Mr James Frith
MP for Bury North · Labour · United Kingdom
“Our AI skills boost programme is already delivering results. In an answer given to the House last week, I referred to the early careers funding and work on curriculum reforms to come, such as an AI-inclusive GCSE in computing.”
“The Government are committed to supporting the worker experience through the AI transition, and have a proud record of advancing workers’ rights.”
“We are doing so with the data and AI ethics framework, the AI playbook, and transparency standards that ensure the public can understand how systems are used. We are also supporting UK firms that provide third-party AI-assurance ecosystems, demonstrating that AI systems are safe and reliable as well as creating new jobs.”
“We see the potential of AI in everything from scientific discovery to better public services and stronger economic growth. The Government have a clear responsibility to make sure that the change at the heart of this debate reinforces rather than weakens the fabric of our society.”
“Programmes such as TechLocal are creating new jobs, traineeships and professional training, while scholarships and fellowships are supporting the next generation of researchers and innovators. Nobody is waiting 25 years to tackle the threats, however. AI harms are very real, and we do not sit idly by when it comes to tackling them.”
“The Government’s principle is to regulate at the time of deployment or at use. I understand the right hon. Gentleman’s argument, but it is important that we strike the right balance between innovation and regulation.”
The complete record
Every one of 465 lines we hold for Mr James Frith, in date order, each linked to its source. Free to read, in full, without an account. Page 6 of 10.
“A £37-million black hole remains in Bury’s NHS funding, with in-year cuts of £12.5 million still to come. Our nurseries, schools and colleges face dire budget straits, and jam tomorrow will not tend to our children’s needs today. Our beloved football club, Bury FC, faces ruin. It is a town grieving. With 135 years of history in the English football league, it is one of the oldest clubs in English football. Dale, Day, the EFL—culpable. It was bought for £1 and sold down the river. The whole mess confirms a feeling across the country; we value everyday life but it is changing for the worse. Traditions have been lost, with social, economic and cultural capital torn from our town. We now face an identity crisis, but I say: the Shakers will rise again if we keep going.”
“This was an issue from my first constituency surgery. I welcome the NHS deal announced today. However, so much of what is done in Bury is despite the Tory Government, not because of them. In Bury, we keep the faith in each other and we carry on. We keep going, with innovators and enterprising spirits. We are top of the league in Greater Manchester for start-up businesses. Tech companies with investment from California are developing “Silicon Rammy”. Barclays is in partnership with Bury’s schools via Labour’s Bury Council. However, Bury’s sunlit uplands will not come with a Tory hard Brexit, just as they have not come with the Tory Government who sponsored the hardship for Bury and Britain this last decade. Change will not come from a Government who serve the stock market short-sellers, but short-change Bury and Britain.”
“They finally have a voice refusing to sponsor the cuts to our town, instead defending and championing improvements to everyday life: saving Bury walk-in centre after local Tories supported its closure; demanding the protection of more green-belt land; convincing bus companies to put on new bus routes; and changing the fortunes of our most vulnerable by seeking access to their entitlements, whether helping children to access their special educational needs and disability support from a depleted education budget or demanding benefits for the terminally ill who have worked all their life and are told by this Government that they are not near enough to death to qualify for their entitlement. I am also delighted today to welcome the news about the campaign for cystic fibrosis sufferers to be able to access Orkambi.”
“Despite working full time, some days she is unable to feed herself and sits at home in a cold house. There is an overriding sense that decisions taken by the few impact the everyday lives of the many. Voters put their faith in me in 2017, making history in a seat that always went the way of the Government.”
“This is a Government who are working for themselves and no one else. Their economy fails as many as they seek. Underemployment is rife and underfed families a way of life. Away from the cities and the shires, overlooked towns miss out. This is a Government for the market, not the market stall. Local businesses cannot access new talent. They are hampered by poor public transport. Entrepreneurs, the real wealth creators, are unable to secure funding without putting the family home on the line, and they are paying over the odds for business loans. Food banks and homeless charities have seen a rise in the destitute seeking help, with 30% of all children in east Bury in absolute poverty. Denise—there are many like her—got in touch with me last week.”
