Gender Recognition Act Consultation

Baroness Berridge Excerpts

Friday 25th September 2020 Lords Chamber

[Lord Collins of Highbury (Lab)]

My Lords, the consultation lasted two years and received more than 100,000 responses, the vast majority of which backed reform. The result is the continuation of a lengthy process that the Women and Equalities Committee said

“runs contrary to the dignity and personal autonomy of applicants.”

What evidence does the Minister have that medicalisation remains necessary from the jurisdictions that do not medicalise the process?

In July, the APPG on Global Lesbian, Gay, Bisexual and Transgender Rights presented a report to Liz Truss in which we sought to deliver reassurance around trans people and deliver trans rights. Did the Minister see or consider that report? Can she explain why it was rejected, bearing in mind that it was also backed by the LGBT groups of the main political parties, including her own? This decision has caused huge hurt to the trans community, and Labour believes that it is simply wrong.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, there has indeed been an extensive consultation on this matter. There were numerous contributions, including those outlined by the noble Lord. The matter of medical diagnosis is one for clinicians. After due consideration, the balance has been taken that the issues were to do with cost, bureaucracy and access to healthcare. The system as outlined in the Statement has been changed: the fee has been reduced to a nominal amount and the process has been digitalised.

[Baroness Barker (LD)]

Digitalising a system that dehumanises our fellow citizens is not kindness; it is callous and cynical, as the repeated use of the phrase “trans people and women” shows. I have one question for the Minister. Do this Government intend to amend the Equality Act or any of the guidance issued under it—yes or no?

[Baroness Berridge (Con)]

My Lords, it is clear from the response to the consultation that there will be no need for legislative action on this matter, so any guidance that is followed is as stands.

[Baroness Morgan of Cotes (Con) [V]]

My Lords, I recognise that the Government want a kinder and more straightforward process. I understand that there are to be more gender clinics. Can the Minister shed any more light on when those clinics will become operational and whether they really will help those people waiting to go through gender reassignment surgery?

[Baroness Berridge (Con)]

My Lords, the Government plan to open three further clinics, including one in Liverpool and a further one in London. I will have to write to the noble Baroness on specific timings, but it is hoped that those clinics will reduce waiting lists by about 1,600 people. Between 2015-16 and 2018-19, we doubled the funding spent on gender-specific medical services.

[Lord Triesman (Lab) [V]]

My Lords, the Statement plainly tries to strike a balance between a number of contentious issues, and I have no objection to the fact that it tries to do so. I speak as someone who, with the local branches of the TUC, helped to establish a number of women’s refuges. Will the Minister join those of us who deplore the trolling and the vile threats to JK Rowling and to other women who have expressed their concerns, largely to try to protect single-sex services? Given the evidence of conflict of rights between two protected groups, what action will Her Majesty’s Government take to ensure that accurate advice is given so that the Equality Act 2010 can be properly implemented with regards to single-sex services, including single-sex wards, prisons, rape crisis centres and refuges? I add that it will not be possible just to wish away the understandable fear of many of the people who are in those refuges because of their harsh experiences.

[Baroness Berridge (Con)]

My Lords, on single-sex spaces, the overwhelming majority of occasions on which they are used—we can all bear testament to that—is on self-identification, and the Government do not intend to interfere with that. There are of course exemptions under the Equality Act where it is justified to do so, where, in the case of a refuge, it could be justified to recommend different services or refuse a service. However, one of the main things that the Government are hoping that the response to the consultation will achieve is time for feelings on both sides to be allayed and for people to speak to one another and exchange views on this matter with respect, compassion and dignity.

[Lord Moynihan (Con)]

My Lords, having initiated and moved the sensitive policy affecting the trans community in competitive sport in the GRA 2004, I hope the Government continue to agree with me that, while in all sport there should be a zero-tolerance policy towards transphobia, it is right that the case of the trans community is not breached where prohibition or restriction of their participation is necessary to secure fair competition or the safety of competitors, including that of transsexual people themselves. I thank the Government for retaining the status quo in this context and for ensuring that this very sensitive issue is a matter for the international federations of sport.

[Baroness Berridge (Con)]

My Lords, indeed, the situation remains unchanged in relation to competitive sport. It is a matter for each of the governing bodies of the respective sports to make their own rules regarding the participation of trans people in that particular sport, and the Government support that position.

[Lord Cashman (Non-Afl) [V]]

My Lords, the Secretary of State’s response is woefully inadequate and fails to take account of the Government’s own consultation, so it is clear to me that the Secretary of State is not in command of this brief. Indeed, it took her four and a half months to respond to my letter on this issue—this is at a time when gross defamation and misrepresentation of trans people, particularly trans women, has been whipped up by the media and some Members of your Lordships’ House. Therefore, will the Minister explain how the Government will address the real needs of trans people, as indicated overwhelmingly in the consultation, and will she clarify the statement by the Secretary of State that self-declaration would be abused by men? What evidence of widespread abuse does the Secretary of State have from other jurisdictions that have moved to self-ID, or does the Secretary of State believe that British men are uniquely abusive?

[Baroness Berridge (Con)]

My Lords, self-identification is a legal process that we believe needs formality. It is not something that anyone considers without giving due attention to that, so we do not believe that we need to move away from the current system. On the information that has been received and the increase in the numbers of, for instance, transphobic or hate crimes, the Law Commission has been asked to look at all aspects of this, including misogyny, and as the noble Lord will be aware, the Government have appointed Dr Michael Brady to advise NHS England and others about healthcare for LGBT people.

[Lord Young of Norwood Green (Lab) [V]]

My Lords, as can be seen from today’s debate, this is a controversial issue. I want to see a fair deal for transgender people and their ability to identify as trans. However, I believe that there is a balance to be struck, and the Statement issued by the Government is a balanced approach. I would welcome a comment from the Minister as to whether any further guidance needs to be issued on NHS wards, for example, which I think have proceeded on the basis of self-identification; there may be other examples. I welcome the reference to women’s refuges, and I echo the Minister’s final point: I hope that this debate can take place in an atmosphere where all views are respected.

--- Later in debate ---

[Baroness Berridge (Con)]

My Lords, indeed, the Government want every individual to be respected and to be able to live their lives freely and prosper. I am grateful for the noble Lord’s comments. We hope that there will be a balanced and sensitive debate after this response to the consultation. Indeed, on single-sex spaces, where it is justified, whether in an NHS ward or a refuge, there is the potential to exclude people on the basis of their biological gender, but only where it is justified.

[Lord Hunt of Kings Heath (Lab) [V]]

My Lords, I welcome the Statement and the aim of improving healthcare support for transgender people, but I would like to follow up my noble friend Lord Young’s point. The fact is that a number of public bodies have made policies which make it almost impossible to provide the single-sex spaces that are allowed under the Equality Act. Will the Minister urgently look at guidance to those public bodies about ensuring that they act within the spirit and the law of that Act?

[Baroness Berridge (Con)]

My Lords, as I have outlined, as there is no legislative change, there is not a case for renewing wholesale the guidance. The Statement makes clear the law around single-sex spaces, and I believe that most people who responded to the consultation felt that there will be no change to the use of those spaces in that regard. However, we keep the guidance under review.

[The Deputy Speaker (Lord Lexden) (Con)]

My Lords, the time allowed for this Question has now elapsed.

Education: A-level Results

Baroness Berridge Excerpts

Wednesday 23rd September 2020 Lords Chamber

[Baroness Garden of Frognal]

To ask Her Majesty’s Government what assessment they made of external expert advice prior to the use of the algorithm to determine A-level results for the 2019/20 academic year.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, the independent qualifications regulator, Ofqual, is responsible for securing qualification standards and promoting public confidence in regulated qualifications. As part of the development of the grading system introduced in place of exams this summer, Ofqual drew on the advice of experts from the exam boards and convened an external group of well-respected assessment experts to advise on the principles, main features and details of various aspects of the standardisation model.

[Baroness Garden of Frognal (LD)]

My Lords, expert advice early on identified the algorithm as flawed and particularly damaging for state school and disadvantaged pupils. We have been told that the Secretary of State was fully in charge of his department throughout this debacle, yet two senior officials have resigned, which is outrageous. When I tabled this Question four weeks ago, I thought that he might have fallen on his sword by now—but no. So can the Minister confirm that the Conservative Government, with the exception of the noble and learned Lord, Lord Keen, have abandoned the principles of ministerial honour and responsibility?

[Baroness Berridge (Con)]

My Lords, on the standardisation model, Ofqual is a non-departmental body. It is important in principle that our examinations are not subject to government interference. While the department was in contact with Ofqual during this process, the decisions made on the algorithm were Ofqual’s. That respects the appropriate relationship between a department and independent bodies such as Ofqual.

[Lord Baker of Dorking (Con) [V]]

Algorithms were a failure this year; they will not happen next year. Today, there are thousands of students—possibly even hundreds of thousands of students—who are not at school because of the lack of testing. On Monday, Liverpool University Technical College had to send home all year 10, year 11 and year 12 children—hundreds of children, who may be out for 10 days. This will happen all over the school estate. There will not be a level playing field of attendance records for students, and it will not be their fault. It is therefore very unfair to test them by written exams next year, because each student will have a different level of attendance. The Government should recognise that teacher assessment will be needed this year, in which case they should issue guidance to teachers now on the state of reports they will have to keep on each student, not only on attendance but on progress. If written exams happen next year, the brightest children will do well and the disadvantaged will do very badly. That is simply not fair.

[Baroness Berridge (Con)]

My Lords, every Tuesday, the department publishes attendance data. As of yesterday, nearly 88% of students in state-funded schools and institutions were in school. The guidance published before the summer holidays made it clear to schools that by the end of this month they must be able to stand up remote education in the eventuality that pupils are sent home in these circumstances. We are working with Ofqual, which is looking at the arrangements for next year’s examinations.

[Lord Singh of Wimbledon (CB) [V]]

My Lords, the algorithm for predicting A-level results this summer was clearly too harsh, leading to overcompensation using teacher predictions and subsequent difficulty finding college and university places in subjects such as medicine. If the physical sitting of exams again proves impossible this summer, will the Minister ensure that the timetable for publishing results allows more time for the better matching of teacher and improved algorithm predictions with the availability of places in higher education?

[Baroness Berridge (Con)]

My Lords, on the important issue of the placing of students—particularly for A-levels, which are more often progression exams—the noble Lord will be aware that the Government, working closely with higher education institutions, lifted the cap on certain courses to raise capacity. The most recent figures are that 89% of students who received a grade increase have got their original offer, their insurance offer or an offer at an institution with the same tariff as their original offer.

[Baroness Morris of Yardley (Lab)]

My Lords, the most frustrating element of the algorithm was that it assumed that schools could not improve on previous years’ best performance. That seems contrary to what any Education Minister should believe about the power of schools to improve and change children’s lives. Did that element of the algorithm come from an external expert? If so, why was it accepted?

[Baroness Berridge (Con)]

My Lords, as the noble Baroness will be aware, Ofqual consulted on the methodology and what aspects to include in the algorithm. The issue of what we termed “outliers”—highly performing students in institutions which have previously not performed well—was raised and was in the balance; students who might be affected in that way could be put right through the appeals processes. However, when the balance became such that the level of anomalies outweighed this, the more just situation became to use teacher assessment grades rather than the algorithm to assess grades.

[Lord Addington (LD)]

My Lords, could the Minister give us an absolute assurance that this algorithm or anything like it will never be used again? That is something we should hear today.

