School Funding

Will Quince Excerpts

Monday 4th March 2019 Westminster Hall

[Will Quince (Colchester) (Con)]

Having spoken in the estimates day education debate last week, I do not intend to keep the House long now. However, I thank the 214 people from Colchester who signed the petition, and I declare a small interest in that my wife is a teacher.

I am passionate about education for a number of reasons, but primarily because it is an enabler of social mobility. At the heart of equality is equality of opportunity, and education is very much at the heart of that. Like my hon. Friend the Member for Southampton, Itchen (Royston Smith), I thank teachers in my constituency, who do an amazing job. Pressure on teachers is immense, and they are asked to do more and more every single year.

Only last week, I met a number of teachers and school governors at North Primary School; some of them came from other schools. We discussed the disconnect between the messaging from the Government and the messaging from schools, and how that confuses parents and the wider public. The Government rightly say that more money is going to schools than ever before, but schools say that they face incredible cost pressures and have to not replace or to lay off support staff.

In effect, both are correct. I praise the Government because between 2010 and 2015—before I entered Parliament—there were no cuts to education per se, to age 16. Inevitably, however, cost pressures have risen considerably over that time. I went into the different cost pressures on schools last week, so there is little point in going over them again, but the amount of increased funding has not kept up with those considerable cost pressures on our schools. That is the reality, so I strongly support calls for an increase in both revenue and capital funding for our schools.

In particular, we need to look at further education. The 16-to-19 budget has been frozen since 2013-14, and all those cost pressures that I mentioned in the debate last week have equally affected sixth forms and colleges. As a result, educational standards are suffering.

One point that has not been made in the debate so far—if an hon. Member has done so, I apologise—is about certainty of funding. We have talked about increased funding, and that is important, but certainty of funding is too. We ask schools, rightly, to set a three-year budget, but we do not tell them what funding they will get next year or the year after. That presents a problem. We have just created a 10-year long-term plan for our NHS to give certainty of funding. We need to do something similar for our schools. I am not suggesting that that has to be for 10 years, but it needs to be at least three years, so that headteachers and school business managers have the certainty of knowing what funding they will have.

Why have this debate now? We know that more money is going into education but that the cost pressures are rising. I genuinely feel that we are at the precipice. Two, three or four years ago, governors and headteachers were not raising such issues with me. Yes, there were efficiencies to be made in our schools—the Government sent out a helpful toolkit on saving money—but there is now no fat left to trim. Schools have maximised efficiencies, so there is only one place left to go. In a school whose budget is 80% or 90% spent on staff, what else is there to trim apart from staff? When we start to take away staff, we hit educational attainment. We are at the precipice. I fear that we will start to see results decline. I urge the Minister to increase funding for schools.

Oral Answers to Questions

Will Quince Excerpts

Monday 10th September 2018 Commons Chamber

[The Minister for Apprenticeships and Skills (Anne Milton)]

The Construction Industry Training Board has worked with all 1,148 apprentices. For 776 of them, the issue has been resolved and they have got training places and employers, for 225 we are still looking to find a match for them, and 147 have failed to respond following repeated attempts to get in touch with them. The Construction Industry Training Board should be congratulated on what it has done. It has used letters, emails and texts—every way possible—to get hold of those 147, and it is to be praised.

[Will Quince (Colchester) (Con)]

I welcome the Government bringing forward proposals to introduce first-aid education in our schools. Does the Minister agree that giving children these skills will give them the confidence to save lives, and we can create a new generation of life-savers?

[Damian Hinds]

We all know how important it is that young people are given the knowledge to be healthy, happy and safe. That is why, for the first time, all state-funded schools will be required to teach health education. The draft statutory guidance includes content on first aid. I commend my hon. Friend and others in this House who have campaigned on this issue very consistently.

Statutory PHSE Education

Will Quince Excerpts

Tuesday 6th February 2018 Westminster Hall

[Will Quince (Colchester) (Con)]

Thank you for calling me, Mr Robertson. I congratulate the hon. Member for Erith and Thamesmead (Teresa Pearce) on securing this important debate. PHSE is one of the most important parts of our curriculum. Yes, we need to make sure that our children are given an academic education that enables them to compete with the rest of the world, but just as vital as academic skills are life skills. I am not saying that schools should replace parents in that regard, but they undoubtedly have a role to play.

It was nearly a year ago that the Government tabled amendments to what is now the Children and Social Work Act 2017 allowing for regulations requiring PHSE to be taught in all schools in England. The new curriculum containing PHSE is expected to be taught from September 2019, and the Department for Education launched a call for evidence on the issue last December, which is due to close in about a week’s time. One question it asks those taking part is:

“Thinking about PSHE in primary schools”

and secondary schools,

“what do you believe are the three most important subject areas that should be taught and why?”

I will put forward two things that should undoubtedly be taught as part of PSHE.

For one thing—I echo the comments of the hon. Member for Erith and Thamesmead, with whom I have worked closely on this issue—first aid should be taught to all children. The statistics in this area are startling. According to the British Red Cross, only 5% of adults would feel knowledgeable, confident and willing to act in a first aid emergency. That is particularly worrying when considering that up to 59% of pre-hospital deaths from injury could have been prevented with basic first aid.

I should clarify that first aid is already on the PHSE programme of study, under the theme of health and wellbeing. However, because it is not a mandatory component of the programme, coverage is patchy. Some schools do not include it at all, so 60% of children have no first aid education whatever. When I met the Minister—I know he cares passionately about this subject—he rightly pointed out that the curriculum is full and that teachers have important things to focus on. Let me be clear: I am talking about one hour of training, once per year. That is the minimum we would need to teach children the basic first aid skills to become life savers. I do not think it is onerous to find one hour in our curriculum to give our children the knowledge to save lives.

