Technical and Further Education Bill — House of Commons, 2016-11-14
Topic: Education
Justin Paul Tomlinson (Conservative, Centre-right): It is a pleasure to contribute to this debate. I very much welcome the Bill and pay tribute to the ministerial team who are rightly focusing on providing opportunity for all. I speak as somebody who went to a school that was bottom of the league table in Worcestershire and who employed many young people in the 10 years that I ran a business. I recognise the absolute importance of equipping all young people, regardless of background, with the necessary skills to fulfil their potential in their working lives I wish to focus on a very narrow part of the Bill, which is to do with the opportunities for young disabled students, particularly on the apprenticeship programme. Typically in this country, non-disabled people have an 80% chance of being employed. If a person has a disability, that figure drops to 48%, which is still up 4% on 2010—an extra half a million more disabled people in work. If a person has a learning disability, they would typically have only a 6% chance of having meaningful and sustainable careers. All Governments of all political persuasions have tried their very best to look at different initiatives and different programmes to try to boost that figure, but, by and large, it has stuck rigidly at 6%, and we all desperately want to see huge improvements in that area I had the pleasure of visiting Foxes Academy near Bridgwater. It has taken over a former working hotel and takes on young adults with learning disabilities in a three-year programme. For those first two years, their time is split between learning about independent living, slowly progressing up the floors of the hotel as they become more independent, and more skilled and confident. They learn real-life tangible skills within the hotel, which can be transferred to local employers in the restaurant trade, the care homes and other local hotels. On this visit, I was absolutely staggered to see that, at the end of that three-year course, 80% of those students—not 6%—remain in work. That was because of that three-year, constructive and patient approach to learning to give them those skills. They spent the final third year in supported training with local employers, patiently being taught the skills that are needed. It was no surprise that those employers, having invested in training and support, were then keen to keep on those young adults I was so impressed that I invited people from the academy to come to see me in Parliament when I was Minister for Disabled People. I asked them why we could not have one of those projects in every town. They said that in the first two years they could take on as many students as they could fit in the hotel, but the challenge was the cost of the supported training in the third year. I said, "Well, surely this is just an apprenticeship by another name. Why can’t we call it an apprenticeship? You can access the funding for the Government’s commendable pledge to have 3 million more apprentices by the end of this Parliament." They said, "We can’t, because most of our students wouldn’t get the grade C in maths and English that is the typical entry requirement to access an apprenticeship." We agreed that we would look into this as a matter of urgency and I met my hon. Friend the Member for Grantham and Stamford (Nick Boles), who was the skills Minister at the time. He shared with me that he thought this was both a frustrating situation and a real opportunity to make a difference. We commissioned my hon. Friend the Member for Blackpool North and Cleveleys (Paul Maynard), alongside my hon. Friend the Member for Daventry (Chris Heaton-Harris), my right hon. Friend the Member for Chesham and Amersham (Mrs Gillan), Scope, Mencap and many other experienced colleagues, to look at what we could do. As part of this Maynard review—we only gave him three and a half weeks, as we had a suspicion that my hon. Friend the Member for Grantham and Stamford and I might no longer be in a position to sign things off after that, and it is a credit to him that he rushed it through—they identified that if we made an exemption for those with a learning disability, we could offer real, tangible opportunities for those young people through the apprenticeship programme. I am delighted that the Government have been so positive in welcoming that. In the Minister’s closing remarks, I would be keen to hear what steps need to be taken for this to happen, how quickly we can do this and how we can advertise it to local employers The other key lesson was that there were many local employers who were willing to engage and offer that opportunity. They were not doing that to tick a box, or as a favour because they wanted to feel good. They did it because these young adults, after patient training, proved to be excellent employees who would stay with their organisation year after year. I was sent photographs of many of these young adults on their first steps into a career, and every one of them had a huge beaming smile because of their pride in having the opportunity to work. They were not always full time—some were part time—but they felt proud, as did their parents I have one other slight request, to do with university technical colleges. I am very proud that Swindon has its own UTC; I am a huge fan. In fact, our party launched its election manifesto from the Swindon UTC, which mixes modern technology and Swindon’s proud railway heritage in one wonderful, fantastic building UTCs could go much further if entry was at the beginning of secondary school, not at 14. I have talked to many of those students and they chose to go there not always because it was the right route for them but because they were unhappy in their secondary school. I have also talked to people who should have gone to the UTC and have a natural aptitude for the courses it offers—in higher engineering or computer programming; in the sorts of roles in which we have desperate skills shortages in this country—but who were already settled in their secondary schools with lots of friends. They did not want to break away from that, so they missed out on taking advantage of the opportunity of going to a UTC. If we could change the entry age to the traditional entry age for secondary school, UTCs would compete on an even footing and those who would most benefit from this opportunity would be more likely to take it.