Kinship Care for Babies
Will Quince Excerpts(2 years, 9 months ago)
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The Parliamentary Under-Secretary of State for Education (Will Quince)
I will be as brief as I can, Mr Mundell. Time is short, and there are so many comments to respond to. Let me first thank my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom) for securing this important debate and for all of her work on “The Best Start for Life” and her commitment to families, babies and children.
My right hon. Friend rightly said that parents and families come in all shapes and sizes. She is absolutely right, and we should celebrate every single one. She is right to raise the important role of kinship care, particularly in the context of babies. She raised her constituent’s case, and I would like to apologise for the experience that her constituent had. I assure her that I am very much alive to the experiences her constituent had. The Government are committed to ensuring that kinship carers receive the necessary support to give their children the support they need.
My right hon. Friend rightly mentions that there are many reasons why babies and older children can no longer live with their birth parents. In many cases, the reasons are sad or tragic. In others, it is for their own protection. I am full of admiration for kinship carers. The hon. Member for Denton and Reddish (Andrew Gwynne) eloquently and articulately set out the role of kinship carers and the love and affection that he has for baby Lyle—though he is not so much a baby now.
It is not just grandparents who step up to offer loving homes; it is aunts, uncles and siblings. They often make considerable sacrifices, as was set out by my hon. Friend the Member for Ashfield (Lee Anderson), who mentioned his friend and constituent Maxine. Last year I met a support group for kinship carers, and they set out some of the challenges they experienced as kinship carers. They are all heroes and we must do more as a Government to support them. I will come on to what I want to do in this area and how I believe we can better support kinship carers and special guardians. I will not talk in very much detail, as I do not have much time, but I am happy to do so at a later date.
It is clear that there are benefits to children remaining with the wider family wherever it is possible and safe to do so and when it is with someone they know and trust. It is about a sense of belonging and maintaining family links. It is about the people and places they know. It is about permanence and the potential for future reunification. As the hon. Member for Denton and Reddish rightly pointed out, fundamentally it is about love.
I was fast scribbling down points raised during the debate. My right hon. Friend rightly raised—I was fast scribbling these down while she did so—access to support, access to financial support, carers leave, parental leave, employment rights, support groups and advocacy. I would love to touch on every single one of those issues, but I fear I am not going to be able to do so in the time left available to me.
Access to support, both financial and otherwise, is critical. We rightly give a lot of autonomy to local authorities, but is always about striking a balance. Yes, there is a bit of a postcode lottery, but at the same time it is about balancing local discretion and the autonomy of local authorities to make the right decision, because they are the ones that best know their residents. It is about addressing the inconsistency and patchy provision of support at a local level while at the same time making sure that the support that is available is tailored to the individual needs of the kinship carers. The support that Maxine may have needed could have been very different from the support that the hon. Member for Denton and Reddish and Allison need, so having local discretion is also very important.
We know that the financial impact of kinship care can be considerable, especially if it is unplanned. There is statutory guidance, and it is clear that local authorities should consider financial help for kinship carers, but as my hon. Friends the Members for Mansfield (Ben Bradley) and for Ruislip, Northwood and Pinner (David Simmonds) set out, it is patchy and the cost of failure in children’s social care is high in terms of both the outcomes for children and the financial cost to the local authority.
There is so much that I would love to say, but I am very much alive to some of the other pressures that kinship carers can face—whether it is employment rights, housing, benefits, HMRC, universal credit or child benefit. I see my role as a cross-Government one, and although I do not have all the levers to pull, it is part of my role to ensure that other Government Departments are playing their part and ensuring better support for kinship carers.
In the minute or so I have left, I want to say how sympathetic I am to the points made by my right hon. Friend the Member for South Northamptonshire on the apparent disparity between the support offered to foster parents and adopters versus kinship careers. It is complex and there are considerable challenges—not least because most kinship care arrangements are informal and familial, which makes it challenging—but I want to explore what more we can do. I look forward to working with my right hon. Friend and others from across the House to improve the service and support that we are able to offer.
I would like to put on the record my sincere thanks to my right hon. Friend for securing this important debate, and I want to reiterate my commitment, and that of the Department, to champion across Government the needs of kinship carers. I assure my right hon. Friend, and indeed the House, that I am committed to ensuring that those who step up to take a baby or child into their care receive the support that they need to give that baby or child the best possible start in life. As I say, if I had more time, I would love to answer every single point in detail, but I look forward to working with my right hon. Friend and others from across the House, as well as with charities in this sphere, to improve the support and provision for families.
David Mundell (in the Chair)
I call Dame Andrea Leadsom to wind up the debate by 17.49.
Oral Answers to Questions
Will Quince Excerpts(2 years, 9 months ago)
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The Parliamentary Under-Secretary of State for Education (Will Quince)
The “Keeping children safe in education” statutory guidance provides a strong safeguarding framework for schools. It sets out the role that all school staff have to play in safeguarding children, including information for staff on what forced marriage actually is, as well as signposting to further help from the Government’s forced marriage unit.
Mrs Latham
My private Member’s Bill, the Marriage and Civil Partnership (Minimum Age) Bill, has its Third Reading on 25 February. We are approaching a crucial time for young people at risk of child marriage. Many child marriages happen when children are taken abroad, generally in the summer holidays and often to someone they have never met. Will the Minister meet me to discuss how we can raise awareness of this issue in schools so that children know they can speak out if their parents or other relatives intend to take them abroad to be married in the school holidays and so that teachers know how to report children they consider to be at risk?
Will Quince
“Keeping children safe in education” is clear that all school and college staff should offer early help to children at risk of forced marriage or who are missing from education. It also signposts to detailed information developed by the forced marriage unit that outlines how schools and colleges should handle any concerns relating to forced marriage. My hon. Friend has campaigned long and hard on this issue, and of course I would be very happy to meet her.
Nick Gibb (Bognor Regis and Littlehampton) (Con)
Vicky Foxcroft (Lewisham, Deptford) (Lab)
The Parliamentary Under-Secretary of State for Education (Will Quince)
We are conducting a review of the special educational needs and disability system. We intend to publish proposals for improvements to the system through a Green Paper for full public consultation in the first three months of this year.
Vicky Foxcroft
The National Autistic Society ran a survey of parents and carers last summer, and it found that a quarter of parents waited more than three years to receive support for their child. Urgent reforms are needed for the 160,000 autistic pupils in schools in England to address the issues that have only been exacerbated by the pandemic. Can the Minister confirm that the upcoming SEND review will include robust proposals to tackle the crisis that disabled children and their families are facing?
Will Quince
I recognise some of the challenges the hon. Lady faces, and I give her that commitment. We prioritise children and young people with SEND and their families in our £4.9 billion education recovery plan, and those with the most complex needs continue to receive high-needs funding, which increases to £9.1 billion in the next financial year. We have allocated £42 million this financial year to fund projects that support children and young people with SEND, including £600,000 to the Autism Education Trust.
Anthony Mangnall (Totnes) (Con)
As lockdown has been scaled down, I have been visiting primary and secondary schools to talk about mental health. What steps have been taken to improve mental health access facilities, including counsellors in all schools?
Will Quince
Backed by £9.5 million, we are offering about a third of schools and colleges in England a grant this year to train a senior mental health lead in their setting. Our £15 million wellbeing for education recovery and return programmes are in addition to the £79 million boost to children and young people’s mental health announced in March 2021 for mental health support teams in schools and colleges. My hon. Friend’s point is well made.
Kim Leadbeater (Batley and Spen) (Lab)
Last week, I met a fantastic local ADHD—attention deficit hyperactivity disorder—support group, who detailed to me the many delays that children are facing in receiving diagnoses and then education, health and care plans, support and treatment. What steps are the Government taking to support pupils with ADHD and suspected ADHD so that they can learn effectively and have a fulfilling educational experience?
Will Quince
The SEND review is all about ensuring that pupils get the right support, in the right place, at the right time and ultimately have better outcomes, and I would be very happy to meet the hon. Lady to discuss the issue further.
Matt Hancock (West Suffolk) (Con)
The Minister will be aware that four out of five dyslexic children leave school with their dyslexia unidentified, so will he ensure that, consistent with the answer just given by the Minister for School Standards, the upcoming schools White Paper includes action on the universal screening and teacher training that our dyslexic pupils need and deserve?
