Tristan Osborne

I rise to support this Bill and the Government’s amendments. Specifically, I will talk to new clauses 18 to 22, on corporate parenting; new clauses 44 to 46, on kinship; and new clause 36, tabled by the Conservatives. As a former teacher in secondary schools in Kent, I believe these measures are overwhelmingly welcomed by many of my constituents, and also by professionals across social work and social care and in the education sector. Of course, the context of the Bill and the Government amendments is 14 years of cuts to many secondary schools and social care services in councils across the country. Successive cuts have been made to the numbers of schoolteachers and those supporting children on the frontline, with many children left in contextual settings that were inappropriate, with schools constantly having to chase agencies for resolutions. Of course, we had six Conservative Education Secretaries since 2019—a revolving door that would make the average attendance officer blush. To get to the specifics, new clauses 18 to 22, tabled by the Secretary of State, will ensure clearer responsibilities on corporate parenting. I welcome the strengthened provision for care leavers, including the responsibilities placed on local authorities to support the transition of young people into adulthood and independent living. This transition is a period of tumult for many young people, but our most vulnerable do not have the support of parents to help them manage it. I welcome the changes to the Housing Act 1996 to clarify that care leavers should not be considered intentionally homeless and should be supported. I also support new clauses 44 to 46, which provide much greater clarity on registered providers. In my area of Medway, many young people were placed with providers where people had serious contextual safeguarding concerns, and many of these residencies were unregistered. Unsurprisingly, these children ended up being involved with the police, and with local authorities as the environment and management of these homes was in some cases unscrutinised and poor. Sadly, as chair of the community safety partnership in Medway, I regularly saw waves of criminality associated with some of these homes. I therefore welcome the measures to tighten up the audit and scrutiny of them by regulators. In addition, I welcome the debate raised by new clause 25 and elsewhere on kinship care in the UK. Kinship care plays a vital role in supporting children who are unable to live with their birth parents, offering them a familiar and supportive environment during a challenging time. There are over 141,000 children in kinship care in England and Wales. The benefits of kinship care are significant, and children should be offered the same redress as those in foster care. Children placed with relatives or close family friends are able to maintain stronger emotional bonds, retain connections to their cultural identity and stay within their local communities. The clauses on which I wish the Government to go further on are those to support kinship care, and I urge them to continue to do so, working in dialogue with Back-Bench MPs, charities and third sector organisations. Lastly, on new clause 36, I want to talk from my experience as a teacher about the effective management of banning mobile phones and the safeguarding components specifically linked to part 1. As a former teacher, I know this has significant merit with issues of mental health, social media bullying and screen time causing concern, which is why I welcome the Government’s position of further research in this space. However, many schools already operate policies to this effect, including “no phones visible” policies during the school day, and before I could support any such proposals, I would need clarity about the professional distance in relation to any such amendment, including what would happen if a child were to be found with a phone—would that lead to an immediate suspension or expulsion—and what would happen if a mobile phone is concealed? Are teachers expected to challenge students and try to turn out their pockets, because for many professionals that would be a step too far? I would need to see real guidance before advising teachers about trying to challenge students who may not have a visible phone on them, but where there is suspicion that they have one. There also needs to be further consultation work. Where do we draw the line between a mobile phone and a tablet device, such as an iPad—which many children may also bring into school—that allows access to social media? Is there not a conversation to be had with social media providers and other companies about withdrawing services for those under-18, as opposed to stopping them holding the technology, especially as we know that much of this is linked to out-of-school activity as well as to in-school activity? Further debates on this topic are needed before we simply jump to a ban. There are many things that students do in schools that we might challenge, such as eating foods we do not approve of. However, we have to be careful because digital devices and digital literacy are important if children are to grow up into adults who understand the context of the digital devices they hold. Banning can have a cobra effect in the sense of not enabling children to learn how to manage themselves on these devices. Many of the amendments show the importance of an holistic approach to education. The Bill and the Government amendments acknowledge that academic achievement alone is not sufficient for children’s success, and that agencies and social services have a broader responsibility to support our most vulnerable. Part 1 of this Bill links holistically to other parts, which will be discussed tomorrow, on free breakfast clubs, cuts to school uniform costs, and reforms of pay and conditions. I urge all Members to support these amendments.