Skills and Post-16 Education Bill [HL]

Debate between Baroness Berridge and Lord Lucas

Committee stage
Monday 19th July 2021 Lords Chamber

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

My Lords, Amendment 76A relates to intervention in FE college and sixth-form college corporations and designated institutions.

The measures that we set out in Clause 22, to which the amendment relates, will enable the Secretary of State to intervene where the education or training has failed adequately to meet local needs. It is, as the noble Lord, Lord Watson, outlined, a new duty under Clause 5, and the corresponding change to the enforcement powers comes in response to putting that duty on local providers. This builds on the existing intervention powers under the Further and Higher Education Act 1992 by enabling the Secretary of State to direct the governing body to restructure. This measure is part of a package of reforms, including the introduction of local skills improvement plans and the new duty under Clause 5. However, I can assure noble Lords that the statutory intervention powers are intended to be used only as a last resort—that is, when all other alternative courses of action have failed to secure the improvements necessary to deliver for local learners.

The amendment from my noble friend Lord Lucas seeks to ensure that the Secretary of State takes into account academic qualifications and other local provision when considering how well local needs have been met. I join the noble Lord, Lord Watson, in being fascinated by my noble friend’s descriptions of Eastbourne. I can confirm for him that, at East Sussex College, 118 students are enrolled on A-level courses as their core study course, which is more than 50 in each of the two years. He also mentioned Gildredge House, a free school with around 65 students on level 3 academic programmes. I understand that East Sussex College is undertaking on each of its campuses a review of the specialisms offer that it makes to ensure that it best fits with local needs, and that it is considering enrolment activity and the level of demand from young people.

The assessment we envisage under the Bill will therefore not be restricted to a particular type of provision. Although the Secretary of State must consider the priorities set out in any LSIP, this does not exclude other provisions that are relevant to local needs—including academic provision specifically—also being reflected in the assessment. If there is a failure to meet needs in a local area, there is a responsibility on all the providers serving that area to work together to agree the changes required to bring about improvement. Every college involved in meeting the needs in a local area should be accountable for how well those needs are met.

I hope that these brief remarks provide some reassurance to my noble friend, and I ask him to consider withdrawing his amendment.

[Lord Lucas (Con) [V]]

My Lords, I am grateful to my noble friend for that answer. I would be delighted to entertain her in Eastbourne for a day or two, particularly in this weather; I think she would enjoy it.

I understand that there are processes that are supposed to deliver what a local area wants, but they seem to be becoming ever more remote and fractured under the arrangements in this Bill. I remain unconvinced that what we are setting up in this Bill will deliver better provision than we have at the moment, but I will read my noble friend’s answer carefully and with interest. I beg leave to withdraw the amendment.

Covid-19: Education Settings

Debate between Baroness Berridge and Lord Lucas

Thursday 8th July 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, we have outlined some of the details that the noble Earl outlined on personal protective equipment. In relation to the advice that it will not be necessary to use masks in schools as of 19 July, that is in accordance with step 4, which is based on the best scientific advice we have. There is no absolute certainty in any of these decisions, particularly in schools. Wearing masks has never been a requirement for primary-age children, because they affect children’s experience of education and cause difficulties. We are as clear as we can be, being human beings making decisions, that, for balance, as the right honourable Secretary of State for Health and Social Care said, in terms of mental health and well-being, this is the stage at which to take this step. Schools will be in line with what we are expecting of other people. We will not restrict school pupils more or less than the general population.

[Lord Lucas (Con) [V]]

My Lords, will the Government use the summer holidays to see whether they can revive the relationship with the head teachers’ unions, review the guidance with them and evolve a plan B for use in the event that it becomes necessary to bear down on transmission in schools, so that schools know what will be expected of them if that happens? Will the DfE also produce a template advice leaflet for schools, so that schools can give advice to parents when children return to school?

[Baroness Berridge (Con)]

The noble Lord is correct. Engaging with unions and head teachers has been an important part of what the department has done over these times. The guidance we have issued has been in consultation, through regular meetings at official and ministerial level, to produce the best guidance we can. As I have outlined, we have issued guidance for an updated contingency plan for what might be expected of schools if they were in an area where a new variant of concern was prevalent or there was a local outbreak.

Skills and Post-16 Education Bill [HL]

Debate between Baroness Berridge and Lord Lucas

Committee stage
Tuesday 6th July 2021 Lords Chamber

[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.