I would suggest that teachers agree. A 2014 YouGov survey of 1,157 teachers found that 97% believed it vital for young people to learn essential first aid skills in school. Hon. Members may say that parents would surely not agree and that they would want their children to learn academic subjects. Not at all. The survey suggests that 95% of parents agree that first aid should be taught at secondary school. Nor do students think it is a waste of their time, with 97% of 11 to 16-year-olds agreeing that first aid should be taught at secondary school. Frankly, I am not surprised by that. Evidence suggests that learning first aid can improve people’s life chances and empower them to step up and take responsibility, and that it provides them with a sense of contributing to their community. That is surely something we all want for our children, and it is achievable with one very simple change.

The second subject I would like to see taught in PHSE is weapons awareness education. We continue to have difficulty in tackling the scourge of knife crime, but that is not to say that the Government are not taking action. I welcome steps such as minimum custodial sentences for repeated knife possession, but we need to do more on education so that we tackle the issue at both ends.

I have campaigned on this issue for some time now. I remember attending a weapons awareness lesson run in my constituency by a charity based in the neighbouring constituency of Clacton called Only Cowards Carry. That charity was set up by Caroline Shearer, a truly inspirational woman, in 2012 after her son, Jay, was fatally stabbed in my constituency. What is really interesting is that these hard-hitting lessons show people the danger of carrying blades and knives. They show that someone is far more likely to be the victim of a knife crime if they are carrying a knife themselves. Trust me: the lessons have a lasting impact. Students who walk into a lesson cocky and confident walk away startled at the brutality of the impact that knives can have.

[Tim Loughton (East Worthing and Shoreham) (Con)]

My hon. Friend is making a very good point, particularly on gang violence and knife crime, which as he knows are a real scourge. There are fantastic organisations such as Lives Not Knives in Croydon, which offers to go into schools where young people have been victims of knife violence or lost relatives and loved ones. Does my hon. Friend agree that making such education part of PSHE nationally, so that it is assumed that everyone will have access to it, is a good way of tackling this issue? Too many schools do not want to invite these people in, as that would be to admit that they have a problem, and they are often in denial that they do have a problem. Knife crime is a problem for all teenagers in this country, particularly in our inner cities, and they all need to be made aware of it.

[Will Quince]

I thank my hon. Friend for that intervention, because he has made a point I was about to come to. Charities provide this education and awareness, often free of charge or at very low cost—it is often sponsored or funded by the local police and crime commissioner—but they have an issue getting through the door of the schools, because the headteachers and subject leaders will say, “We don’t really have an issue with knife crime” or “We don’t want to say that we have an issue with knife crime.” Whether people have an issue with knife crime or not, and whether the issue is in school or not, we know that it is affecting constituencies up and down the country. Given the growth in cases of county lines activity, cuckooing and grooming of young people, in particular, with gang violence, which brings with it the drugs, knife crime and intimidation, it is absolutely right that this education should be part of the PSHE curriculum so that we teach pupils about the danger of carrying knives.

Just as with first aid education, I have regularly been told about the great demands on our curriculum, but again, I am talking about only one 45-minute lesson in year 9 or 10. That would not be a huge burden on the national curriculum. I am therefore asking the Minister for a total of one hour and 45 minutes as part of the curriculum.

PSHE provides an important opportunity to ensure that children walk away from school not just with the knowledge that they get from academic subjects, but with those all-important life skills. First aid is an important life skill. We should commit to ensuring that every student receives training through PSHE, and not just to enable them to save lives, although that should be reason enough. By fostering self-esteem and confidence, we give students the opportunity to develop skills and we support their personal development. As I have said, the other part of their personal development on which we should focus is weapons awareness. Children should be left under no illusion whatever about the danger that comes with carrying a knife. As I said, the danger is to not just others but themselves.

I hope that the Government will commit to ensuring that children learn both subjects as part of the new curriculum, and that the Minister, who cares deeply about this issue, will be able to say that he is the Minister who made every child a life saver.

Oral Answers to Questions

Will Quince Excerpts

Monday 11th December 2017 Commons Chamber

[Anne Milton]

I am a bit disappointed that the right hon. Member for Twickenham (Sir Vince Cable) is not in the Chamber to listen to the rest of this question. If the hon. Member for Oldham West and Royton (Jim McMahon) looks at the figures more closely, he will see that there was a sharp spike of 46% between February and April this year compared with the situation in 2016. This year’s starts are therefore down just 2.8% overall. This was entirely as we anticipated. We have brought in new systems, and it is right that employers that are now paying the levy are taking the time to plan. I suggest that Opposition Members need to talk up apprenticeships and apprentices.

[Will Quince (Colchester) (Con)]

16. What steps her Department is taking to increase the number of pupils studying Mandarin.

[The Minister for School Standards (Nick Gibb)]

The aim of our Mandarin Excellence programme, which was established in 2014, was to have 5,000 pupils fluent in Mandarin by 2020, and it is on track to achieve that. I pay tribute to my right hon. Friend the Member for West Dorset (Sir Oliver Letwin), who originally proposed this idea to me. The programme is now in 37 schools, with more than 1,400 pupils participating, all of whom are committed to eight hours of study—four hours in class and four hours of homework—each week. The intention is that by the time these pupils are in year 13, they will be fluent in Mandarin, reaching the international standard HSK (Level V).

[Mr Speaker]

The answers that are scribbled by those who serve Ministers are very informative, but the trouble is they are too long. It is the responsibility of Ministers to reduce their size. We are all very entertained by the Minister of State, but it would be good if he could do so more briefly.

[Will Quince]

Last week, the British Government hosted the UK young leaders’ roundtable and the people-to-people dialogue between the UK and China. Having recently visited China myself and seen the great opportunity that exists, does the Minister agree that having more schools offering Chinese or Mandarin as an option would help to strengthen the global strategic partnership between our two countries?

