Teacher Training: Dyslexia and Autism

Baroness Barran Excerpts

Thursday 22nd June 2023 Lords Chamber

[Lord Addington (LD)]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper. I remind the House of my declared interests.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, initial teacher training is designed to ensure that all qualified teachers can teach pupils with special educational needs and disabilities. High-quality teaching is central to ensuring that pupils with SEND, including those with autism and dyslexia, are given the best possible opportunity to achieve at school. All new teachers now also benefit from a two-year induction, underpinned by the early career framework, which includes specific focus on teaching pupils with SEND.

[Lord Addington (LD)]

I thank the Minister for that reply, but most such children are still identified on the initiative of their parents, not the school. Does that suggest that there is a lack of knowledge of these conditions and of other special educational needs in the teaching profession, particularly as we are losing qualified teachers at an alarming rate? Will the Minister consider making it a mandatory requirement that all educational establishments have level 5-qualified teachers who are able to give the necessary support to a front-line teacher, particularly an inexperienced one?

[Baroness Barran (Con)]

Our most recent guidance on initial teacher training, published just a few weeks ago, recommends two work placements during that period, stressing that one could be in a special school and the other could involve mentoring by someone with specialist skills. In addition, we have updated the SENCO qualifications so that every teacher has a specialist to whom they can turn for advice.

[Lord Touhig (Lab)]

My Lords, I refer to my interests in the register. Fewer than 40 in every 100 teachers have received autism training. In secondary schools, that falls to 14 in every 100. As a result, schools are struggling to support children with learning difficulties, particularly autism. There are a great many exclusions; an autistic child is twice as likely to be excluded from school as a non-autistic child. The National Autistic Society has produced a report proposing that all teachers be given specialist training to make sure that children with autism receive the best education possible. Will the Minister look at that report, go through it thoroughly and then agree with it?

[Baroness Barran (Con)]

Yes, yes and it depends on what is in the report. The noble Lord brings enormous expertise in this area. Under our universal services contract, there is the opportunity for additional training in autism. We are very focused on this area. I will of course look at the report and consider it very carefully.

[Baroness Stedman-Scott (Con)]

My Lords, has my noble friend had an opportunity to see the Synergy report, which shows that exclusions from school of young people with autism, ADHD and dyslexia have been dramatically reduced due to the impact of additional teacher training in the system? Will she arrange a meeting with the department to discuss this to see whether we can further enhance outcomes for young people?

[Baroness Barran (Con)]

I would be delighted to arrange a meeting with my noble friend to discuss the Synergy programme. She is right that children with special educational needs might have specific academic challenges, but, inevitably, behavioural challenges can be linked to those. We are working very closely with schools to make sure that, in respect of behaviour and attendance, those children feel as supported and included as possible.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, the Minister will be aware that young people with a diagnosis of autism or ADHD often also exhibit signs of quite significant mental health issues. The two are not the same. In creating an education, health and care plan for such young people, a number of different kinds of input are necessary, from not just the school but mental health professionals and others. Does she accept that the problem identified by this Question is partly if not wholly one of capacity? Even if they have people trained to do this kind of work, schools are under enormous pressure and find it very difficult to meet the proper demands of an EHCP. Will she look into how that capacity issue could be alleviated?

[Baroness Barran (Con)]

The noble Baroness raises two issues: the importance of multi-agency input and co-ordination, and capacity. Our Special Educational Needs and Disabilities and Alternative Provision Improvement Plan aims to address exactly those, giving clarity and confidence to parents as to what they can expect from the system, and support for teachers, including a number of practice guides, the initial ones looking at mental health and wellbeing, autism, and speech and communication needs. So I think we are addressing all of the points raised by the noble Baroness.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, I meant to declare my interest: a member of my family has an EHCP.

[Baroness Thornhill (LD)]

My Lords, I was a secondary school SENCO, back in the bad old days of very little specialist training and much ignorance of dyslexia and other learning difficulties. I was privileged to do part of my postgraduate training with the late Violet Brand, who was a renowned pioneer in dyslexia; it was very rare and ground-breaking. In the Minister’s initial response to the noble Lord, Lord Addington, she referred to the role of SENCO. My understanding is that the Government have recently lowered the national SENCO qualification standard. I was going to ask the Minister why the Government are dumbing down this critical role, but I should probably revert to asking her to clarify the position, because both the British Dyslexia Association and I seem to have a different take—the standard has not gone up, it is actually being lowered.

[Baroness Barran (Con)]

There is no question of the Government lowering the standard. What the Government are seeking to do with the introduction of the national professional qualification for SENCOs is to ensure real consistency in SENCO training and qualification, and that it is practically focused and based on the best evidence possible.

[Baroness Wilcox of Newport (Lab)]

My Lords, last March Matt Hancock told the Times Educational Supplement that the lack of neurodiversity training in initial teacher training is “striking” and needs to change. Can the Minister tell us if anything has changed in this policy area since that statement was made over 15 months ago by a former Tory Health Secretary?

[Baroness Barran (Con)]

I know that the noble Baroness is a former teacher, so she brings professional insight to this. We had very serious expert panels, including educational experts, on special educational needs and disabilities, both for the core content framework and the reform of initial teacher training. All of them were clear that trainees need to be able to teach everyone, and one of the great skills of a teacher is being adaptive. There also needs to be a pathway to experts in a school, and that is where the SENCO comes in.

[Lord Forsyth of Drumlean (Con)]

My Lords, I declare an interest as I have a family member who is affected by autism and dyslexia. Does my noble friend agree that one of the problems is that before people can get support in the schools, they need a diagnosis, and getting a diagnosis is extremely difficult and takes a very long time? What are we going to do about that?

[Baroness Barran (Con)]

I agree with my noble friend that early, accurate and effective identification is critical, but schools and colleges are permitted to put in place support for children where they have identified a need, without needing to wait for a formal diagnosis.

[Baroness Kramer (LD)]

My Lords, may I press the Minister on the issue of the SENCO qualification? Do I understand correctly that, prior to this change, it was a master’s-level qualification and now it is a level 7 NVQ? Given the complexities that many of these youngsters face, can the Minister explain why that dramatic change in the level of expertise and training embedded in the qualification is government policy?

[Baroness Barran (Con)]

I can only repeat what I said in response to the earlier question. As the noble Baroness knows, the existing qualification also includes a significant research element, which is important, and SENCOs can choose, if they wish, to continue to take that. However, our emphasis is on making sure that SENCOs are equipped for the practical challenges they face day to day supporting colleagues in schools, and that this is based on the best evidence available.

School Buildings: Safety

Baroness Barran Excerpts

Tuesday 20th June 2023 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, safe and well-maintained school buildings are a priority. We are actively working with the sector to help identify reinforced autoclaved aerated concrete, or RAAC. If RAAC is suspected, we commission professionals to verify its presence and assess its condition. We support schools, including with capital funding, in measures to ensure that it does not pose any immediate risk and to minimise disruption based on professional advice.

[Baroness Twycross (Lab)]

My Lords, I thank the Minister for her Answer, but the Government have already admitted that current funding will not be enough to make all schools safe. Will she tell us how long children, parents and school staff will have to wait for schools to be made safe once the data on their condition is finally released?

[Baroness Barran (Con)]

I want to be absolutely clear to the noble Baroness and the House that the department is not aware of any child or member of staff being in a school which poses an imminent safety risk. We are working as fast as is humanly possible to identify RAAC across the school estate. We sent out a questionnaire last year and nearly 90% of schools and responsible bodies have sent in their initial responses. We are working closely with the structural engineering sector to identify accurately whether RAAC is present and whether it poses a risk.

[Baroness Evans of Bowes Park (Con)]

Following on from my noble friend’s answer, is she confident that there is enough capacity among surveyors to identify RAAC in schools before, as the noble Baroness said, issues become too serious? We have had similar problems in other parts of the public sector estate, hospitals for instance, where there have been safety issues because of RAAC. Perhaps she could provide us with reassurance on this issue.

[Baroness Barran (Con)]

I thank my noble friend for her question. I hope it reassures her to know that I have met twice already the leading structural engineering firms. We have looked at different ways that we can accelerate the pace of surveys and are very confident that we will have carried out at least 600 surveys by the autumn.

[Lord Addington (LD)]

My Lords, will the Minister give us an assurance that any new school is constructed with a material that we expect to have to pull down and will not fall down before we get there?

[Baroness Barran (Con)]

I can give the House that reassurance. Not only that but any new school we construct will be net zero in operation.

[Baroness Berridge (Con)]

My Lords, obviously, responsible bodies are legally responsible for the safety of the building. They come in all shapes and sizes. It could be a very strong, robust local authority or a large multi-academy trust with a lot of expertise; conversely, it could be a local authority that is in intervention with commissioners or a trust which has only one school. Of the 10% which have not returned their surveys, can my noble friend the Minister outline how we are going to approach those responsible bodies to make sure they respond and find out whether they are in that risky category because they are weak for other reasons?

[Baroness Barran (Con)]

I do not think we can say that the 10% which have not responded are weak. We are dealing with it by running a small call centre in the department. There are organisations that we have had to contact multiple times—including, sadly, some local authorities—and we are working with MPs and others to make sure we get all the returns. We are also supporting, in slightly slower time, all trusts to improve their competency in relation to the management of their estate, including rolling out a free specialist capital adviser programme to support them in estate management.