“At the heart of this is the question of destination: not an abstract of moving on today, but the impact of a deal on everyday life in towns like mine. The Government should stop selling this sell-out deal to us as if this is the decision today. For all the talk of a deal of Norway plus and Canada plus plus, the Government are presenting us with Britain minus: minus protections, minus opportunities, minus prospects. If the Government are confident in the deal, they should put it to a final say. Now the deal is through the gate and people know more than they did, they should have a say on whether this is what they want. Does my right hon. and learned Friend agree that a final say is the only way through this mess?”
“Some 80% of children excluded from mainstream schools have special educational needs and disabilities. It is not enough simply to fund new specialist schools; we need mainstream education to support special educational needs and disability. What is the Prime Minister’s plan for that? It ain’t just about cash.”
“18. Whether he plans to hold a further meeting with Vertex Pharmaceuticals to ensure that new drugs to treat cystic fibrosis can be approved.”
“Sufferers of CF, as we have heard, are well used to the new hope of changes in the Government, but it soon becomes yet another false dawn: they are left drowning in their disease without access to Orkambi. The Minister has to lean in on the business end of the job that she has to do. Will the Government use their leverage, support the buyers’ club—the drastic action that CF sufferers are having to take—and supplement access to the equivalent of Orkambi? That might finally get Vertex to the table to do a deal on this important issue.”
“Shortly after that, I will probably mention that I played at Glastonbury in 2003, on what is now known as the John Peel stage, on a Saturday at 11 o’clock—11 am. It is good to be here for this important debate in another early morning slot. Two simple ideas will guide my argument. First, music education must not fall victim to the tired old argument of traditional versus progressive education; it applies to both. Secondly, this debate must look to the future in the light of calls for music education based on current assessments.”
“I beg to move, That this House has considered music education in England. It is a great pleasure to speak under your chairmanship, Sir George, and to open this debate—the first parliamentary debate I have led—on music education. I thank all those who contacted me about the debate, especially the schools in Bury North that told me about their experiences, as well as the all-party parliamentary group for music education, the House of Commons Library and the excellent sector organisations, including the British Phonographic Industry, PRS for Music, and of course UK Music. Those organisations demonstrate impressive leadership and make a powerful case for music education in their published works. As friends will testify, when getting to know someone I soon share with them my passion for music.”
“Growing inequality of opportunity underlines the problem. In that report, the CEO of UK Music, Michael Dugher—formerly of this parish—argues that a career in music must not become the preserve of those who can rely on the bank of mum and dad, and he is right.”
“Our education system must emphasise what distinguishes us as human, and music education is a huge part of that effort. Creativity, expression and performance are instincts as important as what we feel from the beat of a drum. Last year, UK Music, the umbrella body for the commercial music industry, released its “Securing Our Talent Pipeline” report, which sets out in great detail the challenges beneath the success stories facing the industry. The report details evidence that 50% of children at independent schools receive sustained music tuition, while the figure for state schools is only 15%. Seventeen per cent. of music creators were educated at independent schools, compared with 7% across the whole population, and 46% of them received financial help from family or friends to develop their career.”
“My hon. Friend makes a powerful suggestion. I will come to Ofsted’s role later in my speech, as I believe it can be a friend in this mission. Music output from the UK remains world leading. Artists such as Stormzy are breaking new boundaries and contributing to the success of our £4.5 billion industry. In seven of the last 11 years, the biggest selling album in the world was by a UK act. The heritage of British music is celebrated worldwide, but we must focus on the future. We cannot afford to be complacent at a time of great economic and cultural change. Britain’s role in the world is under new assessment. The rise in automation means that we must emphasise what makes us human, not compete on learned behaviour with the machines we make.”
“The Cultural Learning Alliance claims that music enhances cognitive abilities by 17%; does the Minister have a view on that proposition, or has he seen any evidence for it? Will the Minister develop the powerful cultural capital argument through his responsibilities at the Department for Education? Indeed, does he agree that one key goal should be for all children, regardless of socioeconomics, to have fair and free access to music education? My final suggestion is that the Government should renew the effort to put music venues at the heart of high street renewal and economic development. The industry business model has been flipped in the past 15 years by digital platforms, streaming services and self-publishing. Yes, all the industry went through a period of denial of the change.”