Will Quince
My right hon. Friend is a strong advocate on these issues. The SEND review and the schools White Paper will, naturally, have to go hand in glove. The School Standards Minister and I would be happy to meet my right hon. Friend to discuss this further.
Rebecca Long Bailey (Salford and Eccles) (Lab)
Andrew Lewer (Northampton South) (Con)
The Parliamentary Under-Secretary of State for Education (Will Quince)
The Government are investing £300,000 million to transform “start for life” and family help services in half the council areas across England. That money will fund a network of family hubs, parent-infant mental health support, breastfeeding services and parenting programmes, and will allow local areas to publish their “start for life” offer.
Andrew Lewer
I thank the Minister for that support, but Camrose early years centre in Northampton South faces an emergency cut that will end its 8 am to 6 pm nursery service by 1 April this year. Will he meet me to discuss alternative solutions?
Will Quince
Like other maintained nursery schools, Camrose supports some of our most disadvantaged children. We have confirmed the continuation of its supplementary funding throughout the spending review period and will increase the supplementary hourly funding rate by 3.5%. I would of course be happy to meet my hon. Friend.
Rachel Hopkins (Luton South) (Lab)
Steve Brine (Winchester) (Con)
The Parliamentary Under-Secretary of State for Education (Will Quince)
Let me take this opportunity to thank all those who work in mainstream and specialist SEND settings for everything that they do. Schools have the freedom to recruit support staff to match their circumstances, and last year they recruited 6,000 more. Of course, I will be happy to meet my hon. Friend to discuss the issue further.
Richard Fuller (North East Bedfordshire) (Con)
Will Quince
My hon. Friend and I recently visited an excellent alternative provision setting—the Academy of Central Bedfordshire—and he will know that we are investing an extra £2.6 billion between 2022 and 2025 to deliver an additional 30,000 places and to improve existing provision for children with SEND. Of course, I echo his thanks.
Karl Turner (Kingston upon Hull East) (Lab)
Neil Coyle (Bermondsey and Old Southwark) (Lab)
The chatty mums network of Bermondsey and Rotherhithe recently met me to raise concerns about the cost of living and lack of affordable childcare. What assessment have Ministers made of the impact of cuts to universal credit and the new Tory tax on working mums from April?
Will Quince
There is a substantial offer in place to support parents with childcare costs. In 2021, 328,700 children had a Government-funded early education entitlement place for 30 hours, worth up to £6,000.
Tim Loughton (East Worthing and Shoreham) (Con)
Before Christmas, the Secretary of State made a statement about the tragic deaths of Arthur Labinjo-Hughes and Star Hobson. To that grisly list has now been added Amina-Faye Johnson. He announced a review by the serious case review national panel. When will that review be published, and can the Minister assure us that it will be published in full and action will be taken?
Will Quince
The child safeguarding practice review panel will deliver a national independent review of Arthur and Star’s tragic deaths, to identify what we must learn, and it will report in May.
Mrs Emma Lewell-Buck (South Shields) (Lab)
Last week, the journalist and presenter Ashley John-Baptiste shared his personal story in the BBC documentary “Split Up In Care—Life Without Siblings”. His story is not unusual, nor is it a past feature of our care system. Thousands of children removed from their families, alone and scared, are denied relationships with their siblings, despite all the evidence showing that this relationship and bond is one of the most significant and enduring. Why do this Government stubbornly refuse to make changes to the Children Act 1989 and give sibling contact for children in care?
Will Quince
The hon. Lady is right to raise this issue. We have the independent review into children’s social care led by Josh MacAlister, and I would be happy to meet her to discuss this important issue further.
Dr Ben Spencer (Runnymede and Weybridge) (Con)
I recently met my school leaders and heard how, in a recent inspection by Ofsted, no account had been taken of staff absence due to covid. Can my hon. Friend confirm that Ofsted should take into account covid impact when inspecting and set that out in writing?
Early Years Educators
Will Quince Excerpts(2 years, 10 months ago)
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The Parliamentary Under-Secretary of State for Education (Will Quince)
It is a pleasure to serve under your chairmanship, Mr Gray.
I congratulate my hon. Friend the Member for Winchester (Steve Brine) on securing this important debate, which comes during the APPG’s Childcare and Early Education Week. I know—I can get the sense from Westminster Hall today—how passionately all Members care about this issue. Given the importance of this sector, I welcome the awareness of it that this week will rightly bring. I am very keen to meet the APPG; I am sorry that we could not make that happen today, due to pre-existing commitments. Nevertheless, I am very keen to meet the members of the APPG and to work with them in the future.
I thank all hon. Members for their contributions to the debate, which have been constructive and thoughtful, and for the points they have made. I will endeavour to respond to as many as I can during the course of my response, conscious that we will have a Division in about 10 or 15 minutes.
I put on the record my and the Government’s sincere thanks and appreciation for the hard work, dedication and compassion that early years educators show every day. Despite the turbulence over the course of the pandemic, they have continued to keep our children safe and learning.
The early years experience is a vital part of a child’s education, as so many Members have set out today, that develops cognitive, social and emotional skills that set them up for life. Those who work in the sector are rightly passionate about those issues, and I have seen that at first hand. I have only been in my role as Minister for Children and Families since September, but I have visited numerous early years settings, and it is one of the best bits of the job. Every single one is a truly uplifting and inspirational experience, and I look forward to many more. A visit is always full of laughter, because the children come out with the funniest things—I forget, because mine are a little older now. We also see the passion and dedication of the staff, as well as their love, care and compassion—it is overwhelming.
Evidence shows that high-quality childcare supports children’s development, prepares children for school and, of course, allows parents to balance work and family life. We are doing more than any previous Government to ensure that as many families as possible can access high-quality and affordable childcare. I am proud of the progress that the early years sector has made in recent years. In 2019, nearly three out of four children achieved a good level of development, compared to around one out of two in 2013. In 2021, 97% of providers were rated good or outstanding by Ofsted, which was up from 85% in 2015. I am sure that Members will welcome that considerable progress.
It is important not to be complacent, and I will certainly not be. We must build on that excellent performance by the sector, particularly in the current tough circumstances. The question is, how can we do better, because we can do better? In my opinion, and my hon. Friend the Member for Winchester set this out elegantly and articulately, the answer is people. It is all about people who are educators. As of spring 2021, there were 62,000 providers offering 1.5 million Ofsted-registered childcare places in England, with almost 330,000 educators in those settings. The majority of educators work in group-based settings, or for such providers, with 16% in school-based settings—as my hon. Friend the Member for Bury South said—
Will Quince
North, I apologise to my hon. Friend the Member for Bury North (James Daly)—I should not have got that one wrong! I will address his point later.
A further 12% are childminders and assistants. The expertise of those educators is our greatest asset in ensuring that early years provision is of the highest quality. We must invest in the workforce, and that is exactly what the Government are doing. I will set out how in more detail later.
I now turn to some of the specific points made in the debate, before going on to some of the broader themes. My hon. Friend the Member for Winchester, in his constructive contribution, had a quote—
“we would be lost without these people. They are truly amazing”—
and I could not agree more. I have—from next week—a 10-year-old and a six-year-old. Recently, they have been through numerous childcare settings. I understand the importance of the settings and how vital they are not only to the parents, but to the children. They love—I use that word deliberately—the people who look after them in the day, those educators in the early years settings.
We have to address how the profession is viewed and valued—as educators and more than just childcare. My hon. Friend was absolutely right about that, and I will come on to it. He started and finished his speech with how early years staff are educators; early years is far more than just childcare. I totally agree, and I look forward to working with him and the APPG to see what more we can do in that area.
The hon. Member for Strangford (Jim Shannon) talked about the work we do with the devolved Administrations. A huge amount of work goes on at the level of officials. I have to confess, I have not yet met my counterpart to discuss this issue, but I very much look forward to doing so.
The hon. Member for Twickenham (Munira Wilson), who is not in her place but to whom I will respond none the less, raised the vital issue of speech and language. We have created the professional development programme and we have put a lot of emphasis on speech and language, because of its importance. We invested an extra £27 million, as part of the £180 million recovery programme. We also have the SEND review and, as part of that, it is vital that we have early identification and early intervention. It is important that that happens in early years settings wherever possible.