[Lord Hendy (Lab)]

My Lords, one aspect of safety in schools is fire safety. I declare an interest as a vice-chair of the All-Party Parliamentary Fire Safety and Rescue Group. In 2007, draft guidance was given that predicted that most schools would be fitted with sprinklers and very few would not. In 2021, further draft guidance was published which predicted the contrary: that very few schools would be fitted with sprinklers. I understand the consultation on that has not been published yet and therefore the guidance has not come into effect two years later. I understand, too, that the problem is that there is a division of opinion between the department on one side, which thinks the risk is low, and the insurance industry and fire chiefs on the other, which think the risk is high. Would the Minister be content to attend a meeting of the APPG with representatives of the insurance industry and fire chiefs to see whether there is some methodology to ascertain precisely what the risk is and therefore the need or lack of it for sprinklers?

[Baroness Barran (Con)]

I would be delighted to meet the APPG, but I remind the noble Lord that there are 67,000 buildings on the school estate and about 450 fires a year, 90% of which cause no significant damage.

[Lord Dobbs (Con)]

Does my noble friend agree that a much greater danger to children in our schools comes from a judge’s ruling last week that parents are not allowed to know about the relationships and sex education that their children are given? This is a hugely controversial area. Parents may knock on the door of a school to ask what is being taught to their children, and can be denied. Does my noble friend accept that this is a nonsense that undermines the heart of family responsibilities and parental authority? Would the Government please do something quickly to make clear what parental rights are in knowing what their children are being taught?

[Baroness Barran (Con)]

I am delighted to be able to let my noble friend know that the Government have already acted on this. We wrote to every school to be clear about exactly that relationship between parent and school and that trust, particularly on these very sensitive topics, is essential. Schools should not enter into arrangements with third parties that prohibit them sharing curriculum materials with parents.

[Baroness Hussein-Ece (LD)]

To get back to the Question about the safety of school buildings, can the Minister give an assurance that schools deemed to be at risk have been made safe or at least closed until urgent repairs can take place? Is she also aware that teachers leaving the profession cite the state of school buildings and the environment in which they work as one of their reasons for leaving?

[Baroness Barran (Con)]

I am very happy to give the noble Baroness reassurance on that point. To be clear, the returns that we have had from schools about whether they suspect RAAC on their estate indicate that a significant percentage believe they do, but then when we send the surveyors in, in fact they do not. When RAAC is identified, some poses a risk, but some does not. In every case where a risk is posed, whether in a single store cupboard or a whole block, we send our team in and work closely with the school, trust and local authority to provide both practical and financial support to address issues as quickly as possible.

[Lord Laming (CB)]

My Lords, the noble Baroness knows that schools have made great progress on incorporating children who have special needs of all kinds. Sometimes, the buildings are an impediment to this. Has work been undertaken to ensure that schools are adapted to meet the needs of children with very special needs?

[Baroness Barran (Con)]

That is extremely important. Access to and the shape of a building should never be an impediment to a child’s learning. That is more straightforward in the new schools we are building, but we are making adjustments and supporting schools through our existing capital programmes to address exactly the needs that the noble Lord raises.

Lifelong Learning (Higher Education Fee Limits) Bill

Baroness Barran Excerpts

2nd reading
Monday 19th June 2023 Lords Chamber

Moved by

[Baroness Barran]

That the Bill be now read a second time.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, I am delighted to be back in the Chamber to bring forward another significant piece of legislation for our skills reform agenda. I am particularly looking forward to the speeches today from my noble friend Lord Sewell of Sanderstead and the right reverend Prelate the Bishop of Sheffield.

This Government want learners to be able to access courses in a more flexible way in order to fit study around work, family and personal commitments and to retrain as their circumstances and the economy change. The Lifelong Learning (Higher Education Fee Limits) Bill will help create a new route for people who require student finance for study at levels 4 to 6 in further and higher education institutions. It will make it easier for people to study flexibly, preventing learners being charged disproportionately for choosing to study in a way that suits them, and ultimately to acquire skills that can transform their lives.

This Bill does three key things. First, it will allow for fee limits for all types of courses to be set in a consistent and appropriate way through enabling fee limits to be based on credits rather than academic years. What this means in practice is that modules and short courses, as well as more “traditional” degree courses, will be priced according to the amount of learning they contain. This will create a more flexible system and will go a long way to encourage more people into post-18 education.

Secondly, this Bill introduces the concept of a course year, rather than an academic year. This allows fee limits for courses and modules to align accurately with the start date of a student’s study. Doing so will mean that, for example, if a course starts on 1 October, the fee limit will also apply from 1 October rather than from one of four fixed dates, as it does within the current academic year system.

Finally, this Bill will allow the Secretary of State to set a cap on the total number of credits that can be charged for each type of course. For example, fees charged for a certificate of higher education will be capped at 120 credits, whereas a diploma of higher education will be capped at 240 credits. This will prevent learners being charged unfairly for their studies and ensure that fee limits remain aligned with current rates, based on standard practices.

The Bill includes a number of delegated powers to enable the credit-based fee limits system to work. These powers essentially allow the numerical detail which will determine a financial fee limit for each course year, such as per-credit financial limits and course year maximum numbers of credits, to be set out in regulations. This mirrors the existing approach in Schedule 2 to HERA and is not unique to fee limits. It is important that these numerical values are set out in secondary legislation so that further primary legislation is not needed to amend them when reviewed. There are no Henry VIII powers in this Bill.  

Noble Lords will have seen that the Government have now published their response to the public consultation on the details of the wider lifelong loan entitlement—also known as the LLE—and I thank those Lords who have taken the time to discuss this response with me in detail. While the Bill enables us to deliver the LLE, it is worth emphasising that its scope is tightly focused on changing the system by which fee limits are set.

The LLE will transform access to post-18 education and skills by providing individuals with a loan entitlement equivalent to four years of post-18 study, £37,000 in today’s fees, which can be used to fund courses and modules at levels 4 to 6 over the course of their working lives. It is estimated that at least 80% of the workforce of 2030 are already in work today. We want to give them the opportunity to upskill and reskill over their careers in order to progress and adapt to changing skills needs and employment patterns.

By putting level 4 and 5 courses on the same funding basis as traditional undergraduate degrees, the LLE aims to give people a real choice in how and when they study to acquire new life-changing skills. This Bill ensures that it costs the same for a learner to study a qualification module by module as it would to study that same qualification in one go.

In the consultation response, we said we would take a phased approach to the funding of modules, focusing first on modules of higher technical qualifications and some levels 4 and 5 advanced learner loan-funded courses, with new checks to ensure that they meet employer need. I shall give the House some examples of courses in scope for modular funding. They include the following HTQs: the higher national diploma in construction management for England at level 5; the certificate of higher education in cyber security at level 4; and a foundation degree in science—professional practice in health and social care—at level 5. The crux of our approach to introducing funding for modules is based on courses that we know have good employer returns.

Focusing initially on certain high-value level 4 and 5 courses will allow us to test and learn from the approach before extending funding, where appropriate, to modules of other high-quality courses at levels 4, 5 and 6. We also want to address the skills gap identified by the Augar review, which is overwhelmingly at levels 4 and 5, with fewer than 70,000 students a year doing levels 4 and 5 compared to almost 470,000 doing undergraduate degrees. OECD analysis suggested in 2021 that only 9% of all adults aged 25 to 64 in the United Kingdom hold a level 4 or 5 as their highest qualification, compared to around 15% of adults in France and 36% in Canada.

Overall, data on wage returns for levels 4 to 5 is compelling. The 2020 data from the Centre for Vocational Education Research shows that higher-level qualifications lead on average to better earnings outcomes than finishing education at level 3, for both men and women. For example, the average female level 5 achiever would earn approximately 57% more than would be the case if they stopped at level 3. This equates to roughly a £9,800 increase in annual earnings at age 26.

In order to support learners in understanding and deciding how to utilise the opportunities provided by these reforms, the LLE personal account will show their learning balance as well as clearly signposting the courses and modules that they can access to propel themselves into learning and to further their career aspirations. Whether they are studying a three-year degree, a higher technical qualification or another level 4 or 5 course, and regardless of whether they are studying at a university or a college, every student should be confident that higher education will help them to succeed in life. This is especially important at a time of challenging economic circumstances.

I am delighted to bring the Bill before the House today and that we have reached this pivotal stage in driving a transformation of post-18 study. This legislation will form a vital part of the LLE, which as a whole will allow students in generations to come more flexible access to courses, helping them to train, upskill or retrain alongside work, family and personal commitments, and as both their circumstances and the economy change. I beg to move.

--- Later in debate ---

[Baroness Barran (Con)]

My Lords, I thank all noble Lords for their contributions today. In particular, I thank the right reverend Prelate the Bishop of Sheffield for his description of lifelong learning within a Christian context—I think he will agree with me that just sitting in this House listening to colleagues extends one’s lifelong learning still further—and my noble friend Lord Sewell. I am not sure about his football metaphor, but if he is secretly a spin bowler, I think he might find himself popular at Edgbaston in the next day or two. In all seriousness, I look forward to working with and listening to him, with his great experience in education, and benefiting from that.

