Skills and Post-16 Education Bill [HL]

Debate between Baroness Berridge and Lord Baker of Dorking

Committee stage
Tuesday 6th July 2021 Lords Chamber

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

My Lords, I am grateful to all noble Lords for their contributions. Bearing in mind that questions have been raised about the structure and nature of the Bill, it may be useful to deal with those points first. The Bill will provide a framework. It gives the Secretary of State power to designate an employer representative body. That is not necessarily a group of employers but, as outlined in Bill, a body required to be “reasonably representative” of employers in the local area.

With respect to the framework, as was mentioned by a number of noble Lords, including the noble Lord, Lord Addington, and the noble Baroness, Lady Morris, there is a balance to be struck between not wanting to dictate centrally and having as much flexibility as possible, so that it is not prescriptive from the centre and the employer representative body can take into account a wide number of stakeholders and gather a wide range of evidence. This will set up a dynamic relationship. Clause 1(4) provides that the relevant providers have a duty to co-operate with the development or review of a local skills improvement plan. As some noble Lords have outlined, that duty places the further education colleges as a central plank in creating the plan for the local area. With respect to Clause 5, the plan is one thing that providers should have regard to when they are looking at local needs more generally.

I believe that noble Lords, at Second Reading and today, have had some concern about the scope of the local skills improvement plan. It is based on technical education—the beginning part of the Bill outlines what technical education is material for the purposes of the plan—but then the duty under Clause 5 for those providers is local needs. So it is much wider than just the technical education part that forms the central plank of the local skills improvement plan.

This will use the powers of the Secretary of State to designate that body and set up that dynamic relationship. Many noble Lords, including the noble Lord, Lord Aberdare, mentioned that relationship with the national priorities. The Skills and Productivity Board, which looks at national skills requirements, will be reporting later this year, so that will be a central coherent national skills outline that every local skills improvement plan will have access to and will be referenced in the guidance. Hopefully, that will produce the dynamic relationship between the national skills plan—so each of the areas will have the same plan for national skills—and the local area. At the local level, you have the employer representative body with a duty on the relevant providers to co-operate in that dynamic relationship.

Noble Lords have made some very powerful points, and maybe we are going to come down to a bit of a House of Lords point about “Do those points belong on the face of a piece of primary legislation or are these important considerations to include in the guidance?” From the nature of this legislation, it is a framework. The challenge that could be made to the Government if we were too prescriptive in the Bill would be that we were trying to Whitehall-lead this—and that cannot be.

On the trailblazer process—for the benefit of the noble Lord, Lord Adonis, and the noble Baroness, Lady Morris—the current timetable is that the trailblazers will be announced later this month and end in March 2022. They will be important in fleshing out what should be in the statutory guidance that is mentioned in the legislation, and the national rollout will commence after Royal Assent. I hope that assures noble Lords that we have a timetable for this.

On the challenge about why this legislation is needed, there is a very clear DNA running through the technical education qualifications that one can see with apprenticeships, T-levels and the current review of levels 4 and 5. The majority of technical education qualifications in this country should be connected to an employer standard so that the employers know what that student can now do and the student knows what currency that qualification has. I recall serving with many noble Lords on the one-year Select Committee on Social Mobility; I believe the noble Baroness, Lady Morris, served on it. For young people who do not go to university, the complexity of the qualifications —the uncertainty about what that level 2 or 3 actually meant for you and what it gave you at an interview—was clearly so different from walking into an interview with your GCSE or A-level certificates. That is what, in terms of parity of esteem, all these changes are meant to change. Students should know, “When I get that qualification, it gives me that competency”, and they can walk into an interview and the employer will know that level 3.5 in, say, forklift truck driving on an oil rig has that competency. The currency is standard and gives parity of esteem to these qualifications. That is why, as we will discuss in a later group, the employers are in the lead as the employer representative body. That is the consistent DNA in the technical education system that we are trying to embed to give that parity of esteem, not just through saying this about FE and HE but through the technical qualifications being as easy to understand by students and employers as a GCSE certificate is at the moment.

I have a final point. The Bill does not exclude any particular level of qualification. The definition at the start is about technical education that is material to the skills, capabilities and assessments in that area. It is not limited in that regard. Obviously an LSIP could include the level 1 or 2 kind of qualifications; it is not limited. The limiting is the technical education section of what the providers in a local area would have due regard to when considering the local skills improvement plan.

