Amanda Martin
MP for Portsmouth North · Labour · United Kingdom
“Last week, the all-party parliamentary group for tradespeople hosted a roundtable to discuss the barriers to young people taking up a career in the trades. Travel was raised as a particular issue.”
“As we celebrate 100 years, I want to encourage residents to follow the lion trail, which takes them to so many gems in my city, and to make their own memories. What next for year 101, and what will I strive to change?”
“I draw Members’ attention to my entry in the Register of Members’ Financial Interests. As chair of the all-party parliamentary group on Gibraltar, I warmly congratulate the Government on successfully securing this historic, landmark agreement.”
“It is where so many of my own memories were made: the street parties on Mousehole Road; rolling down Portsdown hill, which I must confess I have done rather more recently than perhaps I should have; spending long summer days sitting on the concrete steps at Hilsea lido, and how wonderful to see this much-loved landmark restored for future…”
“Sir David Amess understood what every Member of this House should remember: our greatest privilege is representing the people and places who send us here. He never missed an opportunity to celebrate Southend, and today I want to do the same for Portsmouth.”
“I am proud to represent Portsmouth, whose local people want their pride reflected in the name of the reorganised local council. Both Portsmouth MPs and, I believe, councils representing over 75% of residents, support including Portsmouth in the name.”
The complete record
Every one of 601 lines we hold for Amanda Martin, in date order, each linked to its source. Free to read, in full, without an account. Page 11 of 13.
“This service supports new parents through the registration process and takes only 10 to 15 minutes, enabling them to get a head start on applying for important documents such as a birth certificate, taking the pressure off and allowing all parents to get support and be treated equally as new parents whatever their background. Thanks to the introduction of lifesaving neonatal bedside resuscitation units, even the tiniest and most vulnerable newborn babies have the best chance of a healthy start. Babies born at 24 weeks have a fantastic 80% survival rate, while the national rate is 18%. The trust’s dedication has earned it a place among the finalists in the NHS parliamentary awards, proving that its hard work is felt not just in Portsmouth but nationwide.”
“In the past year alone, this remarkable unit has delivered 5,000 babies, and the dedication of the 24/7, 365 days a year midwives goes far beyond the delivery room. I would like to highlight some of the trailblazing initiatives that help make life for parents and babies easier and safer. A new care pathway has been developed by the trust team and Portsmouth Down Syndrome Association to provide additional support and information for all families who are expecting a baby with Down syndrome. It includes appointments with specialist midwives and paediatricians, including feeding specialists, additional specialist scans and an offer of induction at 39 weeks. A new partnership also allows babies to be registered in the hospital.”
“I thank my hon. Friend the Member for Brent East (Dawn Butler) for bringing forward this debate, and all the hon. Members who have spoken. I particularly thank my hon. Friend the Member for Penistone and Stocksbridge (Dr Tidball), whose experience of maternity services is shocking, but sadly not unique. I hope it is an experience that, together, we can eradicate. On International Women’s Day, we celebrate the achievements, resilience and contribution of women and girls across our community, and what better way to honour this day than by shining a light on a place in my constituency that welcomes new life into the world and champions the health and wellbeing of mothers? I am talking about Portsmouth Hospitals University NHS Trust maternity services, including the fantastic all-female team at Queen Alexandra hospital.”
“It is refreshing to see a Government—a Labour Government—identifying the need for an industrial strategy across the country. While we may not return to shipbuilding in its same volume and while we may be in the south-east, we are unique and we need a strategy and action. Will the Minister outline what difference he sees in this Government’s modern industrial strategy from those that have been tried —or should I say in the case of my city, not tried— so that my city and the people in it can see a future of growth, investment, security and well-paid jobs for themselves, their families and future generations?”
“Under the previous Government, despite Portsmouth being the home of the Royal Navy, the heart and industry of my city of shipbuilding was cut away. In 2014, shipbuilding was taken from Portsmouth, and it has left a deep scar. The answer to the industry being removed was to have a Minister for Portsmouth. Despite having three token Ministers for Portsmouth given to us under the previous Government, charged with bringing economic growth to the city, Portsmouth under the Tories was failed again and again and again. Ten thousand adults in Portsmouth North are living on the minimum wage, a stark reality showing a lack of economic growth and strategy in my city to ensure jobs for local people. Nelson once said, “England expects”. Madam Deputy Speaker, Portsmouth expects.”