Given the breadth of your Lordships’ contributions, I will not be able to cover everything in the time available to me, but I will write and address the points raised this afternoon. I reassure the noble Baroness, Lady Twycross, that I will try to address at least some of the points that she rightly raised. I acknowledge and thank noble Lords for the spirit of the House and the way in which they are all aiming, in the noble Baroness’s words, to make the Bill the best it can be.

I start with the credit transfer issues raised by the noble Baroness, Lady Twycross, the noble Lords, Lord Stevens of Birmingham and Lord Rees of Ludlow, and others. The Government will not impose credit transfer arrangements but will instead seek to facilitate credit transfer through other methods, including through the introduction of the requirement for providers to produce, in response to the noble Baroness’s request for clarification, a standardised transcript on the completion of individual modules—I hope that also addresses the question asked by the noble Lord, Lord Rees—and, to respond to points raised by the noble Baroness, Lady Garden, in relation to information, advice and guidance about the personal account where possible. There are numerous examples of good practice in the sector with regard to credit transfer, including provider-led initiatives to create credit transfer partnerships. These include collaborative mapping and shared curricula of certain programmes—including, of course, in healthcare.

Credit transfer across higher and further education will be very important. We are working with providers to understand how credit transfer can be encouraged without jeopardising the autonomy of the sector, giving learners the flexibility to study at a pace that is right for them while balancing their other commitments. Of course, this will require input from both government and providers to be successful, and that is happening.

The noble Lord, Lord Stevens, raised a specific question about why some courses, such as nursing, are not suited to the credit-based system. I think he expressed a concern about whether that would limit flexibility, but our understanding is that it will not. Nursing degrees do not use credits in a consistent way—as the noble Lord understands much better than I do—due to variations in the credits assigned to placements, and because credit-bearing units can cut across multiple years. We will address this by using a default number of credits to calculate the fee limit for each course year, and students will continue to receive loan funding—but I would be happy to meet with the noble Lord if he thinks that there are flaws in our analysis.

I permitted myself a small smile at the fact that the House was divided on the merits or otherwise of delegated powers in relation to the Bill. The noble Baroness, Lady Blackstone, asked about the timing of the secondary legislation. We expect the secondary legislation covering the fee limit and the LLE to be laid by autumn 2024, in time for implementation in 2025. The noble Baroness, Lady Twycross, suggested that not all the delegated powers were subject to the affirmative procedure, but all the fee-setting powers are subject to it. As I mentioned in my opening speech, the powers mirror what is already in HERA.

The noble Baroness, Lady Wilcox, and the noble Lord, Lord Watson, asked whether there was a risk that the Government could arbitrarily change the number of learning hours in a credit. As my right honourable friend the Minister for Skills and Higher Education said in the other place, the Government do not intend to change the number of learning hours in a credit unless standards in the sector change. Learning hours are, and should continue to be, based on sector-led standards.

The noble Lord, Lord Addington, and others asked whether the Government were working closely with providers and stakeholders to inform policy decisions. I reassure your Lordships that that is the case.

If I may, I will write to the noble Earl, Lord Kinnoull, on the issues he raised around devolution. He is right that policy detail is discussed very regularly with the devolved Governments, but I am happy to write and answer some of his quiz questions about different students in different jurisdictions for different periods of time.

As for the speed of the rollout, a number of noble Lords raised their frustration at the slow pace. The noble Earl, Lord Kinnoull, referred to the remarks of the noble Baroness, Lady Wolf, in 2015. I will take this opportunity to thank the noble Baroness for her very important work in this area. As I think your Lordships are aware, full courses will be LLE-funded from 2025. That includes full degree courses, higher technical qualifications and any advanced learner loan-funded qualifications where there is clear learner demand and employer endorsement.

The Government will be taking a phased approach to modular funding, making sure that there is clear employer demand and that they address skills gaps to support learners into the jobs that employers need. As your Lordships discussed, the initial focus from the start of the academic year 2025-26 will be on modules of higher technical qualifications and modules of technical qualifications at levels 4 and 5 currently funded through the ALL system where there is a clear line of sight to an occupational standard and employer support. That will allow us to test and learn from the approach before extending funding, where appropriate, to modules of other high-quality courses at levels 4, 5 and 6. I remind your Lordships that the Augar review was very clear in its recommendations to focus on the skills gap identified at levels 4 and 5.

A number of your Lordships, including my noble friend Lord Johnson, recommended exploring expansion of the Bill’s scope in relation both to micro-credentials and to levels 3 to 7. I understand the flexibility that your Lordships seek to create by including micro-credentials, but we have been clear that, in the words of Sir Philip Augar:

“A 30 credit course, in our view, represents a significant amount of teaching and learning, and is an appropriate minimum for upskilling or reskilling. It is also short enough to be combined fairly easily with work and other commitments”.


I remind the House that modules of a smaller size—my noble friend referred to modules of 10 to 15 credits—provided they can be bundled together in a single entry from a parent course to meet 30 credits, can be funded to allow sufficient flexibility for retraining. So funding would be available for, for example, a 20-credit module and a 10-credit module of the same course combined. Providers or awarding bodies are free to consider restructuring their courses into credit-bearing modules of different sizes.

Turning to the issues of inclusion of level 3 and 7 courses, raised by several noble lords, including the noble Lords, Lord Blunkett and Lord Shipley, and the noble Baroness, Lady Twycross, I understand why the House is probing this issue, but there are three main reasons for the focus the Government have announced on level 4 to 6 courses. The first relates to how the LLE itself will apply to level 7 courses; the second relates to the existing funding for level 3 courses, in particular; and the third relates to the economic opportunities created by greater uptake of levels 4 and 5. Of course, in the longer term the Government will consider how funding for level 3 provision can best work where individuals are not eligible for grant funding, as part of the next spending review.

I will start with level 7 qualifications. The LLE will be the student finance system for all study at levels 4 to 6 from 2025, across HE and FE. Integrated master’s courses will also be in scope. My noble friend Lord Willetts asked about the Government’s appetite for four-year honours degrees. One form of that, of course, is an integrated master’s. In 2021-22, there were just over 19,000 English-domiciled entrants to integrated master’s degrees, and these students will continue to benefit from this level of study via the LLE. More broadly, level 7 and above are already served by separate student finance products such as postgraduate master’s and doctoral loans.

In contrast, level 3 courses are funded for a range of individuals through other funding streams, such as free courses for jobs and the adult education budget. In addition, individuals will still be able to take out advanced learner loans for level 3 courses. The adult education budget includes a statutory entitlement to full funding for eligible adult learners aged 19 to 23 undertaking their first full qualification at level 3, and the free courses for jobs offer introduced in April 2021 gives eligible adults the chance to access high-value level 3 qualifications for free, which can support them to gain wages for a better job. Finally, the point has been made by your Lordships that—and as I said my opening speech, we believe that—there is a very strong economic case for focusing on levels 4 to 6, given the skills gaps we face in the economy.

A number of your Lordships—my noble friend Willetts, the noble Lord, Lord Stevens, and the right reverend Prelate the Bishop of Sheffield—talked about what perhaps I may describe as the implementation challenge from both a supply and demand perspective. The noble Baronesses, Lady Wilcox and Lady Thornton, both asked about maintenance loans for distance learners. Our emphasis, with the exception of those with a disability who, as the noble Lord, Lord Watson, pointed out, are eligible for those loans, is on making sure that these courses are as flexible as possible, including, potentially, distance learning. I think there was some confusion in the House about the status of online learning, which is of course part of distance learning, as rightly said by my noble friend Lord Dundee. Our emphasis is on making sure that these courses work for those leaving school or who are already in employment, and who have that flexibility. There is an enormous job to be done by the Government and providers in raising awareness of those opportunities, making sure that people feel confident to take them up and are clear on the improvement they can make to their future employability, earnings power and satisfaction in the workplace.

On the questions from the noble Lord, Lord Stevens, and others about the cost of delivering this provision, costs are relatively fixed in the provision of these courses, so volume will be extremely important to their viability from a commercial perspective. I again suggest to the House that there is something in our absolute focus on where we are starting that aligns with the pressures that providers face, in order to make sure that these courses are commercially viable, rather than spreading a large number of learners very thinly across multiple courses.

I shall try to speed up a little, the House will be relieved to know. On the quality of provision, which I know my noble friend Lord Johnson was concerned about and which the noble Lord, Lord Rees, raised, the Office for Students will continue to regulate providers and uphold quality. It will consult on introducing a new registration category for providers of courses that were formerly funded by advanced learner loans—including initial and ongoing conditions that would be appropriate—which we hope will support quality. On my noble friend Lord Johnson’s point about all future modules being derived from existing qualifications, to be clear, they will need to derive from an HE qualification, but not necessarily in future from an existing one, although clearly the initial modules are likely to do so.

A number of questions were raised about the short course trial, and perhaps it would be most helpful if I set out our learning from the trial in a letter. But I will include in it a link to an excellent blog, written by Professor Peck from Nottingham Trent University about the trial, on the HEPI website, for your Lordships’ interest.

