my BTEC in performing arts. That led me to believe that I could go on to university. That led me to believe that I could stand here one day as an MP. They offer life-changing opportunities for people.

[Wera Hobhouse]

It is fascinating to hear the hon. Lady’s story. Given her experience, does she agree that it is important that we provide education that engages young people who otherwise find academic subjects very difficult to engage with at first? They need to be moved towards an educational route that engages and enthuses them.

[Vicky Foxcroft]

I absolutely agree. Studying performing arts taught me that I loved history and geography and taught me about team working. There are so many other skills that are important in life.

BTECs are engines of social mobility. Research from the Social Market Foundation found that 44% of white working-class students who enter university studied at least one BTEC, and 37% of black students enter with only BTEC qualifications. It has already been said that research from the Nuffield Foundation found that a quarter of students now enter university with BTEC qualifications, and are likelier to be from disadvantaged backgrounds. The vast majority of BTEC students complete their studies successfully, with 60% graduating with at least a 2:1. I must confess I only got a 2:2. My question is simple: why do Ministers want to take this second chance away from young people and others up and down the country, when it is evidence based?

To end, I state once again how strongly I oppose the defunding of BTECs. We all know that the scrapping of BTECs will be disastrous for social mobility and for the economy. The Government should rethink their plans to scrap those valuable qualifications and guarantee that funding will not be removed from any BTEC unless an impartial, evidence-based assessment has concluded that students, universities or employers do not value it; we know that at the moment they do.

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[Andrea Jenkyns]

If the hon. Lady had let me finish rather than jumping in, she would have heard the full context. First, Oxford’s admissions office says that BTECs are unlikely to be suitable for the university’s courses unless taken with side A-levels, as it says on the website. Secondly, we are continuing to engage with Oxford and Cambridge on accepting T-levels, so watch this space.

There were some questions about different pathways and what sorts of qualifications young people will be able to take, other than T-levels and A-levels. On the academic route, students are able to take qualifications similar to the current applied generals in mixed-study programmes with A-levels where they complement the skills and knowledge in A-levels, and where they enhance students’ opportunities for progression to further study in related fields of HE. That could include areas with a practical or occupational focus, such as health and social care, STEM and subjects such as engineering, applied science and IT.

We will also fund large academic qualifications that would typically make up a student’s full programme of study in areas where there are no A-levels and no equivalent T-levels. That could include areas that are less well served by A-levels, such as performing arts, creative arts and sports science, for access to HE courses with higher levels of practical content. We will also continue to fund the international baccalaureate diploma and access to the HE diploma for adults.

[Wera Hobhouse]

I have spoken at length, and for a long time, to Bath Spa University, which teaches a lot of creative subjects. What reassurance can the Minister give my university, Bath Spa, about the creative BTECs that are going to be scrapped?

[Andrea Jenkyns]

As I have already said, where a course is not covered by a T-level or A-level—I mentioned performing arts, creative arts and sports science—the option is available.

We will fund two groups of technical qualifications alongside T-levels for 16 to 19-year-olds. The first will be qualifications in areas where there is no T-level. The second will be specialist qualifications that develop more specialist skills and knowledge than can be acquired through T-levels alone, helping to protect the skills supply in more specialist industries, and adding value to the T-level.

Adults will be able to study a broader range of technical qualifications than 16 to 19-year-olds, which takes account of prior learning experience. Those include technical qualifications that allow entry into occupations that are already served by T-levels, such as data technician or senior production chef.

On the pathway, we have made it clear that students will be able to take BTECs and applied general qualifications alongside A-levels as part of a mixed programme. Our impact assessment recognises that students who take qualifications that are more likely to be defunded have the most to gain from these changes.

There were questions about overlap, and about students who have already signed up for courses. All qualifications on the final overlap will be funded until the current students have completed their studies.

There was also a question about work placements, which is a valid one. We have put in place substantial support for schools, colleges and employers to help them deliver high-quality industry placements for all T-levels on a national scale. We are engaging directly with employers through the Department’s employer engagement team to develop a pipeline of industry placements, and we are providing an extensive programme of focused support to help ensure employers and providers are able to deliver placements.

We have a national campaign in place to raise the profile of T-levels to an employer audience, and we have established a network of T-level employer ambassadors to engage with others in their industries on T-levels and placements. We have also implemented different delivery models to ensure placements can be delivered by employers across all industries and all locations.