Stephanie Peacock
On the point about SEN provision, I have been contacted by a nursery in Barnsley which provides support—one-to-one support, in many cases—for children with SEN. It is worried that a number of nurseries are having to turn away children because there simply is not the funding. My local council has a deficit of £11 million, which is set to double in the coming years. What are the Government doing on SEN generally, and more specifically on funding?
Will Quince
The hon. Lady is right that there are significant issues within the SEND system, which is why we have the SEND review. There are local authorities with significant pressure on their budgets. We are putting more money into the high-needs budget—about 10%, year on year—but we are conscious that money alone will not solve the issue. That is why we have the SEND review. I am working at pace on that as we speak. The SEND review will conclude and we will launch a Green Paper and a consultation by the end of March, so within the first quarter of the year. The hon. Lady’s point is well made.
My hon. Friend the Member for Truro and Falmouth (Cherilyn Mackrory) mentioned people leaving the profession. I will come back to that point, because it is really important. Recruitment and retention are key. I hear her call about the pilots in Cornwall and I will certainly look into that; I am always keen to visit Cornwall, whenever possible, so I will bear that in mind.
My hon. Friend also mentioned a largely female workforce, which is something I want to address. I want to see more men working in early years settings. It is really important. As my hon. Friend the Member for Winchester referenced, the Government want families to stay together wherever possible. Where they do not, there is not necessarily a male role model in the household, so it is really important in education settings that there are good male role models for children to look up to. We have the Pulse survey, which monitors the private, voluntary and independent sector. We meet with the sector regularly to keep on top of these issues.
My hon. Friend the Member for Ruislip, Northwood and Pinner (David Simmonds) mentioned ratios, which I will come on to very briefly. I assure him that local authorities can retain only 5% of the funding allocated; they have to pass the rest on. My hon. Friend the Member for Northampton South (Andrew Lewer) referenced the whole-child approach, the first 1,001 days and family hubs. I recognise that he welcomes the £300 million investment that the Government are making in this area.
Numerous hon. Members mentioned funding. I agree that high-quality childcare supports children’s learning and development and prepares young people for school, as well as having a huge impact on later outcomes. That is why the sector is working really hard to support children and their parents. It is also why the Government have spent more than £3.5 billion in each of the last three years on early education entitlements, and we will continue to support families with their childcare costs.
As my hon. Friend the Member for Winchester rightly pointed out, we announced additional funding of £160 million for 2022-23, £180 million the year after and £170 million the year after that, compared to the current year. That is for local authorities to increase the hourly rates paid to childcare providers and reflects the cost pressures that are anticipated and the changes in the number of eligible children.
So what does that mean? For 2022-23, we will increase the hourly funding rates for all local authorities—by 21p an hour for the disadvantage entitlement for two-year-olds in the vast majority of areas and by 17p an hour for the entitlement for three and four-year-olds.
I want to come on to the point about recruitment and retention, because they are really important.
Will Quince
If the hon. Lady will give me time, I will come back to that point if I can.
Recruitment and retention are really important. Early years provision in 2021 was delivered by an estimated 328,000 staff. The majority of providers work to the required staff to child ratios for each age group, with some providers reporting that their ratios are more generous than the statutory minimum. We recognise that recruitment and retention are key issues for the sector, and local authorities are reporting significant pressures on providers. Importantly, we are working with the sector to build our understanding of the situation and how we might better support providers. We have commissioned qualitative research interviews on the theme of the early years workforce and a survey on the impact that covid is having on the workforce. We are working closely with the sector to identify some of those issues.
To aid recruitment and retention, we have also invested £153 million in programmes to support workforce developments as part of the £180 million package that I referenced. However, I hear what my hon. Friend the Member for Winchester said about the pressures and the questions he rightly raised about salary and how that impacts on recruitment. I will continue to listen to him, the all-party parliamentary group and the sector.
On ratios, the statutory framework for early years foundation stage sets out the staff to child ratios to help ensure that there is adequate staffing to meet the needs of, and to safeguard, children. They assume that the youngest children are the most vulnerable—I think that is the right approach—and need the greatest number of staff, but providers may need more staff where other needs are identified—for example, special educational needs. The Government are committed to working with the sector to support covid recovery, as well as on the broader concerns.
I want to clarify that there is a difference in ratios between England and Scotland, and I will look at that closely, but I assure all those who have raised the issue of ratios that I will always take an evidence-based approach. I will be very careful and considered in the way that I approach this and I will always put at the heart of this issue the needs of children and young people and the safeguarding of children. I will of course work with the APPG.
My hon. Friend the Member for Stroud (Siobhan Baillie) referenced military-style childcare planning. I very much recognise that myself. Childcare costs and pressures are acute for many families. They are the second highest cost only to their mortgage or rent. We recognise that and it is something I am looking at that closely as part of my portfolio. I am interested to hear about her work on the universal credit offer. At the moment, the take-up for that is, frankly, too low.
With regard to maintained nursery schools, the points were well made and I echo the comments made about the late Member for Birmingham Erdington, Jack Dromey, who was a passionate advocate in this area. He last raised this with me just before Christmas and his voice will be sorely missed. The funding rate for maintained nursery schools will increase by 3.5% next year. That gives them the long-term certainty that they asked for. However, I recognise that they have some unique characteristics, such as a headteacher and a special educational needs co-ordinator, so I am looking at this closely and I will raise this with the Treasury.
Finally, I will touch again on SEND, which is absolutely a passion of mine. As part of the SEND review, we have to get early identification and early action at the heart of that. The earlier we identify the need, the better the support we can put in place, giving parents confidence, but most importantly, providing better outcomes for children and young people with special educational needs.
To close, I am enormously grateful to my hon. Friend the Member for Winchester for the support he has given this agenda today and to all those who have contributed to the debate. The steps we have taken underline the importance of early education and the role of educators in that sector. The Government have made a substantial financial commitment that will in decades to come provide the workforce with the skills and expertise to ensure that no child is left behind. I look forward to continuing to work with my hon. Friend, the APPG and the sector to progress these issues further.
Free Period Product Scheme for Schools
Will Quince Excerpts(2 years, 11 months ago)
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The Parliamentary Under-Secretary of State for Education (Will Quince)
It is pleasure to serve under your chairmanship, Ms Rees, especially as it is my first Westminster Hall debate as a Minister for the Department for Education.
First, let me congratulate the hon. Member for Brentford and Isleworth (Ruth Cadbury) on securing this very important debate. She has been a passionate campaigner on this issue for a long time. She articulated the case very eloquently—far better than I ever could—for this scheme and the need for it. I will try to cover as many of the points and questions that she raises but, as ever, I am happy to meet her at a later date to discuss the scheme in detail.
Let me begin with the point that she made at the beginning of her speech about stigma and taboo, because it is very important. We all have a part to play in this, and I will come on to it later in my contribution. The first thing to say is that we are committed to providing a world-class education, training and care for everyone. No young person in our country should be held back from reaching their potential because of their gender or background. There may be people listening and watching this debate thinking, “What does this middle-aged bloke know or care about period products?” But I do care passionately about this issue. I am passionate about ensuring that women and girls are supported in education and beyond.
The hon. Lady may not know this, but I was one of the architects of the tampon tax fund. Some £90 million has gone to women’s health charities as a result of that scheme, and now VAT has been removed from products. I am also the father of two young girls, one of whom will soon—very soon, I think—be in this position, so I have a personal interest, too. I want my girls and every girl in this country never to have to worry about period products being available in their school, and I want them to feel comfortable speaking about that with their teachers, peers and, I hope, their parents, and indeed their father.
As the hon. Lady rightly pointed out, we launched the period product scheme in January 2020, and I am delighted that we are extending it until August 2022, the end of the summer term. She made this point clearly, but I emphasise that the scheme has significant benefits. Schools and colleges can continue to use the scheme, and all will receive new spend cap allocations for the remainder of the academic year. That will be announced on 4 January. The hon. Lady pushes me to announce a further extension. All I can say at this stage is that any further extensions or new contracts will be announced in due course. I want to ensure—I think the hon. Lady knows how passionate I am about this subject and how committed the Government are to it—that schools and colleges are given as much notice as possible in order that they can place orders.
