Criminal Justice and Courts Bill

Debate between Baroness Benjamin and Lord Elton

Tuesday 9th December 2014 Lords Chamber

[Baroness Benjamin (LD)]

My Lords, I would briefly like to speak on Motion A1, which would ensure that girls and younger children are kept out of secure colleges as we know them. We know them to be tough, intimidating and challenging places. The children’s charity, the NSPCC, believes it would be unsafe, inappropriate and potentially damaging to hold girls and under-15s in such institutions, especially as they would be with many older boys. The main reason for this is that many of the girls in custody are highly likely to have experienced sexual abuse. Placing them in custodial institutions may be traumatising and damaging to their rehabilitation. Placing girls and young children in secure colleges will cause serious and unprecedented safeguarding risks that should be considered.

Every child deserves to have the best education on offer, to help them prepare for the future and to help them cope with life. But to reach their full potential, children need to feel safe and not intimidated or bullied. We know that these environments will be made up of the most troubled children in the country. There is a need to give these vulnerable children the confidence to reach their potential, to help them engage with their education and to give them stability and consistency. The evaluation report by Ofsted does nothing to address these serious safeguarding concerns. I ask my noble friend the Minister: how will these concerns be addressed? What type of facilities will be put in place to give children and young people the stability, safeguards and requirements that are needed to deal with their mental and physical health and well-being? I look forward with great anticipation to my noble friend’s response, and hope he gives full consideration to our concerns today. I will accept nothing less than a compromise.

[Lord Elton (Con)]

My Lords, I was the Minister responsible for the police and the probation service for one year, and Minister for the Prison Service for three years. I was a teacher for 10 years and have been a father for 50, as well as a grandfather for just a few. I find myself in a very uncomfortable position. I have a great loyalty to and a great length of service in this party. On the other hand, I come here not by appointment by any present power but through my father having preceded me, and I remain here on a vote not of my party but of the whole House. Therefore, I feel that I have to be thoroughly independent in this matter.

I must say to my noble friend that all those spheres of experience that I have chime with the advice that he is getting from all quarters of this House. It is not necessary for me to repeat in a humdrum way what has been so eloquently and inspiringly uttered by others, but I want to tell my noble friend that I cannot possibly follow him into the Lobby on this occasion.

Children and Families Bill

Debate between Baroness Benjamin and Lord Elton

Monday 9th December 2013 Lords Chamber

[Lord Elton (Con)]

My Lords, I learnt one lesson at the Home Office where I legislated for some years. When you make a list, the longer it is the more that considerations which are not on the list are excluded. Expressio unius est exclusio alterius: if you have a list of what must be done, the inference is that the rest does not have to be done. Therefore, if you are going to have a list, let it be complete.

[Baroness Benjamin (LD)]

My Lords, first, I thank the Minister for listening to concerns raised in Grand Committee and for the many meetings with all interested parties over the past few weeks to find ways to move forward in dealing with adoption issues.

With regard to Clause 2, I acknowledge the Government’s argument for removing the requirement in primary legislation to have particular regard to,

“religious persuasion, racial origin and cultural and linguistic background”,

as it has become evident that in some cases the current legislation of due consideration has been interpreted too bluntly, with some social workers giving undue regard to racial characteristics and seeking perfect ethnic matches. There is a need to find ways to avoid that happening—to find a balance. Statutory guidance could be the answer if it is fully thought through and applied. However, as we have already heard, there are concerns that the removal of the express requirement to give,

“due consideration to the child’s religious persuasion, racial origin and cultural and linguistic background”,

when matching a child with prospective adopters might increase the risk that a child’s racial origin will be completely ignored in matching decisions.

I would appreciate it if the Minister could tell the House what the Government propose should happen when a child is adopted by a family of different race, heritage or religion. How will the guidance ensure that those families are given help to understand, appreciate and engage with the background and culture of the children placed with them? How will the statutory guidance address identity, background and heritage issues that will almost certainly need to be dealt with at different times in a child’s life as, getting older, they grapple to understand their identity? As we have heard, some find it very difficult if they are not exposed to those issues. In short, how will adopters of a different background and ethnicity access additional training and support to help them understand issues their child might have to face, such as racism and identity crisis as well as religious and cultural differences?

I have spoken to both the NSPCC and CCS Adoption based in Bristol. I declare an interest as I am a patron of the latter. Both believe that a stronger case needs to be made before the removal of due consideration of race and ethnicity when a child is adopted. Some people have asked why we cannot simply amend the welfare checklist specifically to include ethnicity. Can the Minister explain the Government’s reasoning behind the decision not to do this?