[Baroness Berridge (Con)]

My Lords, all four nations of the United Kingdom attempted to use this method. At the moment, the Office for Statistics Regulation, which is part of the UK Statistics Authority, is looking at the algorithms used for all four nations. However, it is intended that exams will go ahead this summer.

[Lord Watson of Invergowrie (Lab)]

My Lords, the Secretary of State, the Department for Education and Ofqual were all warned by Cambridge Assessment of serious flaws in the grading of exams two weeks before A-level results were published, yet no action was taken. Much more seriously, the Royal Statistical Society has said that the issues with the algorithm could have been avoided had independent expert advice been taken. As far back as April, the society highlighted to Ofqual the problems coming down the road and suggested the establishment of an advisory panel involving independent statisticians to deal with them. Can the Minister explain to the hundreds of thousands of young people whose lives and education have been disrupted unnecessarily why that course of action was not taken?

[Baroness Berridge (Con)]

My Lords, a member of the RSS was present on the expert advisory group at Ofqual, which I have already outlined. Ofqual tested 12 different models of the algorithm. During the algorithm’s development, there were various meetings between the department and Ofqual, and we were assured that any irregularities in its application could be put right through an appeals process. We responded when an issue arose in Scotland around its use of an algorithm.

[Lord Lucas (Con) [V]]

My Lords, will the Government conduct research into the extraordinarily large difference between predicted grades and actual grades at A-level, so that we can understand why deprived children fall below predicted grades so often and do something about it?

[Baroness Berridge (Con)]

My Lords, there was a rise of about 12% in the top grades awarded this summer. We are not in a position to go behind the teacher assessment grades. The only appeal available to students is on the basis of administrative error in giving those teacher-assessed grades to the exam boards.

[Lord Houghton of Richmond (CB)]

I draw noble Lords’ attention to my relevant interests in the register as an adviser to a decision science company. Does the Minister agree that the approach taken to determine the outcome of this year’s A-level results clearly demonstrates that using an algorithm or human expert judgment in isolation is flawed, and that highly complicated decision-making by government needs to embrace decision science, which seeks to exploit the right balance of artificial intelligence and human judgment?

[Baroness Berridge (Con)]

My Lords, in relation to the involvement of human decision and algorithms, I have outlined the current investigation into the algorithm, but I will take back what the noble and gallant Lord says, because at the moment we in the department are at the juncture of Ofqual having consulted on the timing of exams next year.

[Baroness Warwick of Undercliffe (Lab)]

My Lords, universities have the challenge of speedily picking up the pieces at the end of this sorry episode. Can the Minister tell us how the Government plan to support universities ahead of next year’s admissions cycle to ensure that the year 13 students from this year, who have already faced Covid disruption, are not further disadvantaged by places already being filled by students who had to defer this year?

[Baroness Berridge (Con)]

My Lords, we are grateful to the many staff behind the scenes in the admissions departments of universities who have managed to achieve the statistic I outlined previously. My colleague Minister Donelan is working with the higher education task force, which works closely with the universities. There are discussions around capacity of places for next year and particular concern about any delay in exams. Ofqual has been consulting on this to make sure that discussions are ongoing in the other section of the system, which is the admissions process.

[The Lord Speaker (Lord Fowler)]

My Lords, the time allowed for this Question has elapsed.

Schools: Spending per Pupil

Baroness Berridge Excerpts

Wednesday 23rd September 2020 Lords Chamber

[Lord Watson of Invergowrie]

To ask Her Majesty’s Government, further to the report by the Institute for Fiscal Studies 2020 annual report on education spending in England: schools, published on 18 September, what plans they have to increase school spending per pupil.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, we are investing more in schools over the next three years, starting with an additional £2.6 billion this year and rising to £7.1 billion by 2022-23, compared to 2019-20. This will ensure that per pupil funding for every school can rise at least in line with inflation this year, and faster than inflation for most. The IFS has said that this investment will near enough restore schools’ per pupil funding to previous levels in real terms.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the noble Baroness for that Answer, but schools in England have suffered the most severe funding cut in 40 years, with the biggest brunt falling on secondary schools in areas with the lowest 20% of incomes. School spending has decreased by around £1,000 per pupil over the past 10 years, and even the extra £7.1 billion which the Minister just mentioned will not reverse those cuts; there will still be a 1% in gap in funding since 2010. I should say that 1% equates to around £500 million per year.

With the Covid catch-up fund due to be spread across all schools, regardless of disadvantage, I ask the Minister when the Government’s commitment to levelling up educational opportunity will be translated into a greater targeting of additional funding to schools in more deprived areas, and a real increase in funding per pupil.

[Baroness Berridge (Con)]

My Lords, the national funding formula obviously takes deprivation into account, and 18% of that formula—£6.2 billion—is aimed at disadvantaged students. That is in addition to any supplementary funding such as that for music hubs, which is also directed funding to free school meal areas. There is also, in the catch-up fund, the £350 million national tutoring programme, aimed at disadvantaged students. Some of the figures that the noble Lord outlines, in relation to schools in the most deprived areas, relate to the fact that the most deprived students are now spread across more areas of the country. That is why there has been a decrease in funding in some of the most deprived areas, because the most deprived students—for whom the funding is there—are spread more evenly across the country. Therefore, the funding formula has taken that into account.

[Baroness Watkins of Tavistock (CB)]

My Lords, I welcome the IFS report, which clearly outlines that the recent and future strategy for education spending in England was on track to deliver the Government’s commitment to level up poorer regions of the country and to narrow the achievement gap between children from rich and poor families. However, the closure of schools during lockdown, and the need to restructure both teaching timetables and physical resources, is creating immense challenges for schools, which I particularly understand as a previous chair of a large academy in a deprived area in Plymouth.

I welcome the extra provision that the Government have already committed in recognition of the difficulties ahead for pupils and staff this year—but is it enough? Could the Minister inform the House whether additional funds will be announced, in the forthcoming spending review, for sixth-form pupils to accelerate their learning where cuts had been significant in previous years? Will there be a capital investment programme to return school buildings to at least a satisfactory or good condition, which the National Audit Office estimated in 2017 would cost in the region of £6.7 billion?

[Baroness Berridge (Con)]

My Lords, in relation to the particular challenges—I mentioned those attendance statistics, and one cannot underestimate the effort made in our schools to get attendance at that level. In relation to 16 to 19 year-olds, £96 million of the national tutoring programme fund is aimed at disadvantaged students in that year group, and an extra £400 million is going into 16 to 19 funding. Indeed, we should in the autumn get the list of the first 50 schools that will be rebuilt under the repair programme. Over the last five years, £23 billion has gone into the school estate. The noble Baroness is correct that we need to accelerate the building programme, not only to give our children the buildings they need to learn in but to motivate the economy and the recovery that we need.

[Baroness Uddin (Non-Afl)]

My Lords, the House will have become familiar with the many government pronouncements of overwhelming investment in education and public services. Equally, the House will have noted the persistent and alarming social divisions shamefully ever increasing in the fifth-largest economy in the world. With the Government’s levelling-up agenda and intention to close the gap between students from wealthy backgrounds and those who battle an onslaught of socioeconomic conditions—poor housing, poverty, racial and religious discrimination, and now the digital divide—what additional resources have the Government allocated to meet these challenges? Does the forward strategy include increasing the recruitment, retention and promotion of teachers from minority communities in leadership positions, which remains unacceptably low?

[Baroness Berridge (Con)]

My Lords, in relation to the issues that the noble Baroness outlined, the Government are obviously concerned about the attainment gap and are trying to ensure that students from disadvantaged backgrounds have the opportunity of a great education. That is why £2.4 billion has gone into the system as pupil premium money for those students. At the moment, we have spent £100 million on remote education, and in addition to the 220,000 laptops that have been distributed, another 150,000 are being delivered to ensure that we can help schools, particularly in those areas with disadvantaged students, if they have to learn at home. As I have outlined, the national funding formula prioritises the most deprived students, and a significant proportion of that money goes to them.

BAME teachers are part of the recruitment strategy. In relation to governors, we are now making it a KPI of the forthcoming contract subject to spending review that they should be able to achieve targets for BAME representation in the governing of our schools.

[Baroness Whitaker (Lab)]

My Lords, schools might be saving money on the large number of children being home educated, many of whom then miss out on proper education entirely and are vulnerable to being caught up in county lines and criminal gangs. What are the Government doing to enable proper standards in, and preferably to register, home education?

[Baroness Berridge (Con)]

My Lords, the noble Baroness may be aware that, before the pandemic, the Government had consulted on precisely that issue of whether to have a register for the local authority of those who are home educated. There will be in the coming months, when it is appropriate, a response to that consultation. At the moment, the teams on the ground are in contact with local authorities, and we have made it clear to local authorities that we want as much data as possible on trends in home education. We are advising local authorities to make clear to any parents thinking of opting for home education, although it is their right, the responsibility and obligation that this is. Delivering home education is very different from supervising at home the curriculum delivered by schools, and we recognise the safeguarding issues for many children if they are electively home educated but are then not actually being educated.

[The Lord Speaker (Lord Fowler)]

My Lords, all supplementary questions have been asked.

Examinations: A-level and GCSE

Baroness Berridge Excerpts

Tuesday 15th September 2020 Lords Chamber

[Lord Storey]

To ask Her Majesty’s Government what assessment they have made of the arrangements needed for A-level and GCSE examinations in the 2020/21 academic year.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, this Government are committed to ensuring that students taking A-levels and GCSE exams in 2021 receive the qualifications that they deserve. Exams are the fairest way of judging students’ performance and we expect next year’s exams to go ahead. However, we recognise that students have experienced disruption to their education due to Covid-19. We will continue to work with Ofqual, the exam boards and sector representatives to ensure that next year’s exams are fair.

[Lord Storey (LD) [V]]

My Lords, the exam fiasco could have been avoided had the DfE been prepared to listen to the teacher associations and other relevant bodies. Can the Minister assure us that this listening has happened in preparation for next summer’s exams? And what contingency plans are in place if an individual school has to be closed down?

[Baroness Berridge (Con)]

My Lords, throughout the period of the pandemic the department has been working closely with sector organisations, local authorities, multi-academy trusts and teaching unions. Of course, we are listening at the moment to all suggestions to ensure that the 2021 examinations go ahead. I would welcome any further contribution from the noble Lord and will ensure that it is taken back as we work through the contingency plans for next year.

[Lord Lucas (Con) [V]]

My Lords, I declare an interest, as my younger daughter will be taking A-levels next year. There is an extraordinary disconnect between predicted and actual A-level results. This conceals a real mischief being done to disadvantaged children, and it will surely be worse this year. Are officials working on this question? If so, may I and others who have ideas and solutions to propose be put in touch with them?

[Baroness Berridge (Con)]

My Lords, we are particularly concerned to ensure that disadvantaged students, along with other students, have the best opportunity to catch up. In relation to 16 to 19 year-olds, £96 million is available for small-group tutoring. However, I reiterate that I would welcome any contributions and ideas from noble Lords to make sure that we have all that information and so that we, Ofqual and sector representatives can work together to ensure that we run exams properly in 2021.

[Baroness Coussins (CB)]

My Lords, will the scrapping of the spoken element of foreign language GCSE exams in 2021 be temporary? If so, when does the Minister expect it to be reinstated? Has any impact assessment of this measure been made regarding the suitability of this exam for entry into sixth-form or university study, or in the eyes of employers?