Jim Shannon
The Minister will be aware that Northern Ireland Education Minister Michelle McIlveen said:
“No-one should miss out on their education because they cannot afford or access these essential products. Providing free products will help pupils manage their periods confidently at school, reduce anxiety and stress and enable students to focus on their learning.”
Northern Ireland’s three-year, £2.6 million scheme will also tackle the lack of understanding and the stigma to which hon. Member for Brentford and Isleworth (Ruth Cadbury) referred. That might be an incentive for the Minister to try to follow Northern Ireland.
Will Quince
The hon. Gentleman is right, and all the points he raises are fair and accurate. We work closely, particularly at official level, with devolved Administrations to develop schemes of this nature, to make sure that, as much as possible, there is some synergy. In September this year, Northern Ireland launched a three-year pilot scheme to address period poverty in schools, which we very much welcome. I suppose it is telling that all Governments across our United Kingdom are aligned on this issue. We recognise this need. I have to pay credit to the hon. Lady and the APPG for driving this agenda.
We are absolutely clear that organisations should have products available should learners need them. Many schools and colleges have benefited from charities over recent years, as the hon. Lady rightly points out, and we very much thank those charities for their support. Schools and colleges do not have to use the national scheme to purchase products. If they prefer to use an alternative route, they can of course do so, although costs are only met through the use of the Department’s scheme. With that in mind, our supplier, phs, will proactively contact organisations that have accessed the scheme so far. Organisations that have already ordered products should continue to use their existing account and log-in details. Schools will potentially be listening to the debate, so I refer them to phs’s contact details and more information about the scheme being clearly set out in guidance on gov.uk.
The hon. Member for Brentford and Isleworth rightly referenced take-up. Since the period product scheme launched in January 2020, it has been fantastic to see how many schools and colleges have used it. Importantly, the scheme remained in operation throughout the partial school and college closures as a result of the pandemic in 2020 and 2021. We had fantastic examples of organisations ensuring that young people continued to receive that support, even when they were learning from home. The hon. Lady referenced these figures, and it is really encouraging that 76% of secondary schools and 79% of colleges ordered products from the scheme during 2020. We continue to encourage those who have not yet accessed the scheme to do so. It is really important that they do, and that they recognise that that support is there. We intend to publish updated statistics from the scheme early next year. Although I cannot say much about that, I hope, I think and am confident and optimistic that the hon. Lady will be pleased when those new figures are published. She rightly raises the take-up of primary schools. I take up her offer to meet at a later date to discuss some of her ideas to improve that.
The hon. Lady also rightly referenced the environment. We continually monitor the ways in which we can make our scheme and others like it more environmentally friendly, such as by setting a minimum order value based on the organisation’s budget—for an average secondary school, that is about £1,500—in order to limit deliveries and reduce traffic and all those things. Importantly, we continue to include a range of sustainable and environmentally friendly products for schools and colleges to select, as I think the hon. Lady would hope. Our supplier reports that, over the past few months—I suspect driven in part by COP26—orders for environmentally friendly products increased significantly in the weeks up to and after COP26.
The hon. Lady rightly pushed me on range. Range is important, and she has raised the issue with me in private. I am looking very closely at additional period products, such as period pants, that we could potentially include in the product range for 2022. There are limitations as to exactly what we can include in the current contract, but I certainly commit to the hon. Lady that I will take this issue away and explore what further products we could include in the scheme.
Ruth Cadbury
Many of the reusable products, such as period pants and period pads, are made by very small SMEs. That is a different kettle of fish for the Department from having a single big contract with a major supplier. I hope the Minister will consider that opportunity, even though it might be an administrative burden of a different type for the Department.
Will Quince
I certainly will do that. One advantage of working with phs is that it has that capability and national reach, as well as the ability to procure at a local level.
The hon. Lady rightly touched on stigma and taboo, which I mentioned earlier. I think we do need to talk about periods. A vital element of the scheme’s success is ensuring that learners are aware that period products are available when they need them in their school or college. It can be challenging for some schools and colleges to communicate about this, especially if teachers and students find it difficult to talk openly about periods. Periods are a natural process, but too often they are treated as a taboo subject. I remember what it was like when I was a pupil at school: they were very much something that was not talked about.
We are taking action to tackle that through the new health education curriculum, which became compulsory for state-funded schools in England in 2020. Our statutory guidance insists that both boys and girls should be taught the key facts about the menstrual cycle, including what is an average period, the range of period products, and the implications for emotional and physical health. We have developed a “changing adolescent body” teacher training module, which will very much help in that regard. I desperately want teachers to feel confident in talking to students about this issue to tackle the stigma around menstruation.
Beyond the health education curriculum content, we have statutory guidance that directs schools to make adequate and sensitive arrangements to help ensure that girls prepare for and manage periods, including through requests for period products. I think that will make a real difference. Our user insight shows that even small changes, such as using the term “period products”—I have been very careful to use it, as did the hon. Lady—as opposed to “sanitary products”, help to shift the conversation away from any suggestion that periods are in some way unhygienic, which of course they are not; they are an entirely natural process.
I will touch briefly on ordering and distribution. This is a matter that mostly affects girls. Fundamentally, no girls should miss out on their education because of their period. Our scheme helps young people to go about their daily lives without getting caught out. It is not just about period poverty; it is about not being caught out. That is not just about pupils; it is also about teachers, who sometimes come on their periods unexpectedly, forget to bring products in with them or cannot afford the products they need. We have the online portal, but I am keen to work with the hon. Lady on how we can improve the process and ensure that more schools access this provision.
I am conscious that there are lots more questions and I would like to answer them. I am very happy to meet the hon. Lady at a later date to do so. This issue mostly affects women and girls, but it is important that we are all comfortable discussing it. I want more people in this House and in schools and colleges up and down the country to discuss this issue, so that it is not a taboo and so that we take the stigma out of it. My message to girls and young women up and down the country is this: please do not ever miss out on your education because of your period. Make sure your school or college signs up to our period products scheme, and that you are able to make the most of the continuation of this fantastic scheme. I conclude by thanking the hon. Lady and the hon. Member for Strangford (Jim Shannon) for their contributions, and wishing all within the House a very merry Christmas.
Christina Rees (in the Chair)
I wish you all a merry Christmas.
Question put and agreed to.
Oral Answers to Questions
Will Quince Excerpts(2 years, 11 months ago)
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Wera Hobhouse (Bath) (LD)
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.
Elliot Colburn (Carshalton and Wallington) (Con)
The Parliamentary Under-Secretary of State for Education (Will Quince)
We established the SEND review because we are determined to help children with SEND to realise their potential and to prepare them for later life. We are increasing funding for SEND, including £2.6 billion over the next three years to deliver new places and improve existing provision for pupils with SEND.
Elliot Colburn
I was pleased to celebrate with Carshalton and Wallington families the Second Reading of the Down Syndrome Bill—a legislative milestone that will require schools and councils, among others, to take account of new guidance. Unfortunately, in councils such as Lib Dem-run Sutton Council, which has been slammed by Ofsted for its diabolical management of SEND services, there is concern about the implementation of the new guidance. What steps is the Minister taking to ensure that failing local authorities do not scupper the potential for this important Bill to unlock new opportunities for children with Down’s syndrome?
Will Quince
Sutton was revisited by Ofsted and the Care Quality Commission in 2020 and was found to have made progress in all previously identified areas of weakness. The Bill aims to improve services and life outcomes for people with Down’s syndrome, and we will support local authorities in the implementation of any future reforms. I know that my hon. Friend has concerns; I think that I am meeting him tomorrow to discuss the issue further. I look forward to it.
Marsha De Cordova (Battersea) (Lab)
Prior to the pandemic, there was a crisis in SEND provision, and it has only got worse—from bureaucratic hurdles to children having to face long delays before being assessed. It is having a devastating impact: 27% of families waiting for an education, health and care plan assessment are waiting for more than six months, despite the legal deadline of 20 weeks. I am sure that the Minister agrees that this is wholly unacceptable, so what action is he taking to ensure that children are assessed within the legal deadline and provided with the appropriate support that they need in school?
Will Quince
I thank the hon. Lady for her question. I will tell her exactly what we are doing. We have increased the high needs funding budget by £750 million a year for each of the previous three years. The spending review of 2021 provides a further £1.6 billion to that budget, an extra £2.6 billion in capital funding, an extra £42 million—but the hon. Lady is right: it is not just about money. That is why we have the comprehensive SEND review, which will report in the first quarter of next year.
