Register of Home-educated Children

Debate between Baroness Berridge and Baroness Whitaker

Wednesday 21st July 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, as I have outlined, every parent, regardless of their religious persuasion, has a duty to ensure that their child receives a suitable education. If a parent removes their child from school—and obviously during Covid we have seen a lot of movement of people and removal from the school roll—we have strengthened the regulations so that head teachers have to inform the local authority and have a specific ground for removing a child from a school roll.

[Baroness Whitaker (Lab)]

My Lords, while a few parents educate their children at home well and have nothing to fear from a register, a very large number of children who are not educated in mainstream schools are in real trouble. Two groups cause particular concern: those who are taught the narrow and often anti-social curriculum of unregistered or illegal schools, which are often also unsafe and unhygienic, and the significant proportion of Gypsy, Traveller and Roma children who drop out of secondary school, usually through bullying, and whose parents are not equipped to teach them. How can we leave such children at the mercy of gangs and county lines any longer?

[Baroness Berridge (Con)]

My Lords, the noble Baroness is correct in relation to unregistered schools. We have been aware of this issue and Ofsted has been resourced to do this. Between 1 January 2016 and 31 March this year, 494 inspections of suspected unregistered schools took place. Some 166 warning notices were given and 91 settings have been closed, so we are alert to this issue. We are aware that it is important that children are on a school roll or being electively home educated because they are exposed to certain risks if they are not in either of those settings.

Skills and Post-16 Education Bill [HL]

Debate between Baroness Berridge and Baroness Whitaker

Committee stage
Tuesday 6th July 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, I was smiling at the noble Lord because I asked this precise question about a national plan. There is a balance here between not dictating from the centre, drawing a map and chopping things up and allowing economic areas to define themselves in our complex local geography. This has not been an issue with the trailblazers, but that was obviously a small number of areas—but, yes, we will ensure that there are no cracks between the areas and that every area will be covered by a local skills improvement plan.

As far as I am aware, there are no plans to change the National Careers Service and the Careers & Enterprise Company, which have different roles. The noble Lord is correct that we obviously need to make sure that all of this is joined up. Previous noble Lords have asked me about how this will join up with people on universal credit—this is a work in progress, but I was pleased to learn from DWP Ministers that there have been some slight changes to UC to make sure that those people could take up the digital skills boot camps, for instance. So we are aware of the need, with all of this, to make sure that this is one system that is working together.

One of the issues that I spoke of in preparation for this is the need for the job coach to understand which job requires which level to get those competences. Everyone needs to be able to understand this. I am sure that a job coach would understand that to be a translator you need GCSE French—but, to be a crane driver, what do you need? So we get that currency of understanding for employers, learners and job or work coaches sitting in DWP, who can advise people on what qualification to go away and do. That will make sure that you have the competences to walk through the door at that interview, in the same way as you would in relation to GCSE French, as I have said.

I am afraid I do not have a specific answer for the noble Lord. I think he was referring to Ada college in Manchester and north London. I will write to the noble Lord on how national colleges will engage. Obviously, we are hoping that, under the duty in Clause 5, a provider will not just say “Well, I’m in this LSIP area”. If they are on the border, they should be looking dynamically at where their students come and travel from—so they may end up looking at what the provision and the LSIP are for a number of areas.

[Baroness Whitaker (Lab)]

My Lords, I am grateful for the noble Baroness’s response. I will read it carefully in Hansard. I may have missed something, but I think she said that there were no laid down qualification barriers to entry. I would be grateful if she would write to me about where in the Bill this is made clear, and whether the Bill says that there is scope for enabling access through whatever barriers are locally set.

[Baroness Berridge (Con)]

My Lords, the point I was making was that the Bill does not mention being only at level 3, level 4 or level 2; it does not mention those levels. The only definition in the Bill in terms of the LSIP and relevant providers is around technical education. I will just get the definition; I might as well read from it. It refers to

“post-16 technical education or training that is material”.

For instance, in a sixth-form college, the entirety of its provision might not be relevant under its duty to co-operate with employer representative bodies. That is not linked to saying, “Technical education at level 4, 3, 2 or 1”. The Bill does not talk about that; it is just talking about technical education as defined in Clause 1.

Commission on Race and Ethnic Disparities

Debate between Baroness Berridge and Baroness Whitaker

Wednesday 21st April 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, as I have outlined, the evidence that was considered by the commissioners, as we understand it, is that they did not find institutional racism in any of the sectors. I will come back to the specific comments from the other place that the noble Lord has raised but I understand that context to be, as I have outlined, that institutional racism is a concept that we respect and understand, and the commission stood by the Macpherson definition, but there was not the evidence base here. Of course it is difficult when feelings are running high—obviously, I note that it is an important day today, particularly for the criminal justice system in America—but when the evidence does not lead you to that conclusion then we have to respect that. As I said to the noble Baroness, Lady Armstrong, a critique of the methodology may be wanted, but these are the conclusions of 10 respected commissioners: that the evidence did not lead to that conclusion, as uncomfortable as that can sometimes be.

