Free Childcare Scheme
Baroness Twycross Excerpts(2 months, 1 week ago)
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Baroness Twycross
To ask His Majesty’s Government what assessment they have made of the availability of additional funded childcare provision, ahead of the expansion of the free childcare scheme in April.
The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)
My Lords, we are delivering the largest expansion of childcare in England’s history. Latest projections show that more than 150,000 new funded places will be secured by April. We expect that number to grow, collectively saving parents more than £500 million in costs. We continue to support the sector’s expansion, with £400 million of additional funding to uplift hourly rates next year and a guarantee that rates will increase in line with cost pressures for two years after that.
Baroness Twycross (Lab)
My Lords, on these Benches we agree with the ambition of the policy, but delivery of the expansion of the free childcare scheme is falling short. With the charity Coram Family and Childcare finding that parents in some parts of the country are spending over 50% of their income on childcare, and with children needing to be registered for nurseries before they are born, what more are the Government doing to ensure that parents and children get the expansion of free childcare that they have been promised?
Baroness Barran (Con)
It is slightly curious to say that delivery is falling short when the new entitlements start in April of this year. The noble Baroness knows that we have made a significant investment in capital to support local authorities. We have made a number of innovations in relation to the workforce and the uptake of the scheme has been very encouraging. Most importantly—I think the Institute for Fiscal Studies has confirmed this—we have announced very generous funding rates, particularly for younger children.
Schools: Special Needs Pupils
Baroness Twycross Excerpts(2 months, 2 weeks ago)
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Baroness Barran (Con)
The noble Lord raises a very relevant point—the wider issue of how parents can be aware of how our special educational needs system works, feel confident in it and understand how to have conversations with their children’s teachers about any concerns they might have. That is why we have altered the initial teacher training and early career framework for teachers, as well as introducing a new national professional qualification for special educational needs co-ordinators. This is to make sure that schools can be really proactive with parents and give them the confidence to address their children’s concerns.
Baroness Twycross (Lab)
My Lords, the noble Baroness has outlined a range of measures, but the truth is that there is insufficient capacity in the system. I spoke to one parent—I do not think she would mind me referring to her as a pushy parent—who has waited for 18 months and has still not had her child assessed. Given the social and the ethnic disparities mentioned by noble Lords, is the noble Baroness 100% confident that government policy and what is on track at the moment will actually meet the growing demand?
Baroness Barran (Con)
The Government have made a huge amount of progress, and a very significant financial commitment working closely with those on the ground. As I said, we have announced £2.6 billion between 2022 and 2025 to fund new special educational needs and alternative provision places. Together with the new free schools we have already announced, it will add 60,000 new specialist places to the system. I know the noble Baroness will appreciate that this is a very significant increase.
Pupil Mental Health, Well-being and Development
Baroness Twycross Excerpts(3 months, 1 week ago)
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Baroness Twycross (Lab)
My Lords, this has been a truly interesting and varied debate. I join others in congratulating the noble Baroness, Lady Bennett, on securing it. There can be nothing more important in a child’s development than ensuring that they have good mental and physical health, not least in what many noble Lords have noted is a complex and often confusing world.
Children need a healthy, caring, constructive, lively and varied school environment, of the type to which the noble Baroness referred in her opening remarks. As the noble Earl, Lord Russell, said, good mental health is a prerequisite for learning. My noble friend Lord Touhig powerfully articulated the need for children to have the confidence to succeed.
I also agree wholeheartedly with my noble friend Lady Morris that academic education and mental health and well-being should not be seen as being in competition with each other. I am very much in the camp which believes that schools should prepare children for life and work, and liked how my noble friend Lady Morris articulated how this might be balanced in relation to exams, and how people view exam success and failure.
I do not, however, think that this excludes fun or creativity. I agree wholeheartedly with the noble Baroness, Lady Bull, on the need for creative arts to be a key part of school life and the lives of students. The right reverend Prelate the Bishop of Chichester also spoke powerfully to this point, as did the noble Baroness, Lady Hollins, on the work of the charity, Books Beyond Words.