[Nick Gibb]

Yes, my hon. Friend is right. Last week we invited Minister Chen from China and my right hon. Friend the Secretary of State to meet 140 pupils who were participating in the Mandarin Excellence project. Minister Chen was impressed, as we all were, by the standard of the Mandarin being spoken by year 8 pupils who had been studying on the programme for just one year.

University of Essex

Will Quince Excerpts

Thursday 2nd November 2017 Commons Chamber

[Mr Bernard Jenkin (Harwich and North Essex) (Con)]

I am grateful to you for granting me this debate, Mr Speaker, and it is a pleasure that you should be in the Chair, given that you are also the chancellor of the University of Essex. We are fortunate that you have taken on that role. I am also grateful to my right hon. Friend the Minister for Apprenticeships and Skills for being here, and I look forward to her reply to this debate. I hope she will convey the points of concern I am raising to her colleague, the Minister for Universities, Science, Research and Innovation.

As the UK prepares to leave the EU, universities, including the University of Essex, are facing much uncertainty: what access will there be for EU students and academics after the UK leaves the EU? What fees will EU students be liable to pay? Will EU students still have access to the UK student loans system? Will the UK continue to participate in EU research programmes such as Horizon 2020? Despite all that, I have never doubted that the UK’s universities will continue to thrive outside the EU, just as they did before we joined.

The 2018 QS World University Rankings put four UK universities in the top 10 in the world, and nine in the top 50. What is more, there are opportunities for universities when we leave the EU. By levelling the playing field between EU and non-EU students and academics, universities will be better able to compete with all our international rivals—the big US universities and the emerging universities of Asia, as well as the European universities. But the Government need to make decisions as soon as possible so that universities can plan for the future.

Since I was first elected for Colchester, North in 1992, I have had the privilege of representing the University of Essex in Parliament. We have a close relationship, and I am a member of the court of the university. Over the years, I have witnessed how much the University of Essex has contributed to academia, the local economy and the wider community. It continues from strength to strength. I make no apology for using this opportunity to set out the university’s progress and achievements. In June, Essex was awarded “gold” in the teaching excellence framework. Essex was also ranked in the top 15 in England for student satisfaction for the fifth year running in the national student survey, and 22nd in “The Times and The Sunday Times Good University Guide 2018”. Furthermore, Essex was ranked in the UK’s top 20 universities for research excellence in the last research excellence framework.

Very few universities excel in both education and research, while also performing strongly in measures of overall student experience, graduate prospects and quality of facilities. Essex is one of a very small group of universities that genuinely achieves that. As a result, Essex students benefit from a research-led education that not only equips them to succeed on their courses, but provides them with the skills to succeed in their chosen careers after graduation. I look forward to continuing to work with the university in the years ahead, as it builds on these achievements.

The Higher Education and Research Act 2017 will introduce a new regulatory framework. One of its effects is to establish two new bodies, one called the Office for Students and the other called UK Research and Innovation. I will not elaborate on the complex details of the reforms, but there is concern that those two bodies must work closely together, reflecting the importance of integrating research and teaching. I know that a consultation is in progress, but I hope the Minister can reassure universities about that in her response.

I commend to the Government the 2014 Public Administration Committee report on the effectiveness of public bodies, “Who’s Accountable?”. I was Chair of that Select Committee at the time. Ministerial directions will not be enough to ensure co-ordinated working. Our report found that to make things work effectively in such a situation, the Department must develop confident, open and trusting relationships, both within the Department on the two policy areas and between the officials in the Department and the leadership of those two public bodies. There is no other way to ensure a high level of co-operation between the two bodies so that the mutual benefits that result from excellent research and outstanding educational experiences are promoted.

This is proving to be a record year for recruitment at the University of Essex, with close to 6,000 students starting undergraduate or postgraduate courses this autumn. The university has seen unprecedented levels of interest in student places, with more than 20,000 applications for 4,400 undergraduate student places this year. This has allowed the university to continue to grow in size. In 2016, it had 14,000 students, compared with only 9,500 in 2012. The university plans to grow further, increasing student numbers to 20,000 by 2025.

The University of Essex has recruited more than 152 new academic staff over the past three years and invested heavily in its professional services. That recruitment continues as the university continues to grow. It is also making a significant investment, until 2021, of around £90 million in its teaching facilities, student accommodation, knowledge gateway building programme and sports facilities. I look forward to seeing the outcome of that work.

[Will Quince (Colchester) (Con)]

I congratulate my hon. Friend on securing this important debate. As he knows, around half the University of Essex’s students live in the Colchester constituency. Does he agree that the university plays a huge social, cultural and economic role in Colchester’s prosperity? We are incredibly proud to have the university linked so strongly to our town.

[Mr Jenkin]

I certainly agree with my hon. Friend. He will be as acutely aware as I am of what a big role the university plays in the civic life of Colchester and the surrounding area.

The University of Essex’s research is pioneering and world class. Its department of government, at which you studied, Mr Speaker, is ranked the best in the country in every assessment of research quality that has been undertaken. The university is also in the top four for social science research, fifth for economics and 10th for art history. Last year, the university secured £42 million of externally funded research income, including half a million pounds secured by a biological sciences research team to investigate marine bacteria, which will improve our understanding of the impact of global warming on this vital part of Earth’s life-support system.

The Public Administration and Constitutional Affairs Committee, of which I am Chair, scrutinises the UK Statistics Authority, which has done work on what is known as big data. As Chair of that Committee, I am delighted that the University of Essex won £27 million from the Economic and Social Research Council to support its work on understanding society up to 2021. It is the largest longitudinal statistical study of its kind, and it provides crucial information for researchers and policy makers about changes in attitudes and behaviours over time and on the causes and consequences of deep-rooted social problems and change in people’s lives. The university’s status as a leading centre of expertise in analysing and handling big data, such as that generated through the Understanding Society programme, received further validation in 2016, with UNESCO’s establishment of its only chair in analytics and data science at the university.