[Baroness Berridge (Con)]

My Lords, the alteration to the spoken element of foreign language examinations is only for one year; it has not been scrapped. There will be a change to the assessment, but that will be done during the course of study, rather than in a formal speaking exam, which is similar to how English language is conducted in our schools. That was done to reduce the pressure on students and to free up some teaching time.

[Baroness Massey of Darwen (Lab) [V]]

My Lords, none of us wants a repeat of the confusions in this year’s exam system, especially young people, who are very articulate about their concerns. What has the department learned from this year’s problems? The Minister said that it wants to consult and to hear suggestions. Here is one: will it consult young people on the fiasco that we have had?

[Baroness Berridge (Con)]

My Lords, in relation to next year’s exams, the department is just about to embark on a whole programme of engagement with stakeholders. I will obviously take back the noble Baroness’s suggestion that we consult the widest possible group of people so that we can learn from what happened last year and ensure the position for 2021.

[Baroness Smith of Newnham (LD) [V]]

My Lords, I refer to my entry in the register of interests: I am a university academic. What conversations are the Government having with universities about the possible disparity between the A-levels that students might achieve next year and the academic background that they need for certain subjects such as medicine if they have lost part of the syllabus because of teaching breaks owing to Covid?

[Baroness Berridge (Con)]

My Lords, the Minister for Higher Education, Michelle Donelan, has been meeting, at times daily, with a higher education task force. In relation to A-levels, there have been many fewer changes to the curriculum instructions issued by Ofqual. There have been changes to subjects such as music and drama because we recognise that those students must have the breadth of curriculum to progress to higher or further education. However, we are of course working on contingency plans. That is the stage that we are at at the moment, and I will take back those comments to the department.

[Lord Watson of Invergowrie (Lab)]

My Lords, for exams in 2021 Ofqual is proposing that, in most subjects at GCSE and in all subjects at A-level, students will be expected to have covered the full course content, despite many having suffered significant losses to learning time this year when schools were closed. As a result, qualifications risk being seriously undermined by the fact that some students will have had access to all the content while others will not. Given the chaos of the past two months, I welcome the Minister’s acknowledgment in an answer a few moments ago of the need for a contingency plan. So will the Secretary of State agree to work with teachers and school leaders to develop a robust national system of moderated centre-assessed grades, should exams need to be suspended again nationally or locally next year?

[Baroness Berridge (Con)]

My Lords, the guidance put out by Ofqual outlined that schools should teach the breadth of the curriculum, but there have been changes to certain subjects, particularly at GCSE, where there are choices of topics—for instance, in English literature. There is no full requirement to do geography field trips because that is about saving time, and for public health reasons such trips might not be possible. However, I am grateful to the noble Lord for his suggestion, and it is one that I will formally take back to the department. This is the perfect time for this Question, so I will make sure that all suggestions are taken from the Chamber, and I hope that noble Lords will feel free to send any further suggestions to me.

[Lord Baker of Dorking (Con) [V]]

Three independent research bodies have now reported that during lockdown a fifth of students had no access to a computer or had access for less than an hour—that is, 1.7 million students, and they are the disadvantaged. I fail to see how they can catch up on five months’ education in 12 months—it is utterly impossible. We should not count too much on tutoring, as most tutors have never taught disadvantaged children, which is quite a different business. So I very much support the contingency plan. The Minister must plan for the possibility of not having exams next year but, if the exams are to be held, they will have to have a substantially reduced content. That is the only way in which those 1.7 million students can be treated fairly next summer.

[Baroness Berridge (Con)]

My Lords, the Government are of course concerned about catch-up for all students. In relation to disadvantaged students, £350 million is being made available for tutoring, and those mentors will begin to be in schools in the second half of the autumn term. We have provided over 220,000 laptops and another 150,000 will be made available. However, it is pleasing to tell noble Lords that the attendance statistics were announced only 50 minutes ago, and more than 7 million children and young people are back in the classroom. Noble Lords will be aware that one thing that the Secretary of State has asked Ofqual to consider is whether to delay the exams next year to allow more catch-up teaching time.

[Lord Taylor of Warwick (Non-Afl) [V]]

My Lords, research by the Runnymede Trust and others shows that pupils from BAME communities are still less likely to be accepted by the Russell group universities, even when equally as qualified at A-level as their white counterparts. What are the Government doing to address this issue?

--- Later in debate ---

[Baroness Berridge (Con)]

My Lords, as noble Lords will be aware, the universities are autonomous institutions, but they are regulated by the Office for Students. Under that regulatory framework, they have to have access and participation plans. One of the success stories over the last number of years is that black students have been more likely to take up a place in higher education; I will write to the noble Lord with specific statistics to support that statement.

[Baroness Blower (Lab) [V]]

My Lords, I declare my interest as in the register. Members of the National Education Union in independent schools are very concerned that, unless there is a change to assessment, students in state schools will be very much disadvantaged. Without further amendment, the assessment of A-levels and GCSEs will be more a measure of teaching time lost than of students’ abilities and knowledge. This could be remedied in part by introducing greater use of options within subjects—as is already in place in Wales and Northern Ireland—and open-book assessments. Will the Minister consider these suggestions?

[Baroness Berridge (Con)]

When Ofqual consulted on these matters, it considered whether to introduce not just choice of topic but choice at question level; its opinion was actually that that would disadvantage weaker students—so, it has been considered. Of course teaching has now begun, and so it is not an option at present.

[The Lord Speaker (Lord Fowler)]

My Lords, the time allowed for this Question has elapsed.

Schools: Free Holiday Meals and Activities

Baroness Berridge Excerpts

Monday 14th September 2020 Lords Chamber

[Baroness D'Souza (CB)]

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

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, this Government are determined to ensure that children eat healthily and lead active lives. We welcome the National Food Strategy’s recent report and will carefully consider its recommendations as we approach the next spending review, including in relation to holiday provision. We are proud to provide invaluable support to children who are eligible for free school meals, and have taken unprecedented action to make sure that no child goes hungry throughout this coronavirus pandemic.

[Baroness D'Souza (CB)]

My Lords, I thank the Minister for her Answer and express my thanks for the free school meal programmes carried out during the summer vacation. That said, with the rise in family poverty and an increasing number of children admitted to hospital for reasons of malnutrition, there is undoubtedly a need for a more permanent system of free school meals during vacations in areas of need. Free school meals are even more urgent with the onset of winter and the continuing spread of Covid-19. By ceasing or limiting—or perhaps failing to make an overt commitment to—these programmes, are the Government saying that the problem of holiday hunger has in fact been resolved?

--- Later in debate ---

[Baroness Berridge (Con)]

My Lords, it is indeed to the Government’s great credit that £380 million was paid out to support people during the pandemic with food vouchers for free school meals. One of the recommendations of the task force that will be considered is that holiday activity clubs be extended nationally in part of the summer holidays, so we are taking those recommendations seriously.

[Baroness Watkins of Tavistock (CB)]

My Lords, given the challenges faced by children of school age relating to Covid-19, funding for free school meals and activity opportunities during school holidays would significantly promote healthier living for the poorest children in our society and could form a key platform in the Prime Minister’s obesity reduction strategy for young people. What plans are there to fund food vouchers and holiday clubs for at least the remainder of this Parliament, and for measures to be taken to help children who have to stay off school because of Covid-19 isolation? If there are not any, why not? This would level up opportunity for young people through good nutrition and chances for exercise.

[Baroness Berridge (Con)]

My Lords, with the return of schools over the last couple of weeks, in most environments the school kitchens will now be up and running and providing food. For those limited numbers of children who might not be in school, we have encouraged those services to make weekly food parcel deliveries and have encouraged local innovations in certain circumstances where vouchers have been used. I am sure that the noble Baroness will be aware that, through the NHS, there is also funding for the Healthy Start scheme for pregnant women and parents with a child under four to get certain vouchers for healthy food for those entitled to certain benefits. We are looking to ensure that children have access to healthy food, not just food.

[Baroness Andrews (Lab) [V]]

My Lords, does the Minister agree that the evidence of many years shows that summer learning programmes really work to lift learning, skills and confidence for poorer children in particular? That helps to maintain their motivation, particularly when they then transfer to secondary school. Given the further evidence of lockdown, what is stopping the Government now from putting a systematic learning programme in place over the summer as part of the whole strategy to reduce the growing attainment gap?

[Baroness Berridge (Con)]

My Lords, since 2018 the Government have funded summer learning to the tune of £9 million a year. It was open to schools to use some of the catch-up funding announced at the end of last term to provide summer schools and learning. As I have outlined, the holiday provision is subject to recommendation and consideration in the spending review.

[Lord Storey (LD) [V]]

My Lords, I am sure that we all agree that all children have a right to food. When we consider the national strategy, can we bear in mind a number of factors? First, we need to be flexible so that people whose families become unemployed during that period have access to the scheme. Secondly, the vouchers should pay only for food that contributes to a healthy diet. Thirdly, some of the technical problems, which I understand, need to be properly sorted out. It is not acceptable for struggling parents to have to access a helpline that costs £21 an hour to use.

[Baroness Berridge (Con)]

My Lords, there will be a census in October that will take into account the number of students now eligible to claim free school meals, and funding will follow that. I pay tribute to those who put up the Edenred platform at speed. There were some teething problems, but we managed to have 20,000 schools get vouchers via that system.

[Lord Taylor of Warwick (Non-Afl) [V]]

My Lords, one 22 year-old footballer, Manchester United’s Marcus Rashford, has had more influence recently on policy on child food poverty than any number of politicians or government agencies. Is there potential for the Government to work alongside other high-profile figures in sport and entertainment on this issue or more widely to promote higher standards in education and training?

[Baroness Berridge (Con)]

My Lords, Marcus Rashford’s contribution to this debate was indeed welcome; it was a tribute to the fair and free democracy that we enjoy. He put his name behind the recommendations of the National Food Strategy, which we are looking at.

[Baroness Smith of Basildon (Lab)]

My Lords, listening to the Minister’s answers, I wonder whether she has missed the point of the Question, specifically that made by the noble Baroness, Lady Watkins. Back in June, the Government were forced into an embarrassing—although very welcome—climbdown about providing free school meals over the summer holidays. They rightly recognised the increased pressure on families, particularly those who have had to cut working hours, are unable to work or are on furlough or shielding so cannot earn their usual wage. Rather than wait for Marcus Rashford this time to put some pressure on the Government, we are looking for some reassurance from the Minister not about strategies for the future but about planning for October and Christmas. We do not want the Government to suddenly realise that these families are struggling; the planning should be done now to ensure that children are fed and cared for in the school half-term and the Christmas holidays.

[Baroness Berridge (Con)]

My Lords, it is indeed important to plan. In relation to the two previous vacation periods, the Government made those vouchers available. As I said, it is a welcome part of our democracy that there was a response to the contribution made by Marcus Rashford. This of course is an area of multiple departmental responsibility and, as the noble Baroness will probably be aware, £6.5 billion was also put in through universal credit, local housing allowances and the working tax credit system. I will update the House as and when there are any recommendations that we have agreed to from the National Food Strategy.

[Baroness Boycott (CB) [V]]

My Lords, I will build on what the previous speaker said. The Trussell Trust report published this morning revealed an 89% increase in the number of emergency food parcels given out in April compared to the year before. The furlough scheme has protected many, as we know, but by the end of the year, the trust reckons that an additional 670,000 people will be classed as destitute. I also want to ask the Minister about planning in two specific areas. First, I fail to understand why all people in receipt of universal credit should not be given free food for their children—free school meals and holiday meals as well. Secondly, why, throughout this pandemic and all these crises, has this problem been left to the charity sector, which has played a blinder in the last few months to deal with it, while the Government had to wait until the footballer knocked on the door and made it a huge issue?