My noble friend Lady Blake did not speak in this debate, but I understand she did great work as leader of Leeds City Council in ensuring that all children had access to learning a musical instrument. This is the type of thing that can enrich children’s lives and make school life much more rewarding.
I found the contribution of the noble Earl, Lord Effingham, on physical activity and food very compelling. Clearly, the quality of food in school is an issue that my noble friend Lord Brooke has campaigned on with vigour, not least on sugar, and will continue to do so.
From what we have heard today, none of us can be in any doubt that we have a huge mental health crisis among children and young people. As the noble Lord, Lord Hampton, also made clear, schools have a very distinct role in identifying and triaging issues. Schools and teachers do incredible work in a difficult environment. Schools sometimes struggle to meet the needs of their students, and teachers do not always have the support they need, or the time or expertise to identify and deal with student mental health issues. CAMHS cannot deal with the scale of the demand, with unacceptable delays for treatment that risk an individual’s mental health issues escalating.
I return to the point made by the noble Lord, Lord Hampton, about the focus on fun. I think that we all now want to visit his school, so he should expect a queue for us to do that.
Baroness Twycross (Lab)
He does not have to become a primary school teacher; he can carry on as he is.
The noble Earl, Lord Russell, mentioned the need for a whole-school approach, as did others, but what we really need is an understanding of how we get a better whole-system approach—I would welcome the Minister’s thoughts on that. Surely, that is what is needed to address the issue. There is a clear need for the Government to drive forward and work much more on a cross-departmental basis. The NHS, individual schools, charities and local authorities cannot solve the child mental health crisis alone. The noble Lord, Lord Wei, discussed the need for school pathways to be made clearer and simpler for parents and children, and I would be interested to hear the Minister’s reflection on his point about the correlation with decisions that parents might make on home schooling.
I will give a personal view of an amazing meeting I had this week with a fabulous group of students from the Ark King Solomon Academy near Edgware Road. It was a reminder of how a good school can provide a truly nurturing environment. The students spoke to me about the mental health provision in their school with their vice-principal and the charity Place2Be, whose services the young people had accessed. They told me that Covid had led to isolation, that they needed more clubs and activity to improve their well-being, and that PHSE could do so much more than it does currently to help young people understand their mental health and how to deal with any issues they might face. They also said that their parents often did not know how to help, so the parents also needed additional support to help deal with the issue.
The provision that the students had accessed had given them a sense of belonging and a trusted space. But they said that there was a need for more provision, so that students did not have to wait to access services. The students were hugely articulate in how they spoke about their experience and the need for young people to build resilience. I have no doubt that their school and their parents are incredibly proud of them. After they met me, they went to No. 10 to deliver a letter to the Prime Minister; I would be very grateful if the Minister could ensure that it reaches the right person for a response.
We cannot talk about the role of schools in mental health without discussing the wider context. The scale of the problem was mentioned by a number of noble Lords, including the noble Lord, Lord Sterling, who noted that the rise means that, on average, five children in a class of 30 are likely to have mental health issues. He also noted the recruitment crisis in specialists.
The noble Baroness, Lady Tyler, asked what was probably the most valid question of the whole debate: what is going on? In 2022, 1.4 million children were referred to CAMHS, with 270,000 children waiting longer than three months to begin treatment. The Local Government Association has found that at least one in six children and young people aged seven to 16 has a probable mental health disorder, which increases to one in four for young people aged 17 to 19. The Children’s Commissioner, who has been quoted several times, has raised particular concerns around older teenage girls; she found in her report last year that nearly two in five of 16 to 17 year-old girls were unhappy with their mental health. Things going wrong— such as when children and young people do not get support in a timely way—can lead to forced hospitalisation. In the worst cases, unresolved mental health issues lead to self-harm and attempted or successful suicide, as the noble Lord, Lord Storey, highlighted in his remarks.
Children living in poverty, where parents separate or have a financial crisis, or children whose own parents have poor mental health or poor health, are even more likely to have poor mental health themselves. As my noble friend Lord Touhig said, children with speech and language difficulties are twice as likely to have a mental health issue than their peers—the noble Baroness, Lady Hollins, also highlighted this point. This is also the case for children and young people with a wide range of other special needs, physical illness or disabilities.