I hope that provides a useful framework before I deal specifically with some of the amendments that noble Lords have tabled and explain to the noble Baroness, Lady Bennett, that this is not half-baked. There is a reason why this is a framework to ensure local flexibility. We have not defined “local”. When we have done these trailblazers we have allowed the economic area to define itself, so we are really trying to get a balance here in terms of a structure and a framework to enable local areas to take ownership of their local plans.

I note the points made by my noble friend Lord Lucas concerning the LSIPs and the skills, capabilities or expertise required by potential students. I know the whole Committee will agree that post-16 education and training should meet the needs of students effectively, not only to secure meaningful employment but to ensure that they have essential skills for life more broadly.

I point out to noble Lords that Ofsted already considers whether the curriculum considers the needs of learners as part of its inspections of all post-16 FE providers. Many of the core skills and capabilities that students need to succeed in life are already well known and are consistent across the country—for example, literacy, numeracy, ICT and, sometimes, English language skills—so that students can function and integrate effectively into society. However, as I have outlined, the key technical skills that employers need can vary significantly across areas. They continually evolve to respond to new opportunities and challenges, and that is where the local skills improvement plan will make a valuable contribution.

By identifying the skills, capabilities and expertise required by employers in a specified area and, importantly, that may be required in future, which is specifically outlined in Clause 1(6)(b), a designated employer representative body will have clear evidence on the skills, capabilities and expertise that potential students will similarly require to help them secure good skilled jobs in the local area.

I reiterate that Clause 5 introduces a new duty on all institutions within the FE sector—namely, further education and sixth-form colleges and designated institutions—to keep all their provision under review to ensure that it is meeting local needs, including the needs of learners. At this point, to answer the point of the noble Lord, Lord Baker, there is no prescription in the Bill to say that 11 to 16 should not be teaching technical education. We have just said in Clause 4, in relation to the relevant providers being under a duty to co-operate, that at this stage we have not given that burden to schools. It is clear in Clause 4 that by regulation the Secretary of State can change that and make them one of the relevant providers that would then have a duty to co-operate.

[Lord Baker of Dorking (Con)]

Will my noble friend give way?

[Baroness Berridge (Con)]

Sorry, no. On Amendment 2 from the noble Baroness, Lady Bennett, in relation to potential employers, start-up businesses and the self-employed, I strongly agree with her on the importance of ensuring that employers’ voices are central to the local skills improvement plan. That is why it is clear in the Bill that, once designated, the employer representative body must draw on the views of employers operating within an area to inform a local skills improvement plan. The definition of “employer” is wide and the employer representative body can take into account any other evidence. That is broad in order to ensure that they have flexibility to include, of course, the needs of the self-employed in the local area.

To effectively fulfil the role of summarising the skills needs of local employers, the designated body will need to convene and draw on the views of employers that are not part of the ERB itself, as well as other relevant employer representative sector bodies and any other evidence. That will ensure that it is as easy as possible for employers, especially small employers, to navigate local skills systems, engage and have their voice heard.

Turning now to Amendments 11 and 81, from the noble Baroness, Lady Whitaker, the noble Lord, Lord Bourne, and the right reverend Prelate the Bishop of Durham, I am grateful to the noble Baroness for her expertise and her unstinting efforts to support those who have not yet achieved their grade 4 or above in English and maths. I hope she will be pleased to know that although the coronavirus has slightly delayed the work with MHCLG and DfE, a strategy in relation to Gypsies, Roma and Travellers will be published, we hope, later this year.

Skills for Jobs White Paper

Debate between Baroness Berridge and Lord Baker of Dorking

Tuesday 26th January 2021 Lords Chamber

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

My Lords, I am very disappointed that university technical colleges are not mentioned at all in the White Paper for 16 to 18. We fulfil the very first sentence of the White Paper, which reads:

“Putting employers at the heart of the system so that education and training leads to jobs that can improve productivity and fill skills gaps.”


We are supported by over 500 companies. Employers come in and teach, and they produce projects for students to work on in teams. There are 48 university technical colleges with 16,000 students, and we have the lowest level of youth unemployment of any schools in the country. To fulfil the hopes of this White Paper, we need more university technical colleges.