Helen Hayes (Dulwich and West Norwood) (Lab)
The past two years have been incredibly difficult for children with special educational needs and disability. While the Government continue to delay the publication of the long-awaited SEND review, families are suffering now. Some 15,000 children with an education, health and care plan are still waiting to receive the provision specified in their plan, and more than 40% of plans are not issued within the statutory 20-week period.
Can I press the Minister again? Families up and down the country with children with SEND are losing confidence in the Government’s ability to deliver. What is the Minister doing now to support children with SEND and their families who are suffering while this Government continue to let them down?
Will Quince
I welcome the hon. Lady to her new position. I agree with her that the pandemic has had a disproportionate impact on young people with SEND and their families, and we are committed to helping pupils, including those with SEND, to make up for lost learning. We have provided additional uplifts for those who attend specialist settings; we have invested that extra £42 million. I accept that the SEND review is taking longer than we wanted it to, but it is a priority for me and for the Government, and there will be a report in the first quarter of next year.
Robbie Moore (Keighley) (Con)
The Parliamentary Under-Secretary of State for Education (Will Quince)
I am pleased to join my hon. Friend in thanking those providing these important services in his constituency. The Government are providing additional support through establishing mental health support teams in 35% of schools and colleges in England by 2023 and enabling all schools and colleges to train senior mental health leads by 2025.
Rachael Maskell (York Central) (Lab/Co-op)
The biggest issues that children with special educational needs face in York is not only the coming together of the multi-disciplinary team in a timely way, but inadequacy. When the Minister is looking at his SEN review, will he ensure that there is a multi-agency workforce plan in place to meet the needs of all children with additional needs?
Will Quince
The hon. Lady is right in this regard. The SEN review will, of course, be looking at that and it will report in the first quarter of next year. I would be very happy to meet her to discuss the issue further.
Simon Baynes (Clwyd South) (Con)
Early Years Education Entitlements: Hourly Funding Rates
Will Quince Excerpts(3 years ago)
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The Parliamentary Under-Secretary of State for Education (Will Quince)
Today I am confirming the hourly funding rates for the free early education entitlements in 2022-23 for each local authority.
We have spent over £3.5 billion in each of the past three years on those entitlements to support nurseries and childminders in England to deliver high-quality care and education.
At the spending review on 27 October the Chancellor announced increases in the funding for the early years entitlements worth £160 million in 2022-23, £180 million in 2023-24 and £170 million in 2024-25, compared to 2021-22. This is for local authorities to increase the hourly rates paid to childcare providers for the Government’s free childcare entitlement offers and reflects cost pressures, as well as anticipated changes in the number of eligible children.
As a result of this additional funding, we will increase the hourly funding rates for all local authorities for the two-year-old entitlement by 21p an hour. Funding for the three-and four-year-old entitlements will also increase by 17p an hour in the vast majority of areas. We are increasing the minimum funding floor for the three and four-year-old offer to £4.61 per hour.
Ten local authorities have had their 2021-22 hourly funding rates for three and four-year-olds protected by the “loss cap” in the early years national funding formula, to ensure that they do not face large drops to their funding rate. Funding for Bristol, Camden, Ealing, Halton, Islington, Lambeth, Southwark, Tower Hamlets and Westminster will be maintained in 2022-23. Funding for Rutland will be increased by 13p per hour, in recognition that Rutland’s loss cap protection was only worth 4p per hour in 2021-22.
I can also confirm today that the supplementary funding hourly rate for maintained nursery schools will increase by 3.5%, equivalent to the increase in the three and four-year-old hourly funding rates.
We are also increasing the early years pupil premium by 7p to 60p per hour, equivalent to up to £342 per eligible child per year, to support better outcomes for disadvantaged three and four-year-olds. Funding for the disability access fund—an additional payment made to providers to help to make reasonable adjustments within their provision to support eligible three and four-year-old children with a disability—will also increase by £185 to £800 per eligible child per year.
For 2021-22 we put in place a temporary variation to the way we fund local authorities for the early years entitlements, using a termly rather than annual census, in response to coronavirus (covid-19). I can confirm that, from 2022-23, we will return to the normal process of allocating funding based on the annual January census.
In addition to the increase in funding rates for the early years entitlements, we have also announced £153 million of recovery funding which will be used to strengthen teaching in early years and ensure our youngest children are given the support they need as we emerge from the pandemic. This includes high-quality, online training available to all early years practitioners, access to mentor support for those settings that need it most and opportunities to build innovative practice. We will increase supply of qualified graduates in the sector through a substantial expansion in the number of fully funded early year initial teacher training places, and improve the identification and support of SEND children by increasing the numbers of staff with special educational needs co-ordinator qualifications. Through home learning programmes, early years practitioners will also be better equipped to support parents with their children’s development in their own homes.
Further details and guidance on early years entitlements funding will be published on gov.uk.
[HCWS421]
School-based Counselling Services
Will Quince Excerpts(3 years ago)
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The Parliamentary Under-Secretary of State for Education (Will Quince)
I congratulate the right hon. Member for Newcastle upon Tyne East (Mr Brown) and my right hon. Friend the Member for Harlow (Robert Halfon) on securing this important debate. I am conscious that time has been short, but I would like to thank all those who have spoken for their constructive contributions to this debate. Colleagues will know me well enough to know that I have never refused a meeting with a colleague and, although I will not be able to cover all of the points raised today, I would be very happy to meet any Member from across the House to further discuss the points that they have raised. I have already accepted a request from my hon. Friend the Member for Penistone and Stocksbridge (Miriam Cates).
We know that mental health can have a profound impact on the whole of a child’s life. That is why the Government are committed to treating mental health with the same urgency as physical health and to deliver parity of esteem, and we are supporting mental health and wellbeing at all stages of people’s lives. We recognise that schools are in a unique position as they are able to help to prevent mental health problems by promoting resilience as part of an integrated, whole school approach that is tailored to the needs of their pupils.
Improving mental health starts with promoting good mental wellbeing and ensuring that children and young people get the help and support that they need. Schools with the right support from specialist services can play a vital role in that, which is why improving mental health support for schools has been a long-standing priority for this Government, with a shared approach led by the Department of Health and Social Care and supported by the Department for Education.
Supporting mental health and wellbeing is especially important at this time. As many Members from across the Chamber have referenced today, the covid-19 pandemic has had a particular impact on the wellbeing and mental health of children and young people. The Government’s national survey on the mental health of children and young people in England, which was published in September, found that rates of probable mental health disorder in six to 16-year-olds have risen from one in nine in 2017 to one in six in 2021. Those findings, which are helping us to ensure that the action we are taking is informed by the most up-to-date evidence, reinforce what we have been hearing from schools and colleges about how many children face issues and the need to continue to act.
Because of that, the Government have made children’s wellbeing and mental health a central part of our response to the coronavirus pandemic. Throughout the pandemic, we have prioritised keeping schools open above all else, as long as it was safe to do so, because it is so vital for children and young people’s wellbeing, as well as their education.
The Government have also invested £7 million this year in our Wellbeing for Education Recovery programme. That programme enabled local authorities to provide further support to schools and colleges to develop their curriculum and pastoral care provision in the context of the pandemic. The programme built on our £8 million Wellbeing for Education Return programme in 2020, which provided free expert training, support and resources for education staff dealing with children and young people experiencing additional pressures, including trauma, anxiety, or grief. Around 12,000 schools and colleges across the country have benefited from that support, which was delivered through local authorities.
In addition, we are investing up to £5 billion to support recovery for children and young people who need it most. That includes an additional £1 billion of new recovery premium funding for disadvantaged pupils. Our guidance is clear that schools can use that funding, as well as other funding such as pupil premium, to support their pupils’ mental health and wellbeing, including for counselling and other therapeutic services, alongside supporting their academic attainment.
As we move forward, the Government remain committed to improving the support available to schools by helping them to put in place whole school approaches to mental health and wellbeing which are tailored to the particular needs of their pupils. We know that school-based counselling by well-qualified practitioners can be an effective part of a whole school approach and that many schools already provide access to some counselling support. Our national survey of school provision, published in 2017, found that 61% of schools offered counselling services, with 84% of secondary schools providing their pupils with access to counselling support.