On part-time learners and maintenance loans, a point raised by a number of your Lordships, the LLE maintenance offer will be available for part-time study below level 6. That is a major change and positive step forward from the current system, as the vast majority of part-time level 4 and 5 courses do not currently qualify for the maintenance loans. Although I absolutely heard the regret from a number of your Lordships about maintenance in respect of distance learning, I hope it will be acknowledged that this is a really important step forward.

My noble friend Lord Willetts asked how dropout rates will be measured in the new system. The Office for Students plans to consult next year more broadly on the B3s—the quality or performance measures for modules. It will be consulting on how they can be implemented, and there will be an initial call for evidence this year.

There is so much that I have not covered, and I apologise to the House for that. I will finish where the noble Baroness, Lady Wilcox, started in asking about the Government’s vision for the Bill. I stress the importance that the Government place on the Bill; your Lordships may have noticed that my right honourable friend the Minister for Skills and Higher Education has been present throughout the debate. I will steal the words of the noble Lord, Lord Blunkett, if I may: our vision for the Bill is that it is part of the jigsaw he described but also that it will help to deliver to every individual in this country clarity on their personal ladder of opportunity and on the fact that they have hope and a real sense of opportunity for themselves in their career. Through it, we will transform the productivity of this country.

Bill read a second time and committed to a Grand Committee.

Archbishops’ Commission on Families and Households: Love Matters Report

Baroness Barran Excerpts

Tuesday 13th June 2023 Lords Chamber

[The Lord Bishop of Durham]

To ask His Majesty’s Government what assessment they have made of the report of the Archbishops’ Commission on Families and Households, ‘Love Matters’, published on 26 April; and what steps they plan to take in response to its findings.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, I thank all members of the Archbishops’ Commission on Families and Households for their report, which underlines the importance of love in family life. This has particular importance for those children with a disrupted family life, hence the focus in our recent strategy for children in the social care system, Stable Homes, Built on Love. We will consider the report’s recommendations alongside the Government’s response to the Office of the Children’s Commissioner Family Review.

[The Lord Bishop of Durham]

I thank the noble Baroness for her Answer. There are five key messages in the archbishops’ commission report. The second is that relationships need to be supported all the way through life. Obviously, relationships education in school is one thing, but the thrust is how we support adults in relationships. Adults have to take responsibility for themselves, but there are ways in which support can be offered. How might the Government encourage relationship support, particularly at life transition points?

[Baroness Barran (Con)]

The right reverend Prelate makes an important point, and the question about when and how the state gets involved in adult relationships is obviously a very sensitive one. Underpinning our approach we have the family test, which means that all departments need to think about the impact of their policies on families, including at the key transition points which the right reverend Prelate referred to. Where the state must be involved in adult relationships, we strive to do so sensitively and effectively. Where families want to engage with the state, those services should feel accessible and non-judgmental.

[Baroness Taylor of Stevenage (Lab)]

My Lords, I echo the thanks given to the archbishops for their report, which is a thoughtful and compassionate approach to putting families at the heart of policy-making. One of the key recommendations of the report is to give every child the best possible start in life. Successive cuts to local government funding and other funding have decimated the provision of the Sure Start programme, started under the last Labour Government to provide comprehensive and vital support to children and their families. In the wake of Covid, such support is more important than ever. Will the Minister outline how future funding settlements will take account of the archbishops’ recommendations?

[Baroness Barran (Con)]

My Lords, some of the work that we are doing has already anticipated the recommendations, including the one to which the noble Baroness referred. She will be aware of our significant investment of around £300 million to enable 75 local authorities to create family hubs designed to give children the best start in life and of our childcare reforms which include £4.1 billion of investment by 2027-28 to fund 30 hours of free childcare for children over the age of nine months.

[Lord Farmer (Con)]

My Lords, as co-founder of the Family Hubs Network, I am pleased that the archbishops’ report, Love Matters, mentions family hubs more than 30 times and recommends that they also help separating families. The Ministry of Justice’s mediation reforms for England and Wales anticipate family hubs helping separated or separating parents to access services. However, there are not yet family hubs in Wales. While recognising that social care is a devolved matter, how might the Government encourage Wales to integrate family support in this way?

[Baroness Barran (Con)]

Like my noble friend, the Government are committed to championing family hubs. I will ensure that my officials engage with colleagues in the devolved Administration to share evidence and best practice about them.

[Baroness Armstrong of Hill Top (Lab)]

My Lords, it is very clear that despite the very important report from the archbishops’ commission, and indeed other reports, the Government have still not grasped the seriousness of this issue. In the north-east, we now have more children in families living in poverty than ever before, or at least in recorded time, and more than elsewhere in the country. It is also the region where the heaviest cuts to local government spending are and where the difference between children who are achieving and those who are not has grown and remains starkly difficult. Do the Government begin to grasp the nature of the problem in areas and regions such as the north- east and what are they going to do to work with those of us from the north-east, including the right reverend Prelate, on how we tackle these urgent issues?

[Baroness Barran (Con)]

I am pleased to say that I was in the north-east on Friday visiting schools in Hartlepool and was very impressed. The noble Baroness rolls her eyes, but I can only tell her what I saw on the ground, which was teachers working tirelessly with children, children with aspiration striving, and opportunities in their local area which the Government are supporting. Time does not permit me to go through all the initiatives that the Government are taking, but in everything from children’s social care to levelling-up areas to the education investment areas we are very focused on exactly the areas the noble Baroness cites.

[Baroness Burt of Solihull (LD)]

My Lords, on a slightly less serious note, the Beatles sang “All You Need Is Love”, but does the Minister agree that while love matters, we need more than that to achieve the worthy recommendations in the report? Does she agree that, specifically, we need more compassion, more political will and more hard cash? Can she tell the House which, if any, of the recommendations the Government are minded to implement and how much additional hard cash they have set aside to achieve that?

[Baroness Barran (Con)]

In terms of which recommendations we plan to implement, I refer the noble Baroness to my original Answer, which is that we will be responding as part of our response to the Family Review by the Office of the Children’s Commissioner and will reflect at that point on the recommendations in this excellent report. I absolutely agree with the noble Baroness about compassion, and I agree with her about hard cash. That is why we are making such a significant investment in the children’s social care system, in our support for early years and in children with special educational needs so every child in this country has the best start in life.

[Baroness Deech (CB)]

My Lords, one of the transition points in a family is divorce and, predictably, no-fault divorce has pushed the rate up. At a seminar yesterday we heard evidence not only on how acrimony over money on divorce depletes children’s assets but on how the bitterness in that process has a lasting effect on their lives. When will the Government set out a timetable for reforming financial provision on divorce and will they ensure that child maintenance is paid? It is shamefully neglected at the moment.

[Baroness Barran (Con)]

On the noble Baroness’s last point, I know that my colleagues in DWP are making important progress in terms of the payment of child maintenance and I think they would share the noble Baroness’s sentiments when it is not paid. In terms of financial provision on divorce, in April this year the Government asked the Law Commission to carry out a review of the law in this area. It will look at whether the current law on financial provision provides a cohesive framework in which parties can expect fair and sufficiently certain outcomes.

[Lord Brownlow of Shurlock Row (Con)]

My Lords, I declare my interest as a patron of Dingley’s Promise and thank my noble friend the Minister for her comments on investment and funding. I particularly congratulate the Government on their investment through the safety valve fund and acknowledge that £6.9 million has just been given to Wokingham Borough Council, which is the next-but-one authority to where I live.

[Baroness Barran (Con)]

I am in such shock to have such appreciation for the Government’s actions, but I thank my noble friend for his comments.

[Lord Sikka (Lab)]

My Lords, inequalities identified in the archbishops’ commission’s report ultimately blight life. Last year, a study estimated that the Government’s austerity policies caused 335,000 excess deaths between 2012 and 2019 alone. Will the Minister answer just two questions? First, what forgiveness have the Government sought from the families of individuals killed by their policies? Secondly, will the Minister ensure that all Bills from now on are accompanied by an assessment showing their capacity to cause premature death?

[Baroness Barran (Con)]

I am happy to look at the research to which the noble Lord refers, but my own experience of looking at linking mortality to policy is that it is an extremely complicated business and I take exception to the suggestion that any Government—and this Government—would ever intentionally do anything that they believed would harm their people.

School Uniform Policies

Baroness Barran Excerpts

Monday 12th June 2023 Lords Chamber

[Baroness Wilcox of Newport]

To ask His Majesty’s Government, following the recommendation of the Welsh Minister for Education that school governing bodies should review uniform policies, what assessment they have made of the case for doing this in England.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, following the publication of statutory guidance in November 2021, all schools in England should already have reviewed their uniform policy and made changes to ensure their uniforms are affordable for parents. The Cost of School Uniforms guidance came into force in September 2022. It requires schools to ensure their uniform costs are affordable and that parents get the best value for money. Schools should be fully compliant with the guidance by September 2023.

[Baroness Wilcox of Newport (Lab)]

I thank the Minister for her Answer and the statutory guidance being put in place. But the Government have never been clear about how they are going to assess the success of the guidance. Has it reduced costs for parents? Are schools complying with it? Are stronger policies such as the ones we have in place in Wales needed? Can the Minister please tell us whether there are any plans to review its implementation?