[Lord Lucas (Con) [V]]

My Lords, I am very grateful to the Minister for her encyclopaedic reply to this long debate. In general, I am encouraged, and I did not notice any point I raised that she did not address. I am particularly grateful to her for filling out the picture generally.

I will pick up a few points from the debate. I thought the noble Baroness, Lady Morris of Yardley, had it right when she referred to place. Place is very important. That importance seems to be becoming recognised within various areas of government. I was very pleased, for instance, by the structure of the levelling-up fund and the way it required a place to get together to decide what it wanted the money for, rather than the former system that applied down the coast, where a pier was imposed on Hastings by the National Lottery Heritage Fund and not tied into what the place wanted to do. That developing sense of place needs to find a way to be tied into local skills improvement plans. These organisations want to be talking to each other and moving in the same direction, by and large. I think that is what I mean by accountability. This should not be an organisation which just wanders off on its own and does not feel that it needs to have any relationship with the way that the place it is embedded in wants to go.

The noble Baroness, Lady Bennett, raised the question of towns adding new areas of business. It is really difficult to see how that works in the structure which has been proposed. I will devote some time to thinking that through when I get a chance to read Hansard. I am conscious that in my own home town of Eastbourne, a conurbation of about 130,000 people has 50 places per annum for A-levels. That is ridiculous, but it seems really hard to change, to move and to draw attention to. I suspect that a town which needed to add a new area of business would find it similarly difficult to shift some of the structures that are being proposed here—but, as I say, I will look at that more carefully.

There is a question of how existing businesses realise they need new skills, which is a function that historically has been provided by the good awarding bodies. How that is going to flourish in the new system is going to be worth looking at.

Several noble Lords were looking at the structures of employers that the Government are proposing to work with. As the noble Lord, Lord Liddle, said, it is not easy to build good employer groups. That is why I very much support the call of the noble Lord, Lord Adonis, to include the mayors. They have a convening capability which will mean that the local businesses produce good people to be on the LSIPs. It will not be third-rate or fourth-rate people; it will be people who are at board level taking part in them. That will make an enormous difference to how well they perform.

Perhaps the noble Lord remembers the old sector skills partnerships, many of which did not work well because they were just too low level. The one that I liked, e-skills, which was a top-level one, the Government killed— but there we are. The nice thing about the structures proposed in this Bill is that they are—I hope, by and large—existing employer structures, which will mean that they have a resilience against falling out of favour with the Government and an ability to retain the relationships and ways of working they build up under this structure.

So, as I say, I am grateful to my noble friend for her answers. I will look at them in detail and I am so pleased to have the noble Lord, Lord Adonis, back on home turf and out of the dark world he has been inhabiting for these last few years. I beg leave to withdraw the amendment.

Ofsted Review of Sexual Abuse in Schools and Colleges

Debate between Baroness Berridge and Lord Lucas

Thursday 17th June 2021 Lords Chamber

[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.

[Lord Lucas (Con) [V]]

My Lords, I declare my interest as editor of The Good Schools Guide. A good pastoral system is effective and open, particularly with regard to communication within the school, so that everyone feels comfortable about talking to teachers and pupils alike. It is effective and open about taking action when something goes wrong so that everyone knows what has happened, what is being done and how the matter is to be resolved. It is also effective and open in its liaison with parents and outside agencies so that the whole problem is treated, not just the little local bit which has appeared within the school.

The Government can make a substantial difference in this regard by requiring Ofsted and the Office for Students to keep their eyes open. We will come back to that in one of my amendments to the skills Bill. That will enable schools to know that this issue is going to be looked at, so they will keep it at the top of the list of things they are trying to do. They will know that this is something that cannot be neglected. As the noble Baroness, Lady Benjamin, said, this has been going on for a very long time, but it has just been ignored or accepted as something that it is hard to talk about. A real opportunity has been provided by the Everyone’s Invited website. This is a moment when we can change things and we should take advantage of that.

The Government also need to provide a structure for sharing best practice because it is really quite hard to get this right on your own. A school needs to have the confidence to reject bad advice. Indeed, that is needed at university as well. Look at all the problems that universities have had in dealing with students with mental health issues and the knots they have tied themselves in because they have not understood what the correct procedures are when a student is in severe distress.