To further support schools that have decided that counselling support is the appropriate path for their pupils, we have produced guidance on how to deliver high-quality, school-based counselling. In the light of the impacts of the pandemic, we have committed to updating that guidance to make sure that it reflects the current context.
The guidance sets out our strong expectation that, over time, all schools will offer counselling services, alongside other interventions, because evidence suggests that counselling can have a positive effect, in particular on children’s psychological distress, self-esteem and general wellbeing. However, we have not mandated that all schools should provide access to counselling services as we believe that it is vital that they have the freedom to decide what support to offer their pupils based on their particular needs and drawing on an evidence base of effective practice.
We are taking action to help schools to build their capability to promote children and young people’s mental health and wellbeing, as well as ensuring that those who need help with their mental health receive appropriate support. The Government are providing £9.5 million to offer senior mental health lead training to about a third of all state schools and colleges in England in 2021-22. Part of the commitment that we made in our 2017 Green Paper, “Transforming children and young people’s mental health provision”, was to offer this training to all state schools and colleges by 2025. The senior mental health lead is a strategic leadership role, with responsibility for overseeing the school’s whole school approach to mental health and wellbeing.
As part of this training, leads will learn about how to develop a culture and ethos that promotes positive mental health and wellbeing, as well as how to make the best use of local resources, including counselling services, to support children and young people who are experiencing issues. I am pleased to report that nearly a quarter of schools and colleges in England—about 6,000—have already applied for one of these £1,200 grants. Many senior mental health leads have already started their training, which will enable them to start to apply their learning this academic year. That will help them to build on the incredible work that they and their colleagues have done throughout the pandemic to promote and support the wellbeing of their pupils.
Another important part of the whole school approach is ensuring that all pupils understand how to promote their own mental health and wellbeing, and that they have the knowledge and confidence to seek additional support when it is needed. That is why, in September 2020, we made health education compulsory—
Mr Kevan Jones
On a point of order, Madam Deputy Speaker. Call me old-fashioned, but I thought that in a wind-up the Minister was supposed to respond to the debate. He has now been on his feet for seven or eight minutes, and all we have heard is a pre-prepared, read-out speech.
Madam Deputy Speaker (Dame Eleanor Laing)
The right hon. Gentleman knows that that is not a point of order for the Chair. If he does not like what the Minister is saying, he is at liberty to intervene on him and suggest that he says something else. The Minister also has plenty more time to make plenty more points.
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.
Paul Blomfield
The Minister talks about mental health support teams being able to provide practical support to children with problems. What assessment has the Department made of the coverage that will be provided by these teams in terms of the massive problem that Members on both sides of the House have described?
Will Quince
I thank the hon. Gentleman for that question, and I will come on to that exact point. We have over 180 mental health support teams already operational and supporting children and young people in around 3,000 schools and colleges at present. That covers about 15% of pupils in England, as has been pointed out. These teams have played a vital role throughout the pandemic, adapting their services to make sure that children and young people have continued to receive the support that they needed remotely. We have 104 additional teams in development, with more to be commissioned this year. That will help the Government to deliver the commitment made in the NHS long-term plan for these teams to reach a quarter of all schools a year earlier than planned, in 2022.
Earlier this year, as part of the Government’s commitment to build back better, the hon. Gentleman will have noticed that the £500 million mental health recovery action plan was launched. That included an additional £79 million that will help to accelerate the coverage of these teams, with over 100 additional teams set to be established during 2021-22. It will bring the total number of those teams to around 400, and that will cover approximately 3 million children and young people—about 35% of all pupils in England—by 2023. Of course, our aspiration and ambition are to go further.
Paul Blomfield
The Minister talks about the number of teams. Could he give an estimate of the number of full-time equivalent professional mental health workers who are part of those teams supporting pupils in our schools?
Will Quince
I do not have those figures to hand, but I am very happy to write to the hon. Gentleman with that information.
In the longer term, ensuring that children and young people have access to the mental health support that they need remains a priority for the Government. The NHS long-term plan sets out our commitment to ensure that funding for children and young people’s mental health services will grow faster than both overall NHS funding and total mental health spending. By 2023-24, at least an additional 345,000 children and young people aged nought to 25 will be able to access support via NHS-funded mental health services, including mental health support teams.
In conclusion—I am conscious that the right hon. Member for Newcastle upon Tyne East needs some time to wind up—I am grateful for the support that the right hon. Member and my right hon. Friend the Member for Harlow have given to this agenda. Good mental health and wellbeing for our children and young people remains a priority for the Government, particularly in the light of the impact of the covid-19 pandemic. We want to make sure that all our children are able to fulfil their potential, and we continue to tackle the injustice of mental health problems so that future generations can develop into confident adults, equipped to go as far as their talents will take them.
Oral Answers to Questions
Will Quince Excerpts(3 years ago)
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Andrew Selous (South West Bedfordshire) (Con)
The Parliamentary Under-Secretary of State for Education (Will Quince)
We already have robust regulation in place around food standards in schools, established by the Requirements for School Food Regulations 2014. The regulations apply to all food provided in schools, making compliance mandatory for all maintained schools, including academies and free schools.
Andrew Selous
Children’s health is so important to their life chances, so the research of the young people at Jamie Oliver’s Bite Back 2030 foundation is very concerning: it shows that school food standards are routinely not maintained. What can we do to ensure that they are upheld?
Will Quince
School governors have a responsibility to ensure compliance and should appropriately challenge the headteacher and the senior leadership team to ensure that the school is meeting its obligations. Should parents feel that standards are not being met at their child’s school, they can make a complaint using the school’s own complaints procedure. My hon. Friend is a strong advocate for healthy and nutritious school meals; I would be happy to meet him to discuss the issue further.
Robbie Moore (Keighley) (Con)
The Parliamentary Under-Secretary of State for Education (Will Quince)
I thank my right hon. Friend for her question. The Budget announcement rightly demonstrates our commitment to family hubs and start for life. Family hubs bring together services for children of all ages with a great start for life offer at their very core. I very much look forward to working with her to ensure that they deliver for parents, carers and, importantly, babies.
Taiwo Owatemi (Coventry North West) (Lab)
Kerry McCarthy (Bristol East) (Lab)
When a child has a parent who goes to prison, too often the support services are all focused on the needs of the prisoner and are run by the Ministry of Justice. Is the Children’s Minister prepared to meet the charity Children Heard and Seen and me, so that they can hear the views and support needs of the children who are left behind, particularly where parental contact might not be appropriate?
Will Quince
We recognise the impact that having a parent in prison can have on a child’s wellbeing, behaviour, mental health and learning. That is why we have clear statutory guidance that support should be based on the needs of the child, not solely the characteristic of having a parent in prison. Of course I would be happy to meet the hon. Lady to discuss this important issue further.
Childcare Bill
Will Quince ExcerptsFriday 29th October 2021
(3 years ago)
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Matt Rodda (Reading East) (Lab)
I beg to move, That the Bill be now read a Second time.
Before I start, may I thank the Clerks and the Whips who have helped me to get to this point today? In particular, I thank the Lord Commissioner of Her Majesty’s Treasury, the hon. Member for Castle Point (Rebecca Harris), for her kindness and indulgence over a number of weeks.
I begin by recognising the contribution and hard work of the army of childcare providers in this country. Each day, thousands of families entrust their children to professionals who have dedicated their lives to caring for this nation’s young people. It is a vocation and it can be challenging, but without it we would all be so much worse off as a country.
The impact of the coronavirus pandemic and the necessary measures taken to keep us all safe have had a huge impact on children, and we now have an opportunity to work even harder to make up for the time that has been lost. We will all have seen in our constituencies the childcare providers who went all out to support the children of key workers. They put themselves in the frontline to keep our country going, while ensuring that children could continue their early years learning, even in the most stressful and difficult of situations.
I want every family in Reading, Caversham, Woodley and the whole United Kingdom to have the best possible start in life when it comes to their own childcare arrangements. I know that all Members of the House share that wish. We all want every young person to have the best possible start, and we all want to bring an end to the inequality that results from where someone is born, which can, even before their first birthday, shape their opportunities in life.