Can the Minister say what the government view is on how provision is currently tailored towards the needs of different groups of children, and what more can be done to ensure that children and young adults get access in a timely way? To tackle an issue of this scale, you surely need a thorough understanding of what needs to be addressed—and with apologies to the noble Lord, Lord Vaizey, I do not think that policy should be made routinely at London dinner parties.
Can the Minister clarify whether the Government intend to start to routinely collect statistics on mental health provision in schools, including the type of provision and therapy provided? As the noble Earl, Lord Russell, said, this should include a cross-referencing of this with other data, including absenteeism. If not, can the Minister tell the House when the Government at the very least intend to carry out a new survey, given that it is almost a decade since the last one found that only 62% of schools offered counselling services? However, I understand that that figure has risen. Can the Minister provide information on how many schools now have counselling services? Are the Government, like Labour, committed to specialist mental health support for children and young people in every school? Furthermore, can the Government provide a demographic breakdown of the number of children accessing mental health services in schools and through CAMHS?
Finally, I acknowledge that I am clear that the Government know that there is a problem. However, I do not feel that they have yet managed to introduce a comprehensive solution—the proposed ban on phones in schools is evidence of this. Many noble Lords referenced social media and phones. However, many schools have introduced this, and head teachers have noted that they cannot control their use out of school. Having heard today’s debate, what more is the Minister able to commit to the Government doing to address this epidemic of mental health issues in children and young people, both in and out of school, to ensure that our young people get the support they need to thrive both socially and academically through their childhoods to successful adult lives?
Schools: Gender-questioning Children
Baroness Twycross Excerpts(3 months, 1 week ago)
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Baroness Barran (Con)
The guidance is very clear that each case should be taken individually. The safety and well-being of children must always be our primary concern, which is why that is at the heart of the guidance. Some of the medical steps to which the noble Baroness refers are implicit in that safety and well-being focus.
Baroness Twycross (Lab)
My Lords, Labour welcomes the consultation on the guidance. It is clear that schools want greater clarity on how to approach what is, as the Minister said, often a sensitive and difficult issue. As someone who has two honorary nieces who are trans, I find that the tone of the debate often ignores the fact that this is about individuals and how we treat them. It is hard to ignore the fact that transphobia was an aggravating factor in the horrific murder of Brianna Ghey. I am confident from her response so far that the Minister agrees, but can she confirm that the guidance will ensure that dignity and respect are at its heart?
Baroness Barran (Con)
The noble Baroness will have seen from the guidance the principles that underpin it. It is absolutely clear that schools and colleges should be respectful and tolerant places where bullying is never tolerated.
Russell Group Universities: Foreign Student Admissions
Baroness Twycross Excerpts(4 months ago)
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Baroness Barran (Con)
I remind the House of the figures on university income. Over the last five years, it has grown by 24%, from £32.9 billion to £40.8 billion, and over that time UK fees have grown by 19%. The latest data on the staff headcount in universities, which was published very recently, showed another increase year on year, which does not look to me like a sector that is in trouble across the board.
Baroness Twycross (Lab)
My Lords, I am pleased to hear that the Government are taking seriously the Sunday Times allegations, but the truth is that even within the UK there is not a level playing field for admissions to university, with many young people from disadvantaged backgrounds still missing out. In a report from October 2023, the Sutton Trust said:
“Widening participation efforts appear to have been a case of ‘running to stand still’, and where those efforts have not been present, inequalities have worsened”.
What further action will the Government take to address this issue?
Baroness Barran (Con)
The Government share the noble Baroness’s commitment to making sure that disadvantaged students can access higher education. As the noble Baroness and the House know, our perspective is that there are opportunities at different levels of jobs, such as levels 4, 5 and 6—namely, undergraduate level. We have also put an enormous emphasis on degree apprenticeships so that loans should not be a barrier to access and, as the House knows, we will be introducing the lifelong loan entitlement, which will also unlock potential from those who do not currently access higher education.