One of CCS Adoption’s concerns is that guidance might be considered discretionary and is more likely not to be adhered to or might even be ignored. Just last week it was advised by its local authority that it was not the authority’s policy to undertake life story work with children or to produce a life story book for a child. In the local authority’s view, these tasks should be done by the adopters. Would statutory guidance make this clearly the responsibility of the local authority, as it holds the child’s key information? The life story workbook is key to any child coming through the care system in helping to preserve and develop their identity. To try to delegate these responsibilities to adopters when all the key information is held by the local authority is unacceptable as it does not ensure that the best interests of a child are met. Will this practice be addressed and enshrined in statutory guidance?

As we have heard, the NSPCC welcomes the updating of statutory guidance in relation to this issue and is keen to work with the department to input into this. However, it feels that this is work in progress and that at this stage it cannot commit wholeheartedly to endorsing the guidance. It and others have asked a number of questions to seek reassurance. What impact will the statutory guidance have and how will it be implemented? Aside from whether the guidance is statutory, as the Government are proposing to remove “due consideration” from primary legislation, do they think that stating this in guidance is contradictory and could lead to confusion among social workers as to whether it is a priority issue for consideration? How will the guidance ensure that all families are given help to understand, appreciate and engage with the background and culture of children placed with them? How will the Government ensure that local authorities actively recruit more adoptive parents from a range of ethnic backgrounds?

I believe that when a child is adopted by a family of different race, heritage or religion, that family must fully understand the child’s background and help the child to cherish their birth heritage. Adopters do not have to share the same ethnicity, but they must be able to respect the child’s background. They must be able to help the child to identify with their birth heritage and to be well prepared for issues that may arise as the child develops into a teenager and beyond. These adopters therefore need to be supported and helped by appropriate training to strengthen their skills together with their knowledge and understanding of the child's birth heritage, so that they can meet these needs.

This will undoubtedly avoid situations like the one I was made aware of recently by a young mixed race girl. She wrote:

“Growing up in a completely white family meant I didn’t get a taste of my heritage and not knowing my father meant that I wasn’t introduced to my black heritage until my teens. I feel strongly about this topic as I used to be picked on when I was younger and called an ‘Oreo’ (black on the outside, white on the inside) purely because I didn’t know or understand my black heritage”.

Over the years I have heard many similar stories.

Every child needs a loving and stable home, but they also need to be confident about their identity in order to face the world. We all agree that children must not suffer as a consequence of our decisions. So if we end up with statutory guidance, we must all work diligently to ensure that it is clear and understandable to all and not open to misinterpretation. As I always say, childhood lasts a lifetime and a child’s experiences shape their adulthood. So let us get this one right. I am happy to work with the Minister to do just that. In the mean time, I look forward to hearing how the Minister believes the Government can achieve this.

Education Bill

Debate between Baroness Benjamin and Lord Elton

Monday 12th September 2011 Grand Committee

[Lord Elton]

Because my noble friend Lord Lucas is praying in aid, I think I should say that I found his speech persuasive. I was expecting the Minister to remind us that in effect the Secretary of State is no such person and that, when a complaint is made to him, someone quite different, more junior and perhaps more approachable manifests himself or herself. However, if that is not how the system works and if the only way to get a personal, sympathetic hearing is through the local ombudsman, I am very interested in hearing it.

For years I have been concerned about bullying in schools and about the extent to which the psychology of it is not understood. I know of children who do not feel that they can report that they are being bullied for a variety of reasons, one of which is that they think they should not be in that position. They think that they will be letting their parents down and they do not tell them about it at all. So when they go to the parent and the parent cannot get an answer, and the great strong arm of mother or father is unable to protect the child, a further blow is given to that child’s confidence and its very home base is under threat. I was somewhat moved by the speech of the noble Lord, Lord Low, and was greatly concerned by what my noble friend said. I hope that the Minister will be able to give substantial reassurance on this issue before we get to Report.

[Baroness Benjamin]

My Lords, I should like to bring in the point of view of parents because many of them do not know who to complain to. I recently came across a case of a mother whose son was excluded. He was bullied at school and the SEN provision at that school was not particularly good, but because he was bullied he responded and got excluded. The mother thought that he was being treated unfairly but did not know who she should complain to. She wrote to her MP and me, and I could not tell her the best route to take. We therefore have to consider educating parents on who they need to complain to, and I support the amendment of the noble Lord, Lord Low.