“It was interesting to hear from the hon. Member for Dumfries and Galloway (John Cooper) about the importance of shipyards. Portsmouth was once—from 1511 to 2014— a fantastic shipbuilding city, with a strong tradition of building some of the greatest ships. It played its part by repairing and refitting over 1,600 ships during the first world war. After Labour’s commitment in 1998 to build the Invincible class aircraft carriers, in 2011 Pompey shipbuilders played a crucial role in the construction of the two new aircraft carriers by helping to build 6,000-tonne sections of the midship of HMS Queen Elizabeth. I am proud to say that my son is currently serving on that ship. But like so many other parts of this country, Portsmouth has been let down.”
“Next month will see a rise and an extension to the minimum wage. In Portsmouth North, there are 9,600 minimum wage workers—higher than the national average—leaving many in in-work poverty and in desperate need of a boost to living standards. What steps are the Government taking to help improve living standards for those low-paid workers?”
“I thank the Minister for her statement. I hear from many constituents who suffer with energy debt as a result of the previous Government’s failure to protect billpayers during the energy crisis. Many of them are petrified, unable to move or change providers. I welcome the proposed acceleration of a debt relief scheme, but can the Minister provide more details on how that will help families in my constituency of Portsmouth North?”
“That is precisely the kind of forward-thinking initiative that ensures our workforce remain prepared for the challenges of the future, and I am proud that my city is embracing those opportunities and looking forward to extending them with Skills England.”
“The success of that approach is evident, and I am particularly proud to mention James Rowland, an apprentice in refrigeration, air conditioning and heat pump engineering who won silver in the WorldSkills UK RACHP competition in December —an incredible achievement that showcases the high calibre of training and people in my city. We must recognise the importance of sustainability in our skills development. Earlier this year, the City of Portsmouth college facilitated access to green skills funding, enabling local plumbing and heating businesses, particularly small and medium-sized enterprises, to train apprentices in sustainability.”
“The college’s gas assessment centre is now the leading provider of gas assessment training in Portsmouth, Hampshire and West Sussex, ensuring that our region remains at the forefront of those essential industries. From skilled trades, such as bricklaying, electrical engineering, carpentry and plastering, to professional careers in business administration, accounting and early years education, the range of courses reflects the diverse needs of our local workforce. Crucially, the programmes are supported by strong partnerships with major employers, including BAE, Airbus, Queen Alexandra hospital, the NHS and of course the Royal Navy. The partnerships not only ensure that apprentices receive a direct link to potential careers, but mean that students can feel the value of training and future opportunities.”
“Increasing the flexibility of apprenticeships also accommodates diverse learning needs and life circumstances, making it easier for apprentices to balance work and training alongside personal and financial commitments. I look forward to Skills England examining those issues in a new chapter for innovative thinking on apprenticeships. In my constituency of Portsmouth North, the City of Portsmouth college is a centre of excellence for apprenticeship training, especially in the areas of gas engineering and refrigeration, air conditioning and heat pump engineering. The college plays a vital role in equipping young people with the skills they need and we need as a city and a country.”
“This Bill establishing Skills England is the first step to achieving some of the much-need elevation of our skills sector. Only a third of apprenticeships are completed. That is a shockingly low statistic, and it could be improved by increasing financial support. It is therefore welcome to see the 18% increase in apprenticeship rate pay from April to help make apprenticeships more attractive. It would be good to see more targeted support made available to those who have dependants and other financial responsibilities. I welcome the Government’s commitment to look again at the levy and the length of apprenticeships. Adopting a modular structure and increasing flexibility could significantly boost competition rates by providing a more adaptable learning experience.”