[Baroness Berridge (Con)]

My Lords, the contribution of the Government is huge in this area: 1.4 million children receive free school meals. The Government introduced free school meal entitlement in 2014 to those in further education. However, it is welcome that the voluntary sector also plays a role in our society, and I pay tribute to its work. It is one of the silver linings to the terrible cloud of the pandemic that we have seen communities rise to give support. As children become eligible for free school meals in the October census, that eligibility will be passed through the system, so we are providing for children who need this, but it is a school meal that has been available during term time.

[Lord Addington (LD)]

My Lords, although it is good to see that the Government have done something here, after a great deal of prompting, what has been done to ensure that even the representations from the Government’s own party are being registered without prompting from outside? I asked this the last time the issue arose, and the answer was a sort of “oh well, we’ve done something”, but remembering that on school meals it took Jamie Oliver to make them nutritious, something should be done here so that we listen to politicians.

[Baroness Berridge (Con)]

My Lords, I assure the noble Lord that the Government are listening to all who contribute in this area. He will be aware that school food standards in this country are a matter of legislation, and as part of the child obesity strategy we are now looking to review those to ensure that what is provided in our kitchens is healthy food for children.

[The Senior Deputy Speaker (Lord McFall of Alcluith)]

My Lords, the time allowed for this Question has elapsed.

Schools and Colleges: Qualification Results and Full Opening

Baroness Berridge Excerpts

Wednesday 2nd September 2020 Lords Chamber

[Lord Storey (LD)]

My Lords, I was slightly confused because I thought the Minister would start by reading the Statement—I do not quite know what happened, but I have obviously got that wrong.

We welcome the fact that children and young people are returning to school, and we have to do all in our power to make this work successfully—and to make it safe. Naturally, the Government have produced reams of guidance for schools. Head teachers have told me that some of it is quite contradictory. I shall give one example. The guidance says:

“No-one should be excluded from education on the grounds that they are not wearing a face covering.”


Yet it also says that when children are walking down corridors or are in open-access areas in schools they should wear a face covering. However, the guidance says that, no, you should not be excluded or told that you had to wear one. That guidance has to be there—I understand that—but head teachers, schools and teachers are looking for simplified, easy-to-follow advice that they can adhere to.

During this period of school closures, children have fallen further and further behind, particularly disadvantaged pupils and those from BAME communities. Schools should be doing everything in their power to ensure that those children are able to catch up on those lost months of learning. I have seen it floated that the Government are considering doing some formative or summative testing to find out what the gap is and what the loss of learning is and how that can be supported. I welcome that—it is an important initiative that should happen.

I am concerned about three areas. One is that, during the period of school closures, children and young people who were excluded from school—they were not on any register because they were excluded—and those young people in alternative provision were the most vulnerable pupils in our system, and they need extra support and help. I do not know what the Government view on that should be, but alternative providers are concerned that those young people could easily get into further trouble.

Then there is the question of the 60,000 home-educated children. I strongly believe, as I suspect the Minister does, that now is the right time to introduce a policy to ensure that home-educated pupils are registered so that we know what is going on in their learning. However, I was concerned to see that external, home-schooled students have not received an A-level or GCSE grade. Could the Minister shed light on this? I am told that 20,000 students have been informed by their institutions that they will not receive a GCSE grade this year.

Let me give noble Lords the case of a young man from Oxford—I apologise to the Minister for throwing this out now and I will give her the correspondence afterwards. Due to personal reasons, he had to be home educated and do his own learning for biology, chemistry and physics at GCSE and A-level. He had a place at a university, but he has been told—I presume that this is true of other young people too—that he will not get a grade because he was an external candidate, not through a school. That is incredibly worrying. Could the Minister look at this issue?

Finally, I go back to mainstream schools. If, God forbid, a pupil is tested as Covid positive, who tells the school? Who tells the head teacher? Is it left to the parents to inform the school? Who is it left to? I am told by head teachers that there are no processes whereby the testing regime should automatically inform the head teacher. That is crucial for the well-being of schools and pupils, and to making the return to full-time education successful.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, I join the noble Lord, Lord Watson, in thanking young people for their resilience during a crisis this summer that no-one intended them to have to go through. I repeat to your Lordships’ House the apology made by the Secretary of State and in my letter to noble Lords. I thank the noble Lord for his wish to work constructively on these matters.

On schools reopening, the main guidance to put in place the hierarchy of controls, on the need for bubbles or for year groups to be kept separate in secondary schools was issued on 2 July—well in advance of the end of summer term—and enabled schools to prepare. However, for the thankfully very small number of situations where there are additional restrictions, the guidance was issued only recently.

On the noble Lord’s questions about exams, it is important to remember the principle that Ofqual was a body created by Parliament. It was created by statute and is answerable to Parliament. There are good reasons in principle why the regulation of public examinations in this country is not subject to direct government interference. It was Ofqual’s responsibility to have the data to develop the algorithm and then send that algorithm to the various examination boards. There was a reaction at the stages at which the department was made aware of additional concerns and Ofqual met regularly with the department even from before the announcement was made for exams to be cancelled. The department reacted, but Ofqual is the independent regulator.

On sharing data, in the week running up to the A-level results the system was as per any normal year. On the Monday or Tuesday some headline data is given to the department. On the Wednesday that data is shared with schools and is then published on Thursday. To respect the normal division of responsibilities between the department and Ofqual, that long-standing practice was abided by and Ministers did not see the detail of results for individual students or the schools that would have been affected.

Only a tiny fraction of BTEC examination results remains to be communicated to students. That is where further information is needed. Each year there are normally, unfortunately, a small number of results outstanding. Pearson has assured us that it is working to issue these remaining results as soon as possible.

It is envisaged that the first services from the national tutoring programme, which is being delivered by the EEF and Teach First, will be delivered in the second half of the autumn term.

On the specific questions on early years catch-up, of the £350 million tutoring programme, £8 million has been awarded to Nuffield for early language development and there was an announcement that there will be small-group tuition for disadvantaged 16 to 19 year-olds. They are now included in the catch-up.

On the issue around special educational needs students, as noble Lords will be aware, the Oak Academy’s provision of online lessons has of course included some for those with special educational needs. The guidance and the links to the various resources on the Department for Education’s website include links to these. We have been working closely with the sector. Over the next year an additional £730 million will go into the high-needs budget, meaning that it will have grown by £1.5 billion, or 24%, in just two years. We are responding on special educational needs. The £650 million of main catch-up funding going out to schools has been weighted per pupil for specialist schools, because we recognise the higher per pupil costs in those settings.

There will be a contingency plan for examinations next year. There has already been guidance on the curriculum so that schools knew what they were doing from the moment they came back. For instance, in English literature they know that pupils will potentially be examined on only three of the four set texts and there have been changes to field work in geography, et cetera. The question of whether there will be a delay was part of Ofqual’s consultation on the 2021 series, and that will be confirmed as soon as possible.

There is now a higher education task force, chaired by Michelle Donelan, the Minister for Universities, which meets regularly with Universities UK and other stakeholders to work with the sector on the implications of the change in the awarding of grades for A-levels.

Turning to the questions raised by the noble Lord, Lord Storey, I specifically checked and, while it is my personal preference to read the Statement, I was told that in this hybrid situation I do not repeat it. However, I put my view that I want to read it to noble Lords because it helps.

A lot of specific guidance has had to be set out for the sector. Officials and the sector have worked very closely to try to get the right boundary in not being able to be prescriptive, because we have over 20,000 schools in about 70,000 buildings. There must be the framework and the principles for head teachers and other school leaders to make their risk assessments and the changes to their buildings.

Masks are recommended only where we have something such as a tier 2, where there is a local lockdown, but schools can advise their students on that. I hope that the guidance is not contradictory on that matter.

Disadvantaged pupils are of course a concern for noble Lords and for the department. That is why there is the £1 billion catch-up fund. On excluded pupils, many of whom will have been in alternative provision, all schools reopening includes AP schools. At the end of the summer term we announced additional funds for those leaving AP to make sure that they had additional support and did not end up not in education, employment or training. We are working to ensure that they do not fall within the gaps.

On home education specifically, yes, we are particularly concerned. Going back to the cancellation of exams and the work the exam centres did, obviously some home-educated students then register at a school and sit their examinations in that school. As far as possible, we asked those schools to evaluate the performance of that student if they had any data on which to do so, but of course there were situations in which it just was not possible. That is also about the integrity of head teachers and teachers who did not feel they could give a grade. That is why the autumn series of resits in all subjects will be so important, particularly for home-educated students.

There was a recent consultation from the department on whether to have a register with local authorities and whether to pay exam fees for home-educated students, because we are concerned about the rise in the number of home-educated students. The reasons are not, as perhaps they were 10 or 20 years ago, well-meaning parents. Some who are in home education are potentially not getting the education they deserve, but we do not have the data. I will update the House as soon as I can on what is happening with that consultation.

Finally, I thank noble Lords for their support. I hope we can work constructively, going forward.

[The Deputy Speaker (Lord Lexden) (Con)]

My Lords, we now come to the 20 minutes allocated for Back-Bench questions. I ask that questions and answers be brief, so that I can call the maximum number of speakers.

[Baroness Bull (CB)]

My Lords, the combined impact of schools’ closure during lockdown and the discriminatory effect of the grading algorithm has further widened the education and attainment gap between pupils from less-advantaged backgrounds and those privileged to attend better-resourced, fee-paying schools. Can the Minister say what discussions are taking place with the independent school sector about its potential contribution to the national effort to help disadvantaged pupils catch up? For example, donating tutoring capacity or access to high-quality outdoor facilities such as sports grounds would not only help the children most in need but would justify the charitable status these schools enjoy.

[Baroness Berridge (Con)]

My Lords, forgive me; the noble Lord, Lord Storey, also asked about the attainment gap. At the moment the department is seeking as quickly as possible an assessment of what education has been lost and the effect on the attainment gap. We appreciate the EEF’s work, and there have been other reports. There is a procurement out at the moment so that we can assess not all pupils, obviously, but get a better base as to what has actually happened, allowing the next few weeks for things to settle down in schools. Teachers will be assessing that at the moment.

Independent schools are very keen to engage. I personally have been engaging with them through the Independent Schools Council and the Boarding Schools’ Association. They offered some summer clubs over the school holidays, but in my next meeting with them I will take to them how we can structure more their desire to help.

[Lord Caine (Con)]

My Lords, given that examinations are by their very nature socially distanced and that most schools broke just before the exam period, some of us wonder whether the wholesale cancellation of all exams was absolutely necessary. On postponing next year, the Schools Minister yesterday highlighted the need to consult the devolved Administrations. What formal structures are being considered to ensure that in future there is a properly co-ordinated approach to these matters across the whole of our United Kingdom?

[Baroness Berridge (Con)]

My Lords, on the cancellation of exams, I think we need to cast our minds back. At the time exams were due to start, no secondary school pupils had been back in the building and the confidence was not there among parents. I hate to think of the trauma we could have caused by children going straight from lockdown into an invigilated situation. It just was not possible, and the department was commended on a decisive decision at that moment that exams were cancelled. So, with the best will in the world, that was the right decision and we stand by it.