Making Britain the Best Place to Grow Up and Grow Old

Wera Hobhouse Excerpts

Monday 16th May 2022 Commons Chamber

[The Secretary of State for Health and Social Care (Sajid Javid)]

It is an honour to close this debate on the Loyal Address. In this platinum jubilee year, let me extend my thanks to Her Majesty the Queen for her years of dedicated service.

I also thank all right hon. and hon. Members who have taken part, but, I have to say, I am disappointed in the shadow Health Secretary, the hon. Member for Ilford North (Wes Streeting). He has taken this once again as an opportunity to talk down Britain, as he so often does, and has chosen to use this debate as a naked leadership pitch for his own party. He talked about leadership bids in his speech because he has no ideas at all about how to improve the society for British people. He knows that both of us had to fight to get our foot in the door. He knows that our chances to succeed come from this country’s world-class public services, yet he stands there and has the audacity to attack my right hon. Friend the Secretary of State for Education, who came to this country as an 11-year-old immigrant and rose to the position that he has today—by the way, he could rise to that position only in the Conservative party.

I speak with feeling about this country. For my family, coming to Britain was a choice, too. They came here for freedom, security, opportunity and prosperity. They came here because they believed that Britain was the best place in the world in which to grow up and grow old. They were right then and they are right today. Public services have been a lifeline for me and my family—the teachers who made my career possible, the police officers who kept me and my family safe, and the NHS that cared for my father in his dying days. This Queen’s Speech backs our public services. It invests in them and it reforms them to secure the future of Britain. Unlike the shadow Secretary of State, I have always been an optimist about Britain’s future.

[Wera Hobhouse (Bath) (LD)]

Twenty-hour ambulance waiting time—is that world beating?

[Sajid Javid]

Of course it is not. I will come on to that in a moment. The hon. Lady knows full well why the NHS is facing its most challenging time in history.

Being the best place in which to grow up and grow old relies on keeping people safe, including from disease. We rose to the challenges of the pandemic. Brexit gave us the mindset to license and deploy a vaccine against covid-19 quicker than any other country. The phenomenal NHS got jabs into every part of the UK, and it is the wisdom of the British people that has meant that we have one of the highest vaccination rates anywhere in the world. We created a juggernaut of a testing and surveillance system. We bought more antivirals per head than any other country in Europe, and we got it right on omicron, with the most successful booster programme in Europe. As a result of all that, we were the first country in Europe to remove all restrictions. Had we listened to the Labour party, we would have been shackled to the EU on vaccines, and our schools would have been shuttered for even longer, contrary to what the hon. Member for Houghton and Sunderland South (Bridget Phillipson) said. Instead, because this Government got the big calls right, we are leading the world when it comes to living with covid.

From clinics to classrooms, the pandemic showed the wealth of our skills. The skills mission is a job for the whole of Government. In his opening speech, my right hon. Friend the Secretary of State for Education outlined our ambitions for the new Schools Bill to deliver a stronger schools system that works for every child, as talked about today by my hon. Friend the Member for Ruislip, Northwood and Pinner (David Simmonds) when he spoke about academy trusts, and by my hon. Friend the Member for Truro and Falmouth (Cherilyn Mackrory) when she talked about the importance of early years.

We are also delivering a Higher Education (Freedom of Speech) Bill, which will reverse the chilling effect of no platforming in our world-class institutions, while our higher education reform Bill promises to bring about a fairer and more sustainable future. I listened carefully when my hon. Friend the Member for North West Leicestershire (Andrew Bridgen) talked passionately about putting our children and our young people first.

A skills-rich economy is about more than just the elite institutions. I am the product of Filton Technical College. It ignited my desire to go to university and helped me get to where I am today. This is a Government who treat further education colleges with the seriousness that they deserve. When I was Chancellor I was proud to put an additional £400 million into further education in this country. This is a great country in which to grow up and grow old, and a great country in which to stay skilled, as my right hon. Friend the Member for Bexleyheath and Crayford (Sir David Evennett) said earlier in the debate.

On healthcare, this Government passionately believe in the NHS and its founding principles, in a world-class healthcare system that is free at the point of access for everyone. Funding from the levy, which the Labour party voted against, on top of the historic long-term NHS settlement that was announced in 2018, means that the NHS resource budget in England will increase to £162.6 billion by 2024-25. That is the highest budget that the NHS has ever had, and it includes an additional £8 billion over the next three years to tackle those covid backlogs. In a fast-changing world, with an ageing population, we need to embrace new ways of thinking. A number of my hon. Friends referred to the investment that we are making, including my hon. Friend the Member for Bosworth (Dr Evans). I also listened carefully, when my hon. Friend the Member for North West Norfolk (James Wild) was talking about NHS investment. He made a powerful case for it.