A number of charities are circulating material to schools that is actively against involving parents and actively against going to outside safeguarding agencies, as well as being greatly biased against girls in terms of their relationships with their fellow pupils. This sort of problem needs to be dealt with by the Government, because only the Government can provide that security of reaction and the confidence that you are doing something right. You cannot ask schools, with all the pressures on them, to try to discern the difference between good and bad advice coming at them from charities and pressure groups. I hope my noble friend will confirm my reading of the Statement: that the Government will be doing just that.

[Baroness Berridge (Con)]

My Lords, on the cultural points my noble friend references, schools are reflecting wider society so he is right that we need to recognise that there is a role for everyone. The guidance is really clear that safeguarding in a school is everyone’s responsibility. Everyone should be given chapter 1 of KCS and they all should read it, and that means the cleaner and the caterers as well as the teaching staff. There should be an environment within a school where a young person can share with any appropriate adult, and they should know what their obligations are. The guidance is really clear that school staff—whoever they are—should never assume that something has already been reported and it is someone else’s responsibility.

Schools know that they are going to be inspected on this. One of the four pillars of the Ofsted 2019 framework is very clearly around safeguarding. Each pillar stands and is assessed separately, so if you are inadequate for safeguarding you will fail an Ofsted inspection regardless of your educational performance. That is really important for those schools, some of which were named by Everyone’s Invited, that have very good educational records and yet have been found by reports on Everyone’s Invited to be lacking in terms of culture, particularly in respect of girls.

As Minister for the Schools System, I can say that sharing best practice is what the multi-academy trust system is all about. It enables groups of schools to have robust safeguarding training and safeguarding leads that share best practice and concerns regarding pupils as they move from one phase of education to another.

Commission on Race and Ethnic Disparities

Debate between Baroness Berridge and Lord Lucas

Wednesday 21st April 2021 Lords Chamber

[Lord Lucas (Con) [V]]

My Lords, will my noble friend join me in thanking all those millions of people who, over the last 50 years that I have been politically conscious, have made this country a much friendlier place for ethnic minorities? The noble Baroness, Lady Wilcox, reports that, on average, there is one report of a racial incident at a school every two and a half years—it would have been more like every two and a half hours when I was young. Does my noble friend share my commitment to living up to the commission’s vision of how Britain can continue to do better—a vision of unity and equity, and of shared values, history, culture and future? Will she look carefully at all the ways in which the state is supporting the philosophies that seek to set us against each other?

[Baroness Berridge (Con)]

My Lords, yes, the Government commend the ambition of this report, which is for us to use it as

“a road map for racial fairness.”

I hope noble Lords have understood that, although we are not the country we were, and we are not in a perfect place—the commission does not say that—we want to work together. We applaud all those people who have stood against the injustices that we have seen decline over the years. We recognise that anywhere racist incidents exist, we all have a responsibility. It is not just government; wherever we see such incidents—many of us will have seen them in our own lives on public transport and places such as that—we must all speak up. We all have a responsibility to get to a racially fair society.

Initial Teacher Training Market Review

Debate between Baroness Berridge and Lord Lucas

Wednesday 14th April 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, the recommendations will be published and consulted on, and, as I have outlined, teacher sufficiency across England is a key part of the review. As to the early introduction of the early career framework, 1,900 teachers were part of the first rollout in the north-east, Greater Manchester, Bradford and Doncaster, so we are particularly aware of the need to ensure the best quality of teaching across England.

[Lord Lucas (Con) [V]]

Will the Government put in place a system to ensure that students interested in entering ITT have a clear view of the quality and reputation of the provider as perceived by schools that have employed their graduates?

Women in Elected Office

Debate between Baroness Berridge and Lord Lucas

Monday 8th March 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, with the recent appointment of my noble friend Lord Frost, 22% of Cabinet Ministers are women. The previous Prime Minister, the right honourable Theresa May, holds the record as 40% of her appointments were women. I believe the current Prime Minister is on 32% and I hope that will be a rising trajectory.

[Lord Lucas (Con) [V]]

I echo what other noble Lords have said about the climate of abuse being one of the main reasons why women do not come forward, particularly to local councillor positions. “I would not do it to my family” is a very common remark. Is there anything the Government can do to help to enable us to know what is going on and to see the abuse that is happening? I think that, if it were more visible, there would be more action against it.