“According to the BPI, only 44% of music lessons in primary schools are delivered by a music specialist. Support is still needed alongside the model curriculum for teachers who want to specialise in music, whether through a teaching route or a conversion through the postgraduate certificate in education programme. Will the national plan therefore ensure that teacher training and support for music education is improved? I welcome recent news that Ofsted is to develop its focus on schools providing cultural capital for children. That is a step forward in ensuring that the role of music education is re-evaluated and reintroduced as a norm for all children in our schools. I note favourably that Ofsted will pick that up as part of its new framework.”
“Will he consider providing creative education a criterion for achieving an “outstanding” rating from Ofsted, as suggested by my hon. Friend the Member for Cardiff West (Kevin Brennan)? I know that the Minister for Schools recognises the need to get a grip on the issue. He established a music curriculum expert group, and a contract to write a new model music curriculum has been awarded to the Royal Schools of Music exam board. Will he update us on the progress of that work? Will he also assure us that the model music curriculum will work for non-music specialist schools, to ensure that reduced capacity or a lack of specialism in our schools is not a further barrier to progress? Will he explain how monitoring of the impact of any such guidance will be undertaken?”
“That is innovative, energising and fulfilling, it promotes curriculum richness, and it gives the wider school lots of memorable musical experiences. Bury’s music service is terrific, but the national evidence is that provision is patchy. Studying that evidence, the indices of value all point the wrong way, with a lack of universal, readily accessed music education during formal education time, in school hours, away from the distractions of often complex lives. Recently, the Government announced that they will refresh the national plan for music education. What plans do they have to consult the industry? When will they be bringing forward recommendations? Does the Minister agree that a refresh of the national plan provides an ideal opportunity to reset the dial on music in education and to take on the challenge outlined in this debate?”
“Only weekly progressive music lessons can develop pupils effectively in musicianship skills.” My question for the Minister is: would the Government prefer to scrap the EBacc, or to include music in it? If students are not able to participate in music in compulsory education, they are far less likely to pursue it in further or higher education. According to Ofqual, over five years the number of students taking music at A-level has declined by 30%. However, I commend the Russell Group of universities for its decision to scrap the published list of preferred A-level subjects. There is of course good practice, which I do not overlook. Some schools in Bury make a difference to their children’s musical education by collaboration.”
“The suite of EBacc subjects does not include music, and although the year 9 curriculum changes may attempt to include music and creative subjects more broadly, their carousel approach means that they dilute and reduce time spent learning the speciality that music education represents. That concern is supported by the BPI’s teacher survey, which says that 31% of state-funded schools have seen a reduction in curriculum time for music. In a recent Musicians’ Union survey, more than 90% of music teachers reported that the EBacc has had a negative impact on music education. The APPG for music education’s excellent report on the future of music education goes further: “Some schools perceive that they have permission to either ignore the curriculum or justify one-off end of year shows or projects as acceptable forms of music provision.”
“In fact, the argument for school tests and exams can be applied to the preparation for a musical performance as well—the idea, the studying, the rehearsal, the performance, and yes, the acclaim. Exam hall meets music hall. If we are to prepare our young people for the emerging landscape and an active, working and loving life, we need to pursue a balanced and expansive curriculum that recognises and hones skills and aptitude. The school accountability system has pushed music education to the fringes of the way that a school’s success is judged. Music is being squeezed out of the curriculum.”
“In March 2019, the BPI’s extensive teacher survey highlighted that just 12% of the most deprived state schools have an orchestra compared with 85% of independent schools, and that over the past five years, state schools have seen a 21% decrease in music provision compared with a net increase of 7% in independent schools over the same period. All our schools should turn with the natural and developing needs of every child and be more responsive, patient and dynamic, and show less rigidity and more agility. If schools do not have the time, resources or funding to do so, we must address those issues, rather than switching off the approach. Children can be better engaged in their education by expressing their natural creativity and curiosity.”
“Access to music education, with opportunities to learn, play and perform music, remains too exclusive. That must change; we must give every child the opportunity to learn the best of what has ever been said and done. Of course, that means maths and English, literacy and numeracy, but the enrichment that music brings cannot be put to one side. Children should be given the chance to shine at both or either in formal education, whatever their socioeconomic background. They should be invested in with the cultural capital of music education.”
