The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, I thank my noble friend Lord Lingfield for securing this important debate. I pay tribute to him in his role as chairman of the Cadet Vocational Qualification Organisation and the fine work that it does to ensure that the skills gained through cadet forces are recognised. I would also like to thank all noble Lords for their valuable contributions today.
As part of driving education reforms to address our slide down international league tables, we need to equip our young people with the character, grit and determination that they need to make their own way in life. We need to give them the opportunities to develop the leadership, team working and other social skills that are so vital to employers. As we have heard, many of our most respected independent and some state schools have for over 100 years looked to military-themed activities to give their pupils a sense of discipline, adventure and achievement.
Such life-changing experiences should not be the preserve only of the fortunate. It is young people in schools in the most disadvantaged communities who most need greater strength of character to cope with the challenge they face to succeed in life. Contrast the organisation, routine, structure and discipline that come from a service life with the chaotic home lives which, sadly, so many of our children and young people experience today, with no structure or routine and a background that is literally scatty, with poor eating and sleeping habits, and so on.
One of the charities I was actively involved in before I took this job looks after boys on the edge of exclusion. Virtually all of those would be in a single-parent situation. We surveyed these parents to ask whether any of them had systems or routines at home for times for eating, homework, television or sleeping, or times that they had to be in by. More than 80% of parents replied that they had none; but more than 80% also replied that they would love to hear about such a system if somebody could explain it to them. That shows the chaos in many of our homes today.
The other important thing that the forces can bring to schools is men. Of course, women forces personnel are extremely good role models, particularly for girls in schools; but sadly a large proportion of young people today are brought up in what we politely call single-parent households, which almost certainly normally means a single mother. Some 27% of primary schools have no male teachers in them at all; only 15% of primary school teachers are male, though there has been a 10% increase under this Government; and only 4% of teaching assistants in primary schools are male. This means that many children have a total absence of male role models in their lives, which can be just as damaging for girls as for boys. If a girl has never experienced the love of a man, the dangers that this can represent in her teenage years in terms of unsuitable relationships and teenage pregnancy are clear.
As an important strand of our work to raise standards for all in the English education system, this Government want to see as many pupils as possible benefiting from the same quality of life-changing military activity offered in many of the best independent and state schools in the country. That is why we have put in place such an ambitious programme to expand school-based cadet units. Starting from a base of 190 independent school units and 66 state school units, the MoD and DfE have been working closely together since 2012 towards our shared ambition of adding 100 new cadet units by this September. I am pleased to confirm that, despite pressures on funding, the Government have committed the necessary money. As a former police cadet myself, I am delighted that state schools across the country are eager to embrace this opportunity for their pupils. To date, 65 new units in state schools have already been approved and opened, and we are actively working with a further 54 schools towards approval over the next nine months. We have also had interest from a further 77 schools. Many head teachers can already give testimony to the positive impact of their cadet unit on attendance, behaviour and discipline, on educational engagement and attainment, and on the relationship between staff and students. As my noble friend Lady Seccombe has highlighted, head teachers have a vital role to play in exciting parents, pupils and staff about the benefits of a cadet unit.
The Government believe in the important societal benefits of cadet units as well as other military ethos programmes such as the excellent SkillForce, of which my noble friend Lord Freeman is chairman. I pay tribute to his work in this regard. These benefits are a significant driver for our continued investment in cadets. They have been clearly articulated today by my noble friends Lord Lingfield and Lady Seccombe, by the noble Lord, Lord Jones, and in studies undertaken by the University of Southampton. I hope that my noble friend Lord Lingfield will be pleased to hear that my department has commissioned research to further strengthen the evidence base for these benefits. When that work reports in May this year, my expectation is that it will support further expansion in the number of cadet units in schools by convincing more head teachers and others about the benefits. In addition, officials are currently considering the feasibility of a further in-depth cost-benefit analysis of the value for money of the cadet experience.
Despite the clear benefits, schools can face significant challenges and barriers to establishing and running a cadet unit, particularly in relation to financial and human resources. In June last year, the Prime Minister launched the cadet bursary fund, a charitable fund pump-primed with £1 million of funds from LIBOR fines to help schools with the cost of their new units. I am delighted to say that, so far, £3.1 million has been raised, which has enabled the fund to award £2 million to 46 schools. A further funding round may be launched later this spring. However, only £180,000 has been raised from private donors, so I would be grateful for any support noble Lords can give directly or indirectly in this regard. To support the long-term stability of the fund, my department continues to fund a professional fundraising activity. As my noble friend Lord Lingfield has mentioned, the MoD has recently announced that rather than proceed with the per-cadet charges schools were expected to pay, it will find efficiencies and absorb the costs of the first 100 units. This is excellent news because it levels up the playing field with schools that already have a cadet unit which are not being charged, thus reducing the financial barriers to new schools. I would like to thank my noble friend Lord Astor for everything he has done in this regard.
My noble friend Lady Seccombe is correct to say that adult volunteers are another critical factor in the success of a unit. This is why round 1 of the cadet bursary fund has had a specific focus on supporting the cost of specialised instructors, and offering incentives or supply cover for volunteers and staff. I record my thanks to all those schools with established cadet units which have partnered with a state school to enable them to offer the cadet experience to their pupils, to which my noble friend Lord Lexden referred. This is particularly valuable where new schools have no prior military experience and helps to transfer important skills. To date, 23 of the 65 state schools approved to establish cadet units under our cadet expansion programme are benefiting from such a partnership, and many existing units are willing to enter into such partnerships. Those who have grown up through the cadet force are themselves ideally placed to inspire and support cadet units and are those who become volunteers themselves when they reach the age of 18.
My noble friend Lord Attlee talked about the benefits of risk taking. I have a poem on the wall of my office which talks about just those benefits, but he did note some implications in the fact that young people can remain cadets only until their 18th birthday. While I acknowledge these points, child protection and safeguarding must be our highest priority, but I will look at this further and discuss it with my noble friend Lord Astor. I would like to see many more state schools including the running of their cadet unit within the employment contracts of their staff, but there is also an important role for adults from outside the school community. The MoD includes information on becoming a cadet force adult volunteer in its resettlement support for those leaving the services and is looking at how to encourage better integration between reservists and cadet units.
The noble Lord, Lord Ramsbotham, referred to the youth justice system, on which he is of course a renowned expert, and I will contact colleagues in the MoJ and commend to them the military ethos programme being extended to youth offenders. The noble Lord, Lord Jones, president of the Army Cadet Force Association Wales, has already highlighted and thanked those involved in cadet units in Wales. I would like to give recognition and thanks to all those involved in running cadet units. They are delivering a truly life-changing experience to their pupils.
The Government’s cadet expansion programme is ensuring that 100 more state-funded schools have the opportunity to do the same. The Government welcome the engagement of forces and ex-forces personnel in the school system. We have demonstrated this not only in our considerable expansion of the cadet programme but through our engagement with organisations such as SkillForce, Challenger Troop and Commando Joe’s, and our Troops to Teachers programme. I firmly hope that in the coming years we can build on this success to give many more children the life chances they deserve. Again, I thank all noble Lords who participated in this debate.