Schools: Financial Education
Baroness Twycross Excerpts(4 months ago)
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Baroness Twycross (Lab)
My Lords, I too congratulate the noble Baroness, Lady Sater, on securing this interesting debate, which has had a number of similar but significant contributions from across the House.
I echo my noble friend Lord Parekh’s question about why this gets very little attention—everybody here has found it fascinating—and I have been wondering why. As the noble Baroness, Lady Sater, said, worrying about money causes anxiety, and ensuring children get the knowledge they need is vital to equip them for life. A number of speakers, including my noble friend Lord Watson and the noble Lord, Lord Sandhurst, and the right reverend Prelate the Bishop of Durham have noted how early a child’s money habits can be formed.
Currently, as I think every speaker has noted, financial education is included in the national curriculum only in secondary schools. It is a welcome addition to the curriculum, but it is arguably too little too late. As the noble Baroness, Lady Sater, said, it is subject to a postcode lottery, and the noble Lord, Lord Sandhurst, highlighted that 30 hours a year may be required for this to be effective.
Financial education is not the same as maths; as the noble Lord, Lord Polak, said, it can be woven into many subjects, including Jane Austen, as the noble Lord, Lord Addington, pointed out. Maths skills need to be cemented at a much earlier stage and, as the noble Lord, Lord Hampton, said, this should include practical skills such as comparing prices, budgeting, understanding interest rates and household bills. As my noble friend Lord Watson said, it is also Labour’s view that this should be done at an earlier stage.
I have not got time to go through what everybody else said, but I note an important point made in a paper by the Centre for Social Justice on the number of children who are problem gamblers. Shockingly, according to the NAO, there are 55,000 problem gamblers aged 11 to 16 in England, with a further 85,000 in this age group at risk. I apologise for getting that in at the end, because no one else had raised it, but I wonder how the Government are looking to use financial education to address what seems to be a serious issue, not least in relation to online financial safety. I look forward to hearing the Minister’s response.
Schools: Persistent Absenteeism
Baroness Twycross Excerpts(4 months, 1 week ago)
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Baroness Twycross
To ask His Majesty’s Government what assessment they have made of persistent absenteeism in English schools; and what steps they are taking to address it.
The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)
My Lords, tackling attendance and persistent absence is a top priority for my right honourable friend the Secretary of State and all her ministerial team. We have a team of specialist attendance advisers, are increasing the number of attendance mentors to support vulnerable students, are expanding our attendance hubs—supporting over 1,000 additional schools—and have launched a campaign to emphasise the importance of school for learning, wellbeing and friendships. We also now expect schools to meet termly with local authorities to agree plans for at-risk children, and our attendance data tools give schools the information they need to allow earlier intervention and avoid absences becoming entrenched.
Baroness Twycross (Lab)
My Lords, there is a link between levels of deprivation, poor mental health in children and persistent absence. The children’s mental health charity Place2Be has told me that, for every £1 invested in mental health interventions in schools, there is a social benefit of £8. What assessment have the Government made of the financial benefit of mental health interventions in schools? How are they targeting the most disadvantaged children in tackling mental health-related persistent absence?
Baroness Barran (Con)
The Government look at both the impact of mental health support on students and the financial impacts. As the noble Baroness knows, we are working with the Department of Health and Social Care to have mental health support teams, which are now covering 35% of pupils in schools and further education. This will increase to around 50% by March 2025.
Childcare
Baroness Twycross Excerpts(4 months, 1 week ago)
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Baroness Twycross (Lab)
My Lords, the Prime Minister admitting that there were some practical issues with the Government’s flagship childcare expansion might qualify for the understatement of the year so far. Can the Minister say how the Government intend to address the fact that that there are currently two children for every place, that there are 40,000 too few nursery workers to deliver the scheme and—despite her confidence—that just one in 10 eligible parents is able to access a code to sign up for the 15 funded hours for two year-olds come April, as Pregnant Then Screwed reported last week?