[Baroness Barran (Con)]

In terms of complying with the guidance, which is obviously statutory, any concerns that a parent might have about a school’s uniform policy need to be raised with the school in the first instance through its complaints process. If the parent is then unhappy with the outcome of their complaint, they can, of course, raise it with the department.

[Baroness Ritchie of Downpatrick (Lab)]

My Lords, can the Minister indicate what monitoring the Government undertake with schools in relation to the affordability of school uniforms? Many families face a difficult cost of living crisis.

[Baroness Barran (Con)]

I absolutely understand that families face a cost of living crisis, which is why the Government provided £94 billion of support for households with those higher costs across 2022-23 and 2023-24. On how we ensure compliance, I can only repeat what I said to the noble Baroness.

[Baroness Thornhill (LD)]

My Lords, in my long experience in education, schools are very much alive to the needs of their youngsters, particularly with regard to school uniforms. Does the Minister agree with me that the real problem here is that the noble Baroness is asking for a national government edict on school uniform? Surely this should be a matter for local education authorities, whose roles and responsibilities have been weakened and reduced over many years.

[Baroness Barran (Con)]

The Government believe that it should be even more local than that. I agree with the first part of the noble Baroness’s question: schools absolutely know their communities. We very much encourage schools to work with their parent bodies to establish their school uniform policies and to work out what suits them.

[Lord Cormack (Con)]

Does my noble friend agree that it is important to allow children to have a sense of identity and belonging, with which uniforms help very much? What is being done to encourage schools that have a recycling policy? That is terribly important and can significantly reduce the cost.

[Baroness Barran (Con)]

I agree with my noble friend’s first point, but we are encouraging schools to identify elements of their branded uniform that are low cost, finding their identity through a tie, perhaps, rather than a blazer. Our guidance is clear about promoting second-hand uniforms, which many students prefer because of the environmental impact.

[Baroness Bennett of Manor Castle (GP)]

My Lords, given that many forecast an extremely hot summer, with heatwaves, and given that our uniforms were designed for another age in many cases, will the Minister encourage others to follow the lead of Hampshire County Council—which suggested that schools should adapt uniform rules and consider adapting start and finish times, and outside activities—to acknowledge the threat presented by our rising temperature levels?

[Baroness Barran (Con)]

As I said, schools know their communities, and we trust them to make the right judgments for their pupils and staff.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, in her response to the noble Lord, Lord Cormack, the noble Baroness mentioned environmental sustainability. Will she accept that the cheapest clothes available, not just for school uniforms but in many other situations, are on the whole made from the least environmentally sustainable fabrics? Will she accept that, if there is to be an increase in recycling and reusing school uniforms—which I think we all agree would be very good—it would be very much in everyone’s interests if they were made from the highest-quality fabrics? They would then last longer in the recycling process.

[Baroness Barran (Con)]

We have to strike a balance for parents who need to send their children to school in a uniform that fits and is suitable, encouraging them to use second-hand uniforms wherever possible, while of course considering the environment.

Free Music Education

Baroness Barran Excerpts

Monday 12th June 2023 Lords Chamber

[Baroness Fleet]

To ask His Majesty’s Government what steps they are taking to provide free music education for all children aged five to 14.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, this Government recognise the importance of all pupils receiving a broad and ambitious music curriculum. As set out in the national plan for music education, we expect schools to teach at least one hour of music a week. We have committed £70 million per annum for music hubs until 2025, alongside £25 million for musical instruments. We will consider future funding for the next spending review in due course.

[Baroness Fleet (Con)]

My Lords, I thank my noble friend the Minister for that Answer and declare my interests as registered, including as former chair of the national plan for music education. The national plan for music education is ambitious, but does it not need to be well funded to succeed? The Department for Education currently provides £76 million a year for music education, but there are nearly 7 million children aged between five and 14 in our schools, all of whom should be learning to play an instrument, sing and many other things besides. We can all do the maths: children from disadvantaged families are missing out. They simply cannot afford to learn to play a musical instrument.

What is the logic of going for growth in the creative sector, which includes music, if there is so little support for the pipeline of talent? When do the Government plan to provide sufficient funds to ensure that children from low-income families can fulfil their potential as musicians and become part of the pipeline of talent for our brilliant conservatoires and orchestras?

[Baroness Barran (Con)]

I thank my noble friend for her part in chairing the national plan for music education. She will understand much better than I that money is important but not the only thing that allows children from less advantaged backgrounds to participate in music. Every child is offered the opportunity for a range of musical experiences at schools. We have funding for the Music and Dance Scheme, for particularly talented young people who have been identified, of more than £30 million this year. We will also publish more about our funding of the music progression fund shortly.

[Baroness Whitaker (Lab)]

Did the Minister take note of the report some years ago by Darren Henley, which gave evidence that music education opens a door to all other kinds of learning? Should not all children have this benefit?

[Baroness Barran (Con)]

I completely agree, which is why all children do have this benefit and why music education is part of the national curriculum from key stages 1 to 3.

[Lord Wallace of Saltaire (LD)]

My Lords, I declare an interest as the former chair of the VOCES8 Foundation, which is a music education charity. We have found from going into primary schools that a large number of them have no teachers with any musical expertise. If that is the situation, it is difficult to do things such as getting the whole school to sing together, which clearly improves the entire atmosphere, let alone encouraging the more talented people. Are the Government willing to commit to ensure that every primary school has at least one teacher with basic musical training?

[Baroness Barran (Con)]

I understand the point that the noble Lord makes, but the data for 2021-22 shows that more than 86,000 hours were spent teaching music in secondary schools—I know the noble Lord referred to primary schools—which is more than at any time since 2014-15. The number of teachers has also increased since that date and now stands at more than 7,000, of whom 83% have a relevant post-A-level qualification.

[Lord Berkeley of Knighton (CB)]

My Lords, the aspirations of the plan are admirable, but surely we need to see less reliance on hubs and more reliance on actual music in schools. The best way to do that is to get music back on the EBacc, of course. I realise that is perhaps a forlorn hope at the moment, but will the Minister tell me how the Government are going to find the right number of teachers, especially those trained to deliver music in schools?

[Baroness Barran (Con)]

The noble Lord is right that teacher recruitment, along with recruitment in many sectors, is a real challenge at the moment. But we are supporting schools, and I suggest to the noble Lord that maybe it is a both/and: music hubs have an important part to play, as does direct delivery in schools, which the hubs support. The model music curriculum introduced in March 2021 helps support schools in that delivery.

[Lord Vaizey of Didcot (Con)]

My Lords, I congratulate my noble friend Lady Fleet on her excellent work on the national plan for music education. When we first worked on the first national plan back in 2012, one of the things we did was to incorporate the In Harmony programme conceived by Julian Lloyd Webber, started by the last Labour Government with great foresight and carried on by the Conservative Government. I simply bring to my noble friend’s attention how absolutely outstanding this programme is, particularly in giving children not just a music education but extraordinary life chances in some of the most deprived areas of the country. I urge her to continue to support it as the music education plan develops.

--- Later in debate ---

[Baroness Barran (Con)]

My noble friend is absolutely right and I thank him very much for drawing this to the attention of the House.

[Baroness Wilcox of Newport (Lab)]

My Lords, in Wales the National Music Service is carrying out a review of the terms and conditions for local authority-hosted music service teachers, commencing this autumn. It will look at whether the lack of teacher retention and pay is a factor in delivering good music education throughout all key stages. Have the UK Government thought of doing something similar in England?

[Baroness Barran (Con)]

We have just published a national plan for music education, Arts Council England has just carried out a consultation review of our music hub approach and we have published a new model music curriculum, so it is fair to say that this area has received a lot of attention.

[Lord Shipley (LD)]

My Lords, in an earlier reply, the Minister said that every child has access to a range of musical experiences. Can she confirm that that extends to a right of every child to learn a musical instrument for free?

[Baroness Barran (Con)]

I think the noble Lord knows the answer to his question. Music lessons are an area in which schools are allowed, with certain restrictions—for example, children who are in care have an absolute right to free musical instrument lessons—to charge if the lesson is at the request of the pupil’s parents.

[The Earl of Clancarty (CB)]

My Lords, the Minister repeatedly tells us that the EBacc has had no effect on the arts, including music, in schools. How, then, will she account for the fall in GCSE music entries of 27% between 2010 and 2022, and the further expected fall of 12% in the last year?

[Baroness Barran (Con)]

I encourage the noble Earl to look at both the GCSE and the technical award figures, which have stayed relatively stable at about 8% of the pupil population over the last four years. I also point to our absolutely extraordinary and thriving creative industries which, despite the House’s concerns, appear to be able to recruit just the people they need.

[Baroness Fraser of Craigmaddie (Con)]

My Lords, dance should be as valued as music in education yet, according to recent research by One Dance UK, over the last decade dance has been marginalised as an educational subject. World-class organisations such as Rambert have produced fantastic resources, such as Rambert CREATE. Will the Minister commit to ensuring the place of dance within the creative arts and the curriculum, perhaps through working with organisations such as Rambert?