“The hon. Gentleman makes an important point, and I pay tribute to any organisation engaged in that endeavour. My argument is that we need a universal approach as opposed to an incidental one, but I absolutely support the work of that organisation. Our education system must support a deepening of the well of talent that we rely on. Music education is falling in the charts: there has been a drop of nearly 10% year on year for subjects not in the Ebacc, GCSE music entries have fallen by 24%, and since 2010, there has been a 17.8% reduction of music tuition in years 12 and 13. That is a worrying trend that Tom Richmond—a former adviser to the Department for Education and now director of the think-tank EDSK—says can “no longer be ignored.” There is huge variation between our state and independent schools.”
“The truth is, it is hard to do justice to or to outline in policy what is in fact a deep passion and love. Put simply, one’s faith in the power and possibilities of music, performed, recorded and live, is not just a belief in a light that never goes out; it is the knowledge that music makes life better. Music can still your senses or stir your heart, its message motivates and mobilises, it entertains and, given the chance, it educates us all.”
“UK Music has a network of rehearsal spaces based in deprived and disadvantaged communities to offer improved access to music. What plans do the UK Government have to develop and enhance that scheme? Can Bury have one, please? Above the funding argument sits a bigger one. Funding plays its part, of course, but there is a bigger one even than that. It is one of choice and a question of priority. What do we expect from our schools and for all our children? If we recognise the value that independent schools place on music and music education, do we still opt to ignore that for the vast majority of all children, accepting the growing inequality of opportunity? Or do we—as I believe we must—ingrain into all our schools the rights of all children to have access to the same opportunities to learn, play, perform and enjoy music?”
“I agree with my hon. Friend. The Government seem to have a bit of a blind spot when it comes to music venues—or perhaps a tin ear is a better phrase. The industry business model has been flipped in recent years, as I was saying, but will the Government look, for example, at YouTube paying artists next to nothing per stream of their work? Some of the revenue that Google makes from that enormous imbalance could go to support live venues for emerging talent across the country and towards our efforts on music education, whether as a new tax or from a partnership. Building on the Government’s embrace of the superb agent-of-change campaign, with the protections that brought in, we need more new or improved music facilities for young people outside school hours.”
“The case has been well made that music and the arts are integral and should be part of the core curriculum, protected by core curriculum time, away from the complex lives that so many children leave school to return to. If we protect music by including it in the EBacc, we can do away with the myth of fixing in the mix. A Government who commit to an EBacc with music education as a formal part of it—that is the hit we are all after. Question put and agreed to. Resolved, That this House has considered music education in England.”
“I find myself at risk of repeating earlier arguments—like when I was the singer in a band and we were invited to do an encore but had run out of songs. I thank the Minister for his response, and I thank hon. Members for such a warm, engaging and, at times, spirited and witty debate on such an important issue. It is so good to reach consensus across the parties on a subject that we deeply love and are clearly all passionate about. In years and years of trying to record an album and find the right sound engineer, the right producer and the right moment to capture the sound we were after, I initially took comfort in the phrase, “It’s all right—we’ll fix it in the mix.” Subsequently, however, I realised that re-recording is always the answer. The EBacc is not something that we can fix in the mix; we have to re-record it.”
“Otherwise, even in this time of austerity, we risk having councils with all the parts but no heart. I hope that the attention and support shown by the 100,000-plus signatures collected by my constituent Helena and her team set a trend of expectation of changes in law to end that practice quickly and reunite parents with their cats.”
“The hon. Gentleman is making a compelling opening speech, which will resonate well beyond this Chamber. I put on the record my admiration for the determination and passion shown by Helena and her team of volunteers. At its heart, their argument is about our compassion at the worst moment for a pet owner or parent—for all intents and purposes, pets are family members. We are asking for standard and consistent practice across the country that is supported by law—a Government looking for a legacy could implement that now—to ensure that a cat that has been involved in a traffic accident or killed in some other way is returned to his or her mum or dad through scanning. It is a simple process and many local authorities are already picking such animals up. Pets should not end up in landfill but be returned to the arms of their mum and dad.”
“To follow up on the hon. Gentleman’s point, this is about joining up policy. The policy and the legislation are there, and there is evidence of good practice, so this is about joining it up. For the policy not to stand in isolation, we have to apply the empathy. His point is well made. We can turn things around the moment we ask those same people to envisage that happening to their pet—to all intents and purposes, pet owners view pets as family. Underpin it by legislative change, yes, but this is about empathy, otherwise the policy stands in isolation, detached from people’s experiences. To give a worst-case scenario, when I met Helena and her team, we talked of an early-morning drive home from holiday and seeing a dead cat on the road. I, too, felt a sense of empathy—the idea that such animals end up not being returned to their families.”