On communication with the four nations, only yesterday officials were in a four-nations meeting. There is regular dialogue at both ministerial and official level with the four nations. For instance, the direction letters sent by the Secretary of State to Ofqual were copied to each of his three counterparts in the nations. We are working closely. It is unfortunate for all young people that none of the four nations managed to deliver the standardisation that we had intended to deliver and believed was best for children.

[Baroness Morris of Yardley (Lab)]

It makes sense to have a back-up plan for the examinations next summer, and the Minister mentioned contingency plans. I am not clear whether the Government are considering anything other than a delay of four or so many weeks. There is gathering support for the idea of moderated assessments throughout the school year. Is something like that being considered by the Government? If so, why have details not already been announced? Term has started and teachers need to know how their children might be assessed before they start the academic year.

[Baroness Berridge (Con)]

My Lords, yes, there will be a 2021 contingency plan. As I have mentioned, Ofqual has already consulted in relation to 2021, and one of the suggestions in that consultation was a short delay to the sitting of exams. I cannot remember offhand whether moderated assessments were part of that consultation, but this highlights again the issue of what form the examinations will take. There is the direction of government policy, but then it is for Ofqual to run that. I will make sure that the idea of moderated assessments is put forward. As the noble Baroness will probably be aware, Ofqual has delegated to a sub-committee of its board chaired by Amanda Spielman, who will take forward what the system will be for examinations next year. We recognise that decisions need to be made as soon as possible.

[Baroness Smith of Newnham (LD) [V]]

My Lords, I refer to the register of interests; I am a Cambridge academic. The Statement the Minister did not have the opportunity to read to the House states:

“To ensure that students can progress to higher education, we intend to remove the temporary student-number controls that had been introduced for the coming academic year.”


There is then also a discussion about deferring places for students who got their grades this summer. What impact do the Government expect these changes to have on students just entering year 13? They have had their year 12 education damaged or impeded and will potentially face a challenge for places next year.

[Baroness Berridge (Con)]

My Lords, until students enrol at the end of this month—clearing is still going on at the moment—we will not know the enrolment for this year and the implications for higher education institutions. Obviously, the process is beginning for next year’s students, and I know that some schools used the one-on-one contact with students at the end of last term to talk to them about that process and their personal development statements. Of course, there are offers of deferral to next year for this year’s students, as an option when courses are full and they do not want to be on a substitute course this year. Further details of the impact on next year and the decisions that need to be made will be given as soon as possible.

[Lord Birt (CB) [V]]

My Lords, I ask the Minister to define conceptually for education—and indeed for other Whitehall departments—where power, responsibility and accountability begin and end, both for the now-misnamed Permanent Secretaries and for Secretaries of State.

[Baroness Berridge (Con)]

My Lords, in this sector I have outlined where the responsibilities of Ofqual and the department are in relation to this matter. I myself am bound by ministerial responsibility. On this matter, the Prime Minister made clear that it was time for new leadership at official level, and sadly the Permanent Secretary agreed to stand down.

[The Senior Deputy Speaker (Lord McFall of Alcluith)]

I call the noble Baroness, Lady Verma. No? I call the noble Lord, Lord Knight of Weymouth.

[Lord Knight of Weymouth (Lab) [V]]

My Lords, I remind noble Lords of my educational interests. The Education Select Committee warned Ministers in May that the model used for exam gradings may be biased against young people from disadvantaged backgrounds. The former director-general for schools, Sir Jon Coles, warned them again in July, and so did Tim Oates from one of the exam boards, also in July. What happened in Scotland with Highers previewed the chaos in England. The Minister of State for Schools has Ofqual in his list of responsibilities. Did he ask questions of Ofqual following those warnings? When did he know that the model was not going to work?

[Baroness Berridge (Con)]

My Lords, in relation to the situations the noble Lord outlined, yes, there were meetings between Ofqual and the department. We always knew that there were limitations within the system, but the department was reassured that those limitations could be dealt with by an appeals system. As evidence that there were discussions, shortly after the situation arose in Scotland, we introduced the ability for students to appeal on the basis of mocks. When it became apparent after the issuing of the A-level results that the anomalies between grades were such that it was more just to award on the basis of assessments by teachers, the scales tipped and the grades were awarded on that basis. But at every stage, when those warnings were issued, the department reacted, responded and was reassured.

[Lord Addington (LD)]

My Lords, when it comes to the taking of exams—the gong that has clanged loudest over this—some with special educational needs take exams slightly differently, such as those who have to dictate to an amanuensis. Are we establishing a process where we know what will be required of that person? Many people—for instance, someone with severe dyslexia or even a damaged hand—will dictate their exam to some other person. That means sitting close to them in a confined room. Are we looking into how this will be done? Is there a testing process? Or, are we going to take the revolutionary step of saying that you can use assisted technology in public examinations on a mass scale? I wonder whether the Government have any idea about this for the autumn.

[Baroness Berridge (Con)]

My Lords, I always try to come very well prepared, particularly on special educational needs and disabilities, but on that issue, which I think may be within the province of Ofqual, I do not have a detailed answer for the noble Lord. But I will write to him, since it is important, with social distancing, to enable all students to sit examinations in the autumn.

[Baroness Meacher (CB) [V]]

My Lords, I, too, welcome children’s return to school. But I rise to express my considerable concern about parents with severe underlying conditions, who received letters from the department earlier this year warning them not to leave their homes because they were at such risk from Covid-19. These parents are now risking their lives to send their children back to school. The Minister mentioned that there will be a small number of home test kits for anyone who develops symptoms. What plans do the Government have to provide home test kits to enable daily testing of children of the most vulnerable parents? These kits would need a rapid return of results—ideally, within about 10 minutes. Only then could these families hope to continue to lead normal lives. I think this is urgent.

[Baroness Berridge (Con)]

My Lords, it is my understanding that, although people received those letters earlier in the year, shielding ended on 1 August. In relation to the test kits, there are initially 10 per school for school leaders to distribute to families or support staff who might have difficulty accessing a test either by post or by attending one of the mobile centres. Test results should be received within 24 hours and unfortunately not within the 10 minutes the noble Baroness suggested.

[Baroness Bennett of Manor Castle (GP) [V]]

My Lords, I welcome the assurance from the Minister in response to the question from the noble Baroness, Lady Morris of Yardley, that moderated assessment will be considered for next year. But is this not an opportunity—given that in our age of shocks, there could be a more resilient and secure method of testing—to allow students to show what they can understand and think critically about in coursework, rather than relying on the 20th-century, old-fashioned idea of testing what people can regurgitate in exams?

[Baroness Berridge (Con)]

My Lords, although I agree to take back the suggestion to see whether it was in train or any one of the processes, the Government stand by their view that, as this year has shown, the fairest way to assess student attainment is by public examinations, and that is what we expect to do next summer.

[Lord Lucas (Con) [V]]

My Lords, I declare my interest as editor of the Good Schools Guide. We review tutoring companies, and private tutoring has been one of the great successes of independent education in the last 10 years, with an enormous increase in both quantity and quality. I congratulate the Government, therefore, on the introduction of the National Tutoring Programme, which I believe will be a great support to those children who can access it. But I am surprised to be told that many of the most successful tutoring companies with the highest reputations are to be excluded from competing for part of that contract. Can my noble friend tell me what is going on?

[Baroness Berridge (Con)]

My Lords, it is an integral part of catching up for disadvantaged students to have access to small-group tuition. We hope that this will be one of the changes that Covid-19 brings about, through the use of remote education, for example. In relation to the programme, Teach First is providing it where there must be a person physically in the building—certain schools will need one person to devote themselves to their cohort—but other tutoring will be delivered remotely. That is being delivered through the grant to the Education Endowment Foundation. If the noble Lord could send me details of those companies, the foundation is seeking to make sure that the best tutoring out there is made available to disadvantaged students.

[Baroness Blackstone (Ind Lab)]

I want to press the Minister on the question asked by the noble Lord, Lord Birt, because, regrettably, I do not think her answer was satisfactory. Was it not the Secretary of State who decided not to follow the example of the Scottish Government to bring back teacher assessments instead of Ofqual’s algorithms, which were leading to gross injustices to many students? In these circumstances, why did the Secretary of State not resign, when the Permanent Secretary was shown the door? Surely, this is an abrogation of our constitutional principle that Ministers take responsibility in the end.

[Baroness Berridge (Con)]

My Lords, I have outlined to noble Lords that once issues were raised about the Scottish results, there were concerns that they should not be repeated in England. That was the moment at which that could be compensated for by the introduction of an additional appeal based on a valid mock. There was a response; it is not that nothing was done once we were aware. When issues were brought to our attention, matters were dealt with.

[Baroness Garden of Frognal (LD)]

My Lords, this summer’s debacle threw up a massive disadvantage gap between state and independent schools. The latter continued with online teaching and learning to far greater effect than the former. Following the question from the noble Baroness, Lady Bull, and the Minister’s answer, independent schools are always ready to play their part, so can the Minister say why the National Tutoring Programme has a minimum of 500 students to access, when most independent schools have only about 390? They would be asked to tutor more pupils than they actually teach.

[Baroness Berridge (Con)]

My Lords, the National Tutoring Programme is to deliver small-group tutoring, envisaged to be for groups of about four or five pupils. I will have to write to the noble Baroness about the details of the disparity and the numbers she outlines.

[Baroness Altmann (Con)]

My Lords, given the scientific evidence that schools are extremely low-risk environments for the spread of Covid-19, and the harm already suffered by children from not being in school, I am delighted that the Government are now getting on with seeing children back into school. I will ask my noble friend two questions, if I may. First, could she reassure the House—she may have just done so—that the Government intend that exams will be sat by years 11 and 13 next year, given that that is so important? We do not want to see another cohort disrupted like this year’s. Secondly, could she help us understand the criteria the Government want to use to decide which children receive the special remedial help for disadvantaged children, and by whom these decisions will be made?

[Baroness Berridge (Con)]

My Lords, it is wonderful that we are all in agreement that it is great to know that, as we stand here, so many children are back in school today, where they belong. It is the expectation that exams will be taken in 2021. In relation to the delivery of catch-up support, the majority of the £1 billion has gone out through the normal system of core funding for schools, because it is the schools on the front line that know which of their students have fallen furthest behind during the lockdown period. They have been given information from the Education Endowment Foundation on how best to use that money to support students. We trust the professionals to make those judgments and we are aiding them to do that.

Tutoring support will be offered with about a 25% cost reduction. We have given guidance that some of the £650 million will be spent on buying in the tutoring that we are providing at this heavily subsidised cost. We have confidence in the head teachers who, today and tomorrow, will know how their pupils have fared—some of whom they, sadly, will not had any contact with for many months.

[Lord Holmes of Richmond (Non-Afl) [V]]

My Lords, I declare my interests as set out in the register. Does the Minister agree that education is one of the few means by which we can go beyond our circumstances and achieve our potential? To this end, is the department considering an equality impact assessment into what happened this summer, not least the impact on white working-class young men and indeed all other protected characteristics?

[Baroness Berridge (Con)]

My Lords, I am sure I am not alone in saying that education has enabled me to go way beyond my circumstances. It is vitally important that we know the impact that policies have on different communities. Ofqual published an equality impact assessment when it launched its consultation on the 2020 exams and it will publish a similar document in relation to the examinations next year.