[Baroness Berridge (Con)]

My Lords, I hope my noble friend Lord Baker will think that this answer is sweet for him. We as a Government support a strong cadre of university technical colleges. Indeed, one opened with the full support of the sector and the local authority in Doncaster in September. There are UTCs that Ofsted has rated as outstanding, such as the Ron Dearing UTC, and obviously that forms part of the name of the Baker Dearing Educational Trust. When there are further free school applications, we look forward to any applications that are put forward for UTCs. We want to see a strong cadre of UTCs.

Covid-19: GCSE and A-level Exams

Debate between Baroness Berridge and Lord Baker of Dorking

Thursday 3rd December 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, the effect on children, even within a region, can be variable and any regional approach could easily mean that there would be unfairness—for instance, if a child has been out of school for a length of time and lived one mile into Cheshire, while there was a regional approach for Trafford. Our approach tries to address the fact that every child has had their education disrupted. We have said that at the end of January the topic areas will be announced, as well as the aids that a child can take into an exam. That will enormously relieve the pressure and be as fair as possible to individual children. It is not possible, though, to have a fair system that is regionally based.

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

My Lords, I declare an interest as the founder of the university technical colleges. Is the Minister aware that on 26 November, some 798,000 students were due to attend school? The attendance rate is at about 80% and is likely to continue like that until Christmas and be worse afterwards. This means that the teaching days lost will be different for individual students. Some may lose five days of teaching while others may lose 40. In that case, will the class teacher, who will be the only one who knows how many days have been lost per student, be allowed to adjust the grades of each student to reflect the amount of education that each one has missed?

[Baroness Berridge (Con)]

My Lords, no, we are not relying on teachers in that way. We are convinced that, for those students who are part of the way through their courses, the fairest way to assess them is through an examination system in which, of course, they are anonymised. That has been a concern over the years for various cohorts of students, such as BAME pupils in terms of subjective assessments. We stand by the fact that the fairest way to do this is to hold public examinations. The adaptations that we have announced will, as far as is possible, give children an examination that tests their knowledge. They will be aware of the topic areas and any aids that they can take into the examination hall at the end of January.

Carbon Emissions

Debate between Baroness Berridge and Lord Baker of Dorking

Monday 9th November 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, the skills fund is £2.5 billion, but £3 billion with the Barnett formula. The £160 million I outlined that is on offer for ports at present is UK wide—so it will cover Northern Ireland, Wales, and Scotland. We hope that areas of the country such as Scotland and Wales will benefit from the addition of floating offshore wind farms, which can be used in areas where the ocean is much deeper and fixed structures are not possible.

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

Is the Minister aware that there is a shortage of technicians to build and maintain wind farms? Environmental engineering is not taught in any of our schools. As a result, a group of university technology colleges is going to launch an environmental energy day, supported by Siemens and other industrialists, to secure a route for students to get into either employment or university in this area. Will the Minister support that day?

[Baroness Berridge (Con)]

I am grateful to the noble Lord for raising awareness of this. Some 75% of the workforce that maintains these offshore wind farms is indeed from the UK. We are confident that the institutes of technology, which will be the main deliverers of level 4 and level 5 qualifications, will aid us in this respect. We have seen the flexible use of the apprenticeship system; you can now do an apprenticeship in dual fuel smart meter installation. It is this kind of new job we want to train people to do.

Social Mobility

Debate between Baroness Berridge and Lord Baker of Dorking

Thursday 15th October 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, the noble Baroness is correct. In terms of the impact of Covid, we have recently commissioned Renaissance Learning to assess children as they return to school, and that is being evaluated by the EPI. One reason that is very positive is that it will not be an additional burden on teachers. Renaissance Learning is a tool that schools already use, so they have baseline data and, as they begin to use the same tool again, we should have an assessment as soon as possible of where children are in their education.

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

My Lords, I must declare my interest as the promoter of university technical colleges, which are major agents of social mobility, as we have a very challenging intake. I give just one statistic. In July of this year, our UTC in Tower Hamlets, the Mulberry UTC, had 78 leavers, mainly girls, most with English as a second language, and generally within the school, 40% come from deprived homes. Of its 78 leavers, 69 went to universities to study STEM subjects in health—88%. If you are born in Tower Hamlets, your chance of going to university is just 12%, so 88% compared to 12% is quite good for social mobility.

[Baroness Berridge (Con)]

My Lords, I pay tribute to my noble friend for his tenacity and perseverance with university technical colleges, and thoroughly enjoyed the recent round table that I hosted on UTCs. We are indeed seeing more children from disadvantaged backgrounds going to university: 23.1% went into higher education, the highest proportion since records began. We also know that 59.1% of black students are now entering higher education, so, along with the efforts of UTCs, I pay tribute to the efforts of schools, which are paying dividends.