We have set out our plans to tackle the covid-19 backlogs, we have legislated for a new Health and Care Act, and we have published an integration White Paper. We have an upcoming digital and data strategy, and we are setting out a new 10-year cancer plan. I cannot see him in the Chamber now, but the hon. Member for Westmorland and Lonsdale (Tim Farron) talked about the importance of cancer care. We are also setting out a new 10-year plan to improve mental health.

A number of Members rightly spoke of the importance of mental health, including my hon. Friend the Member for Aylesbury (Rob Butler), who speaks with passion on this subject, especially when it comes to the mental health of children. We will soon publish a health disparities White Paper, which I hope will be welcomed by the right hon. Member for Kingston upon Hull North (Dame Diana Johnson), who rightly spoke of the importance of levelling up, and we will also soon publish the outcome of the Messenger review of health and social care leadership. We are bringing the Mental Health Act 1983 into the 21st century—the Queen’s Speech referred to draft legislation for that purpose—ensuring that those experiencing a mental health crisis are treated as people, not patients.

As I have said, a number of Members spoke passionately about mental health—notably the hon. Member for Birmingham, Erdington (Mrs Hamilton), whom I welcome to her place in the Chamber. I agreed with one thing that the hon. Member for Ilford North said earlier: all Members, on both sides of the House, miss her predecessor, Jack Dromey, very much, but I know that had he listened to the hon. Lady’s speech he would have been very proud of what she said. She spoke with passion and pride about her community, and I know that she served for many years—for over two decades—In the NHS. When she speaks about mental health, she speaks with experience, and I know that she will have much of value to say in the House in the years ahead.

Many other colleagues made important contributions about the NHS. My hon. Friend the Member for Sleaford and North Hykeham (Dr Johnson) talked about the investment in community diagnostic centres. The hon. Member for Bradford South (Judith Cummins) and my hon. Friend the Member for North Devon (Selaine Saxby) talked about the importance of dentistry and the need to maintain investment.

At the heart of our strategy for the NHS are prevention, personalisation, performance and people. Prevention means focusing much more on the biggest killers: tobacco, obesity and alcohol. My hon. Friend the Member for Stoke-on-Trent Central (Jo Gideon) spoke of the importance of continuing to tackle obesity. Personalisation means making use, where we can, of community services, something that I know my hon. Friend the Member for Devizes (Danny Kruger) would welcome; and when it comes to people, there are more doctors and nurses working in the NHS today than ever before. We are on track to deliver 50,000 more nurses by the end of this Parliament, and we have a record number of medical students in England. The fact is that the Opposition have no plans for the NHS. They voted against our plan to secure resources for the NHS, and they have no idea how to meet the challenges of the future.

We are also transforming the provision of adult social care. We are investing an additional £5.4 billion over the next three years; we are introducing a more generous means-testing system by more than quadrupling the upper savings threshold to £100,000; we are protecting more people from the lottery of catastrophic care costs; and we are putting half a billion pounds behind our social care workforce. I hope the hon. Member for St Helens South and Whiston (Ms Rimmer) will welcome that. She talked about adult social care, and I hope that she and others will recognise that this is record investment. These changes matter, because whether we are growing old or a working-age adult, social care is there for all of us. My hon. Friend the Member for High Peak (Robert Largan) talked about that as well.

Higher Education Reform

Wera Hobhouse Excerpts

Thursday 24th February 2022 Commons Chamber

[Nadhim Zahawi]

My hon. Friend is absolutely right. The work that MK:U is doing is exactly the sort of innovation that we need, in the same way that NMITE—the New Model Institute for Technology and Engineering—and others are doing as well. This is part of a long-term strategy. We began with the apprenticeship standards and reforms to ensure that businesses were embedded in the co-creation of our skills landscape. Skills are part of FE and HE, integrated together to deliver great careers and great outcomes for young people and the economy.

[Wera Hobhouse (Bath) (LD)]

Today’s announcement could severely undermine the creative courses in higher education. The Government’s figures on this are always skewed, because they do not reflect graduates who become self-employed. We know that 47% of those who go into the creative industries are self-employed. What will the Secretary of State do to protect the creative courses that lead to high-value jobs in the creative industries? If he is in listening mode, will he listen to the vice-chancellor of Bath Spa University, who has been raising her concerns about this for a long time?