[Baroness Berridge (Con)]

My Lords, as I have mentioned, much of the abuse is online. The Government have committed to introducing the online harms Bill, which will provide the framework around which those platforms will be regulated. There is also a DCMS-led review conducted by the Law Commission looking at how we need to potentially update legislation to tackle abusive behaviours online. The Government have also committed to introducing a new electoral sanction against intimidation. But, as I say, I hope that the legislative framework around online harms will affect the culture of how people engage with one another online.

Education: Supply Teachers

Debate between Baroness Berridge and Lord Lucas

Monday 22nd February 2021 Lords Chamber

[Baroness Berridge (Con) [V]]

My Lords, the Government are investing £2.6 billion in school budgets this year. In relation to supply teachers, the Government have entered into an arrangement, involving the Crown Commercial Service, to help schools to use teacher agencies and to make the fees transparent. It is clear that any teacher from an agency regulated by BEIS who is employed for 12 weeks becomes a permanent member of staff with all the entitlements that that gives them.

[Lord Lucas (Con) [V]]

My Lords, I am grateful that my noble friend acknowledges the role that the flexible workforce has played during the pandemic, but I echo the request from the noble Viscount, Lord Hanworth, that we set out to make sure that these people are well treated, that their rights are protected and that, in offering an efficient and value-for-money service, we build for them a good career structure.

[Baroness Berridge (Con) [V]]

My Lords, indeed, this is a regulated sector. Employers—namely, schools—and agency workers make use of this arrangement, and many teaching staff who are coming to the end of their career and who want to work in this flexible way take advantage of it. It is an advantage to the agency staff that they can choose to work one day or one week out of three and, as I said, it is particularly attractive to those ending their career, but of course there are protections to balance the advantages for the employee and those for the employer.

Schools: Online Teaching

Debate between Baroness Berridge and Lord Lucas

Thursday 11th February 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, the Government have made clear that catch-up in education will be for the lifetime of this Parliament. For this financial year, £300 million more has been announced for tutoring, from early years through to 16 to 19 provision. Teachers should be in daily contact, monitoring whether children are accessing remote education. If they are particularly concerned about children accessing that, they can offer them a school place as a vulnerable child.

[Lord Lucas (Con) [V]]

My Lords, since it looks as if we will have to cater for children working from home for several years as new variants of the virus emerge, will the DfE make a virtue of this necessity and help all schools and their pupils to become fully online-enabled by the end of this academic year?

Covid-19: Educational Settings

Debate between Baroness Berridge and Lord Lucas

Thursday 7th January 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, I have outlined that we recognise the hard work that teachers, teaching staff and all the ancillary staff have been doing, but there will be a few situations in which the best interests of the pupils who need this education mean that there should be some form of accountability. As I said, that is monitoring visits in our schools. Unfortunately, there are some reports of education still not being delivered. However, the guidance is very clear that schools should have an online platform to deliver education. We have moved to that presumption for remote education, but they can use video lessons. Oak academy has made available, with the department’s funding, nearly 10,000 lessons, including special educational needs lessons. I know of schools that have been using that resource. That is entirely appropriate delivery of remote education. One of the things we have seen is the sharing of much more expertise across our best schools through platforms such as this, which we hope will carry on post pandemic.

[Lord Lucas (Con) [V]]

My Lords, has the Department for Education established a working group to look at the opportunities for radical improvements to education and assessment that have been opened up by the disruption caused by the pandemic, and the response of the education system to it?

[Baroness Berridge (Con)]

My Lords, there have been significant changes. As I just outlined, we hope we will carry forward certain changes if they are in the best interests of children. There will be a moment to reflect at some point on all the changes that have happened, on the use of online and where it is and is not appropriate. Our focus is on supporting staff and schools to deliver education and to focus on reopening our schools as soon as public health data allows us to.

UN Convention on the Rights of the Child

Debate between Baroness Berridge and Lord Lucas

Monday 16th November 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, the Government of course do not condone any violence against children and have clear laws and policies to deal with it. We have one of the best children’s social care systems in the world. There are no plans to legislate to remove this defence in England.

[Lord Lucas (Con) [V]]

My Lords, since 1995, when more than 800 children gathered in the UK for the first United Nations pilgrims’ conference on the environment, the United Nations’ willingness to listen to children’s voices has greatly declined. Will my noble friend encourage the UN and our COP 26 team to change this and listen to children’s voices at scale next year?