I would be grateful if the Minister set out how the Government will remain fully committed to recognising and rewarding research excellence wherever it is found, whether at Essex or elsewhere. I would also like to pay tribute to the late Anthony King, who, in 1968, became reader in government at the University of Essex, which gave him the opportunity to shape the department, which now enjoys such a renowned reputation.

University of Essex research has impact through partnerships with businesses of all sizes. That work was recognised when the university was ranked in the top 10 in the UK for engagement with business through what the Government recognised as knowledge transfer partnerships, and supported through the programme run by Innovate UK, to help businesses improve their competitiveness through better use of UK knowledge, technology and skills.

The knowledge transfer partnerships are one of the main ways in which the university ensures its research feeds into business activity, and the range and scope of those partnerships is extensive. For example, Essex works with the digital agency, Orbital Media, to use artificial intelligence to create automated online GP services. Essex also works with the organisation Above Surveying, which will use the latest technology to improve the way its drones monitor and inspect solar farms.

Essex is continuing to expand its business engagement and the University of Essex Innovation Centre is now being built on the Colchester campus. This is a joint initiative with Essex County Council and the south-east local enterprise partnership, which, when completed, will provide space and support for up to 50 start-ups and smaller high-tech businesses in the Knowledge Gateway research and technology park.

The university’s research impact also supports public institutions in tackling challenging social and economic issues. In conjunction with Essex County Council, the university has appointed the UK’s first local authority chief scientific adviser, Slava Mikhaylov, professor of public policy and data science, who supports Essex County Council to develop policy rooted in scientific analysis and evidence.

Essex was one of the very first universities to start offering degree apprenticeships in higher education, which provide students with the skills that industry needs and allow them to combine studying for a full degree with gaining practical skills in work. Such apprentices get the financial security of a regular pay packet, while providing businesses with a cost-effective way to bring in new talent and skills or develop their workforce. Tech giant ARM, alongside local small and medium-sized enterprises, is already offering degree apprenticeships in partnership with Essex. The university’s work in this area is hugely beneficial, with both students and businesses standing to benefit a great deal from these opportunities.

This determination to use research to drive growth has led to Essex being asked to lead a £4.7 million Government project in the eastern region and to grow the economy through improved productivity by encouraging collaboration between universities and businesses. The “Enabling Innovation: Research to Application” network will build collaborations to support business innovation across Essex, Kent, Norfolk and Suffolk.

I am enormously proud of the University of Essex’s work. However, I am also proud of its global outlook and international spirit.

Soft Drinks Industry Levy: Funding for Sport in Schools

Will Quince Excerpts

Tuesday 10th January 2017 Westminster Hall

[Will Quince (Colchester) (Con)]

It is a pleasure to serve under your chairmanship, Sir David, and to follow my hon. Friend the Member for Macclesfield (David Rutley) in the debate. I congratulate my hon. Friend the Member for North Swindon (Justin Tomlinson) on obtaining an important debate which is, as my hon. Friend the Member for Macclesfield said, timely, given the subject matter.

My views on the sugary drinks levy are well documented, and this is not the right debate in which to go over them. If anyone wants to, there is an article online, entitled “Ten reasons why the sugar tax is a terrible idea”, setting them out. Today, however, is about the allocation of the money. I have concerns that can be wholly set aside from the debate. Both sides, whether in favour of the tax or against it, are well meaning; the issue is whether it will work, how much money we shall get, and what we shall spend it on. I have an issue with dedicated or hypothecated taxes in principle, because we do not really have an idea, apart from some presumptions and assumptions, about how much money will come in.

I accept all the points made by hon. Members about obesity. I know, from just one Christmas when I have come back to Parliament feeling that my suits have shrunk considerably—that is the excuse I am using—that we have an issue with obesity, and childhood obesity in particular. We must take measures to tackle that, without question. My worry is that this is an instance of “Something must be done. This is something, so let’s do it.” Parking that worry, however, and accepting that we must address the problem of childhood obesity, I agree with all the points that have been made about sport, including sport in schools, and fantastic initiatives such as the activity camps that my hon. Friend the Member for North Swindon mentioned, as well as the use of school premises out of school hours. They are fantastic ideas. Driving past secondary schools in the evening or at the weekends, one can see that many are being used. However, primary schools are less used. They have beautiful fields, and in some cases astro pitches or multi-use games activity centres, which would be perfect. They sit unused when members of society, and in particular young people, would desperately love to go and kick a ball around or play basketball. There is a huge public health gain to be made from the principle of using the money to fund measures that will reduce obesity and get more children active.

However, if we accept that there can be such a massive public health gain, and that the right thing to do for the health of the nation is to invest the money as I have described, we should be funding it through general taxation. The Chancellor of the Exchequer said when the policy was announced:

“We are going to use the money from this new levy to double the amount of funding we dedicate to sport in every primary school. For secondary schools, we are going to fund longer school days for those that want to offer their pupils a wider range of activities, including extra sport.”—[Official Report, 16 March 2016; Vol. 607, c. 964.]

The figure mooted at the time was some £520 million. I want, as does, I believe, every Member of the House, £520 million or thereabouts to be spent on school sports; but we have no way of saying how much of that money will be raised from the sugary drinks levy. That is my fundamental concern. If we are saying that the issue is important and that we should invest in it, and that it will have a massive impact on childhood obesity and public health, we should invest in it. We should not be giving schools and other organisations, such as those mentioned by my hon. Friend the Member for North Swindon, funding that is not sustainable.