[Baroness Whitaker (Lab) [V]]

My Lords, in this report of over 250 pages I read two perfunctory narrative mentions of the Gypsy, Roma and Traveller ethnic minority groups—arguably the most discriminated against in the UK—and a few insertions in the Department for Education tables. They are absent from the sections on health, employment and criminal justice, where data exists, often explicitly racist. The report’s conclusions ignore their situation. Did the commissioners speak to anyone, or take any evidence, from these communities? Does the Minister concede that this kind of omission can only, sadly, reinforce the superficial and unscholarly aspects of the report?

Education: The Holocaust

Debate between Baroness Berridge and Baroness Whitaker

Wednesday 27th January 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, the Government have funded several initiatives of the nature my noble friend outlines. The new national memorial will ensure that the voices of survivors and witnesses are retained. We have included support for initiatives such as the National Holocaust Centre and Museum in Newark, which uses AI to capture survivors’ testimony.

[Baroness Whitaker (Lab) [V]]

My Lords, how have the Government ensured that schoolchildren know also about the Roma element of the Holocaust, which is so little known but was responsible for the annihilation of such a large proportion of Europe’s Roma population? For instance, the Government could put Gypsy, Traveller and Roma history on the school curriculum, as requested by the Council of Europe, and as included in previous Holocaust Education Trust memorial day ceremonies. Would not this help to reduce the race hatred experienced by these communities?

[Baroness Berridge (Con)]

My Lords, I thank the noble Baroness for her involvement in the stakeholder group for Gypsy, Roma and Traveller people and for the group’s contribution to the national strategy that is being led by the Government for Gypsy, Roma and Traveller people in the UK. There are resources available. When the Holocaust is taught on the curriculum it is of course open to schools to include other genocides. It is good to note that the IHRA has produced a non-legally binding definition of the genocide and discrimination against the Roma people.

Covid-19: Disparate Impact

Debate between Baroness Berridge and Baroness Whitaker

Tuesday 27th October 2020 Lords Chamber

[Baroness Berridge (Con)]

I am grateful to the noble Baroness. In fact, £4 million has been spent on communications translating public health information, along with 600 targeted publications to ensure that the messages reach various communities. Local authorities with those specific communities will be targeted, but I will take back the noble Baroness’s concern about making sure that materials are translated promptly. Every avenue is being looked at to ensure communication with different communities. We have also been making use of stakeholder groups, charities, community groups and places of worship; indeed, a task force has been set up because obviously, a very high proportion of black and minority ethnic people attend a place of worship. My honourable friend Kemi Badenoch has even written to a number of high commissioners in London about their diaspora, asking them to help communicate the information to their communities. We are seeking to get the evidence out through traditional means and using social media influencers where we can.

[Baroness Whitaker (Lab)]

My Lords, the Welsh Government have explicitly included Gypsy, Roma and Traveller children along with other minority ethnic groups in their list of groups that are particularly vulnerable to Covid-19. That is absolutely right, both because of their legally recognised ethnic minority status and because of such data as exists on the disproportionate impact of the virus on the communities, reflected in my noble friend Lady Lawrence’s excellent report. What attention have the Government paid to these communities? Will their specific ethnicity be recorded on death certificates and elsewhere?

[Baroness Berridge (Con)]

I am grateful to the noble Baroness. As Minister for Women, one of my specific concerns is the underachievement of Gypsy Roma in most categories. The Government are firmly committed to delivering a cross-government strategy to tackle these inequalities. I will have to come back to her on the specific point about BAME; I presume that BAME registration would include that as an ethnicity but I will double-check. My noble friend Lord Greenhalgh, who is the MHCLG lead on this issue, wrote to local authority chief executives in April to point out the specific support that those communities might need in terms of services such as water sanitation and waste disposal on their sites. We have been working closely with the various representative organisations to ensure, again, that the message gets out to communities that might be harder to reach than others.

Schools: Spending per Pupil

Debate between Baroness Berridge and Baroness Whitaker

Wednesday 23rd September 2020 Lords Chamber

[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.

Innovation Economy: Skills

Debate between Baroness Berridge and Baroness Whitaker

Monday 16th March 2020 Lords Chamber

[Baroness Berridge]

Yes, SMEs are a huge part of our economy. Along with the FE sector, the biggest single contribution the Government make to research and development for businesses is what is called the R&D tax credit. In the latest figures that I have, £4.3 billion was paid to businesses for that tax credit for their R&D spend, but £2.3 billion of that was to small and medium-sized enterprises, so this is not just about big business and universities, it is about the FE sector, local skills needs, and small and medium-sized enterprises.

[Baroness Whitaker (Lab)]

My Lords, what are the Government doing about the skills needed to reach a zero-emissions, low-carbon economy?

[Baroness Berridge]

My Lords, through the education sector, that is part of what is taught in our schools—there is the environmental science A-level—but in terms of what the Government seek to deliver, it is part of our priority to develop the industries we need to deliver that commitment.