Lifetime Skills Guarantee and Post-16 Education

Debate between Baroness Berridge and Lord Baker of Dorking

Tuesday 6th October 2020 Lords Chamber

[Lord Baker of Dorking (Con)]

My Lords, I fully support the speech made by the Prime Minister a week ago in Devon, when he set an ambitious target of equalising practical and technical education with academic education. That is a very ambitious target which no Prime Minister since 1945 has had or indeed implemented, and it has my full support. I am very grateful for the mention of the colleges that I support, the university technical colleges. At the moment, they are by far the most able and successful technical schools in the country. We are having a record year in recruitment and we have incredible destinations. Last year, one of our colleges on the north-west coast of England produced 90% apprentices, which is absolutely incredible when the national average is 6%.

The speech that Boris made had a Boris flourish in it:

“Now is the time to end the pointless, snooty, and frankly vacuous distinction between the practical and the academic.”


Of course it is. The trouble is that, since 1945, there has been a huge drive to send people to universities, which is good for social mobility but it means that graduates have had disproportionate esteem, disproportionate political influence and disproportionate reward compared with those who make things with their hands. This is the time when we have to elevate the intelligent hand: to train not only the brain but the hand as well.

I am particularly concerned about the level of youth unemployment today, which for 18 to 24 year-olds is 13.4% and likely to rise to 20%. Nothing could be worse for an 18 year-old than to start their lives on the dole: it is a blemish that will affect them all their lives. My proposal is that, instead of being on the dole, they should engage in a year’s or perhaps two years’ further training for a higher national certificate or diploma, through which they will get skills that will help them to get a better job a year later. At the moment, the youngsters who do that have to take out a loan of £6,000 to £8,000. That should be stopped for the next two years, and these courses should not only be free but should have maintenance grants to help students with their living costs, because they will not be eligible for unemployment pay. I will set out the details when I have more than a minute or two to speak.

[Baroness Berridge (Con)]

I too pay tribute to the work of my noble friend. It was my pleasure to host a round table of UTCs which have been particularly successful. The noble Lord, Lord Storey, mentioned them as well. In fact, a new UTC was opened in September in Darlington. The colleges have been particularly involved in the T-levels, which were introduced to give parity at the age of 16 between A-levels and T-levels, and to make sure that such attitudes are a thing of the past—that those with technical skills or who make things with their hands are viewed with the same esteem as those with academic qualifications. Indeed, 81.6% of our 16 to 18 year-olds are in education or apprenticeships, which is as high as it has ever been.

However, we are aware that it is the young who could be hit hardest during this crisis, which is why there is additional support for employers to take on young apprentices. The Kickstart scheme is open to those who are young and claiming universal credit, and there are 30,000 traineeships, which the department has just begun to procure. These are a work-based progression for young people, to make them ready for work or an apprenticeship. I am sure that I can get a response to my noble friend’s proposal that levels 4 and 5 should be free, but that is not what is being offered at the moment. What is being offered is level 3 tuition fees for anyone who does not have a qualification at that level.

Covid-19: School Students Learning From Home

Debate between Baroness Berridge and Lord Baker of Dorking

Monday 5th October 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, the right reverend Prelate is correct that access to a computer at home is essential for children’s learning. On laptop and device provision, 470,000 devices are now being made available to disadvantaged children. They will be distributed by local authorities and academy trusts. Alongside that, we have provided 4G routers for children who do not have access, and there has been work with BT to ensure access for 10,000 disadvantaged families where they are relying on the mobile phone network to get broadband. There is now a universal service obligation under broadband of 10 megabytes per second.

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

When schools are disrupted or closed by Covid, the Government’s policy is that remote education will be provided immediately. That is impractical and virtually impossible. Last week in Hastings, the most deprived coastal town in the south of England, an academy had to close suddenly; 1,000 students and many others did not attend for 10 days. In Hove, 11 teachers could not turn up—education disrupted. In Kent, nine teachers could not turn up—education disrupted. How can disadvantaged children possibly catch up on four months of lost education and new stuff in the remaining 29 weeks before GCSEs next summer? I beg the department to have a plan B alongside the possibility of GCSEs, involving moderated teacher assessment and possibly assisted by internal mock exams which could measure student absence against learning. If it does not do this, hundreds of thousands of disadvantaged students will be treated unfairly.