[Lord Wood of Anfield (Lab)]

My Lords, I want to take the Minister back, I am afraid, to the process leading up to the announcement of A-level results, because the process that she described is really quite extraordinary. It is not that there was no consultation between the Minister and Ofqual, it is that there was consistent regular dialogue, with questions asked and answers given, and yet the fiasco that we now know about still unfolded. It does not say much for the competence of the Minister that, despite intense scrutiny, conversation and demands for answers, we still ended up with the scale of the discriminatory fiasco that emerged. I ask again: how can it possibly be justified that the accountability and responsibility principles applying to the Permanent Secretary and the Ofqual head do not also apply to a Minister who was so embroiled in the process for weeks and months in the run-up?

[Baroness Berridge (Con)]

My Lords, as I have outlined, during that process, reassurances were given that the limitations of this system could be dealt with through an appeals process. Noble Lords will have seen the incremental changes in that appeals process. I have outlined the introduction of mocks after the Scottish results. When the balance changed, the most just of the two systems became the use of only teacher assessments. That is when the decision in relation to using only teacher assessments was taken, but that decision was for Ofqual, in agreement with the Secretary of State.

Industrial Training Levy (Engineering Construction Industry Training Board) Order 2020

Baroness Berridge Excerpts

Wednesday 2nd September 2020 Grand Committee

Moved by

[Baroness Berridge]

That the Grand Committee do consider the Industrial Training Levy (Engineering Construction Industry Training Board) Order 2020.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, engineering construction as a label is not easily understood, but as the country responds to and recovers from the impact of Covid-19, there can be no doubt about how reliant we are on a skilled engineering workforce.

I ask your Lordships’ House to consider how different our lives would have been in recent months without the electricity, oil, gas and nuclear industries being able to cope with the shifts in demand on power supply; without access to clean, healthy water systems; or without the right infrastructure to enable the food industry to meet an unprecedented demand from the public—and, critically, to consider how much our hopes lie with the pharmaceutical industry being able to identify and roll out a vaccine to this terrible virus. All this is enabled by the engineering construction sector.

As noble Lords know, this House passed legislation only last year to ensure that Britain meets the Committee on Climate Change’s ambitious target to reduce emissions to net zero by 2050. These challenges, whether brought about by Covid, climate change or clean growth, mean that investment in skills and training and supporting young people into jobs in engineering construction are now more important than ever. This goes to the heart of the Engineering Construction Industry Training Board, known as the ECITB. The order before your Lordships will enable the ECITB to continue to play its role in securing and maintaining a sufficient supply of highly skilled labour in the engineering construction industry.

Established in 1964, the ECITB—then named the Engineering Industry Training Board—is industry led and is there to ensure that the engineering construction industry has a highly skilled workforce. It provides targeted training grants to employers to enable workers to access and operate safely on engineering construction sites, drive up skill levels and incentivise training that would otherwise not take place. It also supports strategic initiatives to maintain vital skills in the industry and create a pipeline of skilled workers.

The ECITB is responsive to the needs of the engineering construction industry. During lockdown, it swiftly introduced a package of support measures including a scheme to retain apprentices and graduates and a new scholarship to support new entrants. Over the coming three-year levy period, the ECITB expects to raise around £80 million, to be invested in skills training. The latest available figures show that in 2018, 99.4% of the levy raised went directly into supporting training.

Turning to the detail, I wish to thank the Secondary Legislation Scrutiny Committee for considering this draft order. The key change from the previous 2017 levy order is an increase in the levy rate for offsite employees. These offsite workers are defined by the geographical location of their work, which is mainly at a distance from an engineering construction site such as a chemical works or power station.

The offsite rate is increasing to reflect the substantial growth in demand for training grants for offsite workers in recent years. Last year, offsite training took out almost 25% of total grant expenditure, yet paid in only 13% of the total raised. The ECITB considers that the demand for offsite training is likely to increase further still as companies harness opportunities from new technologies and more work is conducted remotely. This increase from 0.14% to 0.33% of an employer’s annual payments to workers for services is being phased in over the three-year period of this levy order to minimise its impact on employers. Noble Lords will be reassured to learn that the sector affected gave overwhelming support for the increase. The rationale for a fairer split between who contributes to the pot and who can take from it is clear.

This order also recognises that SMEs are a critical part of the engineering industry but at the same time are less likely to have an in-house training budget. As such, it retains the exemption thresholds from the 2017 levy order, which ensure that smaller engineering construction firms can access the support that the ECITB provides without having to contribute financially. The ECITB expects that around 25% of all establishments within the scope of the levy will be exempted from payment.

The ECITB has consulted industry on the levy proposals via its consensus process. Consensus consists of two tests: both the majority who pay the levy and those who pay more than half the levy raised must agree to the proposals. I assure noble Lords that both tests have been overwhelmingly met. To summarise, 75% of all companies in scope of paying the levy, who together are likely to pay 87% of the value of the levy, voted in favour of the proposals before us. This is testament to the value in which the ECITB is held by industry and the recognition that there is a long-term skills challenge, which can be addressed only through collective action.

This order will enable the ECITB to continue to carry out its vital training responsibilities. As the country responds to the Covid-19 pandemic, this is now more important than ever. I beg to move.

--- Later in debate ---

[Baroness Berridge (Con)]

My Lords, I thank noble Lords for their contributions to this debate today and will endeavour to answer many of the questions that have been raised. First, I join the noble Lord in his tribute to the noble Lord, Lord O’Neill, recognising his contribution to the sector. I extend my sympathies.

The noble Lord, Lord Addington, asked how we are encouraging people into this industry, specifically those with special educational needs. I thank the noble Lord for the question. The industry training boards exist in specific industries and are mainly funded by statutory levies on employers in their sectors. Employment in the engineering construction sector is linked to the project life cycle, which means that there is a high number of temporary workers and a lot of movement between employers. As a result, the need for high-level skills is not necessarily met in the training on a particular job, so the cost can be high for employers. Many of the core engineering skills are transferrable in the sector. I will unfortunately have to repeat this to the noble Lord, Lord Addington, as he will be in receipt of a second letter this afternoon from the chair of the ECITB on these specific issues. The ECITB is bound by the equality duties, so it is under an obligation to ensure that a diversity of people is recruited into the sector.

My noble friend Lord Bourne asked whether the ECITB is of another world. It is not. It has shown itself to be valuable, as was demonstrated when it was reviewed in 2017, when the decision was made to retain it. Other options were looked at, but it was seen that the payment of the levy was still supported and was dealing with an issue across the sector. The Covid pandemic poses particular challenges for employers and learners across the sector, so we would argue that the levy is more important than ever in ensuring resilience and the entry into and retainment of people in the sector. We know that the ECITB is firmly committed to doing all that it can to ensure that vital skills are retained in the sector, despite the ups and downs of particular projects.

On apprenticeships, I assure my noble friend Lord Bourne that a redundancy service has been launched, as we recognise that the Covid pandemic has affected them. He will be aware that specific funding of £1,500 per apprenticeship and £2,000 for any apprenticeship for people under 24 has been announced by the Government to try to ensure that new entrants are coming into the sector. As the Minister responsible for school capital, I am sure that he will also be aware of the build, build, build process, in which engineering construction will be vital.

I saved the concession for the noble Lord, Lord Hain. There is a recognition that there has been a market failure. It is addressed by a collective action, ensuring that across the sector there are appropriate training opportunities for people. That is part of the reason for the collective role of the board, which is distinctive. Apprenticeships are often employer-based, so this is a particular issue. The levy supports the industry well and has industry support. It is developing with working practices—hence we see the change in the percentage being asked for for offsite workers. As we have all seen in the Covid pandemic, there has been a recognition in many sectors other than engineering construction of the ability to work remotely—for example, if you are working on a nuclear plant or in a chemical works. The board and the levy are showing themselves fit for the developing world we live in, particularly post this epidemic.

Noble Lords will be aware that the Secretary of State for Education has talked about further education, further education, further education. The lack of parity sometimes between higher education and further education has meant a lack of investment in the skills that industries such as this need. We will soon be announcing details of the £2 million kickstart scheme for young people.

I want to move on to the points raised by the noble Baroness, Lady Garden of Frognal, about the apprenticeship levy and the potential difficulties for those who now pay both levies. She also commented on construction training qualifications. First, let me be clear that the ECITB levy and the apprenticeship levy fund different activities. Funding from the apprenticeship levy supports apprentices across all sectors and occupations, whereas the ECITB is specifically for the engineering construction industry, using levy funds to provide direct grants to employers to train staff or to develop the skills of their existing workforce. As I said, it is collective rather than employer based. It funds more than apprenticeships, although I recognise that apprenticeships are offered at various different levels. That sector-specific support may and does support apprentices within engineering construction in addition to the apprenticeship levy support. It is true that some organisations are in the scope of both levies. Even so, the sector has shown strong support for the ECITB levy. I reiterate that 75% of all levy payers, who between them are likely to pay 87% of the levy, voted in favour of the proposal that your Lordships’ House is discussing today.

I take this opportunity to emphasise that the levy order under debate is for the ECITB. Engineering construction is a specialised industry that underpins delivery, maintenance and decommissioning of the UK’s critical infrastructure. It is different from an industrial training board supporting skills in the broader construction sector, which is not for discussion today.

Regardless of the specific sector, I reassure noble Lords that training and qualifications are at the forefront of the Government’s plans for recovery. We are scaling up the National Careers Service and investing more money in offering 30,000 traineeships, as well as providing the additional funding for apprenticeships that I have outlined.

The ECITB recognises the need for diversity. I also have the pleasure of being the Minister for Women; I hosted a remote round table when it was International Women in Engineering Day, where I believe I had before me the only female BAME structural engineer working on the big sewage tunnel under London. I look forward to the day when I will be able to visit her on site. Therefore, there is a focus on that, and the industry recognises—the Government have various initiatives on this as well—that we need to increase the number of women studying STEM subjects, which is often a precursor to entering engineering and construction. However, there will be a focus on and the launch of the new T-levels. Although the Government support and recognise the value of vocational qualifications, there is too much complexity within them. There has been a review to ensure that good qualifications are maintained and offered clearly to young people—as clearly as the routes to higher education are outlined.

I thank the noble Lord, Lord Watson, for his questions. First, on whether the ECITB intends to return or retain levies paid this year or reduce levy payments in 2021, it does not have the legal power to issue levy rebates. It derives its powers to collect a levy through the Industrial Training Act 1982, the 2017 levy order and, once it is made, this order. This legislation would need to be amended to allow the ECITB to give rebates. Therefore, it does not intend to reduce levy payments in 2021. Given the impact of Covid-19, it is more important than ever that the ECITB is able to support employers to retain workers both immediately and in the longer term.

In response to the challenges created by Covid, the ECITB has introduced a package of measures to help industry, including: a Train to Retain scheme to help employers retain apprentices and graduates, which I outlined; a new scholarship scheme to support trainees embarking on engineering construction careers; and increased investment in digital training and assessment tools. Furthermore, the ECITB uses levy funds to strengthen the industry in the long term. By supporting employers to make sustainable investment in training to maintain vital skills and to create a pipeline of skilled workers, this helps to future-proof the industry. Without that investment, there would be a shortage of skilled workers to deliver infrastructure projects that will form part of this country’s recovery.

On the noble Lord’s question about the reasons for employers opposing the levy, the ECITB does not ask employers to document their reasons. However, I point out that of the 25% that the noble Lord outlined in his speech, 10% of levy-paying employers did not support the proposal, and 15% just did not respond.

