Mr James Frith

IN THEIR OWN WORDS

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524 held · 491 searchable for Mr James Frith. The searchable lines are below in date order, each linked to its source. Free to read, in full, without an account. Page 7 of 10.

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1. “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?”

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2. “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.”

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3. “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.”

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4. “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.”

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5. “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.”

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6. “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.”

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7. “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.”

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8. “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.”

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9. “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?”

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10. “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.”

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11. “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.”

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12. “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.”

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13. “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.”

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14. “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.”

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15. “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.”

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16. “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.”

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17. “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?”

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18. “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.”

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19. “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.”

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20. “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?”

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21. “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?”

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22. “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.”

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23. “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.”

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24. “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”.”

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25. “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.”

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26. “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.”

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27. “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.”

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28. “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.”

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29. “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?”

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30. “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.”

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31. “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.”

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32. “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.”

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33. “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?”

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34. “Compromise is a must. So the content of a deal with the permission of the public marry this changed Parliament to the changing picture we see—and of course everyone reserves the right to vote the same way again. At that point, I will support a deal before arguing we don’t know what we’ve got till it’s gone.”

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35. “We must extend article 50 and establish what we are for, through indicative votes and a process of gathering the way forward. Fill a deal with content that speaks to the support in this House for a deal—one with a customs union and a direction to deal with the world and the protection of our people and our planet. Then take this deal and seek further permission on it, not from the pomp in the Tory party but from the public. Go back and seek further instruction from the people. Let them hold it up to the light, for their final say. Let Britain have her last word—to stick or twist, to back it or keep what we have. Britons voted to leave or remain in their millions, then this changed Parliament was ushered in. Division is still palpable, and all the doorstepping and polling in the country tells us that there is no magic healing number.”

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36. “This Parliament is a more recently anointed authority than the referendum result. My town sent me here as someone who did not trigger article 50—many of my constituents did so because of that fact. We are a Parliament more representative of the changing picture we see. On at least three occasions, in normal times the Prime Minister’s record would have cost her her job. Those three occasions were opportunities for her to change tack: to offer the UK a tonic, with a deal that united the country through unity in this House. We are told that Parliament needs to decide what it is for, but we have been given no chance to decide. We have pored over this, many of us spending time doing the heavy lifting to understand why the people felt so deprived of a say, so overlooked, that they pulled the leave cord in 2016 to stop the show.”

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37. “The Prime Minister is not alone in failing us. The Government Back Benches are full of former Ministers who claimed, “I am the man who can!” The first Brexit Secretary said he could, but he could not. The former Foreign Secretary said he could, but he could not. The second Brexit Secretary said he could, but he could not. Now, they join the hardliners on their Benches who all say they can, but we know they cannot. It is not just the Prime Minister who has been let down by their mis-selling. The country has been misled, and now the plan has been mislaid. Ultimately though, this comes down to a failure of the Prime Minister—her leadership, her incapacity to build consensus or to hear what is said, and most alarming of all, her contempt for Parliament. This Parliament has been voted in more recently than the referendum.”

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38. “The new times tables tests for year 4 come in soon. The test is taken using a machine. Martin, a dad of a boy with autism in Bury, is concerned that not enough provision is being made, or at least communicated to our schools as to what reasonable adjustment can be made. What provision is being made for our students who are anxious learners? Does the Minister agree that children with special educational needs and disabilities need the time and allowances to ensure that their circumstances can be managed?”

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39. “That failure is sponsored by Government direction, budget cuts and the narrowing field in which we judge our children to have succeeded. In our inquiry into SEND, the Education Committee has uncovered a crisis. Parents are forced to fight with schools and local authorities through tribunals, often at great emotional and financial cost to their families, to secure the specialist provision needed to ensure that their daughter or son fulfils their potential.”

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40. “It is a pleasure to serve under your chairmanship, Sir David. I congratulate my hon. Friend the Member for Blaydon (Liz Twist) on introducing this important debate. I would like to focus in detail on one consequence of school underfunding for an inclusive education system. Rising demand for specialist provision in mainstream schooling, which is already facing an undue burden from cuts, is resulting in a two-tier education system and in the disappearance of the different and the disabled from our mainstream schools. Parents across Bury all too frequently share heart-wrenching stories of their struggles—often years long—to get the support that is needed for their children with special educational needs and disabilities in the mainstream school system.”

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41. “I say to the Government: spend more upstream in mainstream. Instead of just increasing the budget, move the money upstream, reach into the system and enable the simple change of frame that is required. Our country deserves a world-class education service for all, from nursery to university and lifelong learning— one where every child matters, can fulfil their potential and take advantage of a lifelong education system that is based on inclusivity and difference, and repeated opportunities.”

