Children and Young People: Local Authority Care

Baroness Benjamin Excerpts

Thursday 18th April 2024 Lords Chamber

[Baroness Benjamin (LD)]

My Lords, I congratulate the noble Lord on securing this important debate. He and I are kindred spirits in feeling compelled to highlight the urgent social care crisis facing children and young people in this country, and to set out overdue solutions that the Government must take to ensure that children grow up feeling safe, happy, healthy, loved and hopeful about their futures. That is what the charity Barnardo’s strives to achieve; I declare an interest as its vice-president.

The pressures on children’s social care are at an all-time high. There are now more children than ever in the care system—as we have heard, over 80,000. The growing number of children entering care is concerning, not least because children who grow up in care continue to experience a range of poor outcomes compared with their peers. They are more likely to end up homeless, in prison, or have mental health issues. The impact of having more children placed into the care of local authorities has long-term consequences for society, which will come back to haunt us if nothing is done urgently.

Over recent months and years, we have seen the resources of councils that have to care for children increasingly stretched, with many local authorities at financial breaking point, affecting their ability to meet the needs of children and families. Recent evidence from the Local Government Association found that nearly one in five councils is concerned about bankruptcy in the next two years. This means that the system has become increasingly focused on delivering acute and late intervention services, rather than early intervention services that help prevent families reaching crisis point.

Barnardo’s and other leading charities recently commissioned research on this very subject. In their report The Well-Worn Path, they found that early intervention services had been reduced by 45% in the last 12 years. The report also found that increased spending on children’s residential care, particularly private sector provision, is putting considerable strain on local authorities. Although spending on children’s social care increased by £800 million last year, £4 in every £5 of that increase is going on late intervention services rather than early help. Evidence has shown that if the Government increase spending on early intervention services, it would not only improve outcomes for families but be more cost effective long term. It is a false economy to cut early intervention services.

There is also the moral case: the Government should provide early help to families in need so that more children can remain living safely with their birth families. In turn, local authorities can focus on providing the highest possible level of care for those who enter the care system. Sadly, I know from my work with Barnardo’s on its Double Discrimination report that black children are more likely to be in care compared with their peers. They need our help and consideration more than ever, before they end up on a conveyor belt of crime and mental health issues.

We have seen some changes, including the extension of the children’s homes estate announced in the Spring Budget, but a children’s social care Bill was noticeably missing from the King’s Speech in November. I know the Government commissioned the independent review of children’s social care, which the children’s charity sector largely endorsed, especially its legislative changes. But although the Government are going to run “families first” pathfinders, looking at improved early help in 12 areas, most of the country will see no change until 2026. Children and families cannot wait that long; the crisis is on their doorstep right now.

We must keep children and families together to reduce the number of children placed into the care of local authorities. I ask the Minister, who has shown real commitment to this issue: will the Government commit to investing in early intervention and transform children’s social care by adopting all the recommendations set out in the independent review of children’s social care, and to having a children’s Cabinet-level Minister to bring cross-governmental policies together to benefit our children’s well-being?

All children, especially those in care, need to be nurtured and loved unconditionally if they are to grow up to be well-adjusted adults contributing to society, and positive role models to their children. As I always say, childhood lasts a lifetime.

Coram’s Charter for Children

Baroness Benjamin Excerpts

Tuesday 16th January 2024 Lords Chamber

[Baroness Barran (Con)]

The department is of course happy not only to look at the ability to provide meals in the way that the noble Baroness set out but to see their impact. A core principle of this Government is to give as much autonomy as possible to schools. They know their children and how to use their budgets; we trust them and back their judgment.

[Baroness Benjamin (LD)]

My Lords, I declare an interest as a patron of Coram, the country’s first and longest-serving children’s charity. Our Charter for Children makes several important recommendations, from early years education to school leavers and mental health, which should not be ignored because of financial constraints, as they will benefit society in the long term. We need to show that every child across the nation is valued and that no child is left behind, because, as I always say, childhood lasts a lifetime. Will the Minister agree to meet me and representatives from Coram to discuss this important report?

[Baroness Barran (Con)]

I would be delighted to meet the noble Baroness and the team from Coram. I put on record our thanks to them for all the work that they do.