As the Chancellor of the Exchequer said in the Budget on Wednesday,
“the first 1,001 days of a child’s life are the most important.”—[Official Report, 27 October 2021; Vol. 702, c. 277.]
I genuinely welcome the announcement of investment in early years provision that the Chancellor made this week. It is clear that he and I, and I believe the whole House, share a view that we must level up childcare and early years provision in this country to support our children, support their families and, ultimately, support our economy. All the evidence shows that children who access early years education go on to achieve so much more.
This short Bill is entirely complementary to those Budget commitments and the House’s shared aspiration for our country’s children, and I will explain why. I will focus on three areas: first, the importance of a good start in the early years; secondly, the current system and where there is room for improvement; and thirdly, why it should be a national conversation and why we should have a serious debate about the future childcare system we want.
Every £1 invested in the early years is the equivalent of £8 invested in later education. Imagine any other industry or sector in which a £1 investment produced an £8 return every time—we would all be rushing, cheque books in hand, to invest. That is exactly what early years provision and childcare do for our children. Along with the love and support of parents and extended families, they provide a balanced and well-rounded introduction to life, which in turn reduces the cost to the country later. Every £1 invested gives children the skills and confidence that they need to learn, grow and thrive. It is what I wanted for my children, and what I want now for the nation’s children.
A well-resourced and comprehensive childcare offer in the early years is an engine that can drive social mobility. Early intervention, through early years provision, gives children a greater chance of accessing higher education and of securing apprenticeships. Those interventions really open doors later in life.
Every Member will have visited primary schools in their constituencies and heard from teachers of reception and year 1 classes who tell us that there is a marked difference in the development of children who have been immersed in early years support compared with those who have not. More people are accessing childcare now than a generation ago. The Nuffield Foundation reported that almost all children attend some form of early years education or childcare arrangement before entering school. That is a huge step forward for the country.
My Bill seeks not to amend or change the current provision in any way, but to champion it and to do all we can to ensure that everyone who is entitled to support knows about it and gets what they need. Clause 3 places a new duty on the Secretary of State for Education to prepare a strategy that promotes the availability of childcare and the benefits of early years provision to all eligible parents. As that is a devolved matter in the other nations of the United Kingdom, the Bill relates only to England. It would make the Secretary of State the named champion of childcare in England and it would compel the Department for Education to consider how the whole Government and the wider public sector, together with voluntary and private partners, can support and promote this important sector.
Crucially, the strategy would also have to consider how that information was delivered to parents in disadvantaged groups, which is levelling up. That is important because the research from the sector and think-tanks—I mentioned the Nuffield Foundation, which has done some excellent work on it—suggests that the children who would benefit most from free early years childcare are, sadly, least likely to access it.
According to the Nuffield Foundation, a third of children eligible for the funded two-year-old places are missing out, which is a tragedy. I want those children to access the help and support their families are entitled to, so that they can reach their full potential when they start primary school.
The Parliamentary Under-Secretary of State for Education (Will Quince)
indicated assent.
Matt Rodda
I am grateful for the Minister’s support and I know that he believes passionately in this agenda. Clause 3 seeks to do that by using the power of the Government and of the wider public sector and other partners to promote childcare availability to children who need it most—a modest ask that could make a huge difference to our whole country.
I turn to clause 2—I am approaching the Bill from the bottom up, which may be appropriate in the world of levelling up—which addresses the elephant in the room: what sort of childcare system do we want in this country? Much like clause 3, the clause does not seek to change current provision. I want to be clear about that to all Members present, and I believe we can work consensually on this important matter. I stand here today not to present answers but merely to facilitate a debate, with the support of the Minister and of other colleagues.
Governments of all political parties have been involved in shaping the childcare sector available to families today. From the Sure Start revolution of the last Labour Government to the new family hubs recently announced by the current Government, every Government have left their fingerprints on the sector. I am afraid this has led to a patchwork of provision in which postcodes, rather than local need, may determine services and in which anomalies have unfortunately been allowed to flourish. This does little to close the educational attainment gap, about which I spoke earlier.
Some areas are blessed with maintained nurseries, and Reading is one of those lucky areas. It is a system in which teacher-led provision, maintained by local authorities, provides the early years foundation curriculum in a more formal setting. I pay tribute to the maintained nurseries in my constituency and in other parts of Reading for their excellent work. However, local authority funding is currently challenged and there has been a decline in the number of places available across the country. Some maintained nurseries, luckily not in my area, have closed their doors.
Other communities are fortunate to have well-run provision in the private and voluntary sectors, either independent or linked to a primary school or multi-academy trust. There is a good mix between early years, as a precursor to school, and other long-established community providers that have often cared for successive generations of each family.
Consistency varies across the country and funding arrangements, due to their complexity, can be off-putting. Some two-year-olds may be eligible for free childcare depending on household income or entitlement to certain benefits, such as universal credit or tax credits. People who earn less than £16,000 before tax and are in receipt of tax credits will be eligible for a free place for their two-year-old. If their child is entitled to disability living allowance or personal independence payment, they may also be eligible for a free childcare place at the age of two.
However, everything changes when the child turns three, when all children become eligible for 15 hours of free childcare regardless of whether their parents are working. Working parents may be entitled to an additional 15 hours a week, taking it up to 30 free hours, but these extra hours are available to some other parents depending on household income and circumstances. My description shows how the system is complicated and difficult for parents to understand.
Although the system for three-year-olds does not sound too dissimilar to the arrangements for two-year-olds, I am afraid it is. The eligibility for two-year-olds is aimed at the lowest paid and the unemployed, but the eligibility for the additional 15 hours for three and four-year-olds is for those who work more than 16 hours a week and who have a household income up to £100,000. This means that the additional hours are disproportionately going to the children of wealthier parents who are in work and whose educational development is less likely to be held back. Unfortunately, this extra money is going to those slightly better off families.
My Bill does not propose changing the thresholds, but clause 2 would require the Secretary of State to appoint an independent person to lead a review of childcare schemes across England.
The Parliamentary Under-Secretary of State for Education (Will Quince)
I thank the hon. Member for Reading East (Matt Rodda) for using the opportunity of his private Member’s Bill to bring the important issue of delivering a high-quality, cost-effective and efficient early years system to the House’s attention. I thank all hon. Members for their thoughtful and constructive contributions to the debate.
I know that the hon. Gentleman is representing and championing his constituents in this matter, but that he also has a passion for improving our early years provision and childcare offer for parents. This is, as he knows, a passion that we share. I have no doubt that he and I will continue to work together in the spirit of collaboration with which he has presented his Bill today.
The hon. Gentleman’s prompt for us to look again at how effectively our childcare system is set up and its benefits communicated to and understood by parents is, I know, very well-intentioned and timely, especially when these issues are currently being made prominent by campaigners. I know that we all have the same aim in doing all we possibly can to make the most of our childcare offer, and I hope that this debate will be the start of an ongoing discussion and dialogue among us on how we can make that happen, including during further debates in this place or, indeed, in Westminster Hall.
As a parent of young children, I know at first hand how important it is to have the right support during those early years. I also know how challenging it can be for parents to juggle their responsibilities—their keenness for their child or children to have the best possible start in life and their obligations to their employment.
As a new Minister, just a handful of weeks into the job, it is important that I look at all aspects of my portfolio and identify not only what is working well, but the challenges and opportunities for improvement. Childcare and early years is no exception. Indeed, the hon. Gentleman already knows that that is, in fact, a priority of mine. There is no question in my mind but that early years education is hugely important in providing an opportunity for young children to develop, and it is an important factor when it comes to breaking the barriers to employment. It will not surprise the hon. Gentleman or the House that I am keen to explore how we can improve our offer.
Turning first to our offer, we have made an unprecedented investment over the past decade and extended access to early education and childcare to millions of children and parents. Our support includes the 15 hours free universal early education per week for all three and four-year-olds. In 2013, that was extended to disadvantaged two-year-olds—those with additional needs and whose parents are on low incomes. In 2017, we doubled our universal 15 hours for three and four-year-olds to 30 hours a week for working parents.
I turn now to other Government childcare offers, which were raised by my hon. Friends the Members for Bishop Auckland (Dehenna Davison), for North West Durham (Mr Holden), for Beaconsfield (Joy Morrissey) and for Guildford (Angela Richardson). Help with childcare costs comes from across Government, including parental leave, support from Her Majesty’s Revenue and Customs via tax-free childcare and from the Department for Work and Pensions, which was referenced by my hon. Friend the Member for Beaconsfield in the form of the childcare element of universal credit.