“We must start by ensuring that we value all pathways and people if we are to move towards a productive, highly skilled population and achieve our growth targets. Vocational training is hugely important. However, in 2022, we had nearly 340,000 apprenticeship starts, compared with 520,000 11 years before that. Young people in my city of Portsmouth are not always able to access the well-paid jobs, despite there being many opportunities on our doorstep in the defence, maritime, space, science and trade sectors, to name a few. We must improve and promote vocational pathways by increasing the number of apprenticeships available, improving apprenticeship completion rates, increasing financial support and increasing the flexibility of courses.”
“I have been proudly championing the very neglected skills and trades sector since arriving in this place because, unfortunately, one of the most toxic legacies of the previous Government is a crisis in education and training, with overwhelming barriers to opportunity for far too many young people and a real downplaying of practical vocational skills in the eyes not only of students but often of their parents and the wider community. This is in stark contrast to what we see across Europe, Australia and the USA. Apprenticeships offer young people an alternative pathway to success and one that is not only vital for our communities but practical, hands-on and deeply connected to the industries that drive our economy.”
“Does the Minister agree that developing our economic and trading relationships with other nations is one lever of many that the Government are using to drive growth and investment, alongside planning reforms, public investment and a proper industrial strategy for the people not only of the UK, but my city? At the same time, our work across Departments must always have our nation’s security at its core.”
“As we have heard today and previously in this place from so many hon. Members on both sides of the House, Sir David was a loved and valued colleague, and not just an MP, but a man with family and friends. Sadly, I did not have the privilege of working with him in this place. We know that Sir David’s killer exited the Prevent scheme many years before the attack took place. Future actions are, tragically, too late for Sir David and his family, but what steps will be taken to ensure that all relevant agencies along the line do not just learn from but act on the lessons from the killer’s ability to evade detection in the period leading up to his attack?”
“Some of my constituents have raised concerns about how their information will be kept safely in the online register of births and deaths. How will the Secretary of State ensure that the Government keep such information safely?”
“I want to draw the Committee’s attention to the Birmingham study from February, which was mentioned previously. It found that banning smartphones in schools did not directly improve student academic performance or mental health. However, that research indicated that excessive phone use correlates with negative outcomes, yet there were no significant differences between the kids who had bans in their school and those who did not. It is about the wider picture, which has been talked about. I also draw the Committee’s attention to a survey conducted in November 2024 of over 1,000 teachers. One in five believed that a school-wide ban would not improve the relationships and attainment levels of children, and 41% agreed that they used smartphones as a teaching tool within their classrooms.”
“Deciding it at school level would allow for the reasonable use of phones and technology, and it would allow for a balanced approach to technology. It could involve the school community in a discussion about what the phones and technology are being used for—a simple ban would not do that—and could include conversations about digital wellness and promoting healthier relationships, both offline and online, and a healthy approach to using technology at school, in the workplace and in the wider world. If we banned kids from using phones in school, we probably should ban people in their offices and in meetings from using them, because they do not pay attention either. Given how often we look up and see people not even bothering, how on earth can children learn while using mobile phones and technology in a measured and supportive way?”
“I thank the right hon. Gentleman for his comments. We have spent a great deal of time in Committee hearing from Opposition Members about autonomy: headteachers’ autonomy, school autonomy, and school leaders knowing exactly what is best for their pupils and communities. Subsection (2)(b) of the new clause states that the policy “is to be implemented as the relevant school leader considers appropriate”, but that means that the school leader could choose not to ban mobile phones for anybody in their school; there are exemptions, and they could decide that that is what they need. But that was not what I was going to talk about. The use of mobile phones in schools should be decided at school level. It should reflect school values, processes and procedures, and not be decided in a directive or legislation from Government.”
“We have student councils and we have parent groups, and we must involve them in the conversations on mobile phone use in schools so that we can teach digital wellness now and for the future.”
“That is a good point. Although we have to resource our schools properly to ensure appropriate iPads and computers that can be used, we would not want the situation the hon. Member described to continue either. We must ensure that schools are resourced. We have talked about disruption in classrooms, and 20% of teachers said that the unauthorised use of mobile phones was one of the main causes. However, chatter and not sitting still accounted for 80% and 75% respectively, and disrespect to other pupils was much higher than the use of mobile phones. When asked whether a whole-school ban would improve learning, 18% felt that it would, but actually 57% felt that a class size reduction would improve behaviour much more. We need to give our schools the autonomy to have that conversation with their communities and to involve their students.”