School Curriculum: First Aid Training and Home Nursing

Baroness Benjamin Excerpts

Thursday 16th December 2021 Lords Chamber

[Baroness Barran (Con)]

I thank my noble friend for that very helpful technical clarification.

[Baroness Benjamin (LD)]

My Lords, many children of black and Asian descent suffer from sickle cell. Will the noble Baroness consider getting schools to talk about sickle cell and teach children, when a child in their class has a crisis, about what they are going through?

[Baroness Barran (Con)]

I am delighted to share that with colleagues in the department and confirm that that is happening.

Restriction on the Preparation of Adoption Reports (Amendment) Regulations 2018

Baroness Benjamin Excerpts

Wednesday 23rd May 2018 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, the Adoption and Children Act 2002 provides that only a person within a prescribed description can prepare a report on the suitability of a child for adoption or a person suitable to adopt a child. The Restriction on the Preparation of Adoption Reports Regulations 2005 prescribe, for the purposes of the 2002 Act, those persons who can prepare adoption reports and in what circumstances. Those persons are social workers employed by, or acting on behalf of, an adoption agency or a person who is participating in a social work course and is employed by, or placed with, an adoption agency as part of that course, subject to certain conditions.

This draft statutory instrument will make consequential amendments to the descriptions of persons who can prepare reports and update the references to the register of social workers in England and Wales. These changes are purely consequential in nature and do not provide for any new categories of persons who are able to prepare adoption reports. Given the consequential and technical nature of these amendments, no impact assessment has been prepared.

The Health and Social Care Act 2012 requires all social workers in England to be registered with the Health and Care Professions Council—the HCPC—and the Regulation and Inspection of Social Care (Wales) Act 2016 now provides for the keeping of a register of social workers in Wales. This statutory instrument will bring the 2005 regulations up to date by amending the references to the regulators in line with these two Acts. Although the Welsh Government would have been able to amend the 2005 regulations to update the references relating to Wales, they would not have been able to make the amendments relating to England using the powers in their 2016 Act. With support from the Welsh Government, it made sense for the department to make all the necessary changes in this set of amending regulations.

We of course have ambitious plans for a new social work regulator in England: Social Work England. This is a fundamental part of our social work reform programme, which will develop an in-depth understanding of the profession and set profession-specific standards that clarify expectations about the knowledge, skills, values and behaviours required to become and remain registered as a social worker in England.

We will have to amend these regulations again when Social Work England takes over as the regulator. However, it is important that we make these amendments now to ensure that the 2005 regulations continue to operate effectively and without confusion in both England and Wales. I beg to move that these regulations be approved.

[Baroness Benjamin (LD)]

My Lords, we on these Benches are very concerned by the significant drop in adoptions since 2015. Action is urgently needed to improve permanency planning for vulnerable children. During debates on the two most recent Bills covering adoption law, we have raised concerns that the time taken to find a match between possible adopters and children remains far too long, particularly for hard-to-place children, disabled children, older children, sibling groups and children from BAME backgrounds. We also feel that more support should be given to children after they have been adopted, particularly if they have poor mental health.

Powers have to be given to Ministers to force local councils to combine their adoption services into regional agencies. These must be exercised transparently, with accountability to Parliament, and must be in children’s best interests. The Government must not focus exclusively on adoption when amending legislation on looked- after children. Recent legislation has so far ignored issues that affect a wider number of children in care, including fostering, access to personal advice, and mental health.

As I have said time and time again, childhood lasts a lifetime. That applies to all children and includes the emotional turmoil that many children suffer, having had unfortunate, turbulent starts in life. Let us do everything in our power to ensure that these children are considered when we make legislation and rules so that they have fair, just, happy experiences to take forward into adulthood.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for introducing these regulations. I stand at the Dispatch Box representing Her Majesty’s Opposition. It is therefore my job to oppose the Government, which I do with regularity and, I hope, with reasoned argument and some good humour. So by dint of habit, I want to oppose these regulations today, but I am unable to do so, and no matter how hard I try, I can find nothing remotely contentious in them. I therefore say two things to the Minister. First, Her Majesty’s Opposition are content with his Motion, and secondly, normal service will be resumed shortly.