[Baroness Berridge (Con)]

My Lords, the voices of children domestically and on international platforms are course important—we can look at the role models of Malala and Greta Thunberg in this regard. We are working closely with the Italian Government, our partners, on the pre-COP youth event in Milan, where we will bring together 400 youth delegates. The Cabinet Office has already set up a dedicated youth engagement team responsible for co-ordinating our strategy to ensure that youth voices are heard at COP 26 and in its legacy.

Qualifications

Debate between Baroness Berridge and Lord Lucas

Tuesday 3rd November 2020 Lords Chamber

[Baroness Berridge (Con)]

The noble Lord is correct that many in employment want to take a level 4 or 5 qualification. The Prime Minister announced that there will be a flexible lifetime loan entitlement, and that it should be as easy to get a loan to study a higher technical qualification as it is to get higher education funding. That is why the entitlement will be four years. We also recognise that those who have an undergraduate degree may want to do one year, and that levels 4 and 5 need be modular, so that they are flexible for people to train, if they have lost their jobs, or upskill, if they are in employment.

[Lord Lucas (Con) [V]]

My Lords, will my noble friend encourage the Institute for Apprenticeships and Technical Education to be more supportive of qualifications embedded within apprenticeships, where they can clearly give the apprentice a stamp of international approval and of being totally up to date in a technical discipline?

[Baroness Berridge (Con)]

My Lords, the standards that the Institute for Apprenticeships and Technical Education applies can include a qualification when it is a professional or regulatory requirement, or if it is recognised that somebody would be disadvantaged in the marketplace by not having it. The main way for apprenticeships is the standard assured occupational competence, which is tested at an endpoint assessment.

Free School Meals

Debate between Baroness Berridge and Lord Lucas

Tuesday 27th October 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, the Government have an overall principle that the best way for families is to be in work, but, when they are not in work, the universal credit system provides funding for those families. That has been the traditional means, so we have not expected all schools to be open during the holidays to provide those meals. It is a free school meal, and the vouchers were given because of course schools were closed during term time. Supplementary programmes such as holiday and breakfast clubs have been in addition to that.

[Lord Lucas (Con) [V]]

My Lords, I congratulate my noble friend on holding to the principle that people should be responsible for looking after their own children. None the less, does she not recognise that in this pandemic we need special measures, that free school meals were a special measure that was proven to work and that we made work when schools were not operating, and that it is really difficult to create new forms of support in the middle of a pandemic? Would it not be most sensible to go back to providing free school meals as the most practical short-term alternative?

[Baroness Berridge (Con)]

My Lords, we are indeed living through a time when special measures have been needed. However, for the reasons I outlined, it would not be right to expect schools at the moment to be open outside term time to provide meals. Although we offered a voucher system, it was important that schools could have their own local voucher system that could be redeemed in local shops. The system we had to stand up in special measures was only for national supermarkets, whereas the costs of local schemes could be reclaimed and local shops could be included.

Lifetime Skills Guarantee and Post-16 Education

Debate between Baroness Berridge and Lord Lucas

Tuesday 6th October 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, yes indeed. As I have just outlined, the LEPs play their role in the skills advisory board at local level, and we are looking to be as flexible as possible with regard to SMEs and the use of the levy. I can assure the noble Lord that bootcamps are being done in various regions, including, in the next lot, areas such as south Derbyshire. On the question of rural spaces, I will have to write to him in relation to the figures that he required.

[Lord Lucas (Con) [V]]

My Lords, I congratulate the Government on this Statement and on the commitment it exemplified. Will my noble friend confirm that within this policy we will be supporting the Inspiring Digital Enterprise Award, from idea.org.uk? The award is designed to help people who have had to change career, or who are coming back after a period of unemployment, to realise that they have the potential for a career in the digital sector and to hone their enterprise and employability skills at a basic level—all of which is free. Will my noble friend also confirm that the Government understand that many people, particularly if they have lost a job in a sector that is contracting, will need to start to retrain at a level below that at which they are qualified? They may have a degree and need to go back to level 3 or 4 training to find a new place. Will taking a step back to make a new life going forward be something that the Government will fund?

[Baroness Berridge (Con)]

My Lords, I am grateful to my noble friend. This is precisely why it is a four-year offer, so that those who have a degree might then be able to take level 4 or level 5 training. I regret that, despite copious briefing here, I have not heard of the specific award that my noble friend mentioned, so I will write to him to outline what the department is doing in relation to that.