[Nadhim Zahawi]

As part of our £900 million investment, we will look at how we continue to support our brilliant creative industries, but it is not the only way to support them through our higher education reforms. I visited Pinewood Shepperton studios a few weeks ago, which is about to deliver 3.5 million square feet of studio and creative space to be used for many decades to come, and it has already been taken by the likes of Netflix, Amazon and Disney. They have been recruiting kickstarters and apprentices, and they are doing a brilliant job. I recommend that the hon. Lady visits to see the incredible enthusiasm of businesses and education institutions for working together.

Skills and Post-16 Education Bill [Lords]

Wera Hobhouse Excerpts

Report stage
Monday 21st February 2022 Commons Chamber

[Rachel Hopkins]

My hon. Friend makes an important point with which I thoroughly agree.

Our creative sector is a key export to the world and is part of our global influence. Why should young people in Luton not have the ability to train in these areas? They will not necessarily be able to follow a T-level in this subject area, so I totally agree with my hon. Friend.

I hope the Minister will accept Opposition amendment 15 to prevent the defunding of many successful and much-needed level 3 BTECs.

[Wera Hobhouse (Bath) (LD)]

Further education should be about creating a workforce that meets the needs of our national and local economies. It should be about lifelong learning that gives everyone the power to follow the path that best suits them. It should especially be at the front and centre of our covid recovery and, last but not least, it should help us with the transition to net zero.

There was plenty of room to improve this Bill when it was introduced, and there still is. I regret that, so far, the Government seem to be missing this opportunity, but it is never too late. I favour new clause 4, which would require the Secretary of State to introduce a green skills strategy for higher, further and technical education. There is a key opportunity for further education in our effort to reach net zero, but less than 1% of college students are on a course with broad coverage of climate education. I commend the work of the excellent Bath College, which is already making strides to embed climate education in its curriculum, but the Government should step up, too.

We all know how important it is to manage the transition to net zero, which brings me to new clauses 14 and 15 and amendment 11 tabled by the hon. Member for Brighton, Pavilion (Caroline Lucas). The offshore training regime is a barrier to offshore oil and gas workers transitioning their skills into the renewables sector. A new offshore training scheme is needed to facilitate cross-sector recognition of core skills and training in the offshore energy sector and to provide a retraining guarantee for oil and gas workers who wish to transition to careers in the green energy sector. What a missed opportunity it would be if we did not help people working in such industries, which will soon no longer be in place, to transition to a career in industries such as the renewables sector.

The Government say this Bill will transform opportunities for all, so why have they reversed changes that could significantly improve the accessibility and flexibility of qualifications—we have heard some powerful contributions on this—especially those aimed at learners with special educational needs and disabilities? Over a quarter of all 16 to 18-year-olds in further education have a learning difficulty or a disability, and I pay tribute to Project SEARCH, a partnership run by Bath and North East Somerset Council, Bath College and Virgin Care.

Nationally, too, many disabled people face huge difficulties in accessing employment after leaving school. Our disability employment gap stands at 30%.I therefore add my support to amendment 16, which would require local skills improvement plans to list specific strategies to help into employment those learners who have or have had an education, health and care plan. Again, this seems to be another missed opportunity to help those in society who face the biggest disadvantages to access employment, which is what they want. Whenever we talk to disability groups, what they want is employment; helping these groups into employment should be at the core of this Bill.

Although I will support the Bill on Third Reading, I am disappointed that the opportunity to transform further education has been so entirely missed.

[Alex Burghart]

With the leave of the House, I will speak to some of the amendments that have been discussed this evening. It has been a real pleasure to have been involved with this Bill on Second Reading, in Committee and on Report this evening. I feel the strength of feeling across the House for the skills agenda. This is an extraordinarily exciting time for skills, as my right hon. Friend the Member for Harlow (Robert Halfon) made clear. Never in my lifetime has there been such a hunger for skills in the economy, and that is a hunger that this Government will feed, because we are building a system in which qualifications, co-designed with employers, will give students the skills the economy needs. We will see good opportunities, allowing everyone to take a step forward in their life and career, and qualifications, backed by employers, that feed the needs of the economy.