Education Bill

Debate between Baroness Benjamin and Lord Elton

Wednesday 13th July 2011 Grand Committee

[Baroness Benjamin]

My Lords, I rise to support the amendment and to tell noble Lords a little story. Back in 1965, my mother and sister went to see the careers officer and my sister said that she wanted to work at a leading pharmaceutical company. The careers officer said: “I am sorry, Sandra. They don’t take coloured people there”. My mother said, “I brought my children to England to learn and to be educated, and they have worked hard to do so. Surely that is not possible”. The careers officer said, “I am terribly sorry. I can get her a job as a nursery nurse, but not one in a pharmaceutical company”. My mother proved her wrong. She got my sister to write for an interview. She got the job and she worked there for 30 years. But sadly, the myth still applies today, and there are many young people who do not believe that they will be accepted in certain places.

It is for that reason that I have set up an initiative called Touching Success. I get successful people to visit young people in schools and invite them into their organisations. This helps to help to inspire these young people to believe in themselves and understand that they can work and will be accepted outside their postcode. This is important because many of them do not often see role models they can identify with. That is why I believe we need experts to engage with young people, especially those from diverse, disadvantaged and lower-income backgrounds who do not believe in themselves. They do not see that they can succeed. Careers advice is essential to helping them understand that they will be accepted and can go beyond where they see themselves. We need experts to help them, as my mother did with that careers officer way back in 1965. Believe in yourself and the world is your oyster. Anything is possible. That is why I support this amendment.

[Lord Elton]

I shall speak, if I may, to Amendments 86E and 86F, about the age at which careers advice is made available. When teaching in a secondary school myself, I remember the agonies associated with seeing how early children had to choose which subjects to specialise in. All I would ask is that the Minister should bear in mind the advisability of having careers advice available early in the year when the first choice of specialism is forced on children.

Education Bill

Debate between Baroness Benjamin and Lord Elton

Tuesday 28th June 2011 Grand Committee

[Baroness Benjamin]

My Lords, I support several of the amendments in this group but would like to focus on black and ethnic minority children. If you ask any black young man how many times he has been stopped and searched in the streets, you will find that it has been more times than his white equivalent. In some cases, there is a just reason to do so and some young people warrant the action of being searched. This does not mean that everyone should be categorised in the same way. Sometimes there needs to be a sympathetic approach towards young people who have what can perhaps be described as a “street attitude” or come from backgrounds where there is little or no parental or family support or guidance. There needs to be understanding of what might be going on in that young person’s life to make them behave in a certain way.

The same can be said about young people in schools today. Stop and search has become an accepted attitude towards many young black children and young people. Sadly, many of them will most likely grow up having to face the same ordeals and indignities as generations before them. This leads to young people feeling worthless, disillusioned and having an anti-social attitude—they act in the way that they believe they are expected to by society. Many look to gang culture to feel safe, accepted and important. It is a case of safety in numbers in order to survive. Those misguided young people need our help and understanding. They do not need to be condemned and vilified.

As touched on by the noble Baroness, Lady Jones, earlier, many are concerned that the power of members of staff to search pupils could result in disproportionate numbers of black children being searched. If black pupils are searched more than other pupils or feel unfairly targeted, trust may be undermined, potentially leading to more negative behaviour in the classroom. Evidence shows that black Caribbean boys in particular are disproportionately excluded from school and routinely punished more harshly, praised less and told off more. Explanations for this cannot be attributed solely to things like culture, class background or home life, and government research concluded that teacher’s attitudes—sometimes subconsciously—towards black children can be a contributing factor.

Given the overrepresentation of black Caribbean children in other areas of discipline, it is likely that they will be disproportionately searched under this new power. As the Runnymede Trust and others have argued elsewhere, institutions are required by law to assess the impact of their policies upon individuals from different ethnic backgrounds under the Equality Act. Given this legal requirement, I plead with the Minister to make sure that careful monitoring takes place of those searched in schools and action is taken to decrease any arising disproportion.

[Lord Elton]

My Lords, I echo something that the noble Baroness just said. The carrying of a weapon is often an essential part of a person’s sense of security. If he is in a community where everybody else carries a weapon outside, he will bring them into school. We are probably going down the wrong road by treating searching as the response to an emergency. I know as a former teacher that the emergency arises when the weapon has been produced. A knife was produced in a class I was teaching. It was quite a large knife, but luckily the owner of it was slightly smaller than me and there was no struggle. We had a discussion and it ended amicably. I am very much aware of the little thrill of horror that went through me when I first saw it and of the need for teachers to be protected from that.

Searching is preventive. It is not to discover something in an emergency but to prevent the emergency arising by applying the search before the weapon can be used. One way is if the whole school is searched when everybody goes in, as you are at an airport. Another is if the whole class is searched because there is known to be a problem there. But to search individuals can produce exactly the difficulties to which the noble Baroness referred. This needs a good deal more practical thought about what happens on the ground, rather than just legislative thoughts about how easily it could be provided from an administrative point of view. We have not yet got to a point where we should legislate. There needs to be much more discussion, perhaps outside this Room as well as inside it.