Baroness Barran (Con)
I think the noble Baroness is aware of a number of the measures that we have announced. She raises the issue of too few providers, but she will be aware that last year the number of places rose by 1% and staff numbers rose by 4% to 347,300. We are launching a new recruitment campaign to boost interest in early years careers, and we have already made some changes that will boost capacity, including changing the staff to child ratio from 1:4 to 1:5, which we introduced in September, and changing the requirements on nursery practitioners at level 3, who no longer need to have a maths qualification to fulfil the role.
Religious Education in Schools
Baroness Twycross Excerpts(4 months, 2 weeks ago)
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Baroness Twycross (Lab)
My Lords, this has been a most interesting and varied debate, and I join others in commending the noble and right reverend Lord, Lord Harries, for securing it. I cannot claim to have his knowledge, or the knowledge displayed by many speakers, including my noble friend Lord Griffiths, the right reverend Prelate the Bishop of Durham and the noble Lord, Lord Storey, or indeed the teaching experience of the noble Lord, Lord Hastings, and the noble Baroness, Lady Garden. However, we can all agree, whatever our level of expertise, on creating an education system that delivers for all children. We can get the core subjects such as maths, English and the sciences right, with expert teachers in the classroom, but our education also needs to be broad enough to ensure that children develop the knowledge and skills that they need to succeed at school and into employment and adult life—and that includes religious education. As the noble Baroness, Lady Garden, put very succinctly, we clearly need this for an understanding of literature, and I say that as somebody who studied literature at university.
Our communities in the UK reflect the rich religious diversity of our population, but also include people without faith, such as humanists, as referenced by my noble friend Lord Griffiths, who also choose to have a value-led approach to how they live their lives. My understanding was that humanism should be included in RE in schools, and I would be grateful for clarification on that from the Minister when she sums up.
Children today are growing up in a far more diverse and increasingly secular society than the generations before them. As the noble and right reverend Lord, Lord Harries, said, RE is fundamental to both a knowledge of our country’s Christian heritage and values and an understanding of other worldviews. It is hugely important that those of different faiths or no faith understand and respect each other. As many noble Lords, including the noble Baroness, Lady Fox, said, we have an increasingly polarised society. This debate is set against the context of conflict in the Middle East and the backdrop of a rise in hate crimes targeting people of particular faiths. We must work to counter hatred, intolerance and bigotry. Good RE teaching can and does contribute to this, and I want to make sure that we do not lose sight of the excellent work done by many RE teachers.
Given that RE is compulsory to offer in schools but is not part of the national curriculum and that parents can withdraw their children from classes, having high-quality and diverse teaching is clearly key to encouraging them not to do so. It should also not be the afterthought, as mentioned by a number of noble Lords, that Ofsted has found it to be in the school timetable. Does the Minister have specific numbers relating to how many children do not take part in RE where it is offered?
What is being done to end the postcode lottery when it comes to religious education in schools? As noted by many noble Lords, some students receive far more comprehensive and specialist teacher-led religious education than others. I would welcome the Minister’s views on what more the Government can do to reverse the apparent decline in the number of specialist RE teachers and in RE teaching and on the many other questions raised in this debate.
Home and Online Schooling
Baroness Twycross Excerpts(5 months, 2 weeks ago)
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Baroness Twycross (Lab)
My Lords, there has been a 50% increase in home schooling since 2018-19. There is currently no inspection regime to check quality and I understand that the lack of inspection extends to home education hubs or online provision. Also, the only sanction currently applied on parents by councils where there are concerns is a school attendance order. How soon will the register mentioned by the Minister be in place, and what more will the Government do to ensure that both quality and safeguarding are front and centre of policy on home schooling?
Baroness Barran (Con)
Obviously I cannot comment on the timing of a Private Member’s Bill. On the very valid points raised by the noble Baroness about the inspection regime, that is one of the things that we are looking at in the consultation, which closes on 18 January. In particular, we are looking at how to judge the suitability of education. Importantly, much of the work that has gone into preparing that consultation has been done with parents and local authorities together so that we can build trust in both communities going forward.