Schools: Well-being and Personal and Social Needs
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The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)
My Lords, I am the 15th speaker and the noble Lord, Lord Griffiths of Burry Port was 14th because we had a no show, but it is always a great pleasure to speak after him. He has reminded me how long it is since lunch and how long we still have to wait until supper. I will try not to detain him or the House too long in responding to the important issues that the noble Baroness, Lady Jones of Whitchurch, has raised this afternoon.
I am sorry to disappoint the noble Baroness, Lady Morris of Yardley, but she will not find someone to disagree with her basic contention about the importance of the contribution that schools can make to the well-being and personal social needs of children. It has been an extremely good debate this afternoon, as is always the case. The noble Lord, Lord Pendry, said that he hoped that I would listen and learn from the debate; I always try to do that in your Lordships’ House. I always learn things when I come to the House and listen, whether it is about research that I had not heard of before or a range of other issues that provide food for thought along the lines referred to by the noble Lord, Lord Griffiths.
I very much agree about the contribution that schools can make and, as has been argued this afternoon, I think that schools do that in a variety of ways. They certainly do it through sport, for example The Government agree with the noble Lord, Lord Pendry. I know that we disagree about some of the mechanisms. I know what he has contributed in the past and of his disagreement on how we are now approaching it, but it is not the case that we do not value the importance of the contribution that sport makes not just to health and in tackling obesity. Those things are important, but it contributes in terms of character and learning about oneself. I agree with the noble Lord as well on the important contribution that competitive sport makes, but there are other ways, such as dance, for example. When I go around the country I am lucky to see the variety of ways that schools try to engage pupils in different physical activity. Often the boys do the dance as well. Contributions can be made through sport, music and diet, as we have already discussed, and as mentioned by my noble friend Lady Miller of Chilthorne Domer, and of course through PHSE, as once again set out by the noble Baroness, Lady Massey. They are all crucial in helping to improve well-being and in preparing young people for the world that they will discover when they leave school.
I agree with the point made early on by my noble friend Lady Walmsley about the importance of parenting. We cannot expect schools to pick up all the pieces. We expect a huge amount from schools and over the years they have become the repository of more and more of our concerns about social ills generally. We think, “Oh well, let’s get the schools to do it”. We must not expect them to pick up all the pieces but I recognise, as the noble Baroness, Lady Massey of Darwen, reminded us, the important contribution that they make and how many schools help to make up for some of the deficiencies that too many children suffer with the decline of parenting skills and family life.
I very much take the point about the importance of soft skills that employers are looking for and the question of character, which was first raised by the right reverend Prelate the Bishop of Chester. Character and resilience are in a way much the same thing. I agree with him about the contribution that church schools make to community cohesion, and it was important that he reminded us of that. We have heard of some of the many excellent examples of outstanding teaching and pastoral care that brilliant teachers provide up and down the country, including, as the noble Baroness, Lady Tyler of Enfield, reminded us, in the independent sector.
All that having been said, I emphasise what I believe to be the core contribution that schools can make to a child’s well-being: to provide a decent education. The noble Baroness, Lady Jones of Whitchurch, said that in a way the Government sometimes seem too fixated on exam performance. In reply, I say that without literacy there is not likely to be a huge amount of well-being; without numeracy there is not likely to be a huge amount of well-being; and without decent qualifications, whether academic or vocational, there is not likely to be much well-being either. I agree that it is not an either/or situation but the reason why the Government are so concerned about tackling educational underperformance, particularly in the most disadvantaged areas, is that we see it as being central to helping improve children’s life chances. That is a broad goal that will include their overall well-being.
To state the obvious—this point has already been made—a well run and orderly school with high aspirations for all its children will not just equip them with better qualifications but will help them meet their other personal and social needs. The best schools that I visit do not just do well at exams; they care about music, drama, sport, the quality of food that they offer and how the children socialise. That point was made by my noble friend Lady Benjamin. Taking up the point of the noble Lord, Lord Layard, the schools care about the happiness and well-being of their children. I agree with the noble Baroness, Lady Morris of Yardley, that they do not see qualifications and well-being as being polar opposites.