I appreciate that, at times, the offer across three Departments can appear somewhat fragmented—that was heard across the House—and I am committed to working together across Government to see what we can do to streamline that offer better, to ensure that it delivers most effectively for those parents who access it and is visible to those who need it. All hon. Members across the House can also play their part by working with their local authorities in their constituencies and urging families, particularly those from lower-income backgrounds, to take up the support that is already available to them. My hon. Friend the Member for North West Durham rightly raised the additional hours for disadvantaged two-year-olds. The take-up is too low and we want to see that rise.
I turn now to funding, which was raised by my hon. Friends the Members for Bishop Auckland, for North West Durham, and for Stoke-on-Trent North (Jonathan Gullis). We have spent more than £3.5 billion in each of the past three years on the Department for Education entitlements. This financial year, as has already been referenced by my hon. Friend the Member for Loughborough (Jane Hunt), we are investing £44 million for local authorities to increase hourly rates paid to childcare providers. We continue to press the importance of the early years sector right across Government, which is why at the spending review on Wednesday we announced that we are investing additional funding for the early years entitlements of £161 million in 2022-23, £182 million in 2023-24 and £170 million in 2024-25.
Let me turn now to covid-19 and recovery. In this debate, I cannot mention childcare without sending all those who work in early years education and childcare my profound thanks for providing an invaluable service to both children and parents, especially throughout the difficult time experienced over the course of the pandemic. It is because of them that children could continue to access that lifeline of social interaction and the early years education that they need. We have recognised the needs of the sector emerging from the pandemic by investing £180 million on education recovery in the early years, to support the youngest children’s learning and development.
Turning to family hubs and points made by my hon. Friends the Members for Loughborough, for North West Durham, for Stoke-on-Trent North, for Guildford and for Gedling (Tom Randall), we are also committed to championing family hubs. Family hubs are a way of joining up locally to improve access to services and the connections between families, professionals and service providers, and putting relationships at the heart of family help. We are already under way with our first £34 million programme. I hear what my hon. Friend the Member for Stoke-on-Trent North said. We have received the letter, although I have to say that there are a lot of colleagues who are very interested in family hubs in their constituencies. I am delighted that at the Budget the Government announced, in line with our manifesto commitment, a further £82 million to create a network of family hubs. That is part of a wider, very exciting £300 million package to transform services for parents and babies, carers and children in half of local authorities across England. Like several hon. Members, I too want to pay tribute to my hon. Friend the Member for Congleton (Fiona Bruce) and in particular my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom) for their tireless work in this area.
Turning now to wraparound childcare, alongside our commitment to family hubs and other resources which complement our early years settings, I am so proud of our manifesto commitment to establish a £1 billion fund to help create more high-quality, affordable wraparound childcare, including before and after school, and during the school holidays. Much of that has already been realised in the success—this was referenced by my hon. Friend the Member for Stoke-on-Trent North—of the £200 million holidays activities and food programme, the extension of which for a further three years was announced in the spending review on Wednesday. But we will not rest on our laurels. My Department is continuing to explore what more can be done to help parents access childcare which will suit them, whether that is out of hours or before or after school.
Turning to maintained nursery schools, an issue raised by the hon. Member for Reading East and other Members across the Chamber, the role played by maintained nursery schools within the early years sector is hugely important. I recognise the hugely valuable contribution those schools make to improving the lives, in particular, of some of our most disadvantaged children. I am pleased that we have been able to confirm continuation of MNS supplementary funding throughout the spending review period, providing the sector with long-term certainty. I am alive to the pressures faced by maintained nursery schools and the local authorities where they operate. Members have already been having long conversations with me and across the Department on what more can done. Those conversations will continue.
Turning specifically to the Bill itself, our determination is strong to improve continuously on our duty to protect and educate the youngest in our society. My Department has already used legislation to great effect to achieve that. The Childcare Act 2016 set out the pathway to 30 hours free childcare, and we have used powers within the Act to extend eligibility for parents whose income has been impacted by the coronavirus pandemic. We are therefore aware of the benefits of securing additional efforts within law, but we also know that such a process can take a great amount of time and resource. As I have already said, the hon. Gentleman’s aims in bringing forward this Childcare Bill are commendable. As well as adding to the Department’s objective of streamlining the application process for 30 hours free childcare, the hon. Gentleman’s Bill seeks to better target families whom he believes will benefit from wider knowledge of the childcare offers currently available. I agree. However, much of what he is intending with the Bill, we already deliver. I have already set out the detail of our funding offer and my intention to work across Government to make our collective offer to parents work more effectively and clearly. We therefore do not think that new legislation is needed to make such improvements at this time.
In conclusion, the early years sector is an integral part of our economy and education, so my Department rightly treats any changes to the system very carefully. The variety, availability and affordability of childcare and early education is something that I, and my Department are very eager to continue, improve and expand. From the introduction of the hon. Gentleman’s Childcare Bill, I can see that that is also very important to him. Affordability and protection for both parent and provider is at the heart of every policy that is developed by this Government for the early years. However, we do not agree that the Bill is an effective use of the House’s time and resources to achieve those aims. I would rather focus our expertise on building on changes we have already forged ahead with. That includes our work on the early years foundation stage, improving the take-up of our tax-free childcare scheme, and, of course, preserving the lifelines that are early years settings as we continue our post-covid economic recovery. I again thank the hon. Gentleman for bringing forward this important issue for discussion and close by offering him an invitation to talk further with me and my Department on reinforcing and improving our existing efforts, which are, at this moment, the best way of benefiting children and families.
Further Education Funding
Will Quince Excerpts(5 years, 7 months ago)
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Will Quince (Colchester) (Con)
Further education is the crucial but sometimes forgotten link between secondary schools and universities; it is very much the Cinderella service. It can pave the way for an excellent university career or provide the opportunity to learn the vocational skills required to enter a competitive professional field, and is just as important as secondary or higher education. We cannot afford to neglect further education and we must correct the disparity in funding.
As many colleagues have said, the national funding rate for 16 and 17-year-olds has remained frozen since 2013-14, yet we know that, as with our schools, the cost pressures on our colleges are considerable. If we do not address that, there will be a huge issue—it has already been growing year on year.
Despite that, our schools and colleges have been doing an excellent job with the resources they have. Two colleges in my constituency, Colchester Sixth Form College and Colchester Institute, are both bucking the trend. In my constituency, A-level attainment is far above the national average, which is remarkable. Huge credit deserves to go to the teachers, staff and leaders who work within our schools and colleges. However, we cannot expect this success to continue if we do not take action to address the rising costs faced by schools and colleges, and their underfunding.
Those rising costs are having an impact: 51% of colleges and schools have dropped courses in modern foreign languages; 38% have dropped STEM courses, which we know we so desperately need; and 78% have reduced student support services or extracurricular activities, with significant cuts to mental health services.
Julia Lopez
A problem that I find in my constituency is that there is a disconnect between the jobs being generated by the economy and the ability of our education sector to provide the right skills for those jobs. Havering Sixth Form College, which is in my constituency, plays a key role in that process. For instance, going down the nursing associate route will be critical for our public sector. Trying to get that match between the public sector, the economy and our education sector is critical, which is why this debate is so important.
Will Quince
My hon. Friend is absolutely right. It is our colleges that are working closely with industry to ensure that our future workforce have the skills and competence that are needed to thrive and develop careers within those sectors. It is important that we keep that link alive.
As Members have mentioned, the Raise the Rate campaign is calling for the frozen national funding rate for FE students to be increased to at least £4,760 per student, to bring it closer to the level spent on 11 to 16-year-olds, which is some £5,341 per student.
I will conclude by saying that if we believe in social mobility and equality of opportunity, the heart of that process is within our education system. It is imperative that we invest in our people. I know that the Minister cares passionately about this issue. One of the frustrations with debates such as this is that we make the arguments to Education Ministers who know the arguments well and are well-versed in them. Therefore, this is really a message to the Treasury, and we say loudly and clearly, on a cross-party basis, that we need more money for our education budget and, in particular, for the Cinderella service that is further education.