We should treat the issue as important, and commit the money to it. I am worried because, on my calculation, reformulation, portion size, illicit sales and such things as cross-border shopping will mean that the figure raised will be more like £200 million to £300 million. That is a considerable shortfall on the amount quoted in the Budget last year. We must ask questions about hypothecated taxes and direct taxes. I would love to ask the Minister what the budget is: what is the expectation, and how much money do we think will come from the sugary drinks levy?

I have two concerns. One is that we shall have to top the levy up from general taxation—and if that is the case I support doing it. It is a worthwhile thing to do, and we should finance it. I am also concerned, as are many people in the food and drink manufacturing industry, that we have just set a figure of £520 million. That is what we need to fund the initiative, and that is what we are going to raise. If we cannot raise it through sugary drinks we shall start looking at other products. Perhaps there is an argument for doing that, and for applying the levy to sugar across the board. I discussed that at some length with my hon. Friend the Member for Totnes (Dr Wollaston). However, we are not there now, and we must be clear about what our ambition is. Perhaps we are thinking about a tax that applies to more products. I take some issue with that in principle. Nevertheless, if that is the direction of travel we must make sure we are clear.

If we are going to raise £520-odd million, I should like to know that it will go into school sports. For all the reasons that have been given by Members of different parties in the debate, that is very important. I congratulate my hon. Friend the Member for North Swindon on obtaining the debate, but I have concerns about whether that money will be pulled through from the soft drinks levy to be spent in schools. I know that the tax is direct and hypothecated so to some extent it is out of the Minister’s hands, but perhaps he can give some commitment about how much money there will be to spend on sports in schools and on some of the great initiatives that have been mentioned. That would be helpful and would set minds at rest.

--- Later in debate ---

[Mike Kane (Wythenshawe and Sale East) (Lab)]

The hon. Member for Macclesfield (David Rutley) reminded us about the importance of outdoor recreation, so I rise to my feet very tenderly, having just participated with the MP parliamentary football team for 90 minutes over in Chelsea. We played the press lobby. It was a one-all draw, and there was no love lost between the two teams when we came off the pitch.

It is a pleasure, as ever, to serve under your chairmanship, Sir David. I congratulate the hon. Member for North Swindon (Justin Tomlinson) on securing the debate. Why he is not in Government, I do not know. I thought that he did an extraordinarily good job with disability confidence in the last Parliament. I was pleased to support that with my neighbour, my hon. Friend the Member for Stretford and Urmston (Kate Green), in putting on one of the biggest events in the north of England, and I hope that impetus carries on even though he is no longer at the Department for Work and Pensions. The hon. Member for Erewash (Maggie Throup) has already laid out the facts, and I congratulate her on her chairmanship of the all-party parliamentary group on adult and childhood obesity.

One in five children are overweight or obese before they start primary school, and the figure rises to one in three by the time they leave year 6. That puts children at serious risk of developing serious conditions such as heart and liver disease, cancer, related mental health problems—I think that the hon. Member for Macclesfield is the only Member who has mentioned mental health today—and diabetes.

Let me make an observation about health in my constituency, where I have the world-class Wythenshawe hospital, run by the University Hospital of South Manchester NHS Foundation Trust. Its outcomes are unbelievable, but I say to consultants that my constituency has one of the worst levels of public health outcomes in England and Wales, and what we are really doing is triage in the trenches. My population is ravaged by hypertension—I am looking to the doctors in the Chamber to help me out here—chronic obstructive pulmonary disease and, in particular, type 2 diabetes, which is having all sorts of impacts on NHS costs—somebody has already pointed out the £6 billion cost to the NHS.

I am starting schemes in all those three areas and, as the hon. Member for North Swindon said, using civil society as best as I can to tackle them. With the British Heart Foundation’s work on hypertension, Diabetes UK’s diabetes groups and the British Lung Foundation’s Breathe Easy campaign, we know that we can keep people out of our A&Es, which is a huge issue this week, whichever side of the political fence hon. Members are on. People can self-help and self-medicate, which is important because by the time they go to A&E or to their doctor or health professional, it is almost too late.

I concur with what was said by my hon. Friend the Member for Sunderland Central (Julie Elliott) and by the hon. Member for Totnes (Dr Wollaston), who chairs the Health Committee: some areas do not have such a strong civil society and they need a leg-up from Government through the hypothecation of taxes. We have seen a link between the scale of poverty and obesity in children, in particular. The Government recognise that but have taken away the targets along with the unit that looks at child poverty, which is rocketing, and not just under this Government—it was going up previously because of the economic and financial crisis.

In 2016 the Government introduced a new levy on soft drinks through the sugar tax. In England the new levy revenue will be invested in programmes to support physical activity and balanced diets in school-aged children. I want to talk for a moment from my personal experience as a primary school teacher for 10 years. My right hon. Friend the Member for Birkenhead (Frank Field), who is not currently in his place, pointed out that children go to school for only 40 weeks a year. It is important for politicians to remember that, because I used to get frustrated at this place when I was a teacher in the classroom. We all think that we can change society by changing our schools, but it is only a small, if important, bit of how we change society.

I used to eat with the children before and after the Jamie Oliver meals came in. I patrolled the free school meals kids in particular, not because I was the sugar police—although, we did had very firm policies in my 500-place primary school about what they could have in those packages—but because I knew what the afternoon would be like if they had had a can of Coke, a load of chocolate and a packet of crisps. It is almost impossible to get really extraordinary teaching and learning going on with poor diets. Everybody in the Chamber has made the link between good food and good mental health in children.

There is a clear link between sugar intake and childhood obesity, as illustrated by the Scientific Advisory Committee on Nutrition’s 2015 report on carbohydrates and health. With 30% of the sugar in children’s diets coming from sugary drinks—the point has been made that children are consuming a bathtub of these drinks annually—action is clearly needed. The levy is expected to raise more than £500 million in the first year. It is a good policy. I will come back to why I disagree with the hon. Member for Colchester (Will Quince) in a second, but I thought that the hon. Member for Falkirk (John Mc Nally) articulated well why it is a good policy and why we should support it. The amount raised is likely to fall over time as manufacturers remove sugar from their products and the consumption of sugary drinks falls.