We know that there are schools in this country with very challenging intakes that outperform schools in much wealthier areas with much more favoured intakes. Cuckoo Hall school in Enfield and Thomas Jones primary school in North Kensington do not have an attainment gap. In both schools, exactly the same percentage of children eligible for free school meals as those from wealthier homes reach an acceptable level in English and maths—and in both cases the figure is 100%. Therefore, I do not think for a moment that there is a difference between us on the importance of the contribution that schools make to children’s well-being. However, I accept that there is a difference between us in how best we can achieve that. My noble friend Lady Walmsley made the point that there are different ways of going about things.
I will set out as quickly as I can the Government’s overall approach, and some of the practical steps that we have taken. First, we have the overriding goal of reducing the amount of prescription from the centre and the number of central initiatives. This is not because we do not think that any of the policy objectives of the sort that we have discussed today are desirable but because we are trying, bit by bit, to increase the space for head teachers to exercise their professional judgment. Going back in time, Governments of all complexions have tended to shove the system first one way and then another to try to fix a problem or pursue a policy. I have a lot of sympathy with the points made in this regard by the noble Lord, Lord Wills. While one can understand the rationale behind any of the individual initiatives, the cumulative effect over time was to silt up the system, leading to governing bodies and heads struggling with paperwork and directives, and being pulled in all kinds of different directions. The old Ofsted framework was an example. Inspectors reported on a minimum of 27 areas. By contrast, we want a system that is more independent and autonomous, where heads have greater space to do what they think is right for the children in their care.
Secondly, we have recognised the importance, on which there is broad agreement across the House, of intervening early and of making sure that those from poorer backgrounds get more help. We are extending the 15 hours a week of free early education for three and four year-olds to the most disadvantaged two year-olds. We are keen for practitioners to intervene earlier with children who face difficulties. That is why we are introducing a new progress check for two year-olds under the new early years foundation stage, which was referred to by the noble Baroness, Lady Warwick. Our longer-term ambition is to introduce a fully integrated health and early years review in 2015.
We have introduced the pupil premium and are providing £1.25 billion for it this year. In answer to my noble friend Lady Walmsley, certainly the premium can be used to improve pupils’ well-being. That is precisely the kind of use to which we would want schools to put it. They should use their judgment on how best to spend the money; that is one of the principles that we are applying. We are publishing what-works evidence for schools to give them a sense of what works successfully in some areas.
As I said, we are working to raise standards of literacy and numeracy, which are the key skills that children need to succeed. From this summer our new check at age six will help make sure that children are making progress and will pick up those who have problems—for example, with dyslexia. We will get children learning poetry. I agree with noble Lords who think that this will enrich children’s learning rather than being a return to the narrow educational approach of the workhouse.
We are trying to slim down the national curriculum specifically to free up more time for the kind of activities that we have been discussing today. I agree with the point made by a couple of noble Lords about the importance of creativity in teaching. I would not argue that there is only one approach to pedagogy; we need creativity in teaching and I hope that one of the benefits of slimming down the national curriculum generally will be to free up more space for creativity.
We have spoken about the importance of an orderly environment in which children can learn and are free from bullying. A bullied and frightened child cannot learn and cannot be happy. We have introduced a number of measures to help schools provide a safe and secure environment. Some came in with the Education Act which a number of us debated last year. We are taking forward trials to improve the education of pupils who are at risk of exclusion from school. We have not talked today about that group of children that we want to help. It is important to remember that for those children who end up being excluded, the conveyor belt from educational failure to exclusion to, unfortunately, prison is too direct and horrible. It is important that we should try to break some of the links. The exclusion trials we are now taking forward are based on some good work that local authorities in Cambridgeshire have been doing where, by giving schools greater responsibility for their pupils, the number of pupils in their pupil referral units fell from 700 to 150 in only a couple of years. We can learn from that.
We are also taking action to improve the opportunities and well-being of our most vulnerable children and their families, those with special educational needs, through the Children and Families Bill, to which the noble Baroness, Lady Warnock, referred. I shall make sure that the views she expressed will be referred to my honourable friend Sarah Teather. She is in the lead in this area and her views always carry great weight. We are trying to give those children and their families more of a say and more of a choice, and to bring their health and educational needs together in a more co-ordinated way. If we can achieve that, we will have made a good contribution to the well-being of some of the most vulnerable children in the country.
