Education Recovery

Debate between Baroness Berridge and Baroness Bull

Tuesday 8th June 2021 Lords Chamber

[Baroness Bull (CB)]

My Lords, as the Statement makes clear, the educational impact has been felt most keenly by pupils from disadvantaged backgrounds and in areas hardest hit by Covid, further entrenching the attainment gap between private and state-educated students. I know that the Minister is engaging regularly with the Independent Schools Council about the role its members can play in supporting state sector students to catch up. However, does she agree that, while many excellent partnerships are in place between private schools and their local state school, the urgent need to address the geographical inequality we have heard about will not be resolved through partnerships based on colocation, given that state schools in the vicinity of fee-paying schools are often already among the better resourced? Will her department take the lead in brokering a strategic programme of digitally based partnerships between the independent and state sectors that would target support on those communities most in need and see the charitable status of independent schools put to good use?

[Baroness Berridge (Con)]

The noble Baroness is indeed correct that getting these partnerships right is important. We often see that the engagement is more strategic when it is between secondary independent schools and their local primary schools, where they can add enormous value. I am about to host a partnerships round table to see where they are successful and where we can spread that best practice. I am keen that we think outside the box. I thank her very much for that suggestion, because this is a time when there is such good will from the independent sector, but we have not managed to plug that into the right place, for various reasons. I will take back the suggestion to the round table.

Schools: Exams

Debate between Baroness Berridge and Baroness Bull

Wednesday 6th January 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, we have made clear that school places are available for children where one parent is a critical worker, and for vulnerable children, because they are best off in school. We have given head teachers the discretion to include in that vulnerable category any children who they identify as being at risk and better off in school. There will be a consultation. Ofqual will have to consult, as the Prime Minister outlined, working with the department on how the assessment exams will take place this summer so that all the factors outlined by the noble Lord can be taken into account. I will ensure that noble Lords who have an interest in this matter get the link to that consultation when it is announced.

[Baroness Bull (CB)]

My Lords, this latest lockdown and the change to exams is yet again likely to impact disproportionately on the outcomes of already disadvantaged students. The Minister reassured me on 2 September that better-resourced independent schools were keen to engage in supporting these students and that her next meeting with them would focus on how to structure their desire to help. Can she update us on these discussions and say how, at this critical juncture, their support might be accessed and made widely available?

[Baroness Berridge (Con)]

My Lords, the noble Baroness is correct. For disadvantaged students the lockdown and the closure of schools was a last resort. We are keenly aware of the implications for children and families. Regarding the independent schools’ offer, we have made clear to them that if they already have students who are vulnerable or the children of critical care workers, they should make education available to them. I am meeting with the sector at the end of the month and will be able to give the noble Baroness further information then.

Social Mobility

Debate between Baroness Berridge and Baroness Bull

Thursday 15th October 2020 Lords Chamber

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

My Lords, we welcome the Social Mobility Commission’s report and its contribution to the evidence supporting our levelling-up agenda. The report confirms that education plays a key role in spreading opportunities so that every child in every part of the country has a fair chance. That is why we have announced the biggest funding boost for schools in a decade, giving schools more money for every child, and established opportunity areas in social mobility cold spots.

[Baroness Bull (CB)]

My Lords, the Government’s investment in opportunity areas is indeed welcome and is making a difference. Nevertheless, this report reveals that in one in every six local authority areas, two boys born into equal disadvantage will have vastly different earnings as adults. In those areas, only two-thirds of the pay gap can be explained by education; it is simply about where they grew up. Many of those places are designated opportunity areas, but many are not. Given their commitment to levelling up, can the Minister say whether the Government will increase opportunity areas funding, and will they extend the programme to reach all the cold spots identified in this report?

[Baroness Berridge (Con)]

My Lords, each of the 12 opportunity areas have already been encouraged, because of their positive outcomes, to twin with an additional area. In addition to the £90 million we put into the opportunity areas, £22 million was put into essential life skills, so there was an additional initiative, but the continuation of the opportunity areas is obviously a subject for the spending review.

Schools and Colleges: Qualification Results and Full Opening

Debate between Baroness Berridge and Baroness Bull

Wednesday 2nd September 2020 Lords Chamber

[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.

Schools: Arts Teaching

Debate between Baroness Berridge and Baroness Bull

Wednesday 22nd July 2020 Lords Chamber

[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.

Schools: Disadvantaged Pupils

Debate between Baroness Berridge and Baroness Bull

Wednesday 24th June 2020 Lords Chamber

[The Deputy Speaker (Lord Alderdice) (LD)]

I call the noble Lord, Lord Baker of Dorking. No? Then I call the noble Baroness, Lady Bull.

[Baroness Bull (CB) [V]]

My Lords, UK household longitudinal study data shows that, in addition to the disparities in provision during lockdown between affluent and disadvantaged, private and state education, and the digital divide, there are significant regional disparities. Children in the north-east were particularly poorly served: 28% of pupils in the south-east received at least four pieces of online schoolwork each day, in the north-east this figure was just 9%. Can the Minister tell us what explanation the Government have for these regional differences and what steps they are taking to address them?

[Baroness Berridge [V]]

My Lords, I pay tribute to the teachers, school leaders and all staff who have delivered education over this period. In addition to online provision, we must not forget that many schools have recognised that their students learn best with work packs and have been delivering those, in many circumstances, door to door. Although the online figures may highlight disparity, we need to take into account the fact that the educational offer has also been provided in more traditional ways, not just by way of online resources—but we are concerned about those regional imbalances.