[Baroness Barran (Con)]

I thank my noble friend for her suggestion. The department is very open to working with organisations such as Rambert and is very grateful to them for the work they do. Dance is included within the physical education curriculum and it includes specific requirements at key stages 1 through 3. Schools have flexibility about how they deliver this curriculum, but I would be happy to meet my noble friend and follow up her suggestion.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, in her last but one answer, the Minister observed that the creative industries do not have any trouble in recruiting. I point out to her that they do. There is a significant skills shortage across the creative industries, which causes considerable concern. She might not necessarily agree, but many people believe that a lot of that is to do with the fact that the arts, and in particular music, are not given the privileged status within our schools that she imagines they should have and tells the House they have.

[Baroness Barran (Con)]

I apologise if I gave the impression that there are no skills pressures in the creative industries. I just pointed out that our creative industries are world beating and are able to recruit talent in a way that allows them to be so.

Schools: Curriculum Update

Baroness Barran Excerpts

Thursday 8th June 2023 Lords Chamber

[Lord Holmes of Richmond (Con)]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper and declare my technology interests as set out in the register.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, the Government have no plans to launch a commission to review the curriculum. Data literacy is covered within mathematics, science, computing and geography; digital literacy within computing, and relationships, sex and health education; and financial literacy within citizenship and mathematics. Relationships, sex and health education, and citizenship, directly support the development of character and resilience, and schools can reinforce personal development in other curriculum subjects and through their extracurricular enrichment offer.

[Lord Holmes of Richmond (Con)]

My Lords, if AI is to human intellect what steam was to human strength, your Lordships will see the extent of the issue. Steam literally changed time. This is just AI; when it is considered alongside the other emerging technologies, issues around data and privacy, the platforms and the approaching metaverse, is it not clear that it is high time to launch a commission to consider a complete overhaul of the curriculum? It should enable young people—ultimately, all people—to be safe, secure and successful, optimising the opportunity for human talent to lead technology.

[Baroness Barran (Con)]

I agree with my noble friend’s point about the importance of data and AI and how they may transform many aspects of our lives. The Prime Minister has been absolutely clear about our national commitment to be a leader in this space. There is a great deal of work going on across government but, in the interim, we are absolutely committed to elements within the curriculum that deliver on all the issues my noble friend raises.

[Baroness Thornton (Lab)]

My Lords, everyone would agree on the need for a relevant curriculum, so the noble Lord, Lord Holmes, makes a very good point, particularly on building character and resilience. Can the Minister explain to the House how children’s resilience can be built when the Public Accounts Committee report published yesterday found that the attainment gap in respect of the most disadvantaged children has continued to grow? The Government appear to have no specified measurement for the success of the additional investment in the National Tutoring Programme.

[Baroness Barran (Con)]

This country is not unique in its disadvantaged children having suffered particularly during the pandemic. We have been very clear about our vision for the National Tutoring Programme, which is particularly relevant in giving disadvantaged children access to some of the privileges enjoyed by children from more socially advantaged homes. Tutoring on its own is not enough, which is why we have made a number of commitments including, at one end of the spectrum, putting senior mental health leads in our schools and, at the other, reinforcing our commitment to sport, music and other resilience-building activities in our schools.

[Lord Singh of Wimbledon (CB)]

My Lords, does the Minister agree that the building of character and resilience does not require the appointment of a commission? Teachings of right and wrong, and of responsibility and resilience, are common in our different religions and other world views, but are, sadly, badly obscured in formal RE, with its overfocus on rituals, artefacts and the shape and size of religious buildings. Does the Minister further agree that much greater emphasis should be put on the important ethical commonalities between religions?

[Baroness Barran (Con)]

I am not sure that I agree with the noble Lord’s description of the RE curriculum, but he makes the broader point that schools play a part—along with, obviously and incredibly importantly, families—in setting the moral compass of our children and our nation’s future.

[Lord Cormack (Con)]

My Lords, when my noble friend Lord Holmes asked a similarly important Question a little while ago and I raised the importance of our schoolchildren having a real foundation in the history of their country, my noble friend replied very positively and was encouraging. Has she any further progress to report?

[Baroness Barran (Con)]

We are not changing the national curriculum, but we did a major review of it in 2014. A knowledge-rich curriculum, which evidence suggests is particularly important for children from disadvantaged communities, continues to be our focus.

[Lord Blunkett (Lab)]

My Lords, I think we all agree that there will be a point when the improvement and radical updating of the curriculum are needed. If that is to happen, putting in place the required backing for teachers to get support will be necessary. The Minister gave a very helpful answer when she talked about citizenship. Will she reflect that some of the people who have the greatest character and resilience in reality are those living in the most desperate circumstances—often a single parent abandoned by their partner with three or four children in a high-rise block? Preaching to them is not what they need.

[Baroness Barran (Con)]

I really hope that I did not give the impression that any element of preaching was going on. I absolutely recognise the description that the noble Lord gave. I just ask the House to reflect on this idea of radical improvement being needed in the curriculum. England just came fourth in the PIRLS global reading survey; we are, as we like to say in the DfE, the best in the West. That does not sound to me like a curriculum that needs radical overhaul.

[The Lord Bishop of Leeds]

My Lords, does the Minister agree that resilience is not something primarily that is taught? It is something that develops as you take what is thrown at you in the experiences of life. To that end, is any thinking going on in government about future curricula which allow for children in our schools, particularly secondary schools, to be exposed to opinions and things with which they do not agree in order that they are able to live in a world of conflicting dogmas and opinions, and do not have to run away from them?

[Baroness Barran (Con)]

The right reverend Prelate makes a very important point. The House is obviously familiar with the emphasis we have put on freedom of speech, particularly in our higher education institutions, but the skills of critical thinking, analysis and debate—which data will feed into in coming to objective and balanced views and an ability to listen to others—obviously need to start in our schools and homes.

[Lord McNally (LD)]

My Lords, these exchanges have already pinpointed the problem that the noble Lord, Lord Holmes, is trying to highlight. The skills required by the next generation to understand and deal with new technologies are real and present now. Quite frankly, the list he put forward of skills to be acquired are beyond the reach of a single department, including the Department for Education. His idea of a commission, possibly sponsored by the Prime Minister, who has skills in this area, is now needed to avoid moving into another era when most of our population are ill-equipped to deal with the technologies serving them.

[Baroness Barran (Con)]

It would help to understand some of the specific areas of concern. Data and its use are firmly embedded in the mathematics, science, geography and computing curriculums. Computing is a statutory national curriculum subject from key stage 1 to key stage 4. We have introduced, and are introducing, a number of digital-focused T-levels. The fundamental point is that, as shown in the OECD PISA surveys, without strong mathematics and reading, you cannot achieve literacy in any of these things. That is why our focus on those building blocks is so crucial.

[Baroness Sater (Con)]

My Lords, numerous reports, including the publication in February from the APPG on Financial Education for Young People, of which I am vice-chair, have consistently highlighted that the provision of financial education is severely lacking in our schools. Can the Minister tell me why the Government do not prioritise this issue, given that doing so would result in more of our children leaving school with a crucial life skill?

[Baroness Barran (Con)]

I cannot accept my noble friend’s assertion that we are not providing this effectively. We appreciate that there are some issues in the delivery of financial education—for example, we know that only 69% of secondary schools say that they teach money management. I know that reviews have shown a lack of confidence among some teachers in delivering financial education, which is why the Oak National Academy is producing more dedicated materials to support teachers. The Money and Pensions Service produced financial education guidance for schools in 2021. We are working on this across every aspect, but I reiterate that without mathematics and reading, we will not achieve financial literacy.

Assistive Technology: Support for Special Educational Needs

Baroness Barran Excerpts

Thursday 25th May 2023 Grand Committee

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, I thank the noble Lord, Lord Addington, for his tireless work in this area and for tabling this important debate. People talk about your Lordships’ House and the expertise that resides within it, and this debate was an example of very deep experience and insight.

As we heard, many of your Lordships have personally benefited from assistive technology or know people who have. Such technology can help reduce barriers to learning for students with special educational needs and disabilities. The noble Baroness, Lady Garden, reminded us of how things were—not in a good way—with the episode of her fellow student and the tape recorder. We all hope that such episodes are behind children and students in classrooms today.

As your Lordships noted, we published a rapid literature review of assistive technology in 2020. That found that assistive technology is underused in education, and it identified strong and exceedingly clear evidence of the benefits of specific types of assistive technology, such as alternative and augmented communication devices.

My noble friend Lord Holmes challenged me to assure the Committee that all students who need access to devices will get it. As he knows better than anyone, the question is more complicated than that. It is about getting not just the devices but the support to make sure they are used effectively. I hope my noble friend will join me in recognising that the Government made a huge investment for all children during the pandemic, of over £0.5 billion—£520 million—to provide just under 2 million devices for learning and training, including on the effective use of assistive technology. The technology sector has also invested heavily in developing built-in accessibility features. That means that schools and colleges, now more than ever, have greater access to mainstream assistive technology.

The specialist assistive technology market is also growing at pace, with products such as alternative and augmentative communication devices becoming cheaper, smaller and easier to maintain. However, we want to develop a more robust understanding of the potential benefits of using built-in assistive technology features to seamlessly support SEND learners, as well as their peers—including, for example, those for whom English is an additional language.