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42. “When appeals go to tribunal, 90% of decisions are found in favour of parents. The number of cases going to tribunal has increased year on year since 2014, at an average cost of £6,000—70 million quid overall. That money would be better spent on improving SEND provision, instead of on the “crisis first, crisis only” provision that there is under this Government. At every stage of the Government’s education system, we can see the Tory-touted promise of opportunity becoming wasted opportunity. Nursery providers are being forced to ask parents for money. Schools are riddled with asbestos and face a £100 million shortfall. Capital funding has disappeared. Teacher recruitment and retention are at crisis point. College funding is stagnating. Lifelong learning budgets have been gutted by 32% this decade.”

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43. “The failure in mainstream specialist provision creates a perverse incentive to push for education, health and care plans: 320,000 children and young people had EHC plans last year, which represents an increase of 35% since 2014. Schools have to find the first £6,000 for the additional support needed—yet another burden on their budgets. The Local Government Association has warned of a £500 million SEND funding gap for 2018-19, which is set to increase to £1.6 billion by 2021. Local authorities have stated in evidence to the Education Committee that spending their already limited budget on facing down the legal challenges at increasing numbers of education tribunals is politically and practically more palatable than funding mainstream schooling better in the first place, even though that would be a preventive measure.”

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44. “I absolutely agree. It seems to me that in the education system, we ignore everything that we would deem important when using the word “special” in any other context. Enhanced provision, accurate service, more rather than less attention—in education, those things are just not happening for those with special educational needs. The Institute for Fiscal Studies has concluded that between 2010 and 2018, total school spending per pupil fell by 8% in real terms. The National Audit Office says that schools will need to make efficiency savings of £3 billion by 2020—8% of the total schools budget. Ever-tightening school budgets are forcing schools to make difficult and often short-term decisions about lower-level preventive SEND support that would meet the needs of many children without the need for statutory plans and interventions.”

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45. “On a point of order, Sir Christopher. It was remiss of me not to mention that I am the founding director of a careers education company. In the interests of transparency, I share that with you now.”

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46. “I am not here just to defend Jewish people from the rising attacks or to call out antisemitism, though I do both; I want to celebrate and affirm Judaism and Jewish people and the contribution that they make to our society, our country and to my life. My mixed-heritage family is a picture of the messy, beautiful multiculturalism of our country and of modern Jewry. It is also a portrait of hope—I hope—for a better future. For me, this is not about party; it is primal and my principled, personal belief. Modern love, relationships and family across races, religions and cultures can blur the old lines of religious dogma, intolerance or hate-filled political division. Rooted from here, even the most steely glare of these ugly politics can begin to soften.”

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47. “Let me also say that it is sometimes more important to single out the calling-out of antisemitism than it is to simply smooth the issue over with a catch-all view of being against racism—just as sometimes I tell each of my children by name that I love them. Humbly I say that I have no easy answers, but my own perspective guides me. I am the son of a Church of England minister. I am not Jewish, but my wife is. Her Jewish heritage is one of the many things I love about her. We are raising our young family in the traditions of both our faiths, both our cultures. That pursuit is not borne easily. Time spent with mixed-faith couples before my wife and I got married highlighted to us both the anguish that many people face when love and relationships collide across cultures to form family.”

    House of Commons20 February 2019Contains Parliamentary information licensed under the Open Parliament Licence v3.0Source ↗

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48. “Antisemitism is trending again. Antisemitism is rising again. Antisemitism is an attack on Jewish people, and when our Jewish communities speak of the fear that they hold, we must listen. When there is anxiety and anger, we must learn and act on these determinations. Whether we are talking about Macpherson, #MeToo or the motion today, this begins with believing the victim and their powerful testimony. It strikes me as well that, as we consider antisemitism, all too often the haters hate harder when it is a woman, so let me condemn both antisemitism and the misogyny we see. The endless values that we share bring me here today—values of equality, fairness and social justice.”

    House of Commons20 February 2019Contains Parliamentary information licensed under the Open Parliament Licence v3.0Source ↗

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49. “I congratulate my right hon. Friend on securing this debate. She is making an important argument. In Greater Manchester, 8 million miles of bus services were lost between 2014 and 2017. All too often, bus companies cherry-pick the profitable routes and ignore others, which means that many people on the outskirts, such as in Affetside in my constituency, are left behind. Does she agree that social prescribing should include access to transport to avoid isolation and the knock-on impact that that has on the wider social health of our population?”

    House of Commons19 February 2019Contains Parliamentary information licensed under the Open Parliament Licence v3.0Source ↗

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50. “Q6. Will the Minister explain why councils such as Bury, with less availability of brownfield land, cannot use the most recent independent Office for National Statistics figures on household projections to determine local housing need, thus saving more of our precious green belt from development?”

    House of Commons6 February 2019Contains Parliamentary information licensed under the Open Parliament Licence v3.0Source ↗

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