I disagree with the hon. Member for Colchester because he has stated that this is a nanny state-type tax, but what we now have, particularly with school budgets, which I shall come to later, is a postcode lottery. For example, look at what Britvic is already doing to avoid the sugar tax. It is changing its behaviour and remodelling the formula so that it does not pay the tax. Surely that is a good thing. Surely that is how Governments should intervene to make the world a better place, particularly for children.

[Will Quince]

Will the hon. Gentleman give way?

[Mike Kane]

I will, because I have attacked the hon. Gentleman twice now in this speech.

[Will Quince]

Not at all. I accept that point, but I think that the hon. Gentleman has reiterated what I was saying. We all accept that if the industry reacts and reformulates products, that will be a great thing. However, if it does so and takes the action we know it is taking over a shorter period of time, rather than a longer period, that will mean we have less money ultimately to spend on this programme.

[Mike Kane]

But over the longer term people will hopefully be consuming less sugar, which I think is the key objective. However, the hon. Gentleman is right; reformulation not only will reduce the tax take and therefore be a measure of the success of Government policy—we need measures relating to public policy—but will have an impact on reducing consumption, which is just as important. He also pointed out that it is important that the impact is comprehensively evaluated, so that it can be refined and adjusted continually to keep getting public health gains.

Let us move on to schools and sport, where I have a few things to say to the Minister. Doubling the PE and sport premium fund to £320 million a year from 2017 is good news and shows a commitment from the Government that this is important. The premium has shown that it can enhance the quality of PE teaching and increase pupil engagement and participation in sport. Continued investment in sport was also highlighted by school leaders as the most important factor in maintaining quality PE provision in a Youth Sport Trust survey published last year.

I congratulate the hon. Member for Glasgow North West (Carol Monaghan) on what she said about teachers. This is not just about civil society. Tens of thousands of selfless teachers give up their time after work to run such clubs—during a decade of primary school teaching, I ran the football club and the cross-country club—and all the other clubs that are part of what is expected of schools but are not in the job description. It is right that we praise the teachers up and down the land who do that.

However, as essential as all these things are, a legacy for school sport is about looking beyond primary-age provision and competitive sport initiatives. Everyone has talked about the daily mile, outdoor recreation, walking to school and our physical environment. Increasing the number of pupils of all ages who are participating in school sport—competitive or not—across all phases of education and the amount of time that they spend doing so should be fundamental to a comprehensive strategy, yet the Government have gone backwards on the issue.

Take, for example, what my hon. Friend the Member for Heywood and Middleton (Liz McInnes) said about the previous coalition Government’s decision to remove £162 million of funding from school sport partnerships. Those partnerships were terrific—there is no doubt about it. The Government are embarking on breaking up our estate by privatising and nationalising it, and there are a spread of school campuses across the country. What the partnerships did was link combinations of local primaries to their secondary school, which usually had the expertise, resource and field capacity to do really joined-up work and get a system going where those clusters could really begin to make a difference.

When the money went, there was a negative impact, as opportunities for young people to participate in more school sport decreased, as the Education Committee noted. As I said to the hon. Member for Colchester, that decision has created a postcode lottery relating to good provision, because we had a national system but we now have local systems in which local schools are trying to do their best to keep up good practice. It has been particularly evident in secondary schools that do not have ring-fenced budgets for sport.

We also know that, unsurprisingly, since this Government removed in 2010 the requirement for pupils to have at least two hours of sport a week, the number of pupils taking part in sport has collapsed. From personal experience, there is an over-expectation of sport in schools. A teacher who is timetabling two hours, as I used to have to do, must think about their relevance as a classroom teacher. Sometimes we in this place do not think about that. It can take 10 minutes to get the children changed and five minutes to get them to the playground or field—if the school is lucky enough to have one—or to the hall. The curriculum focuses mainly not on physical activity but on skills, and then the children need to be warmed down, get changed and go back. I saw teachers selflessly giving up their play times and breaks so that the children could get the best hour possible.

The situation will be exacerbated by school budgets, which will be cut by £3 billion between now and 2020—an 8% cut in real terms. Schools are not the panacea for the policy. Despite the fairer funding formula, they will be reducing staff in all areas of our country in the months and years to come. I have had the indication that I should leave it there.

“Educational Excellence Everywhere”: Academies

Will Quince Excerpts

Monday 9th May 2016 Commons Chamber

[Will Quince (Colchester) (Con)]

I pay tribute to the Secretary of State for listening to Back Benchers on this issue. She knows that I have been a vocal critic, but I found her willingness to engage with us on the issue most refreshing and I am grateful to her for that. Can she confirm that she will continue to engage with parents and teachers as she pursues our vision to improve education for every child, regardless of background?

[Nicky Morgan]

My hon. Friend raises an important point. It has been a pleasure to talk to him and all colleagues on both sides of the House. I look forward to continuing that conversation.

Schools White Paper

Will Quince Excerpts

Wednesday 13th April 2016 Commons Chamber

[Will Quince (Colchester) (Con)]

It is a pleasure to follow the hon. Member for Brent Central (Dawn Butler). I declare any necessary interests as my wife is a primary school teacher.

I want to raise my concerns and those of my constituents about the proposal to require every school to become an academy by 2020. Let me be clear: I believe that there is a place for academies in our education system. They have played a part in helping to turn around schools and improve educational attainment for children throughout the country, although I do not believe that that improvement can be attributed solely to their being academies. I am not convinced that academies are the only direction for our education system or that they will somehow deliver the next great leap in academic results. First and foremost, there is no evidence that academies are automatically better than state-maintained schools. Indeed, there are plenty of good and outstanding schools throughout the country, including in my constituency, which are maintained by the local authority.