Vulnerable Children

Baroness Benjamin Excerpts

Thursday 14th December 2017 Lords Chamber

[Baroness Benjamin (LD)]

My Lords, I congratulate the noble Baroness, Lady Dean, on her passionate speech and on securing the debate. I am grateful for the opportunity to speak about this important report from the Children’s Commissioner on the number of vulnerable children and young people in England. I declare an interest as a vice-president of the children’s charity Barnardo’s.

This report is crucial, shining a light on our ability to identify and support vulnerable children and young people. The definition of vulnerability is wide and children and young people can experience multiple vulnerabilities. So, first, we must recognise that there is a spectrum of vulnerability. Identification cannot be done by one agency alone. All services, including schools and GPs, need to recognise who the vulnerable children and young people are. There needs to be awareness training and procedures need to be in place so that children can be identified, supported and safeguarded as early as possible.

Ever more children are suffering from anxiety and depression. It is well known that half of all lifetime cases of mental health issues start before the age of 14. Shockingly, 800,000 children are suffering from mental health difficulties, so Barnardo’s welcomes the Green Paper on children and young people’s mental health provision, especially the recommendation of a designated lead in mental health in every school by 2025 and the trailblazing approach for testing different ways to reduce the waiting time for CAMHS to four weeks. However, there are concerns about the lack of detail on implementation, because a trailblazer approach starting in 2019 could make the current geographical inequalities even worse. Will the Minister provide more information about which areas these trailblazers will take place in and give more details of how they will be implemented, including the four week waiting period for CAMHS? What assurances can he give the House that funding will be kept under review? The Green Paper commits funding of £310 million only during the period of this spending review, until 2020-21, but the plans for a designated lead teacher in every school will not be complete until 2025.

Some of the most vulnerable children and young people are hidden. A new report from Barnardo’s, Still Hidden, Still Ignored. Who Cares for Young Carers? illustrates how some young carers take on caring responsibilities aged as young as four and others do more than 30 hours of caring a week on top of attending school. These children and young people are more likely to have significantly lower educational attainment than their peers. More than 50% of young carers reported that their caring role impacted on their mental health, with many suffering depression and anxiety. Last week I saw a moving presentation highlighting this from the Lowry in Salford, which uses arts as a tool for social change. Six years ago the Lowry started a relationship with Salford Young Carers Service, a project that has given more than 1,000 young carers a voice.

Although the last census showed that there were some 166,000 young carers under the age of 18, experts estimate that it is more likely that there are around 700,000 hidden young carers in the UK, all of whom are children under the age of 18. One in 12 of these children are caring for someone at home for more than 15 hours a week, delivering significant caring tasks such as administering medication, toileting, bathing, domestic care and emotional support. Around one in 20 of these young people miss school because of their caring responsibilities. These young carers are one and a half times more likely than their peers to be from black, Asian or minority ethnic communities. They are also one and a half times more likely than their peers to have a special educational need or a disability. However, these children are hidden from view, caring in silence, under the radar of social workers and teachers, carrying a huge burden of responsibility, often without support.

To shine a spotlight on this hidden world the Lowry interviewed four brave young carers and their families over the course of a year to produce a heartrending and moving piece of theatre based on their lives, called “Who Cares?”. Professional actors took the play on a national tour to 27 schools and youth centres and it was seen by more than 4,000 young people. On every occasion a new carer was identified and signposted to support. “Who Cares?” was difficult to watch because these were not fictional stories; they were real, and the play did not shy away from the truth of the situation young carers are in. I watched with tears in my eyes.

We need to change how we view young carers and how we treat them in society. These young people are inspiring: they are heroes, and the challenges they face daily are enormous. Depending on where they live in the UK, however, the support available to them can vary hugely. The work delivered by local young carers’ services is crucial at grass-roots level to supporting young people in vulnerable situations. Will the Government consider giving local authorities and commissioning bodies more statutory responsibilities to provide specialist services with adequate resources to identify and support young carers, and to ensure that all young people—regardless of where they live—have access to the highest quality support? As I always say, childhood lasts a lifetime, so we need to support, protect and embrace all children—especially vulnerable, hidden ones—and break the cycle of despair for the sake of future generations.

Children in Need

Baroness Benjamin Excerpts

Monday 17th July 2017 Lords Chamber

[Lord Nash]

I entirely agree with the noble Earl that school exclusions are to be avoided at all costs, if possible. Certainly, permanent exclusions are counterproductive and even temporary exclusions are often so, because they amount effectively to the child bunking off for a day. They would be much better off segregated in the school, doing something which encouraged them to behave better in future. Most teachers are very keen to avoid school exclusions. I have just taken over responsibility for attendance and exclusions and will certainly look at this in more detail.