We also know that, for a long time, teachers have found assistive technology difficult to use. In our 2021 edtech landscape survey, 57% of teachers said that software was only sometimes or rarely supporting their SEND pupils. That is why, last year, we went ahead and piloted training to increase school staff confidence and capability in using assistive technology. We initially trained staff at 79 mainstream schools in England and conducted an independent evaluation, which gave us promising results, referred to by the noble Baroness, Lady Twycross. Some 75% of participants said the training had contributed or would contribute to improvements in the support for pupils with SEND to a great or moderate extent. Three-quarters of participants also thought it would remove barriers to learning for children with SEND.

Following those promising results, we are running a second training programme over a longer period, with about 150 schools. The noble Baroness, Lady Twycross, challenged why this was a smaller increment. There will also be a more in-depth evaluation. The difference in the second study is in exploring the longer-term impact of assistive technology training on schools, staff and learners, so that we have the fullest possible picture of how we can support wider SEND CPD before potentially rolling it out further. There is clearly an option, once we have all the evidence and understand what the evaluation is telling us. One option is to build this kind of training into SEND CPD or wider staff training, and we will also consider how to apply it within FE colleges and special schools.

We learned a great deal about the use of technology in education during the pandemic. We learned that education requires more than a device and an app. We are clear that the use of technology in a classroom should be pedagogically driven and informed by best practice. We are working with leaders, researchers and industry to build the strongest possible evidence base for the effective use of technology and to make sure, as the noble Lord, Lord Addington, said, that we give students the right tools, at the right time.

We also need and appreciate the work that the edtech industry does with us to make sure that the evidence base is as robust as possible. That includes thinking hard about what data we collect and at what level of granularity.

Of course, effective assistive technology use also requires strong SEND provision at every level. That is why our SEND and alternative provision improvement plan sets out the work we will do to ensure that all children receive the support they need early in their educational journey and, crucially, that the support stays with them for as long as they need it.

The noble Baroness, Lady Twycross, and the noble Lord, Lord Addington, emphasised the importance of early identification, and we agree with them absolutely. We believe and hope that our national standards will create a system which allows for earlier, more accurate and more consistent identification of need so that support can be targeted most effectively.

As for the issues around employment, my noble friend Lord Shinkwin raised some powerful examples in his speech. I would be delighted to write to him in response to his question about the APPG’s report. I also very much welcome his emphasis on careers and on the co-creation of materials with people who have special educational needs and disabilities.

A number of noble Lords, including my noble friend Lord Holmes, raised the issue of an adjustment passport. I think noble Lords will be aware that we have been working with the Department for Work and Pensions to pilot such a passport to smooth the transition into employment and to support people when they are changing jobs, including people with special educational needs and disabilities. That passport will capture an individual’s in-work support needs, including their assistive technology requirements, and empower them to have more confident discussions with employers.

I know that the Department for Work and Pensions has also been working in partnership with colleagues at Microsoft to train work coaches on accessibility features such as Immersive Reader and Magnifier, using technology to create accessible experiences for jobseekers with special educational needs and disabilities.

The noble Baroness, Lady Garden, and the noble Lord, Lord Addington, talked about the importance of staff training and referred to the new SENCO NPQ. We believe that this will play an important role in achieving the goals we and the Committee have to improve outcomes for children and young people with SEND by ensuring that SENCOs receive consistent, high-quality, evidence-based and practical training. We are working with the Education Endowment Foundation, and we have a SEND expert in the role of lead drafter in the drafting and preparation of the qualification.

My noble friend Lord Holmes asked about work in relation to DSA; I thank him again for his report. As my noble friend knows, students have told the Student Loans Company that the current process is extremely long and complicated. We heard examples of that in the Committee this afternoon. Students have had to contact multiple companies to get the equipment they need. We really believe that the new service will be much more streamlined, and that the experience for students will be very much improved, including in relation to the delivery of assistive technology, familiarisation and training in its use, and ongoing support afterwards.

In relation to my noble friend’s question about the disability pay gap, the data I have about the median pay of disabled and non-disabled employees is that the gap in 2019 was 14.1%. It fell slightly to 13.8% in 2021.

My noble friend Lord Holmes also asked about the centre for assistive technology. We have a commitment in the National Disability Strategy, but it is currently paused due to the High Court ruling because of the consultation not complying with the rules. I am happy to write to him with more detail on that.

I close by thanking all noble Lords for sharing their experiences and for their questions. The noble Lord, Lord Addington, talked about pressure needing to be applied to His Majesty’s Government to focus on this issue. I stress that no pressure is needed: this is very much in our sights, and we share the aspiration of the noble Lord and of my noble friends Lord Holmes and Lord Shinkwin that this is a way we can unleash the talent of people with special educational needs and disabilities and free them to achieve their potential. We will work tirelessly to do that.

Committee adjourned at 4.51 pm.

Children in Care: Gone Too Far Report

Baroness Barran Excerpts

Tuesday 23rd May 2023 Lords Chamber

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what assessment they have made of the findings of the report Gone Too Far, published in April 2023 by the charity Become, that the number of children in care moved more than 20 miles from home increased each year between 2012 and 2021, and that more than 800 children under the care of local authorities in England were moved to Scotland or Wales during 2022.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, the Government recognise the importance of most looked-after children being placed near to their homes. Local authorities have a statutory duty to ensure sufficient provision for those children within their boundary. We are aware that, particularly in more complex cases, an increasing number of children are being placed over 20 miles from their home. Through our implementation strategy, Stable Homes, Built on Love, we are driving forward improvements to increase efficiency and reduce out-of-area placements.

[Lord Watson of Invergowrie (Lab)]

I thank the Minister for that reply, but the Become report highlights some of the effects on children of being moved away from home, such as isolation and stigma. The Government’s children’s social care strategy, to which the Minister just referred, emphasises rightly the need to put strong, loving relationships at the heart of being a child in care. How does that square with the inevitable negative effects of children being sent far away from home on their relationships with the people who matter most to them—their family and friends?

--- Later in debate ---

[Baroness Barran (Con)]

The noble Lord is right. I acknowledged some of those impacts that he has eloquently described about isolation, stigma and resilience. That is why we are investing in a number of major initiatives, including £259 million to support local authorities with capital funding to expand both open and secure children’s homes and, crucially, £27 million over the next two years to deliver a fostering recruitment and retention programme so that children can live close to their roots.

[Lord Laming (CB)]

My Lords, the Minister has already mentioned the importance of retaining some stability in the lives of these children. Things that are familiar are all the more important for children who have the least, and these children have had very disturbed upbringings. These numbers are disturbing, to say the least, and while it is understandable that children might be sent to a specialist facility that is better placed to meet their needs, sending them to Scotland does not fit into that arrangement. Does she agree that the time has come to put pressure on local authorities to provide proper provision in their area? They have parental responsibility for these children, and this must be done, and quickly.

[Baroness Barran (Con)]

I agree with the noble Lord, although I add that the number of children going to Scotland is, happily, very small. He is right that we need to put pressure on local authorities, but I think he would also agree that it is not just about pressure: it is about reforming the way in which we approach provision. We are doing that through the foster care strategy, and the support we are giving to kinship carers but also, crucially, the establishment of regional care co-operatives, which will really change the way that we commission and deliver these placements in future.

[Baroness Humphreys (LD)]

My Lords, as reported by the Become charity, there is a substantial lack of data on children from ethnic backgrounds who are placed in care facilities miles from home. Compared to 1% of white children, there is a lack of data on the placement of one-third of Asian children, more than 20% of black African-Caribbean children, and 72% of children from other ethnic backgrounds. We also do not know how these figures interplay with other exacerbating factors, such as the number of placement changes. What provisions will the Government make to improve the quality and availability of data on the placement of children from ethnic minorities?

[Baroness Barran (Con)]

We need accurate data on the placement of all children, whatever their ethnicity. Indeed, I thought the noble Baroness might have referred also to special educational needs. She will remember that, both in our children’s social care strategy and in our SEND delivery plans, we have talked about much better data dashboards, the prototypes of which are being developed at the moment.

[Lord Wigley (PC)]

My Lords, does the Minister appreciate that, during the period in question, several dozen children from Wales with critical needs were transferred to England to find the necessary help? Does she appreciate that there is a particular need for those children to be closer to home, for educational as well as social and family reasons? In these circumstances, is there any way of developing a co-ordinatory mechanism that can ensure a placement close to home in the appropriate type of support for all such children, both in England and in Wales?

[Baroness Barran (Con)]

As I said in my initial response, it is the responsibility of local authorities to provide sufficiency within their boundaries. Of course there are exceptional cases, and I have touched, for example, on children who are gang-involved and need to be moved further from home for their safety, but the kind of co-ordination the noble Lord talked about is exactly what we want in practice.

[Baroness Butler-Sloss (CB)]

My Lords, as we have heard, because these children are disturbed and many of them have suffered trauma, which is why they have been taken into care, there seems to be some urgency in this matter. They should be put, where possible, reasonably close to home. Can this not be speeded up?

[Baroness Barran (Con)]

We are going as fast as possible in this. Obviously, our foster caring strategy has had a very significant investment, and there is the additional £9 million we are putting into kinship care. The latter is building on some very successful pilots, so we want to speed up the things that work but make sure that we understand that they work first of all.