As we want an education system that responds to the needs of all children, we are also working to improve the quality of vocational education alongside our efforts to secure academic rigour. I accept that sometimes it sounds as though we are only concerned about the academic side and qualifications, but that is a consequence, in some ways, of the nature of politics and how the media operate. However, the work we are doing in that area, the work that we have done with the Wolf review, the work we are doing to expand a couple of initiatives undertaken by the previous Government— university technical colleges and studio schools, of which I am a great supporter and trying to expand as rapidly as is sensible—and the increasing number of apprenticeships are all signs of our intent to cater for children who have a broad range of talents and aptitudes. We are also working to bring the worlds of work and education closer together.
We are also taking action outside the classroom to address some of the issues that we have touched on today. These include action on child sexual exploitation, the Bailey review, steps to speed up adoption, more support for troubled families and the introduction of the National Citizen Service, which will build up to 90,000 places a year, as a way of giving young people a chance to contribute more broadly to society.
That is a quick canter through some of the broad measures we are taking and I hope that it counters to some extent the picture that is sometimes painted of the Government as being interested in schools only as exam factories. I do not accept that that is an accurate picture of the aims and ambitions of the Government. I hope that some of the examples of the steps that we are taking across the piece will help to counter that.
I turn to some of the specific issues that were raised, and if I fail to pick up on all of them, which undoubtedly I will in the time available to me, I will follow them up. The noble Lord, Lord Wills, talked about the transition from key stage 2 to key stage 3, which I agree is important. It is an aspect that we are considering as part of the national curriculum review. Obviously, PSHE was a theme that we came back to repeatedly. The review, which is continuing, is looking at the kind of research we heard about this afternoon, as well as the kind of evidence that the noble Lord, Lord Layard, brought to our attention. That consultation is going on and, as the noble Baroness, Lady Massey, knows, the review is being tied in with the broader national curriculum review that is under way. We are trying to bring the two together, but until we have done the second bit I am not able to go any further on the first bit.
An important point was raised by my noble friend Lady Miller about universal credit and eligibility for free school meals. It is certainly the case that the intention behind the reforms to universal credit is not to reduce eligibility for free school meals, so we will work closely with the Department for Work and Pensions to make sure that in the definition, the priority for families with free school meals is maintained. We have talked about dance.
Important points were raised by the noble Baroness, Lady Warwick of Undercliffe, about early years. A number of her points are being considered by the Nutbrown review, and the report is due. Ten early years teaching centres are being funded to deliver professional development and leadership support to foundation years providers in their areas, but if there are some more detailed points I can follow up in order to update the noble Baroness on where we are on that, I will do so afterwards.
My noble friend Lady Tyler of Enfield talked about the importance of being able to spot mental health problems and general emotional and behaviour problems. I agree with her, and we are sharpening the focus on special educational needs in qualified teacher status. We have increased the number of placements for trainee teachers in special schools, up from 400 last year to 900 this year. We have provided funding for an additional 1,000 SENCO places this year. It is an important area and we will persevere with it.
Another important point that was raised concerned careers. I agree that it is important to provide good careers advice. As noble Lords know, one of the changes we made in the Education Act last year was to devolve that responsibility to schools, who we think know their pupils. I agree with the point that was made about the most disadvantaged. The statutory guidance we have issued makes it clear that schools should consider particularly the needs of their disadvantaged pupils in the guidance they give.
I agree strongly with the proposition that schools should educate the whole child. I also agree strongly that education is more than about learning facts and accumulating qualifications. It is about preparing children for the rest of their lives. As the noble Lord, Lord Layard, said, it is about inculcating a love of learning. But at the heart of that is the core task of equipping children well with the basic building blocks of education. We know of the terrible progression whereby illiteracy leads to so many other social ills. That is why the Government are so intent on raising educational standards, particularly in disadvantaged areas. I believe that if we can do that, it will make it much easier for us to achieve all the other desirable ends that noble Lords have discussed today and which I know we are all keen to achieve.