Covid-19: Education Attendance

Debate between Baroness Berridge and Lord Berkeley of Knighton

Thursday 1st July 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, the Department for Education is obviously guided by the advice from the Department of Health and the Education Secretary is working closely with his counterparts in health and social care and on the advice of Public Health England. On Monday, Minster Keegan and Minister Gibb wrote to schools and colleges to outline the situation at the moment and to give instructions about the pause on testing during the summer but the requirement to still test if children are in school for summer school. They have as up to date a position as we can provide them with at the moment.

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

My Lords, obviously all children have been adversely affected in their education by the pandemic, but may I commend to the Minister and her department the importance of addressing and recovering lost ground in those subjects and extras, such as gymnastics and PE and the playing of musical instruments, where the plasticity of the brain and its co-ordination with muscles is so impressionable in children and their mental welfare, especially those with special needs?

[Baroness Berridge (Con)]

My Lords, much of the specialist tuition that the noble Lord outlined takes place in out-of-school settings. They have been able to offer provision without restrictions for reasons of attendance. Also, instrument tuition was one area where Zoom was particularly used by teachers. Of course, the pupil recovery premium—£650 million of which is in the bank of the schools at the moment—can be used if additional tuition of that nature is needed.

Ofsted Review of Sexual Abuse in Schools and Colleges

Debate between Baroness Berridge and Lord Berkeley of Knighton

Thursday 17th June 2021 Lords Chamber

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

My Lords, I welcome this review. I was very struck by the fact that we have heard a lot of discussion, in the press and else- where, about child-on-child abuse, but I shall confine my points to the occasions when children feel uncomfortable in the presence of teachers, in specific circumstances. Obviously, when you are teaching PE—gym, for example, and dance—there will be some sort of contact, but there will usually be other people around, and a lot of ballet schools now have glass windows.

What I am particularly concerned about is the fact that the teaching of instruments, in particular string instruments, tends to be a one-on-one activity. Given the financial constraints on teaching music at the moment, it is not going to be possible to have a second person there—a chaperone, if you like. Although I know that windows are being considered, I think there is a preferable alternative.

I base my comments after consulting a distinguished violinist, Madeleine Mitchell, who informed me that it is often necessary for a violin teacher to demonstrate something by moving a pupil’s arm or touching their hand. That is because the angle of the bow is absolutely crucial when playing a string instrument; there is no way around that. Would the Minister endorse and take back to her department the advocacy of video, which has three advantages? The first is that it discourages the abuse of pupils. Secondly, it gives the teacher some position of fallback if he is falsely accused of abuse. Thirdly, it is a fantastic teaching device because people can replay a lesson and see what mistakes they are making. I wonder whether the Minister thinks that these are good ideas.

[Baroness Berridge (Con)]

My Lords, in relation to the Keeping Children Safe in Education guidance I have outlined, it was changed fundamentally in, I think, 2014 to become a framework document so that schools and institutions know their duties and can put in place the policies they need for their particular setting. There are different risks in a rural primary school from those in a busy secondary school in an urban setting. It will be up to schools to frame particular lessons so that the instances the noble Lord outlined can take place. However, I recognise that there are specific issues related to PE and music lessons, particularly given the dynamic in specialist institutions. The noble Lord will probably be aware that that was a concern of the Independent Inquiry into Child Sexual Abuse, which had to investigate whether it was something to do with that particular environment. However, Keeping Children Safe in Education gives all schools the framework to put in place for their setting and for particular subjects, so that they can work out how to keep children safe.

National Curriculum

Debate between Baroness Berridge and Lord Berkeley of Knighton

Wednesday 21st October 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, I thank my noble friend for her tenacity in raising the profile of Latin America within your Lordships’ House. The flexibility that I have outlined for teachers means that they can include matters surrounding our involvement with Latin America, but, in particular, the suggestion is made at key stage 2 that, when looking at a non-European civilisation, the 10th-century Maya empire should be looked at, so it is included to some extent in the suggestions for the curriculum.

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

My Lords, if we really want to honour the diverse make-up of our nation, surely we should acknowledge the creative contribution to music, witness pop musicians, rap artists, the Chineke! Orchestra and the Kanneh-Mason family? Most of them could not afford private music lessons and attribute their success to music lessons in schools. Yes, the hubs have done fine work, but they are not a substitute for the ethos of everyday music in schools. Please will the Government consider putting music back on the national curriculum?

[Baroness Berridge (Con)]

My Lords, music is indeed on the national curriculum and is compulsory in maintained schools for children between the ages of five and 14, and they should be offered one subject at GCSE beyond that. However, £500 million has been invested in hubs and other schemes to ensure that young people, particularly from disadvantaged backgrounds, have access to music.

Schools: Arts Teaching

Debate between Baroness Berridge and Lord Berkeley of Knighton

Wednesday 22nd July 2020 Lords Chamber

[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.