The noble Lord also asked me to explain the reason for the phased increase in the levy rate for offsite employees over the three-year levy period. The offsite workforce consists of everyone who is working at a geographical distance from the site, and, as we can anticipate, the size of that offsite workforce is increasing; currently it represents 53% of the overall industry workforce. I should point out that while the offsite levy rate is increasing, it will remain significantly lower than the site levy rate. In the first year during which the levy will have an impact, it will increase by only 0.06%. Of the 129 employers who pay the offsite levy and were eligible to vote, 78% voted in favour of the levy.

Noble Lords will be aware from previous debates that the ECITB exists because of the support it receives from employers and employer interest groups in the engineering construction sector. It continues to be the collective view of industry that training should be funded through a statutory levy system to secure a sufficient pool of skilled labour and the future of the sector. There is a firm belief that without the levy, there would be a serious deterioration in the quality and quantity of training in this sector that would create particular challenges in the current economic climate, as such training is vital for meeting various infrastructure projects, including those relating to the environmental challenge of reducing the UK’s carbon emissions to zero. I commend the order to the Committee.

Motion agreed.

Schools: Arts Teaching

Baroness Berridge Excerpts

Wednesday 22nd July 2020 Lords Chamber

[The Earl of Clancarty]

To ask Her Majesty’s Government what support is planned for the teaching of arts and other creative subjects in schools (1) online, and (2) in classrooms, as the restrictions in place to address the COVID-19 pandemic are lifted.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, the department is committed to high-quality education for all pupils during this difficult time, including in the arts and other creative subjects. We have introduced several initiatives for schools and parents, including signposting to a range of online resources, including BBC Education, the Oak National Academy and other professional organisations, such as Music Mark and the National Society for Education in Art and Design. On 2 July, the department published detailed guidance to support the return to full-time education in September.

[The Earl of Clancarty (CB) [V]]

My Lords, there is considerable concern that so-called core subjects will be prioritised in the autumn and arts subjects sidelined, with particular worries about subjects studied in year 10—a worry further fuelled by the comments of the CEO of the Harris Federation. Will the Government ensure that, come September, a broad and balanced curriculum will mean precisely that from the off, and that students will have a wide GCSE choice, including arts and design subjects? Does the Minister agree that arts in schools are currently urgently needed to play a central role in the country’s mental recovery from Covid?

[Baroness Berridge]

My Lords, I concur with the noble Earl that arts, PE et cetera, are vital to the well-being and recovery not just of children but of adults. Yes, the guidance makes clear that schools should return to a broad and balanced curriculum, with some flexibility, though, for teachers in relation to how pupils recover in the core subjects. Key stage 4 students should be expected to continue to study all their examination subjects. However, there may be exceptional circumstances where it is best that a pupil is not entered for the full range that they were intending to study next year, but we leave that matter with school teachers. As I say, it is exceptional: the noble Earl will be aware that Ofsted will begin visiting schools again in September, and the breadth of the curriculum is one of the matters it will be discussing collaboratively with schools.

[Lord Baker of Dorking (Con) [V]]

I declare my chairmanship of the Baker Dearing Educational Trust, which sustains and supports 48 university technical colleges. I am afraid that I do not share the Minister’s optimism. There is a real danger that in GCSEs next year the arts and cultural subjects are likely to be dropped or made second rate—indeed, the advice from Ofqual and examining boards is to focus just on eight academic subjects. This is extremely disadvantageous, because these subjects are popular with disadvantaged and less gifted children and should be available. The Government should make sure that they are preserved. Since 2010, these subjects have dropped by 25% to 30%. What has happened to the broad-based curriculum I introduced in the 1980s?

[Baroness Berridge]

The broad base is now the broad and balanced curriculum, which was introduced as the new Ofsted framework last September. My noble friend is correct that we want to see the broad curriculum taught from September. We are also aware that extra-curricular use of arts and music is important for arts subjects, for which we fund a number of initiatives, including the essential life skills course for opportunity areas, which focuses on extra-curricular activities for disadvantaged children in those areas.

[Lord Berkeley of Knighton (CB) [V]]

I am afraid the noble Lord, Lord Baker, is absolutely right. Will the national plan, which expires in 2020, be continued and funded? Does the Minister agree that the acquiring of creative knowledge—the technique to play an instrument or sing—requires constant practice, which has of course been unavoidably broken? We need to replenish the minds and muscles of the young.

[Baroness Berridge]

I assure the noble Lord that the national plan introduced in 2011 will be refreshed. Unfortunately, due to Covid, that and the development of the model curriculum for key stage 1 to 3 had to be put on hold. As someone who has recently taken up a musical instrument, I can only agree that practice is important. In our guidance issued at the beginning of the month, we have given flexibility to the curriculum that will enable not just core content in maths but core skills in music teaching.

[The Lord Speaker (Lord Fowler)]

Baroness Bakewell. No? I call the noble Lord, Lord Storey.

[Lord Storey (LD) [V]]

In a reply to my Written Question on arts subjects in schools, the Minister said that all

“maintained schools are required to teach the full National Curriculum, including art and design, and music”

and creative subjects, while, as she knows, academies do not have to do this. Why is this? If she is keen to have a broad and balanced curriculum that provides opportunities for creative subjects for all pupils, surely this needs to be changed.

[Baroness Berridge]

My Lords, the noble Lord is correct that teaching the national curriculum is not compulsory in the academies sector. However, Ofsted inspects all maintained and academy schools to the same standard of the broad and balanced curriculum; its inspection framework now includes whether children’s cultural capital is being improved. Ofsted judges all schools to the same standard.

[Lord Watson of Invergowrie (Lab) [V]]

My Lords, studies have shown that the arts can improve young people’s cognitive abilities and contribute to raising the—[Inaudible.]—particularly for children from lower-income backgrounds. The Secretary of State for Education seems to agree; two weeks ago he said that

“it is important that the curriculum is full, broad and balanced and includes the arts and humanities, sports and so much else”.—[Official Report, Commons, 2/7/20; col. 541.]

The guidance which the Minister just referred to contains similar aspirations. Can she explain how the Secretary of State believes this can be achieved while the Government maintain their policy of driving up the number of pupils sitting EBacc subjects, which narrow the curriculum?

[Baroness Berridge]

My Lords, I hope I have got the tenor of the question—it was a bit difficult to hear. Although there have been fluctuations in the take-up of arts subjects at GCSE and A-level, over the last 10 years they have remained broadly stable. Any decrease in numbers was present before 2010, so it is not correct to link those fluctuations to the introduction of the EBacc. As I said, Ofsted inspects against a broad and balanced curriculum. It is important to remember that, although for students who want to specialise in arts subjects it is important to take the examinations, we fund specific initiatives to make sure that arts and music activities in particular are part of extra-curricular education for many more students than take examinations in those subjects.

[Lord Moynihan (Con) [V]]

Will my noble friend consider establishing an innovation fund for charities to support the adaptations the charity sector in education will need to make to provide specialist services to support the teaching of arts subjects, so that vulnerable children and young people can benefit from the extensive support which could now be unleashed by the charitable sector, focusing on digital innovations and access as we emerge from the crisis?

[Baroness Berridge]

My Lords, in relation to music, one of the things in establishing the national plan and the hubs was that they would help in music practitioner training. An important thing we have seen in looking at the subjects undertaken is that art and design has become more popular over the last 10 years. However, we recognise—and fund—an enormous amount of initiatives, such as the National Youth Orchestra, to give young people opportunities to participate.

[Baroness Bull (CB) [V]]

My Lords, dance is perhaps unique in the curriculum as it provides intellectual, emotional, social and physical education in a single subject. It is therefore particularly well placed to address the negative impacts of lockdown on children’s emotional and social skills, mental well-being and physical fitness. Can the Minister say why the published guidance makes no reference at all to dance? When can schools expect to receive guidance on specific safety measures related to the teaching of dance in or alongside the curriculum?

[Baroness Berridge]

My Lords, dance is included in PE, which we have promoted particularly in primary education through the £320 million PE premium. However, the noble Baroness is correct that dance provides young people with emotional and physical exercise. She will be aware that for young people and adults we give dance and drama awards to those who are exceptionally talented, like the noble Baroness, so that they can go on to study at specialist institutions.

[Lord Knight of Weymouth (Lab) [V]]

I remind noble Lords of my interests in the register. The initial focus for school leaders in September must be the well-being of children. Studying music is known to improve health and well-being as well as attainment. Given the restrictions currently in place on choirs and instrument lessons, as the noble Lord, Lord Berkeley, asked, when will the Government renew the national plan for music education and show how we can resume the music education to which all pupils are entitled?

[Baroness Berridge]

My Lords, unfortunately I do not have a timeframe for when the national plan will be refreshed. Although the noble Lord is correct that there is mention in the guidance about not singing or playing wind or brass in larger groups, there is a hierarchy of controls to enable those activities to take place in smaller groups, such as doing it outside, making sure that shared instruments are disinfected, et cetera. When the £1.57 billion to support the arts sector was announced, scientific research was also commissioned from Imperial College London and other institutions so that we could understand more about the risks of these activities.

[The Lord Speaker]

My Lords, the time allowed for this Question has elapsed.

Covid-19: Social Mobility

Baroness Berridge Excerpts

Tuesday 21st July 2020 Lords Chamber

[Baroness Massey of Darwen]

To ask Her Majesty’s Government what steps they are taking to address the impact of the COVID-19 pandemic on social mobility.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, the Government are committed to levelling up opportunity across the country. The £1 billion catch-up package announced on 19 June is designed to tackle the impact of lost teaching time. Included in the package is a national tutoring programme worth £350 million to increase access to high-quality tuition for the most disadvantaged young people. This will help to accelerate their progress and prevent any widening of the gap between them and their more affluent peers.

[Baroness Massey of Darwen (Lab) [V]]

I thank the Minister for her response. She will be aware that, before Covid-19, research by the Social Mobility Commission and others pointed out the barriers to social mobility in Britain. Covid-19 has now resulted in school closures and greater unemployment, as well as other damaging effects. Why does the Minister think that measures aimed at improving social mobility in the past have failed and how will the Government deal with the extra challenges of Covid-19?

[Baroness Berridge]

My Lords, it is obviously not yet possible to know the full impact of the pandemic on social mobility in this country. However, since 2010, the attainment gap between pupils on free school meals and their counterparts has been narrowing. The £1 billion catch-up package is significant and, as I said, will hopefully help to ensure that we do not see the gap widening.

[The Lord Bishop of Winchester [V]]

My Lords, the Association of Colleges’ summer survey, published yesterday, indicates that three out of four colleges require additional resources to provide free college meal vouchers to eligible students over the summer. In my diocese, 52% of students at City College Southampton receive free college meals. We welcome the £96 million of ring-fenced funding announced yesterday for all 16 to 19 providers to supply additional catch-up tutoring. Will the Minister say how the Government will support colleges to ensure that all eligible students receive free college meals over the summer?

[Baroness Berridge]

My Lords, the right reverend Prelate has stolen my thunder. We have indeed announced a £96 million package to support the FE sector, and we recognise that more than 200,000 16 year-olds are educated in that sector. The Social Mobility Commission commended the discretionary bursary funding that is available for disadvantaged students attending FE colleges, which should go some way to helping those students.

[Baroness Fall (Con) [V]]

My Lords, there is nothing more important to social mobility than education, and now Covid has caused a generation of children to miss months of school, affecting their life chances. That is especially true for those who have exams next year. Does the Minister not agree that we should be mobilising an army of volunteers to help teach in summer schools?