Furthermore, I fear that forcing schools to become academies, especially when they do not want to, will be an unnecessary shake-up for the school and the local council.

[Bob Stewart]

Academies can be really good—for example, the Harris academy in Beckenham, which has improved greatly. However, we are considering a White Paper—an evolving document for discussion—not a directive, and I disagree with the idea if parents and governors do not want it to happen.

[Will Quince]

Call me old-fashioned, but I hold the view that if a school is well governed, well run and performing well, it should be left alone and allowed to do its job.

No one quite knows what the outcome of the proposal will be, especially given that there seems to be a rather disjointed approach to the role of local authorities. We are telling local authorities that they are no longer responsible for schools, but still responsible for home-to-school transport and admissions. They are expected to be champions for parents when they are still responsible for the two most contentious matters when it comes to schools.

I do not believe that moving the control of schools from local authorities, which are run by elected representatives, to unelected regional schools commissioners makes schools more accountable to parents. We need decentralisation of education, which gives more control to teachers and parents. The proposal risks centralising power in Whitehall and giving power to unelected bureaucrats.

As my hon. and gallant Friend the Member for Beckenham (Bob Stewart) pointed out, we are considering a White Paper, and there is therefore time to put the proposals on hold and have a rethink. The White Paper is unquestionably generating a lot of uncertainty in our schools, and we should be in no doubt that the public have concerns.

[Michael Tomlinson (Mid Dorset and North Poole) (Con)]

Does my hon. Friend agree that there is no doubt and there should be no concern about the role of parents as governors? I declare an interest as a parent and a parent governor. It is clear from the White Paper that parents will be encouraged to continue to serve on governing boards.

[Will Quince]

On that one point I am very disappointed by the Opposition’s motion. I largely agree with their points, and, given that we are talking about a White Paper, I could even have supported the motion, had it not been factually incorrect. [Interruption.] There is no question but that it is factually incorrect. It has a word missing. We do not mark exam papers on the basis of, “It was what they meant to say, so we’ll give them an A.”

[Mr Speaker]

Order. I am sorry—the hon. Gentleman is a most courteous individual, but we must now move on. There are 21 remaining colleagues who wish to speak and probably fewer than 50 minutes. There will now be a three-minute time limit in a bid to ensure that we maximise the input.

Compulsory Emergency First Aid Education (State-funded Secondary Schools) Bill

Will Quince Excerpts

Friday 20th November 2015 Commons Chamber

[Philip Davies]

It is not often that my hon. Friend makes a ludicrous argument, but I am afraid he has just done so. That would be like saying that any Bill should automatically be nodded through on its Second Reading because then we can amend it to how we would like it in Committee. That is not how this place works, as he well knows with his 32 years of service; I hope there will be another 32 years. The point of the Second Reading debate, as he helpfully identified, is to decide whether we agree with the Bill in principle. The principle of this Bill is given away by its title—the Compulsory Emergency First Aid Education (State-Funded Secondary Schools) Bill. I do not agree with the principle of compulsory emergency first aid education in schools, so why on earth would I want to allow such a Bill a Second Reading, any more than he would vote for the Second Reading of a Bill whose principle he disagrees with? That is how this place works.

If this subject is to be added to the national curriculum, as proposed in the Bill, will Ofsted be required to assess and monitor its teaching to see whether schools are fulfilling their obligations under a revised Education Act 2002? Surely it follows that Ofsted must check to ensure that students are being taught appropriately, taught to a high standard, and taught well. It will have to be trained to judge the teachers to assess the level and quality of the first aid lessons they are offering to students. That seems to be another bureaucratic nightmare that Ofsted, and the teachers in the schools it is inspecting, could well do without. Nor do we know how much support the Government are going to give to allow that to happen. That is why I believe that this is better done on a voluntary basis.

[Will Quince]

My hon. Friend seems to suggest that education is valid only if it is tested. Sexual education is compulsory, so how did he perform in his sexual education tests?

[Philip Davies]

I should point out to my hon. Friend that, as it happens, sex education is not compulsory in schools, and long may that be the case, but that is a debate for another day; I am not going to get side-tracked.

The final point I want to make in my brief remarks, during which I have been interrupted on a number of occasions, is about the Bill’s legal consequences for schools. That is one of the serious fears that my schools raised with me when I asked them to consider its implications. In its submission to the Social Action, Responsibility and Heroism Public Bill Committee in September 2014, St John Ambulance mentioned that 34% of people said that the primary reason people are deterred from intervening in any situation requiring first aid was concern about the legal repercussions. I am glad to say that we have in the Chamber one of the finest legal brains in the country, my hon. and learned Friend the Member for Torridge and West Devon (Mr Cox) —and, I might add in passing, the most expensive.

Such a concern was also raised during my consultation with local schools. One headteacher told me that they

“would have concerns that a school could be liable to be sued or held accountable if a student carried out first aid and ‘got it wrong’ and the school had delivered that training”.

That covers the point made by my hon. Friend the Member for South East Cornwall, but it has not been touched on during this debate. We must consider such matters in a Bill before we press ahead with a worthy sentiment.

Clause 1(3) specifies that children will be taught which emergency first aid actions are

“appropriate in each such scenario, including the best management of circumstances where a person is or appears to be…unconscious and not breathing,…unconscious and breathing,…choking,…bleeding severely,…having a heart attack, or…having an episode arising from an underlying condition such as asthma or epilepsy”,

and also taught the appropriate deployment of emergency first aid education

“procedures and equipment including…cardiopulmonary resuscitation, and…defibrillators.”