In the time I have, I want to get through as many of the amendments as I can. First, I will address new clause 1, which stands in the name of my right hon. Friend the Member for Harlow, the Chair of the Education Committee. I pay tribute to his fight for the cause of apprenticeships for prisoners; I am delighted that my right hon. Friend the Deputy Prime Minister and Lord Chancellor made an announcement to this effect on 11 January, and I am happy to put on record that my right hon. Friend the Member for Harlow was instrumental in driving this forward. We do not need to accept this new clause because we have seen that this can be done in secondary legislation, and that changes to primary legislation are not needed.

I turn to new clause 2, also tabled my right hon. Friend, and to new clause 7, tabled by my right hon. Friend the Member for Kingswood (Chris Skidmore), who did sterling work when he was on the Front Bench. Those provisions both seek to place a level 3 entitlement on a statutory footing. The Government are delighted by the enthusiasm of Members on both sides of the House and in both Chambers for our free courses for jobs offer and the lifetime skills guarantee that the Prime Minister announced last April. As the House will know, it gives adults who do not have a level 3 qualification the opportunity to get a qualification in high-value subjects for free, regardless of age. That major step forward will transform life chances. We do not think it is right to put this offer into legislation; that would constrain the Government in how they allocate resources and make it more difficult to adapt the policy to changing circumstances, including for adults most in need. For example, only last November, the Secretary of State announced that from this April, the offer will expand to include any adult in England who is unemployed or earns below the national living wage annually, regardless of their prior qualification level.

New clause 2 also includes a provision requiring any employer who receives apprenticeship funding to spend at least two thirds of that funding on people who begin apprenticeships at level 2 and 3 before the age of 25. We fully respect what the new clause is trying to do, but we point to the great progress we are already making on this score. In the first quarter of last year—the most recent one for which we have figures—62% of apprenticeship starts were for people under the age of 25, and level 2 and 3 apprenticeships accounted for 71% of all starts. That is wonderful stuff. Also, during the recent National Apprenticeship Week, I met a huge number of young and not-so-young people studying level 6 apprenticeships, which are making an enormous difference to their life, giving them huge opportunities in a way that is a greatly respected by employers. I do not wish to see arbitrary levels fixed in legislation.

Amendment 12, tabled by the hon. Member for Chesterfield (Mr Perkins), seeks to require a review of the operation of the apprenticeship levy, particularly at level 3 and below. We discussed this issue at some length in Committee. I reiterate that the Government have already radically reformed apprenticeships to put employers at their heart, increasing investment and improving quality. As I just said, we are starting to see major improvements at levels 2 and 3.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 6th December 2021 Commons Chamber

[Wera Hobhouse (Bath) (LD)]

5. What steps he is taking to support the professional development of disabled school leavers.

[The Parliamentary Under-Secretary of State for Education (Will Quince)]

All children and young people with special educational needs and disabilities should be prepared for adulthood at every age and stage of their education. We committed in the national disability strategy to supporting pathways to employment for disabled learners, including strengthening the supported internship programme and ensuring that traineeships and apprenticeships are accessible.

[Wera Hobhouse]

Bath and North East Somerset Council, together with Bath College and Virgin Care, run a partnership called Project SEARCH to help young people with physical and learning disabilities to develop the skills that they need when they want to access the employment market. I pay tribute to that project, but far too many disabled people nationally face huge difficulties in accessing employment after leaving school and the support that they get at school. Will the Minister support a successor programme to Kickstart that is particularly tailored to disabled young people? Will he make recommendations and work together with colleagues in the Department for Work and Pensions?

[Will Quince]

Our ambition is for every child and young person, no matter what challenges they face, to have access to a world-class education that sets them up for life. We know that with the right preparation and support, the overwhelming majority of young people with SEND are capable of sustained paid employment. So what are we doing? We have a £1.2 million grant to the Education and Training Foundation, a supported internship programme, our work with our DWP counterparts and the adjustments passport pilots. It is all about preparation for adulthood and work.

Skills and Post-16 Education Bill [Lords]

Wera Hobhouse Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Nadhim Zahawi]

I am grateful to the hon. Gentleman, whose opinion I value highly. He and I have worked on education for a number of years on a cross-party basis. The important thing to remember is that the Sainsbury review was clear that for T-levels to succeed, where there is duplication and lower quality, we need to remove lower quality; that does not mean getting rid of high-quality BTECs. I will say a little more tonight that I hope will reassure the House on how we are doing that without kicking the ladder of opportunity away from anyone who deserves that opportunity. I hope I will be able to allay some of his fears.