“The hon. Gentleman is making a compelling case. I know that this issue matters to him and to many others in the Chamber. One of the many issues that victims of this wicked disease face is that they cannot congregate and make the case for themselves—such is the risk of infection. It is therefore incumbent on us to make a cross-party effort to amplify their cause. They face the inflexibility of NICE and the rigidity of Vertex’s pricing, but they now have the hope that the Minister will hear anew the campaign from colleagues from across the House. Does the hon. Gentleman agree that, in this instance, per-patient pricing is not an accurate conclusion for Vertex to reach? It should take the deal on the table and begin to save lives; its indecision to date is costing lives.”
“A Government who abolished maintenance grants for our poorest students commission a review that concludes that we need maintenance grants for our poorest students. That same Government welcome the idea, led by a Prime Minister in her end of days as PM before it is all change for this Cabinet, so how will the Secretary of State make amends for this mess in time and see grants brought back and the best of Augar brought in? This is a ghost ship Government—if it ain’t Brexit, don’t fix it. They do not have a hope for themselves. How can they possibly be the hope for higher education colleges and our students?”
“What will he be doing differently in following up the Government’s response to ensure that this is not just a report on how to exclude well but on how to design a system that is inclusive for learners in mainstream schools with special educational needs and disability? Some 80% to 90% of tribunals have found in favour of parents who take local authorities to court because they have been let down by SEND support in mainstream education. It is cheaper to do more a lot earlier.”
“I welcome this review by Timpson. It is very well considered and speaks home truths that the sector and many Members on both sides of the House have been trying to get this Government in front of and to pay attention to. I look forward to the implementation of the Government’s response published today. We know from the report, as we knew before its publication, that 20% of all those excluded were under the category of “other”. We also know that 80% of those excluded have special educational needs or are disabled learners. [ Interruption. ] The Secretary of State questions that. The figure is 44% on temporary exclusions and 46% on fixed, so cumulatively it is 80%—in fact, more than that.”
“According to the most recent figures collected by the Education Policy Institute, in one year nearly 55,000 children have disappeared from school rolls without explanation. The Secretary of State cannot tell us why, nor can he for those excluded officially, because his Department collects no further information on them. While we wait for Timpson to report, will the Secretary of State commit to my call—one that is supported by Ofsted, the National Education Union and many people across education—to scrap the “other” category as a reason for exclusion, which now represents 20% of exclusions in our schools on his watch?”
“Will the Minister confirm that the number of EU nationals applying to UK universities is already falling and will be down this year, even before Brexit bites fully? How does he suggest that universities should mitigate that loss of student numbers on the roll?”
“The traditional argument has been that we need coursework for people who cannot do exams, and that those who can do exams are fine, but that binary choice is unhelpful. The parent of a child with autism in Bury spoke to me about his daughter’s ability to take the new times tables test that has been introduced. In fact, she is really good at maths; what she struggles with is the speed at which an immovable testing mechanism is applied. Although her ability to calculate is not a problem, she is expected to answer questions that move on at a fast rate. We must not fall into the trap of suggesting that those with special educational needs are somehow non-academic or unable to perform in mainstream education, because all they need is a better, more dynamic service.”
“This is about parents’ ability to go out and fight, not their preparedness to do so. Again, please let us not fall into thinking that the parents who reach our door are those who are prepared to. They are simply the ones who are able to. Someone who faces changing shift patterns and has to use public transport, for example, may be prevented from reaching our door. The fact that we hear so much about these issues from parents who are able to reach us shows that there are great swathes of parents who do not speak to us directly about them but very much face the same, if not worse, issues.”
“Tribunals find in favour of the parent and child nearly 90% of the time, costing authorities hundreds of thousands of pounds—wasted money that could have been moved upstream and spent earlier. Some 70% of all exclusions involve a child with SEND. Schools that I spoke to in my survey last year came back to me yesterday with a series of comments, including: “We can no longer afford to purchase necessary resources”.”