[Baroness Berridge]

My Lords, along with the catch-up package, it was announced that schools will be equipped with Teach First summer school resources and that £7 million will go towards holiday activities and clubs. However, my noble friend is correct in what she said about students taking exams next year. That is why disadvantaged year 10 students are among those who will be provided with one of the 200,000 laptops we have had delivered.

[Lord Bird (CB)]

Is the Minister aware that if we do not extend the ban on evictions beyond 23 August, we will have an enormous amount of downward social mobility, with children and their parents moving into poverty, homelessness and fecklessness? I would like to see all the departments working together to stop hundreds and thousands of children falling into homelessness and having their futures destroyed.

[Baroness Berridge]

My Lords, I assure the noble Lord that Covid recovery is of course a cross-government priority. In relation to housing matters, he will be aware that the working families tax credit was increased by an additional £1,000 and that changes were made to local housing allowances during this period.

[Baroness Pitkeathley (Lab) [V]]

Can I take the Minister back to her answer to my noble friend Lady Massey’s supplementary question? Does she or does she not accept that decline in social mobility predates Covid-19? Though the epidemic has exacerbated problems, too many young people were already facing a life of insecure and low-paid work as a result of years of austerity and a lack of focus on issues of inequality in our education and social security systems. Does she accept that blame should not be laid entirely on the pandemic and that government policy must also take its share?

[Baroness Berridge]

My Lords, the quality of employment for young people has been a priority for this Government. That is why we have seen the development of high-quality apprenticeships and £2,000 additional funding, of which the noble Baroness will be aware, for each young person who is taken on to an apprenticeship after 1 August this year, for a limited period of time. I referenced the attainment gap, which is more of an academic measure. However, there are improvements in social mobility when one looks at, for instance, the number of disadvantaged students going on to university. However, we strive for greater and more dynamic social mobility in this country.

[Baroness Tyler of Enfield (LD) [V]]

My Lords, we know that the early years are a crucial stage for social mobility, with the poorest children already 11 months behind their better-off peers when they start school. Recent work by the Sutton Trust on the impact of Covid has shown that one-third of early years providers in the most disadvantaged areas may have to close within a year, and that almost 70% of settings anticipate operating at a loss over the next six months. Given this, will the Minister say what plans the Government have to introduce a package of support for early years providers in the coming months, including an increase to the early years pupil premium for at least the next year?

[Baroness Berridge]

My Lords, the education sector is made up of a number of different types of providers, and early years providers are businesses, except for the maintained nursery sector. I am delighted to tell the noble Baroness that, yesterday evening, the Government announced that the early years entitlement of £3.6 billion a year will be paid in the autumn term, regardless of the number of disadvantaged 2 year-olds, or 3 and 4 year-olds, who are attending. That is a massive plank of financial support for the sector going forward in what are, unfortunately, uncertain times.

[Baroness Pidding (Con) [V]]

My Lords, every child from whatever background needs to be furnished with the tools to make a success of their life, whether that be through further education or going straight into employment from school. This Government have made a commitment to levelling up society. To help fulfil this agenda and to increase social mobility, does my noble friend agree that apprenticeships remain a route to assist young people to be introduced to the workplace, providing them with the necessary skills and training that will help them on the ladder and opening up future opportunities? What plans do the Government have to ensure that apprenticeships are a realistic option for our young people in this challenging Covid environment?

[Baroness Berridge]

My Lords, apprenticeships are indeed a valuable opportunity for many young people. The ASK programme—apprenticeship support and knowledge—equips teachers to make sure that young people are aware of these opportunities. The funding I have outlined is in addition to the £1,000 already given to employers to take on apprentices who are aged 16 to 18 or are under 25 with an EHC plan. During the crisis, their training has been made flexible so that it can be done remotely, and we have encouraged employers to furlough apprentices when they can.

[Lord Bassam of Brighton (Lab) [V]]

My Lords, I draw attention to my declaration in the register of interests. The Minister will know that the most recent Social Mobility Commission audit found that the Government had not done enough to help disadvantaged 16 to 19 year-olds with a student premium or to help the poorest into post-school training. Will Ministers now reverse cuts to further education colleges and act to increase participation in adult education? What steps will they take to ensure that, post Covid, low-income, working-class households will get fairer access to higher education?

[Baroness Berridge]

My Lords, as part of the skills recovery package, the Chancellor announced £100 million to support young people who want a high-value level 2 or 3 qualification where there might not be employment opportunities. FE capital is part of the “build, build, build” response to the recovery. A White Paper in the autumn will outline this Government’s priority to have an FE sector that is no longer the Cinderella of the higher education sector.

[The Deputy Speaker (Lord McNicol of West Kilbride) (Lab)]

My Lords, the time allocated for this Question has elapsed.

Covid-19: Childcare Sector

Baroness Berridge Excerpts

Tuesday 21st July 2020 Lords Chamber

[Baroness Burt of Solihull]

To ask Her Majesty’s Government what assessment they have made of the impact of the COVID-19 pandemic on the childcare sector.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, the preschool sector plays a vital role in educating our youngest children. We understand that this is a challenging time for many businesses and we will continue to ensure that early years providers get the best possible support from the Government’s support schemes. We will continue to work closely with local authorities and the early years sector organisations to monitor the impact of the pandemic and on any further support measures required.

[Baroness Burt of Solihull (LD) [V]]

I thank the Minister for the Answer, but it will not address the fundamental problem of underfunding in the childcare sector, which was on its knees before Covid. The early years entitlement covers only a fraction of the actual cost. If we want mothers and fathers to play their part in the recovery, we must pay the childcare sector fairly and properly, otherwise the recovery and the development of many children will be damaged. What can the Government do to stop this disaster unfolding?

[Baroness Berridge]

My Lords, in addition to what I outlined about the early years entitlement continuing to be paid in the autumn term of this year, many of these businesses have been able to take advantage of the various schemes that have been offered, such as the job retention scheme and the business interruption loans. If a furloughed worker in an early years setting is still in employment in January next year, they will of course also be eligible for the £1,000 bonus. Substantial support is going into these businesses, which we recognise are more often than not small businesses.

[Baroness Eaton (Con) [V]]

I was pleased to hear my noble friend refer to the early years entitlement scheme. Are the Government happy that this amount will be sufficient, when many early years providers will have a significantly reduced demand for a period while people come back to attending early years provision? Will this entitlement be sufficient to keep organisations and facilities in deprived areas operating?

[Baroness Berridge]

My Lords, we have seen a welcome increase in the standard of early years provision over recent years, particularly in disadvantaged areas. Some 96% are good or outstanding. As I outlined in my Answer, we are monitoring the situation closely to look at what support the sector needs, but many grants have been available. If an early years provider was in receipt of small business rate relief or rural rate relief, they were entitled to a £10,000 business grant. We recognise that we need to respond to each part of the education sector differently, but we are monitoring the situation to make sure that we have the latest information on the viability of this sector.

[Lord Russell of Liverpool (CB)]

The Minister might possibly be aware of a view given by Caroline Nokes MP, who I think spoke for a lot of people. She said that the Government’s reaction to Covid

“is a recovery designed by men, for men, and it’s not giving the answers families need.”

I feel, as a male of the species, that I am allowed to say that. I point to a recent report by a very distinguished prominent woman, Anne Longfield, the Children’s Commissioner for England, and her “Best Beginnings” strategy, which has just been produced. What is the Government’s initial reaction to it? When do they expect to give a comprehensive response to it?

[Baroness Berridge]

My Lords, I do not recognise the outline of the response that the noble Lord gave. The Government’s response to the pandemic has been comprehensive and they are responding sector by sector to the various needs. The department works closely with the Children’s Commissioner. I am sure that the Secretary of State will respond to her report in due course.

[Baroness Andrews (Lab) [V]]

My Lords, given the absolutely critical role of early years education, particularly for the poorest children, why are early years providers being excluded from the Government’s catch-up funding programme?

[Baroness Berridge]

My Lords, children in reception will be part of that catch-up provision. Every year there is a £60 million supplementary grant to the 389 maintained nursery schools. As I outlined in response to other noble Lords’ questions, the education sector is made up of very different types of providers. Early years providers are one type of provider and are businesses. We have responded to the different sectors appropriately. Schools are funded purely by the taxpayer; higher education is another different type of structure. Unfortunately, the response to education institutions is not one size fits all, so things that are available to one set of institutions might not be appropriate for others.

[Lord Addington (LD)]

My Lords, it is quite clear that there has been a greater degree of difficulty in areas of social deprivation when it comes to early years. A higher number of institutions have not opened and a higher percentage expect to close. Do the Government have a coherent strategy about how to get effective early years provision into deprived parts of the country?

[Baroness Berridge]

My Lords, as I have outlined, the quantity and quality of provision in disadvantaged areas have been improving. Many of the maintained nursery schools that I mentioned are in areas of disadvantage. We have specifically funded £20 million of career development for early years providers in disadvantaged areas. I hope that the Government’s response to make sure that places were open in early years provision and in schools to vulnerable children and those of critical care workers will bear fruit for those children.

[Lord Watson of Invergowrie (Lab) [V]]

My Lords, the Prime Minister has put parents in an impossible position by urging a return to work over the summer while failing to provide adequate support for childcare. [Inaudible] Working mothers will suffer particularly badly from the Government’s inaction. [Inaudible] Notwithstanding the early years entitlement continuation mentioned by the Minister, why have the Government not announced any additional funding targeting childcare providers since the onset of the pandemic?

[Baroness Berridge]

My Lords, I am grateful for early notification of the noble Lord’s question because I had slight trouble hearing it. As I outlined, numerous support schemes have been available to this sector, which, as I said, is a number of small businesses. As of next month, the early years sector will be eligible for the kickstart fund, which is for paid provision of jobs for young people who might be at risk of being unemployed. The apprenticeship support that I outlined is also available for the early years sector. However, the major schemes that have been available to and taken up by the sector have been the business interruption loans, the job retention scheme, the bonus and other financial support that I outlined. These are businesses, so we have responded appropriately for the sector.

[Lord Hayward (Con) [V]]

My Lords, can I take my noble friend to the other section of children in care: the group that is, by definition, among the most vulnerable in society? All the indications are that the pandemic means that they will be the hardest hit as they leave care. What special measures and funds will the Government provide to help this group?

[Baroness Berridge]

My Lords, the Government have a care leavers covenant for those young people, recognising that they are some of the most vulnerable children in our society. We have asked universities that accommodate somebody who has been in care to maintain that accommodation during the pandemic. Care leavers have been eligible to receive remote assistance with learning with a laptop. There is a co-ordinated response. I am grateful to my noble friend for drawing attention to the fact that care leavers can be, and often are, some of the most vulnerable. When they are in the care system, they obviously attract the pupil premium and additional funding.

[Lord Bhatia (Non-Afl) [V]]

My Lords, 4 million children already live in poverty in the UK. Another 1.7 million children live in households with debt problems. While the pandemic affects all sectors of the country, it seems that children suffer the most. Does the Minister agree that priority should be given to the children’s sector to provide whatever funds are required for the welfare of children?

[Baroness Berridge]

My Lords, I outlined to the noble Lord, Lord Bird, some of the additional support that is being given through the Department for Work and Pensions. The Department for Education has also given £3.6 million of early years disadvantage grants to try to support language and other development for those young people. We are aware of children in the poorest households. That is why free school meals have been made available during each of the school holidays during the pandemic.

[The Deputy Speaker (Lord McNicol of West Kilbride) (Lab)]

My Lords, the time allocated for this Question has elapsed.