[Baroness Berridge (Con)]

My Lords, the noble Lord will be aware that next year’s exams were the subject of a consultation by Ofqual; we will have an announcement on that shortly. On support for remote education, which includes online and offline, last week we opened a new central hub on remote education to assist teachers. Some 2,800 schools have accessed the new teacher resource on the Oak National Academy, which the department funded. Many schools—I pay tribute to them on World Teachers’ Day—are doing a great job on standing up remote education as soon as they can.

Education: A-level Results

Debate between Baroness Berridge and Lord Baker of Dorking

Wednesday 23rd September 2020 Lords Chamber

[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.

Examinations: A-level and GCSE

Debate between Baroness Berridge and Lord Baker of Dorking

Tuesday 15th September 2020 Lords Chamber

[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.

Schools: Arts Teaching

Debate between Baroness Berridge and Lord Baker of Dorking

Wednesday 22nd July 2020 Lords Chamber

[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.

Employment: Young People

Debate between Baroness Berridge and Lord Baker of Dorking

Monday 20th July 2020 Lords Chamber

[Baroness Berridge]

My Lords, the noble Lord makes the important point that it is good to get involved early, so £2 million is being spent on primary school careers guidance and education. There is a specific pilot project involving 70 primary schools up in the north-east, working with Ernst & Young to see how the Gatsby benchmarking can be adapted for primary schools. As I have outlined, the expectation is that all schools will provide a personal interview with 16 and 18 year-olds before they enter the job market, and there is the local government guarantee for 16 and 17 year-olds of a place in education or suitable training, which will be particularly important this September.

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

I declare my interest as chairman of the Baker Dearing trust, which promotes university technical colleges. Is the Minister aware that on Friday of next week, about 300,000 18 year-olds will leave their colleges and schools for the last time and will be joined by tens of thousands of 16 year-olds? Our job as a Government and as a Parliament is to ensure that as few as possible of those join the ranks of the unemployed. The Government have a very good and potentially successful scheme to allow those students to apply for an extra year’s training to get a technical qualification, which will give them a chance of a better job next year. However, it is a great secret. It is not talked about generally or being promoted actively, except in the educational press, but 16 and 18 year-olds do not read the educational press. Can the Minister therefore ensure that by Friday of next week, every 16 and 18 year-old in the country will get clear information about the scheme, what it consists of and how they can apply?

[Baroness Berridge]

My Lords, the Government are using digital and traditional ways to promote the opportunities out there for young people. Many of the opportunities outlined in the skills recovery package are being promoted through jobcentres, and there is a £100 million fund for 18 and 19 year-old school and college leavers to study a high-value level 2 or level 3 if an employment apprenticeship or training opportunity is not available to them.

Education Settings: Autumn Opening

Debate between Baroness Berridge and Lord Baker of Dorking

Wednesday 8th July 2020 Lords Chamber

[Baroness Berridge]

My Lords, as the noble Lord outlined, most children with special educational needs are within mainstream education, and when schools return the obligation is on them to offer that broad and balanced curriculum to all their pupils. Obviously, there are specialist teachers in schools to ensure that those with special educational needs are assisted to access that curriculum. During this period, there have been particular resources and guidance for those with special educational needs, including a specific SEND curriculum, available online through the Oak National Academy.

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

My Lords, I am particularly concerned about the less gifted and disadvantaged children when schools open. Many have lost three months of teaching, yet they will be expected to take GCSE exams next summer which are virtually the same for subjects as they were this year or last year. There has been no reduction in the subject content of GCSE subjects; the things dropped include field trips for geography and experiments in science. Is it fair to expect children who have lost up to three months’ education to take those exams? They will not catch up; they cannot catch up in the time available in one year.

So I ask the Minister to consider extending the school day. University technical colleges have an extended day: they have 31 teaching hours each week, as opposed to 25. If all schools had an extra two hours each day for four days—eight hours overall—that would provide time to catch up with the two, or two and a half, missing months. I do not see how else they can possibly enter a fair examination, and I hope that the Government will examine this seriously as a proposition. You cannot subject those children to unfair exams next summer.

[Baroness Berridge]

The Government are particularly aware of the situation for children in year 10. That is why, within the laptops programme, disadvantaged year 10 students have been given access to laptops. For the reasons my noble friend outlined, Ofqual has an extensive consultation at the moment to ensure that examinations next year are fair to the children he mentioned.