“The 17th is about increasing the use of risk assessment tools. The 18th is about rehabilitation and reintegration services. The 19th is on specialised support for parents and families and the 20th on a regular review of local authority practices. Each one of those 20 recommendations has the victims at its heart.”
“The ninth is about launching a national public awareness campaign to raise awareness of CSE, educating the public and reducing the stigma that surrounds the victims. The 10th is to strengthen safeguarding in schools and introduce better protocols. The 11th is about tackling perpetrators of CSE, strengthening law enforcement’s abilities to target them. The 12th is for a Government review of safeguarding systems, conducting a review of the national safeguarding system to ensure current measures are sufficiently robust to address child sexual exploitation and victims. The 13th is to ensure adequate local authority resources. The 14th concerns independence for local safeguarding boards. The 15th recommends a review of the placement of settings for vulnerable children. The 16th calls for a stronger legal framework for CSE.”
“The fourth is about strengthening the criminal justice response. The fifth is about training for professionals and requiring mandatory training for all professionals working with children, including social workers, police and healthcare staff, to help them recognise the signs of exploitation and act accordingly. The sixth is about a national framework for support, and developing a national framework for services to ensure that appropriate support is available for victims. The seventh is about supporting victims and improving the availability and accessibility of specialised support services for victims. The eighth concerns tailored responses to CSE victims, ensuring authorities provide a tailored response to the specific needs of children who are victims.”
“I want to start by agreeing with my hon. Friend the Member for Southampton Itchen that leadership and action are needed. Indeed, leadership and action were needed three years ago in February 2022 when the IICSA report came out. I thank my hon. Friend the Member for Derby North for her knowledgeable insights and her forensic examination of the Bill, the recommendations and the report. I will spend a moment establishing for the record what exactly those 20 recommendations are asking for, which we as a Government have committed to implementing in full—albeit three years too late for some victims. Let me list the headings of the report. The first is on a mandatory aggravating factor for CSE offences. The second is on statutory guidance on preventing CSE. The third is on data collection and analysis, and establishing a national database.”
“Portsmouth is the home of the Royal Navy, but it is also the proud home of many companies in the defence sector: BAE, Airbus and Accuracy International, to name just a few. Those companies provide fantastic job opportunities for my constituents, but they have faced real difficulties in the last decade. What steps is the Department taking to support our defence sector in the UK and in Portsmouth in particular—both the businesses themselves and the recruitment and training of the skilled workforce—as part of our Government’s industrial strategy?”
“The witnesses did not agree on everything, but all three commented on the benefits of these provisions. John Barneby said that Oasis follows “local authority admissions at the moment, because we believe in equity of offer, and we want to work in partnership. That is not the case everywhere…My hope is that, out of this policy, we will get to a place where there is a fair distribution of children with special educational needs and disadvantaged children across all schools, so that all schools are truly inclusive and have the capacity to meet the needs of all children.” He thinks the Bill will go some way to doing that. He also said that there has been a risk raised around the allocation of students, particularly with falling student numbers, but he thinks that “on the whole, local authorities act responsibly around this.””
“I am grateful for the opportunity to serve under your chairmanship, Sir Edward. While we were in Bill Committee on Tuesday, the Education Committee was meeting—there are many people with a lot of interest in the Bill, and rightly so—to hear from three panels of witnesses. I draw the Committee’s attention to the second panel. On the panel was Sam Freedman, a senior fellow at the Institute for Government who worked at the Department for Education from 2010 to 2013 as a senior policy adviser; she is also a senior adviser to Ark schools, although was appearing in a personal capacity. Also on the panel were Daniel Kebede, who is a former teacher and the general secretary of the National Education Union, and John Barneby, who is the chief executive of Oasis Community Learning.”