Going back to the reform of our system, we are extending the powers of the Institute for Apprenticeships and Technical Education to approve a broader range of technical educational qualifications. The institute will ensure that the independent voice of employers is embedded throughout the process, while working in harmony with Ofqual to ensure quality.

I want to be perfectly clear: the Bill focuses on the approval and regulation of technical qualifications, rather than the funding of technical or academic qualifications. However, when it comes to both academic and technical qualifications, what we are looking for the most is quality. There is no point in a student taking a low-quality level 3 qualification that does not equip them with skills for a job or help them to progress into higher education. That is even more important when it comes to disadvantaged students.

We have more than 12,000 qualifications at level 3 and below. By comparison, the Netherlands, Germany and Switzerland, all widely regarded as having high-performing technical education systems, have around 500 or fewer. Our qualifications review is vital to ensuring that what is on the market is the best it can be. I am clear that T-levels and A-levels should be front and centre of the level 3 landscape, but I am convinced that we need other qualifications alongside them, many of which exist now and play a valuable role in supporting good outcomes for students. It is quite likely that many BTECs and similar applied general-style qualifications will continue to play an important role in 16-to-19 education for the foreseeable future.

Our reforms to the qualifications landscape are rightly ambitious, but we know that we would be wrong to push too hard and risk compromising quality. That is why I am announcing today that we have decided to allow an extra year before our reform timetable is implemented. The extra year will allow us to continue to work hard to support the growth of T-levels and give more notice to providers, awarding organisations, employers, students and parents, so that they can prepare for the changes.

I am a firm believer in T-levels. As I have said before, I want them to become as famous as A-levels, and I want to ensure that we get them right. As many young people as possible should have the advantage of studying for and successfully completing a T-level. We hear consistently that some students are put off taking a T-level because they are worried that they will fail if they do not reach level 2 in English and maths. We want to change that and bring T-levels in line with other qualifications, including A-levels. We are absolutely clear that English and maths should remain central to T-level programmes, but we do not want to unnecessarily inhibit talented students from accessing T-levels simply because of the additional hurdle that reaching level 2 in English and maths represents. That is why I can also announce today that we will remove the English and maths exit requirements from T-levels. That will bring them in line with other qualifications, including A-levels, and ensure that talented young people with more diverse strengths are not arbitrarily shut out from rewarding careers in sectors such as construction, catering and healthcare. The institute is taking immediate steps towards that.

[Wera Hobhouse (Bath) (LD)]

Fewer than 1% of college students are on a course with coverage of climate change. Unless we embed climate change and the environment into our post-16 education, the Government’s plans to get to net zero will simply not be possible. Bath College is offering some of those courses and doing something about it. Will the Secretary of State commit the Government to putting its weight behind courses that embed climate change into the curriculum?

[Madam Deputy Speaker (Dame Rosie Winterton)]

We must have very short interventions at this stage, because we have a lot of people who want to contribute to the debate.

--- Later in debate ---

[Wera Hobhouse (Bath) (LD)]

This Bill is an opportunity for us to give further education the attention that it deserves, but if we are to realise the full potential of further education, we must make up for years of cuts under successive Conservative Governments. It is the worst-funded sector in our cash-strapped education system, particularly for adult learners. We have already had many debates on this subject. Jayne Davis, the new principal of the excellent Bath College, told me that further education in this country was at a “tipping point”. The sector does not need catch-up funding; it needs a long-term funding strategy.

Further education must be at the front and centre of our covid recovery, creating a workforce that has the skills we need to fill the gaps in our national and local economies. I need no excuse to talk once more about the fantastic efforts of Bath College, Bath Spa University, Bath and North East Somerset Council, and the Institute of Coding. Together, they were quick off the mark in response to covid, to get the I-START project up and running. The project enables our workforce to upskill through blended, flexible modules. Those who have spoken today about a flexible education system should look no further than Bath for an example of what can be achieved through collaboration between our local authorities and all parts of our education sector.

A key opportunity for further education is to be at the forefront of our efforts to reach net zero. Currently, fewer than 1% of college students are on a course with broad coverage of climate education. Unless we embed climate and environment in our post-16 education curriculum, the Government’s plans for net zero will simply not be possible.

Bath College is doing that already, and now the Government must step up as well. This Bill should be helping students—their voice must not be lost along the way—but the Government’s proposals to defund BTECs, about which we have heard a great deal tonight, will leave many students without a viable pathway at the age of 16. Current estimates suggest that at least 30% of students in England currently studying at level 3 are pursuing a BTEC. Withdrawing support from BTECs could lead to those students studying for a qualification that was not right for them, or dropping out of education altogether.