In relation to his specific proposal to extend the school day, we must take into account that we have a particular set of contracts with staff, and that many staff in our schools have been working since they came back after the February half-term.

Schools: Online Support for Pupils

Debate between Baroness Berridge and Lord Baker of Dorking

Thursday 18th June 2020 Lords Chamber

[Baroness Berridge [V]]

My Lords, the Government have also made available school-to-school support through the EdTech innovation programme to help schools that are not necessarily on those platforms. As of 14 June, more than 114,000 devices have been delivered to local authorities and trusts to be distributed to vulnerable children, including care leavers. The Government are concerned, particularly about disadvantaged children, and we are looking at, potentially, a targeted online national tutoring service.

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

I declare my interest as chairman of the Baker Dearing Educational Trust, which promotes university technical colleges. Is the Minister aware that, this morning, 47 of the 48 university technical colleges have teachers and students in them engaged in the learning process? If we can do it, any secondary school in the country can do it. They should not wait until September, which is 75 days away, with all the schools empty, locked up and padlocked. That is a disgrace. Will the Government encourage secondary schools to open on 1 July with as many students as they can accommodate? If they do not do that, they should be named and shamed.

[Baroness Berridge [V]]

My Lords, students, teachers and parents are working hard during this period, and 92% of settings are now open. There has been clear guidance about bringing in different year groups, particularly year 10 and year 12, who are approaching exams. We have also issued guidance on flexibility where schools have not had the take-up and could accommodate more pupils within the guidelines of social distancing and class size. We have also specifically encouraged those secondary schools which have capacity to make this available to primary schools that could use that capacity. I pay tribute to the statistics that the noble Lord outlined in relation to UTCs.

Education Settings: Wider Opening

Debate between Baroness Berridge and Lord Baker of Dorking

Thursday 11th June 2020 Lords Chamber

[Baroness Berridge]

My Lords, the changes which this virus crisis has brought about to how children learn are unprecedented. The move to remote learning and to the use of technology will change some teaching practices for ever. We are of course gathering evidence about what is and is not effective in remote learning. As I have said, the Oak National Academy and BBC Bitesize will be part of the effort to analyse what effect this has had on children’s learning going forward.

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

It is 80 days from today until September, when secondary schools are expected to open. Those are 80 days during which schools will be closed, padlocked and empty. I think that that is unacceptable. They should become learning centres during June, July, August and September. Will my noble friend encourage the Secretary of State to urge for the reopening of secondary schools as soon as possible? Will he also make representations to the Prime Minister and to the Cabinet that social distancing for children in schools should be reduced from 2 metres to 1 metre, because they are the least vulnerable members of our society? To protect them further, teachers, and any other staff who go into a school, should be tested for the virus daily, which it is now quite possible to do.

[Baroness Berridge]

My Lords, since schools reopened for the priority year groups, testing has been available for staff, pupils and anyone in a household who displays symptoms. On summer schools, I have outlined that holiday activity clubs are being funded. We are working closely with Magic Breakfast and Family Action in relation to breakfast provision over the summer holidays. Moreover, imaginative consideration is being given to the kind of targeted support which can be offered over the summer. But it is not anticipated that schools will be open throughout the summer holidays.

Covid-19: Schools

Debate between Baroness Berridge and Lord Baker of Dorking

Wednesday 3rd June 2020 Lords Chamber

[Baroness Berridge]

My Lords, education is a devolved matter and it is therefore up to each jurisdiction. There are also certain differences in term dates and, in Scotland for instance, different examinations are taken. It is therefore appropriate, looking at the disease in each of the four nations, for those jurisdictions to make detailed decisions based on the information on the ground. However, at both ministerial level, including the Secretary of State, and official level, there are regular meetings between the four nations on education.

[Lord Baker of Dorking (Con)]

My Lords, I declare my interest as chairman of the Baker Dearing Educational Trust, which supports university technical colleges. I am concerned about disadvantaged students, of which there are many. Some 300,000 students a year fail to get above level 4 in maths and English. They have lost 10 weeks of education and will be out of school for nearly five months of the year. To expect them to take a GCSE next summer would be very unfair. The Government have two alternatives: either reduce the content in the GCSE exams next year or suspend them for a year, which they have done this year and is the preferable solution.