“Will the Minister confirm that the power to set place numbers includes all schools in local authority areas? It is not just academies but maintained schools. There seems to have been an idea throughout the whole of this debate that maintained schools are somehow a lower echelon of education—”
“Thank you, Sir Edward. It seems to have been implied that only academies might want to expand, but local authority schools might also want to expand. If it is not right for the pupil numbers within the local authority area, it should not be allowed. We were asked for examples of where it has happened already. In Hackney in 2024, the expansion of some schools and academies— [ Interruption . ]”
“We were asked for examples of where schools have been closed. We have not even thought about small rural schools that are affected by expansion. Local authorities that represent rural communities must be able to ensure that there are schools across the county, because that is good for everybody. Specifically on London, the expansion of some academies and schools in Hackney in 2024, particularly as part of a shift towards academisation, has contributed to the closure of certain local schools. St Mary’s Church of England primary school—”
“I have already mentioned the three expert witnesses who commented on this issue. Although they probably have very different opinions on other elements of the education system, all were in agreement. Does the Minister believe that the clause, unamended, means that local authorities can perform fair place planning for all pupils, whether in rural, suburban or inner-city areas, to ensure that there is still access for all pupils and that it is done in a fair way, whether a school is maintained or an academy?”
“We know that local government is at its best when decisions are made by local people, and we have seen the positive changes of devolution. I will do what I can to support my city, but can the Minister confirm that Portsmouth, in moving to devolution, will have both financial and government support to enable it to progress and to meet deadlines?”
“I thank the Government for the additional moneys to my council, which have gone some way to address the horrendous cuts from the previous Government. I love my city and the people in it, but we have been failed by Governments and councils, leaving us with inadequate housing, job opportunities, transport, education and public services across my city. The council’s decision and hard work to apply and now be on the priority list for devolution is a positive and tangible opportunity for the people of Portsmouth, especially in what I believe has been the neglected northern part of my city. I am not denying that hard work, collaboration and co-operation will be needed across councils and parties and that strong leadership, communication and transparency will be vital to ensure success.”
“The hon. Member for Harborough, Oadby and Wigston talked about bottom lines and evidence. At the moment, the attainment gap between those who achieve and those who do not is widening across our country. For a number of years, and since the previous Government—the right hon. Member for East Hampshire was in fact—”
“The right hon. Member was a Secretary of State, and under his leadership the teachers’ recruitment crisis was worse than it had ever been. Recruitment targets for core subjects such as maths, physics and modern languages were missed, and retention rates were poor. That was when we were allowing people with qualified teachers status and without it. It is not a bottom line for what we want our children to have: it should be a right for every single child, wherever they are in the country, to be taught by a qualified teacher, or somebody on the route to qualified teacher status. Just because we had not achieved it under the last Government, that does not mean we should not have ambition for our children to achieve it under this Government.”
“And a cracking football team, I will add. Absolutely, those sportsmen and sportswomen can inspire, but actually many of those at the elite of their game would not understand the difficulties for those children who may not be as good at that sport, so therefore it is about their learning of pedagogy and differentiation. They could absolutely enhance learning, but actually becoming a teacher would need a qualified teacher status. If someone is really committed and wants to give something back, they can spend a year of their time on a PGCE to get that on-the-job training. We should not be racing to the bottom with our kids.”
“I would like to understand whether the classes that are covered by teaching assistants and cover supervisors are included in the ratio of qualified or unqualified teachers, because things happen on a daily basis in our classrooms, and teachers are not always registered as the registered teacher—they might be covering a class or they might be a teaching assistant who has been asked to step up. I was asked why, and I was not able to answer at the beginning, but the Government still believe that the answer to the “Why?” question is that we need to ensure that all our children are taught by qualified teachers to get the best education. During the early 2010s, the gap across all school stages began to gradually close, but the attainment gap has since widened, with 10 years of progress wiped out—that is from a February 2024 Sutton Trust report.”
“In 2019, there was one year for implementation, and in 2020 and 2021 the changes were immediate, albeit that that was linked to the fallout from covid and the attempts to rectify that. Again, some changes involved input from the profession, and some did not. A national curriculum should do what it says on the tin and be a “national” curriculum. It should have a core basis. We should consult the profession. I found it really difficult to sit here and listen to the ideas that have been put forward, when the previous Government did absolutely none of that.”