[Baroness Benjamin (LD)]

My Lords, children with parents in prison are particularly vulnerable and need much consideration. However, under the incentives and privileges scheme, prisoners have to earn the right to see their kids. Barnardo’s has been calling for this to change and for a review of the scheme. It should not be a privilege for parents to see their children, but the right of a child to see their parents. When will a review take place to change this unjust situation? I declare an interest as a vice-president of Barnardo’s.

[Lord Nash]

I will have to go away and look at this. I am certainly a great believer in earned release schemes, where prisoners earn the right to be released early on the basis that they attend courses in prison. I was not aware of this and it is rather off my brief, but I will go away and come back to the noble Baroness on it.

Schools: Gardening

Baroness Benjamin Excerpts

Monday 24th April 2017 Lords Chamber

Asked by

[Baroness Benjamin]

To ask Her Majesty’s Government what steps they are taking to encourage school gardening, to ensure that every child understands the environment and has an early connection to nature.

[Baroness Benjamin (LD)]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper. In doing so, I declare an interest as RHS ambassador.

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

My Lords, the science national curriculum requires that children are taught about plants and can identify common wild and garden plants. Guidance encourages schools to use the local environment so that children can investigate plants growing in their habitat. The government-backed 1 million trees for schools campaign gives millions of children the chance to plant saplings in their school grounds and communities, helping them to connect with nature and make their school grounds and neighbourhoods greener.

[Baroness Benjamin]

My Lords, I thank the Minister for that Answer. Numerous reports have shown that children as young as four suffer from depression and anxiety. Research proves that gardening is not only therapeutic for them but gives them a sense of continuity, responsibility and an understanding of food production. It can help them with subjects across the curriculum, and even with a career in horticulture. Will the Government work with the RHS school gardening campaign to deliver gardening opportunities to schools across the country and urge Ofsted to take such provision into account when inspecting schools?

[Lord Nash]

The noble Baroness is quite right about the therapeutic benefits of gardening for children. I know that the RHS—I pay tribute to the noble Baroness for her ambassadorship—has a great campaign in schools for this. That campaign now has more than 32,000 schools and organisations engaged, including 68% of primaries and 78% of secondaries, reaching 6 million children. As far as Ofsted is concerned, we do not want to load it up with too many specific, narrow requirements, but school inspectors consider the breadth and depth of the school curriculum and its impact on children. Inspectors will note where a school’s use of outdoor space has a positive impact. They also expect schools to provide rich and varied extra-curricular activities, which may well include gardening.

Education: Newly Qualified Teachers

Baroness Benjamin Excerpts

Monday 30th January 2017 Lords Chamber

[Lord Nash]

I am delighted to agree with the right reverend Prelate. I know that the Church is taking the lead in this. It has engaged in a big way with the Future Leaders Trust’s executive educators course. I believe it is sending 100 of its leaders on this course. As I say, we have other courses coming on stream from the likes of the University of Salford and a combination of the IoE and Deloitte. It is very encouraging to see these high-quality providers coming into this space.

[Baroness Benjamin (LD)]

My Lords, Ofsted has required an unsustainable level of personalised feedback from teachers to students. Although this guidance has been retracted, it is still common practice in many schools. An excessive workload, including data tasks, is damaging the well-being of teachers. What consideration of teachers’ welfare is measured by Ofsted during inspections?

[Lord Nash]

The noble Baroness makes an extremely point. I know that this issue concerns us all—and Ofsted. We are committed to reducing teachers’ workload. We conducted the workload challenge and we are following all the recommendations from that. Our larger multi-academy trusts are developing extensive support programmes for their teachers to take a lot of the workload off them so that they can focus on the most important thing: teaching in the classroom.

Schools: Volunteer Reading Helpers

Baroness Benjamin Excerpts

Wednesday 11th January 2017 Lords Chamber

Asked by

[Baroness Benjamin]

To ask Her Majesty’s Government whether they have any plans to recruit, train and support volunteer reading helpers to go into primary schools and work with children who are struggling with their literacy.