Given that the text in the Bill explicitly sets out that schools will be responsible for teaching when first aid is appropriate as well as how to administer it, the concern raised by the headteacher of my local school is very real. What securities will be put in place to ensure that headteachers, staff and schools are protected from legal action should any first aid be incorrectly administered by a student, given that the Bill, by making it a compulsory element of education, directly creates a point of responsibility? I cannot find any such protections in the Bill.

--- Later in debate ---

[Will Quince (Colchester) (Con)]

I congratulate the hon. Member for Erith and Thamesmead (Teresa Pearce). I am not entirely sure how to follow the speech of my hon. Friend the Member for Shipley (Philip Davies). This campaign was kicked off by my predecessor in 1997. I suspect that one of his biggest regrets is that he did not see it succeed. I hasten to add that there are not many of his campaigns that I will continue, but this is certainly one of them. I therefore support the Bill.

The Bill defines emergency first aid education as

“formal lessons to equip pupils with age-appropriate skills and knowledge required to provide assistance, in the absence of a competent adult, to a person in need of emergency medical attention until medically-qualified personnel are present.”

As my hon. Friend the Member for Chippenham (Michelle Donelan) said, doing this is a no brainer. As my hon. Friend the Member for Shipley said, it is obvious. The sad reality is that it is neither of those things, because it is not a statutory obligation.

There are cost implications, as my hon. Friend the Member for Shipley rightly pointed out, although I suspect that some of the costs he raised could be negated through the work of charities and social enterprises. Of course some headteachers will be against this move because there are implications of cost, time and resourcing. Nevertheless, that is not a reason not to support the vital aim of upskilling pupils in our schools and helping them to develop important life skills. Fundamentally and most importantly, this will save lives.

I accept that, as my hon. Friend the Member for Newark (Robert Jenrick) said, the Bill is not without its issues. I mean no offence to the hon. Member for Erith and Thamesmead in saying that. The Bill puts the onus on teachers to learn and teach first aid. In my view, it should be more flexible. I hope that that can be addressed in Committee to allow social enterprises, volunteers and charities to help. Perhaps my hon. Friend the Member for Twickenham (Dr Mathias) might even want to go to her local school and impart some of her considerable knowledge in this area. My wife is a teacher, albeit at primary level, so I fully understand the pressures on teachers and on the curriculum. There is a part for the third sector to play and the Bill could be tweaked to take that into consideration.

It is a shame that we have to consider legislating on first aid education to make it part of the curriculum. Ideally, I would want it to be part of the citizenship scheme. The national curriculum framework is clear that every state-funded school should teach a curriculum of subjects that

“promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society”

and

“prepares pupils at the school for the opportunities, responsibilities and experiences of later life”.

First aid education clearly fulfils both criteria.

I can understand Ministers’ reluctance to add anything to the curriculum—it is already pretty jam-packed—but let us not forget that swimming is compulsory, as is sex education. Despite what my hon. Friend the Member for Shipley said, there is a statutory obligation to provide sex education; it is just that parents can opt out. It seems to be an anomaly that we teach pupils how to make life but not how to save it.

The Bill seems to be a common-sense piece of legislation that would ensure that all school pupils who go through our state system have the chance to learn life-saving skills. It is right to focus on secondary school, where the pupils are sponges for this kind of information. It has been asked whether this education would be limited and whether the quality would be high enough. Often, pupils get a taster of something in school and then go on to do far more and to expand their breadth of knowledge. If people get a taste for first aid education, I suspect that there will be a much higher take-up in the scouts, guides and St John Ambulance, because they will want to expand their skills.

A number of hon. Members have touched on the Red Cross poll, which showed that 85% of adults agree with this proposal, 84% of secondary school teachers agree, 95% of parents agree and 97% of 11 to 16-year-olds agree. That is pretty compelling.

It is important to recognise that life skills are as important as academia. That is why citizenship is on the curriculum in England. The cost of implementing this measure has been raised—including by me in an earlier intervention—but what about the cost of not implementing it? What about the cost to A and E of all those additional visits that could have been prevented if young people in this country had those initial first-aid skills? What price do we put on life? My hon. Friend the Member for Twickenham made that point eloquently when she spoke about her personal experiences.

There are, of course, worthwhile areas of study that are not specifically related to pupils’ academic development, so why not include first aid education on that list? I strongly support the Bill. Indeed, I will upset my hon. Friend the Member for Shipley and say that I think we should go further. We have a big problem with knife crime in this country, and I would like weapons awareness to be included in the curriculum. A fantastic charity in my constituency, Only Cowards Carry, incorporates first aid and weapons awareness within its lessons in schools, but at the moment that is entirely optional.

I do not want to take up too much time, and I would love the Bill to be passed if put to the vote. This seems like a common-sense Bill, and we could create a potential new generation of life savers, starting in our schools. I urge Members to support the Bill.

Oral Answers to Questions

Will Quince Excerpts

Tuesday 15th September 2015 Commons Chamber

[Nick Boles]

I am slightly surprised at the hon. Gentleman who is a great man and a great Chair of the Business, Innovation and Skills Committee. He knows full well that it has required no arm twisting or strong arming by Government to encourage lots of colleges to combine with each other to form very successful groups. Manchester college and others are great examples of it. It is that kind of sensible consolidation to increase the strength of the college system that we will be encouraging through the area reviews.

[Will Quince (Colchester) (Con)]

At the weekend, my wife and I visited Bill’s, which is a new restaurant in Colchester and part of a large chain. At the end of the evening the bill had an automatic 10% gratuity, which the staff member said that they did not receive. Does my hon. Friend agree that the public expect staff members to get the tips in recognition for the service rendered?

[Sajid Javid]

Yes, absolutely. When a diner leaves a tip, they rightly expect that to go to the staff. Recent reports have suggested that some restaurants are not doing that, which is unacceptable. I have already launched a call for evidence. I will see whether the Government need to take any action. If they do, nothing is off the dining table.