“I hope you are enjoying the debate, Sir Christopher. Although national curriculum reform is not mentioned in the Bill, it is going forward. The previous Government introduced a number of curriculum changes. Those were often implemented quickly and not considerate of the profession. In 2010, one or two years were given to implement the changes, depending on sector. The consultation was top-down and was criticised for not reflecting classroom realities. In 2013, the Government had one year to implement the changes. There was a wider consultation, but despite that the original proposals were unchanged. In 2016, there were almost immediate changes to the curriculum, but, again, no fundamental changes were made to the original proposals after the consultation.”
“I want to comment on judicial reviews. Opposition Members will be aware that the previous Government’s long-standing policy of issuing academisation orders to schools with two RIs was not in fact a duty, but can they set out on how many occasions those would have been challenged through a judicial review? Rather than them taking the time, I can tell them that there were numerous judicial reviews that held up the changes that we would have wanted to make, whether regarding governance or a change in leadership. The clause allows local authorities and local areas to choose which way to go.”
“Several years ago, through the narrowing of the curriculum, GCSE dance was removed from it. The school worked with the dance teacher, who still did her 1,265 hours, but moved her timing, because she did it as an after-school element. There is still the 1,265 element and flexibility. However, the provisions will mean that wherever people teach, in whatever organisation, if they are in a school that is funded by taxpayers—funded by the Government—they will have national standards for their pay and their terms and conditions.”
“It also allows for teachers working in schools to rise up without an incremental scale, unlike me when I entered teaching and took an annual increment to rise up the scale. We can allow for teachers to be paid at a high level, should there be a need and desire for that. That includes the upper pay scale. Members who were not in the profession may not know that the previous Government introduced that with five elements, but those were quickly reduced to three to keep good and experienced teachers in the classroom. On the schoolteachers’ pay and conditions element, with regard to flexibility it covers 1,265 hours. That can be negotiated in an academy or maintained school according to what works best for individual teachers or the school. I have an example from my city.”
“It is good to follow the hon. Member for North Herefordshire. A lot of this argument has just been about pay, but we are actually considering schoolteachers’ pay and conditions. We need to take into account all elements of schoolteachers’ pay and conditions. The hon. Member spoke about executive pay of CEOs. There is an academy trust—United Learning trust—where many staff cease to get sick pay above statutory levels after six weeks. That does not strike me as likely to attract and retain high-quality staff. People may fall ill through no fault of their own, and this is not the right approach to take when we have a recruitment and retention crisis. The schoolteachers’ pay and conditions document allows for recruitment and retention points, SEN points and teaching and learning responsibility points to be awarded.”
“I want to comment more from my own experience, because I used to be a pre-school chair. When the free hours came in for pre-school, they did not cover the full time that the child would be there, so mechanisms were put in place where some elements of the time were free and some elements were not. That sort of arrangement for operating such a system has been around in the sector for quite a while.”
“I want to make about point about attendance and the evidence that suggests progress. I agree with my hon. Friend the Member for Bournemouth East that is about children’s bellies being full and them being able to learn in the best part of the day. It is also a calming part of the day. It allows parents, if they have an infant and a junior, to drop them off—they could do the infant first, and the junior next. It also helps our parents to go to work. Evidence also suggests that breakfast clubs can help children to make up to two additional months of progress in their core reading, writing and maths skills because they are, as my hon. Friend said, ready to learn.”
“Having taught in schools and had schools sports teams, we have kits within the school. When pupils represent their school teams, the kits are washed and given out to the children, because that means that all children get a chance to participate. Schools might not have the same football or rugby team. Those kits belong to the school and are taken in and washed, so it does not stop children of all abilities and backgrounds representing their school.”
“Or worse still, if the uniform is passed down, it might be worn out because siblings have worn it, or a cousin has worn it, or a neighbour has worn it before donating it to the kids. The clause stops children feeling self-conscious and really uncomfortable in school. It gives them a sense of dignity while they are in their school place and—we all know— if they feel pride in who they are and feel confident, it helps with learning and with being able to take part fully in education.”