T-levels are a welcome development, and I hope they will give future generations the technical skills that they need to succeed in their careers, but BTECs do that as well. Creative subjects such as performing arts are among the first courses that fill up in our local college. BTECs are important to those who study for them, and they are also important to Bath. We must not take choice away from students.

School-based Counselling Services

Wera Hobhouse Excerpts

Tuesday 9th November 2021 Commons Chamber

[Wera Hobhouse (Bath) (LD)]

Throughout this debate, we have heard time and again how important early intervention is. It is essential to a person’s proper recovery from a mental illness, and that is specifically true for children and young people suffering from an eating disorder. I speak today as the chair of the all-party parliamentary group on eating disorders to highlight once more the huge problem that eating disorders pose and the big difference that early intervention can make.

Eating disorders have no single cause, but they have the highest mortality rate of all mental health disorders. I say that again: they have the highest mortality rate of all mental health disorders. Recovery lasts, on average, three times as long as the disorder itself. One third of people suffering from an eating disorder get better, one third stay the same—a life sentence in itself—and one third get worse; quite a lot of them, tragically, either die of malnutrition or take their own lives.

All too often, eating disorders can go undiagnosed and untreated. Although they do not discriminate, school-aged children are a particularly vulnerable group; most eating disorders develop during adolescence. According to data from NHS England, the number of children and young people waiting for eating disorder treatment has increased significantly in 2021 compared with previous years. In June, that figure was four times higher than at the same point in 2020. Eating disorders thrive in the shadows, where there is no social contact, and the pandemic has been particularly bad for sufferers from eating disorders.

There is much that we must do to improve outcomes for all with eating disorders. The APPG is looking into research funding, reducing waiting times and improving access to treatment, but the best possible thing we can do is to help children and young people to avoid reaching crisis point in the first place. The first point of contact for many children and young people in the UK is their school. Speaking to a counsellor can help them to cope with the different circumstances they face in their lives, within a familiar setting—yes, sometimes some of the problems our young people face are not so severe, but often they are. School is a daily contact that they have and a setting where they can access counselling.

I am not denying that other centres would be useful too, but surely we need to do more in schools. School staff are ideally placed to spot the early signs of an eating disorder, as well as the potential factors that can lead to the development of one. I have been a secondary school teacher too, and the problem is finding the time in the school day to really go into where a young person has an issue. It is that extra time and extra counselling resource that schools need.

I highlight the excellent work of the eating disorder charity Beat, which supports the APPG and runs training courses aimed at school professionals. Access to support should never be a postcode lottery, but England lags behind the rest of our family of nations, where school counselling services have statutory funding. Research shows that as few as 48% of schools provide on-site access to a counsellor, with a growing divide between affluent and more deprived communities. School counsellors can provide that crucial missing middle between the lower-level intervention traditionally provided in schools and specialist children’s and young people’s mental health services.

Many leading mental health charities have got behind the campaign for a counsellor in every school in England, and I urge the Minister to support that call. Access to counselling should not just be for the schools and families that have the budget to fund this essential provision. I know that every school in Bath is committed not only to our children’s education, but to their wellbeing. They must be given the additional funding that they need to offer sustainable counselling provision as part of the wider mental health support package available to students. I repeat what many Members from across the House have said: this is the biggest issue that school leaders come to us with—they say that when I go into schools to talk to them. They want more mental health support for their young people.

There is no easy solution on the issue of mental health, but we cannot afford to cut corners, especially on the mental wellbeing of children and young people. We need a multifaceted approach that recognises the value of our schools, community services and society as a whole. Let me say again to the Minister: please pay attention to eating disorders, as they have reached epidemic levels and we need to do something about them.

--- Later in debate ---

[Will Quince]

Thank you, Madam Deputy Speaker. In response to the right hon. Gentleman, I am responding to what the Government are doing on the issues that have been raised.

As I mentioned, another important part of the whole school approach is ensuring that all pupils understand how to promote their own mental health and wellbeing. We must ensure that they have the knowledge and confidence to seek additional support when it is needed. That is why we made health education compulsory for pupils receiving primary and secondary education, alongside relationships education in all primary schools, and relationships and sex education in all secondary schools. Through these new subjects, all children will be taught about mental health, including how to recognise and manage any wellbeing issues. We have published a support package for schools to ensure that teachers have the confidence to deliver the subjects, specifically including the content on mental health and wellbeing.