[Baroness Berridge]

My Lords, we are acutely aware of the gap in education, particularly for disadvantaged students but, throughout this period, vulnerable children have been eligible to attend school and that group of course overlaps significantly with disadvantaged children. On the examinations next summer, Ofqual is currently consulting over the impact on those examinations.

Covid-19: Schools

Debate between Baroness Berridge and Lord Baker of Dorking

Thursday 14th May 2020 Lords Chamber

[Baroness Berridge]

My Lords, the Secretary of State made clear in the House of Commons yesterday that scientific evidence will be published, and the minutes of SAGE up until about mid-April are currently available and will be updated. Of course, schools will do risk assessments on pupil safety, but the noble Lord is correct that early years and primary school children cannot be expected to socially distance in the way that adults and older children can. Public Health England’s advice is that the five steps of the hierarchy of control—such as regular cleaning of tables, regular hand-washing and children being in distinct groups of up to 15 with the same teacher and kept separate from other groups in the school—can limit and lower the rate of transmission.

[Lord Baker of Dorking (Con)]

The Government are completely right to invite students at years 10 and 12 to attend school on 1 June this year, because they will be taking GCSE and A levels next summer, but they have lost a whole term’s teaching and disadvantaged students will never be able to catch up on that time. Will the Minister ensure that Ofqual and the examining boards reduce the content of those exams next year to ensure fairness for all students, particularly disadvantaged students?

[Baroness Berridge]

My Lords, disadvantaged students, particularly those in year group 10 that the noble Lord mentioned, are specifically targeted for the computers that the Government have spent more than £100 million on, so that they will be able to catch up on their studies. Obviously, we have asked schools to have some contact with them before the summer holidays.

Higher Education

Debate between Baroness Berridge and Lord Baker of Dorking

Wednesday 6th May 2020 Lords Chamber

[Baroness Berridge]

The noble Lord is correct; where an assessment is needed for disability support allowance, it needs to be done remotely. We are seeing that in these difficult circumstances there are situations where the use of remote technology has proved to be advantageous, and it might end up being a change or an option in any current system.

[Lord Baker of Dorking (Con)]

May I congratulate the Government on increasing the number of extra graduates this year? The number amounts to about 34,000, and the Government will insist on certain courses for 10,000. I suggest that they should insist only on courses for the entire number that are related to improving the British economy. We need more technically trained people: more doctors, dentists, midwives, nurses and medical workers. We also need more technicians, engineers and computer specialists who understand cybersecurity, artificial intelligence and virtual reality. We do not need more humanities students—they can learn from home virtually—but the physical presence of all those other students at a university will be needed in September this year.

[Baroness Berridge]

My Lords, in addition to the forecast numbers and the 5% uplift, 10,000 places are reserved, and I am pleased to be able to tell my noble friend that half of them will be in the healthcare sector. Further details on the allocation of the 10,000 additional places will be released in due course.

Housing: New Homes

Debate between Baroness Berridge and Lord Baker of Dorking

Tuesday 11th February 2020 Lords Chamber

[Baroness Berridge]

The noble Baroness raises an important issue that will be part of the planning White Paper: how do we involve communities in the planning process and is guidance to consult before a planning application sufficient, or should there be consultation before that? The housing delivery test mentioned by the noble Baroness is one of the tools the Government are using to hold local authorities to account for the part they play in delivering the number of houses needed in their local communities—and they are best placed to know that. The good news is that in 2018, two-thirds of local authorities had indeed delivered to the correct threshold under the housing delivery test, but we have promised to review it after 18 months, which I believe will be in August of this year.

[Lord Baker of Dorking (Con)]

My Lords, does my noble friend recall that the last time a Conservative Government built 300,000 houses a year was under Harold Macmillan, when Ernie Marples built them for him? He found that private housebuilders were not capable of building at that rate because they had to depend on investment by local authorities and housing associations. Would she welcome that in this target?

[Baroness Berridge]

My noble friend is correct about the rate of housebuilding, but given that we completed 241,000 builds last year, there is evidence that such a figure can be delivered. Housing associations, councils and small and medium-sized enterprises, as well as self-build and custom-build, all need to be part of this, with a particular emphasis on small and medium-sized sites. Some 10% of the land in a plan must be of less than a hectare in size, so we need to use all those means to deliver the 300,000 homes a year that this country needs, because 90% of young people want to own their own home.