“The list goes on, but surely those are exactly the same principles that we should want to apply to mainstream education, for all our children. It is becoming clear, however, that parents and children with SEND are being pushed out of mainstream schools, too often because there has not been an increase in personalised, inclusive, contextual learning that gives second chances—because that comes at a price. The Government’s response to date does not go far enough. Independent research commissioned by the Local Government Association predicts a £1.6 billion black hole in high needs funding for councils. I say to the Minister this is not just about getting more money but about moving money.”
“It is a pleasure to serve under your chairmanship, Mr Davies. As has been mentioned by my colleagues on the Select Committee on Education, we spent yesterday morning in the presence of the RIP:STARS, who describe themselves as children with disabilities for children with disabilities. Ben, who has also been quoted by my Committee colleague, my hon. Friend the Member for Kingston upon Hull West and Hessle (Emma Hardy), told us that he is not a “jigsaw” or “puzzle” to be solved—all they want is an education. In fact, their report concludes with a series of recommendations for schools, including that they should focus on inclusion; involve the child in the provision, not just the co-production of providers; meet holistic needs; personalise provision; and that provision should bear a resemblance to the world and life after school.”
“My High Needs budget is actually ALL spent supporting pupils in my school with EHC plans and SEN hours as school has to provide the first £6,000 from its own budget.” That needs to be looked at. Another school said: “The numbers of SEND cohort have increased significantly in terms of social, emotional and mental health”, which has been touched on. Health absolutely needs to be at the table; it too frequently is not. I urge the Minister to look at the issue and to work cross party and on the findings of the Committee’s ongoing SEND inquiry when we report in the summer.”
“My colleague makes an excellent point. I enjoy serving alongside her on the Committee. Punishing school budget cuts have resulted in the loss of teaching assistants, removing capacity from the classroom. In every other walk of life, specialist provision is viewed as additional support that is scalpel-like in its focus, or as enhanced provision, but SEND provision in school classrooms is viewed as low-hanging fruit to be cut, owing to the increasing demand on budgets. My hon. Friend is absolutely right. Teaching assistants have gone. One school I represent has lost six and another has lost four. One of my schools told me: “We can no longer afford to provide additional elements not covered by the statement…with the result that our more vulnerable pupils find it really difficult to cope at lunchtimes.”
“Will the Minister indicate when we can expect the Timpson review? It is now a year since it began. In February, we heard mood music on what it is likely to say, but when will the Timpson review conclude and report?”
“We need to concentrate far more on examples that highlight the cause and prove the argument on which we are joining together in unison this evening.”
“I was disappointed to see the Education Secretary say in a piece for The Times today that it will be up to primary schools to decide whether or not to teach in an LGBT inclusive way. This felt too much like a disclaimer, and too much like a trailer for the guidance by way of assuring those objecting to it. Along with 58 of my colleagues from the Opposition, we wrote to the Education Secretary this week to ask that he take a look at the guidance and ensure that LGBT inclusivity in RSE teaching is a requirement, not just a recommendation with opt-outs. This has my full support, but I do think we need to go further. At this point, I want to highlight that there are many gay men and women with deeply held religious views as well; they are not exclusive of each other.”
“The introduction of statutory RSE was the chance to right this wrong, but the Government’s guidance must be beefed up. New statutory relationships education at primary level is a unique chance to ensure that all young people develop inclusive attitudes to LGBT people from a young age. Inclusion from primary can prevent the development of prejudice and wipe out the bullying that leads to so many of our young people developing higher rates of mental health problems and that leads more LGBT young people to attempt suicide. Teaching about LGBT families as part of teaching about different families at primary age is vital to ensure that young people with LGBT parents see their families reflected in teaching.”
“It feels good to be here agreeing on such an important issue. Thousands of children from all backgrounds and faiths walk into schools across the country every day who already know that they are lesbian, gay, bisexual or trans or just feel different but do not know it yet. They will get into school and face homophobic or transphobic bullying from other pupils—45% of primary school teachers have observed such bullying, and nearly half of all LGBT pupils are bullied for being LGBT in our secondary schools. The Government risk undermining their efforts with the opt-outs. What are the Government saying to these children when they say that schools are not required to teach about LGBT inclusivity and diversity—that learning about heterosexual relationships is age-appropriate, but learning about LGBT families requires a PG rating?”