[Baroness Twycross (Lab)]

My Lords, the report Gone Too Far highlights that almost four out of five children’s home places in England were provided by the private sector. Children’s homes are not proportionately spread out over the country, due to the homes often being built where it costs less to build them. This means that almost a quarter of children’s homes are in the north-west and just 6% in London. It is not enough to blame local authorities; what more are the Government going to do to address the scale of the problem and what more support will they give to local authorities to address this?

[Baroness Barran (Con)]

I really hope I did not sound to the House as if I was blaming local authorities. There needs to be reform of the system and we need to provide additional funding. We are providing funding through the £250 million capital funding and securing reform through the commissioning structure of the regional care co-operatives. Specifically on the noble Baroness’s question, I say that we are anticipating two new builds to complete by the end of 2026, one in London for 24 secure places and four step-down placements, and 18 secure placements and two step-downs in the West Midlands, areas where there has been none of that provision recently.

[Baroness Blackwood of North Oxford (Con)]

My Lords, good-quality in-patient provision for autistic people and those with learning disabilities is very hard to come by, so it is often far from home. Both the long-term plan and the autism strategy set out long overdue commitments to provide more support for those people in the community. There has been some progress since January and in-patient numbers have fallen by 30% since 2015, but this is much lower than the 50% commitment and there is as yet no funded autism strategy implementation plan for this year. Can the Minister please say how she plans to work with colleagues in the DHSC and DfE to deliver on this really important objective?

[Baroness Barran (Con)]

Some of our aspirations in relation to children with autism—I think my noble friend’s question might have been a little broader than just children—is set out in our new SEND strategy, both looking at how we can support children with autism where it is appropriate for them to remain in mainstream schooling, but also making sure that there is enough specialist provision. We are making a very significant investment in that area at the moment.

[Lord Russell of Liverpool (CB)]

My Lords, I declare my governorship of Coram, the children’s charity. The Minister said earlier that not very many children were being sent to Wales and Scotland. In 2022, more than 800 were sent. I think that is rather a lot; I do not know whether she would agree. Will she also focus on the fact that the cost of sending a child so far away is roughly double the cost of placing them in a home much nearer? At a time when local government is starved of funds, it seems particularly stupid that this should be the practice, so please will she and her department focus on trying to stop that as soon as possible?

[Baroness Barran (Con)]

I have tried to set out what the department is doing to address those points. A number of the most distant placements are for very specialist provision, and I appreciate that there can be some additional costs but, overall, those residential care placements are broadly similar in cost when looking both at local authority and at private and voluntary provision.

Water Safety (Curriculum) Bill [HL]

Baroness Barran Excerpts

2nd reading
Friday 19th May 2023 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, I am not sure whether it is a declaration of interest, but I am an open-water swimmer who swims every morning in the Serpentine, so I am familiar with many of these concepts, including swimming in very cold water. The noble Baronesses opposite look doubtful, but I recommend it to the House.

I offer my congratulations to the noble Lord, Lord Storey, on securing a Second Reading for the Bill and for the very sensitive way in which he introduced it. I agree with the noble Baroness opposite that this is a very important issue. My right honourable friend the Minister for School Standards will be meeting the All-Party Parliamentary Group on Water Safety to discuss this further.

While I must express reservations about the contents of the Bill, the Government support the teaching of both swimming and water safety to all children during their time at school, as the noble Lord, Lord Storey, rightly highlighted.

The recent terrible deaths of young children who drowned emphasise the importance of teaching children about water safety from a young age. The national curriculum for physical education states that, by the time they leave primary school, children should be able to perform safe self-rescue in a variety of water-based environments, swim a minimum of 25 metres unaided and perform a range of strokes.

A key theme of many of your Lordships’ speeches was the need to address gaps in delivery and in the data to give us all confidence that our schools are delivering on the national curriculum in this area. A 2022 departmental survey reported that 80% of primary schools surveyed were providing pupils with swimming and/or water safety lessons, with no variation seen among different types of primary schools.

My noble friend Lady Berridge and the noble Baroness, Lady Morris, both questioned whether academies might be delivering at a different level from local authority-maintained schools, but there is no evidence to support that suggestion. The most common reason given by primary schools not currently delivering swimming or water safety lessons was that they were scheduled for later in the academic year; so, while I absolutely acknowledge and welcome the probing from your Lordships, we do not see this as a serious issue.

The noble Lord, Lord Addington, and other noble Lords asked for more clarity on how we would improve the quality of data in this area. I am always sympathetic to the aim of improving our data. We are introducing a new digital tool, to which my noble friend Lady Berridge referred, to support schools with their reporting requirement. We will publish further information on that tool when refreshed guidance on the PE and sport premium is published this summer.

In relation to the suggestion from the noble Baroness, Lady Morris, about whether this should be regarded as a safeguarding issue—with her permission, I think we need to go away and reflect on that; it could have big implications for other things with safeguarding aspects that are not conventionally seen as safeguarding issues.

The noble Lord, Lord Storey, and the noble Baroness, Lady Morris, asked what resources were being made available in relation to water safety. With support from the department, the National Water Safety Forum has launched new water safety resources for pupils in key stages 1 to 3, which teach children how to be safe in and around water, including frozen water. These were launched in June 2022 during National Drowning Prevention Week. The noble Baroness, Lady Twycross, asked whether the Government would support continued work in this area. I assure her that we are in discussion with the National Water Safety Forum as part of its Respect the Water campaign, and we will be working with the forum in drowning prevention week again this year.

The noble Lord, Lord Storey, and other noble Lords highlighted the fact that pupils from lower socioeconomic groups are less likely to be able to swim. The Government share the noble Lord’s concern about this. That is why we are working with Swim England and the Royal Life Saving Society UK to support more children to learn how to swim and how to be safe in and around water; this will also happen through the DfE-funded holiday activities and food programme this summer.

In relation to children from black and minority-ethnic groups, Inspire 2022, which is one of the legacy projects from the Commonwealth Games in the West Midlands, is seeking to increase participation in black and minority-ethnic communities. That is funded through Sport England and brings together Swim England, the Association for PE, a number of local partnerships and the Black Swimming Association.

The noble Baroness, Lady Morris, mentioned the differential in gender as to which children were able to swim or not. She might have meant it also in relation to the intersection of ethnicity and gender. I do not have the data on that with me; if it is available, I will happily write to her. The data overall does not show a great difference between boys and girls. Boys are slightly more likely to be able to swim between the ages of one and 11, but there is no material difference.

Secondary schools are free to organise and deliver a diverse and challenging PE curriculum to suit the needs of their pupils. As the House has acknowledged, there is no statutory requirement on secondary schools to provide swimming lessons, but the secondary PE curriculum sets out that pupils should build on and embed the physical development and skills that they learned in key stages 1 and 2 and become more competent and expert in their technique. Obviously, swimming and water safety lessons are one way of doing that.

The noble Baroness, Lady Twycross, asked particularly about swimming lessons outside school and the role of leisure centres and community pools. Of course, they provide really important opportunities for children to learn to swim. Some 20.7% of all children participated in swimming activities outside of school once a week or more in 2021-22—that is about 1.5 million children. Obviously, the Covid pandemic had a huge impact on community leisure centres, including public swimming pools, and that is why in the Spring Budget we announced more than £60 billion to safeguard public swimming pools in England as a first step to future-proof the sector, which I think was something that my noble friend Lady Sater also asked about.

The other aspect on water safety is through the PSHE curriculum. Schools can use their personal, social, health and economics programme to equip pupils with a sound understanding of risk and with the knowledge necessary to make safe and informed choices, which is of course an important part of water safety.

I want also to touch briefly on our partnership work with the sector. As I have already mentioned, we are working in partnership with members of the National Water Safety Forum, in particular the Royal Life Saving Society UK and Swim England. We were very pleased to accept an invitation from the National Water Safety Forum to sit on its education subgroup. That will help the department to improve the dissemination of resources and messages to schools. Together, we are supporting more schools to teach primary and secondary pupils important aspects of water safety such as, as we heard from the noble Lord, Lord Addington, cold water shock, rip currents and keeping safe near frozen water. We have also supported the National Water Safety Forum to make available new, free water safety resources, which I mentioned earlier, for pupils in key stages 1 to 3.

Just before I close, I hope with permission of the House that I can very briefly acknowledge and thank one of the officials in the Department for Education, Peter Whitelaw. I am not sure if you can be a rock in the Box, but he has been, and is today, a rock to all Ministers in the department; I know that my noble friend Lady Berridge will agree with me. He goes to the Ministry of Justice, and we wish him every success and thank him for his five years of support to Ministers.

In closing, I hope I have set out the three ways His Majesty’s Government are taking action on water safety. The first, of course, relates to the requirements to teach swimming in primary schools. The second is our support for leisure centres and community provision of swimming. The final one is the crucial partnerships that we have, in particular through the National Water Safety Forum. For these reasons, I believe that there is no need to amend the current legislation in regard to the national curriculum providing pupils with additional knowledge regarding water safety and prevention of drowning, but we very much share the House’s sentiment about the importance of this issue .