Education Settings: Wider Opening

Debate between Baroness Berridge and Baroness Bull

Thursday 11th June 2020 Lords Chamber

[Baroness Berridge]

My Lords, the flexibility is to respect the professionals on the ground. Unfortunately, because of the specific risks that secondary pupils travel greater distances to school, often use public transport and usually have a wider range of social contacts, we have not been able to have the numbers back in a secondary setting. We are grateful to the independent sector. The guidance is that boarding schools should not expect year 10 and year 12 back; if they can have that face-to-face contact on a day basis, that is permissible. I am grateful that, as they have atypical transition years, they have heeded the Government’s guidance to bring back reception, year 1, year 6, year 10 and year 12, as I have outlined.

[Baroness Bull (CB)]

My Lords, does the Minister agree that schools play a vital role in not just academic learning but the development of social and emotional skills that lead to better mental health and academic outcomes? It is shown that the relationships built at school serve as a buffer against psychological and social risks, so the continued closure increases the vulnerability of many children, especially disadvantaged ones. Can the Minister help ensure that schools prioritise social and emotional learning when they reopen, alongside academic learning, and that they have access to adequate resources and specialist input to help support the most vulnerable pupils?

[Baroness Berridge]

My Lords, from speaking to many teachers and multi-academy trust leaders, I know that they are concerned about the emotional stability and well-being of children when they re-enter school, particularly of those who are vulnerable. On mental health support, certain teams are on the ground, particularly in secondary settings, and we are doing the remote training-up of the allocation that we had hoped would be in schools by now. We have also funded a coalition of charities for vulnerable children to the tune of £7 million, being led, I believe, by Barnardo’s; it is a “see, hear, respond” service, because we are acutely aware of what will walk through the door of a school when vulnerable children are back in that setting.

Covid-19: Pre-school Sector

Debate between Baroness Berridge and Baroness Bull

Monday 8th June 2020 Lords Chamber

[Baroness Berridge]

My Lords, 35% of providers were open just before the half-term holiday. As I say, we are monitoring the sector and have provided the entitlements that I have outlined. We will work with sector groups to ensure the sustainability of the sector, which we know is vital for childhood development and for parents who need to work.

[Baroness Bull (CB)]

My Lords, research shows that high-quality birth-to-age-five programmes for disadvantaged children yield a 13% return on investment per child per annum, through better education, economic, health and social outcomes. Does the Minister agree that investing in early childhood education is a cost-effective strategy for promoting economic growth? If so, will she press this point with Treasury colleagues?

Children in Care

Debate between Baroness Berridge and Baroness Bull

Thursday 30th April 2020 Lords Chamber

[Baroness Berridge]

My Lords, unfortunately there was not the usual 12-week consultation period due to the particular circumstances that we were in. The department consulted the Association of Directors of Children’s Services, as I have said, and local authorities’ principal social workers. There is always engagement with stakeholders. Ofsted was also closely involved, because routine inspections of local authorities have been paused but risk-based inspections will continue. They are an important safeguard for local authority practice during this period.

[Baroness Bull (CB)]

My Lords, last month’s figures show that some 2,100 people with learning disabilities are living in assessment and treatment units. Families have expressed concern about the impact of this crisis on their care, including suspension of quality inspections, cancelled family visits, increased use of solitary confinement and excessive restraint. How many planned moves of children and young people with learning disabilities from those units back into supported living environments have been delayed by coronavirus? What steps are being taken to ensure their complex needs are being met while they wait?

[Baroness Berridge]

My Lords, Transforming Care activity oversees such situations to ensure that there are not unnecessary in-patient admissions and that quality of experience while people are in-patients is maintained, subject of course to safety and the need to self-isolate. The chief executive of NHS England wrote to NHS trusts yesterday to say that care and treatment reviews should carry on and should be on a digital platform. I shall write to the noble Baroness regarding her request for statistics.

Innovation Economy: Skills

Debate between Baroness Berridge and Baroness Bull

Monday 16th March 2020 Lords Chamber

[Baroness Bull]

To ask Her Majesty’s Government what assessment they have made of (1) the skills required for a successful innovation economy, and (2) whether the education system is structured to deliver a workforce equipped with such skills.

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

My Lords, the Government want the UK to be a science and research and development superpower, increasing our research and development spending to 2.4% of GDP by 2027. The Government are constantly assessing the skills required to deliver this ambition. We are prioritising STEM, digital and technical education; creating a new £3 billion skills fund; and reforming the global talent visa so that we can create a fast-track scheme for top scientists, researchers and mathematicians.

[Baroness Bull (CB)]

My Lords, the innovation foundation Nesta and the OECD have identified three skill sets required in an innovation economy: technical, behavioural and creative-thinking skills, the process by which we generate, critique and refine ideas. Their research shows that pupils who study art at school are more likely to develop these skills. Do the Government recognise the contribution of arts-based learning to the wider innovation economy? Given that creative thinking is identified as a core innovation skill, will she commit to reviewing the department’s decision to opt out of the PISA 2021 test for creative thinking?

[Baroness Berridge]

My Lords, as part of our ongoing commitment to arts in schools, we are continuing funding of about £85 million a year for a range of music and cultural education programmes. Cognitive science shows that a knowledge-based curriculum is then the foundation for stimulating the critical thinking and creativity that we need. That is why the focus of our curriculum is on getting that bed of knowledge on which all students, including arts students, need to build. The Government believe that the short, online, intensive survey by PISA is not sufficient to give us a realistic indication of creative thinking in our students.