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

My Lords, we have no plans to recruit and train volunteers, but schools have the freedom to do so where they think this is in the best interest of their pupils. It is vital that all children learn to read fluently. We have reformed the curriculum and placed phonics at the heart of the approach to teaching children to read. Thanks to our reforms, an additional 147,000 six year-olds are on track to read fluently.

[Baroness Benjamin (LD)]

My Lords, staff best qualified to deliver intervention to pupils with special needs are having their time dominated by children with behavioural problems, but the charity Beanstalk has an answer. It recruits, CRB checks and trains volunteer reading helpers to work with schoolchildren struggling with their literacy—importantly, working with the same children for a minimum of a year. This continuity develops the child’s confidence, motivation and self-esteem. As part of the Prime Minister’s shared society, will the Government support this initiative and encourage businesses to allow their staff to volunteer to help children with their reading?

[Lord Nash]

My Lords, we are clear that businesses have a strong role to play in engaging with the school system, either directly through work experience, careers advice or as speakers, or through engaging with charities such as Beanstalk. Evidence is clear that where school reading volunteers are involved in a structured programme and given appropriate training and support, for instance by charities such as Beanstalk, Springboard or School- readers, the results can be highly effective.

Higher Education and Research Bill

Baroness Benjamin Excerpts

2nd reading (Hansard): House of Lords
Tuesday 6th December 2016 Lords Chamber

[Baroness Benjamin (LD)]

My Lords, I congratulate the noble Baroness, Lady Sugg, on her maiden speech. I strongly believe that good teaching is at the heart of what universities do. It is what students in the 21st century demand, and they are right to do so. They should all be getting and should be expected to get a gold-standard education, not silver or bronze.

At the University of Exeter, where I was chancellor for 10 years until this summer, I had the privilege of meeting wonderfully committed professors and hearing from students first-hand about how amazing teaching had inspired them to go on to do great things, but too often academics who inspire, motivate and inform students do not receive the recognition they deserve. Many of us in this House will remember their student days and how an inspiring and brilliant lecturer transformed the way they thought or, indeed, how they worked. Academics can inspire their students in so many ways: through lectures which take students to a different place—it could be ancient Greece, a court room, or the Amazon rainforest—or through one-to-one lessons which focus and raise a student’s aspirations. We must make it a priority to have more diverse professors and lecturers to give students an even more relevant experience, so it is vital that, alongside research, good teaching is given the recognition it greatly deserves and is properly and objectively assessed and rewarded.

We should think very carefully before we abandon any initiative that aims to encourage excellent teaching in universities and, crucially, to assist prospective students in choosing a university or a particular course. Choosing a university is a life-changing moment in a young person’s life. It will influence not only their future academic direction, but possibly their career and even the friends they may make for life. We should be giving students as many tools as they need to help them make that important decision. When I was chancellor at Exeter, I spoke to hundreds of students and learnt how important that choice was, and I know from the people who run that excellent Russell group university that delivering a high-quality student experience and outstanding teaching is absolutely central to their mission and values. The University of Exeter takes pride in working with its students to ensure that the education it offers not only meets their expectations but prepares them for further study and graduate-level employment.

We all know that it is a competitive world out there, so it is important that students, especially those from poorer and BAME backgrounds, are given as much help as possible—a leg up, if you will—while at university to prepare them for the world of employment, or further academic study, if they wish. Good teaching and preparing students properly for the demanding world of work are essential, so I believe that the aim to elevate the esteem afforded to teaching, alongside research, is desirable and worth while.

Why should universities which do not achieve these high standards of teaching, alongside research, be able to raise tuition fees? The cost of a good education is high, so it must be value for money, especially for those from poorer and BAME backgrounds who might find it harder to secure highly paid jobs. The value of their degree must reflect the hard work and dedication they have shown during their student experiences. Continued investment in teaching and research is therefore crucial.

One of my fondest memories of presiding over graduation ceremonies was seeing all those thousands of young people embark on a new chapter of their lives well prepared to go out, make a difference and change the world. They could do so because they had been inspired. Their research was discussed and their views and discoveries were valued and scrutinised. They were well-equipped with the gift of education, their passport to life. This is what we should all want generations of students to come to be able cherish too, so let us make sure we make this Bill fair, justified, well-crafted and packed with common sense.