Let me turn to the mental health support teams, which have been referenced by numerous Members across the Chamber. Although schools have an important role to play, teachers are not mental health professionals and they should not be expected to act as such. Where more serious problems occur, schools should expect the pupil and their family to be able to access support from specialist children and young people’s mental health services, voluntary organisations and local GP practices.

[Wera Hobhouse]

I have been encouraged by Madam Deputy Speaker to intervene. The point that Opposition Members are trying to make is that schools need to have in-house support, rather than just signposting to outside support. We would like to hear what the Minister has to say about that.

[Will Quince]

The mental health support teams are exactly that. Let me also respond in passing to the hon. Lady’s point about eating disorders. I am very much alive to that issue, and would be happy to meet her to discuss it at length. It certainly concerns me, as I know it concerns our colleagues at the Department of Health and Social Care.

We mentioned support in schools. The new mental health support teams are really important in this regard. The teams comprise newly-trained education mental health practitioners—an entirely new role—as well as more senior clinicians and therapists. They work alongside provisions such as counselling services to help to ensure that children and young people get the support that they need. They support staff in schools and colleges to develop their whole school approach to mental health and wellbeing, provide early intervention for those experiencing mild to moderate issues, and liaise with external specialist services where additional support is needed, which it sometimes is.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 1st November 2021 Commons Chamber

[Nadhim Zahawi]

I certainly share my right hon. Friend’s priorities and ambition. More importantly, if we can make this work, it truly is scalable and can be a model for other parts of the country in our levelling-up agenda.

[Wera Hobhouse (Bath) (LD)]

I, too, welcome the new Secretary of State to his role. The Protect Student Choice campaign warns that many students might struggle to enrol on so large an occupation-specific qualification as T-levels at the age of 16. By withdrawing funding from BTECs, how will the Secretary of State guarantee student choice?

[Nadhim Zahawi]

I thank the hon. Lady for her question. I want to just squash that misrepresentation: we are not withdrawing funding from BTECs. BTECs that are of high quality and are valued will continue, but it is only right that we look at the landscape and see where quality lies and how we can increase the ladders of opportunity, not take them away from people.

Childcare

Wera Hobhouse Excerpts

Monday 13th September 2021 Westminster Hall

[Wera Hobhouse (Bath) (LD)]

Early years staff have worked incredibly hard during the pandemic, sometimes putting their own health at risk to ensure our children are cared for. I thank each and every one of them. However, one of our early years providers in Bath said, “I feel the Government do not value us and do not see our professionalism and dedication to our role.” Too many childcare workers have felt this way throughout the Government’s response to the pandemic. Guidance to them has been ambiguous, and provision of PPE and testing has come far too slow. Recovery funding has focused primarily on school-aged learners.

I secured a debate on early years funding before the summer recess. My message to the Minister is the same now as it was some weeks ago—acknowledge the value of the early years sector and pay what it costs to deliver it. Funding has been a widespread concern long before the pandemic. Research from YMCA suggests that up to 80% of settings cannot deliver childcare at the funding rate provided by their local authority. I take the point that there is underspending in some local authorities, and we need to get to the bottom of that, but the overall funding gap is still too big. Most providers realistically need more than £6 an hour per child just to break even, let alone reinvest in their business. However, the funding rates do not reflect this. In Bath, in north east Somerset, our local council receives £5.59 an hour for two-year-olds, and just £4.48 an hour for children aged three and above. It means providers have to choose between operating at a loss and subsidising the cost of delivery through fee-paying families.

Of the expenses, 70% are staffing costs. If funding continues to increase at a much slower rate than the national living wage, it will become more and more difficult to pay staff properly. In a country where parents pay the second-highest childcare costs in the world, one in 10 childcare workers are officially living in poverty. Affordable childcare is essential to our economic recovery from covid-19, but with childcare costs adding up to about 30% of the average wage, many parents—usually women—will be forced to make difficult decisions about remaining in or returning to work. Should one of the legacies of covid-19 the roll-back of decades of progress on equality for women in the workplace?

This Saturday is International Equal Pay Day. What better time could there be for the Government to commit to a total rethink of childcare funding? And I add my full support to calls for a meaningful review of early years funding, which must include a multi-year funding settlement, simplifying the funding system and making sure that funding follows the child. All allocations of early years funding must consider children with special educational needs and disabilities, across all settings.

Childcare is an investment in our future. It is time that it was treated as such.

--- Later in debate ---

[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.