Education: A-level Results

Debate between Baroness Berridge and Lord Lucas

Wednesday 23rd September 2020 Lords Chamber

[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.

Examinations: A-level and GCSE

Debate between Baroness Berridge and Lord Lucas

Tuesday 15th September 2020 Lords Chamber

[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.

Schools and Colleges: Qualification Results and Full Opening

Debate between Baroness Berridge and Lord Lucas

Wednesday 2nd September 2020 Lords Chamber

[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.

Employment: Young People

Debate between Baroness Berridge and Lord Lucas

Monday 20th July 2020 Lords Chamber

[Baroness Berridge]

My Lords, in relation to traineeships and apprenticeships, this is the first time that the Government will be funding employers who provide trainees with work experience, at the rate of £1,000 per new trainee, up to 10 per employer. Additional funds are available for apprenticeships of £2,000 for every apprentice under the age of 25, in addition to the original £1,000 for 16 to 18 year-olds’ apprenticeships. We are encouraging all employers, including employers in the north-east, to take advantage of those schemes and provide the work opportunities that young people need.

[Lord Lucas (Con) [V]]

My Lords, when I come across organisations which believe that they can help with the Government’s efforts to provide careers support and guidance to those affected by Covid, whether they be young people or older people who have lost their jobs, what email address or other contact information should I provide them with so that they get a one-stop-shop access to all that the Government are doing?

[Baroness Berridge]

My Lords, it is wonderful when employers and other people want to offer their support to the Government. In relation to careers advice, the National Careers Service is the Government’s overarching source of careers information and support, so that would be the first stop. Unfortunately, it is not a one-stop shop. The second stop would be the Careers & Enterprise Company. As my noble friend is probably aware, one of the three prongs of its approach is an enterprise adviser network, and more than 2,000 businesses and other employers are involved in providing that support in schools, so I would also direct those volunteers to that institution so they can assist schools at this time.

Covid-19: Educational Gaps

Debate between Baroness Berridge and Lord Lucas

Thursday 4th June 2020 Lords Chamber

[Baroness Berridge]

My Lords, since schools closed to most pupils, teachers and support staff have been working hard to keep schools open for vulnerable children. However, as the noble Lord makes clear, only 15% of vulnerable children were taking up this offer. Yes, we are keenly looking at all the options to ensure that particularly disadvantaged children are given an opportunity to catch up on their learning; those in year 10 who are disadvantaged will have access to a laptop or device as part of the £100 million package that I outlined earlier.

[Lord Lucas (Con)]

My Lords, a lot of schools have gained considerable expertise in online education and are keen to pitch in to help provide that over the summer holidays and in after-school hours. Will my noble friend commit resources to ensure that this help is efficiently organised and delivered, perhaps through the good offices of regional school commissioners?

[Baroness Berridge]

My Lords, as part of that £100 million, the Oak National Academy was set up as a result of 40 teachers putting 180 video lessons per week online. Some 2.3 million users have accessed that service and 8.6 million lessons have been viewed. We are pleased to see how online learning may perhaps be changing education provision for the future, but we will look at all options to support children—not just for the summer, but into the autumn term as we know that there is a lot to catch up on.

Covid-19: Schools

Debate between Baroness Berridge and Lord Lucas

Wednesday 20th May 2020 Lords Chamber

[Baroness Berridge]

My Lords, school leaders, teachers and support staff are indeed concerned about the education of their children and have been undertaking risk assessments in relation to whether vulnerable children are better off at home or in a school setting. We are of course aware that each school building, as well as each cohort of students, is different, so in the current plans we have enabled head teachers and school leaders to have the discretion to include a child that they view as vulnerable who might not be in the categories that the Government have outlined, and indeed it is they who will be doing the risk assessments of their buildings. We trust those professionals to do this job, relying on the guidance that we have given them. Away from the headlines, many teachers, head teachers and support staff are planning in anticipation of being able to reopen on 1 June should the five tests be satisfied.

[Lord Lucas (Con)]

Will my noble friend confirm that the Government will issue some guidance next week on how and when boarding school pupils may safely return to school, on permitting boarding schools to quarantine themselves—that is, running quarantine facilities for pupils who are returning from overseas—and to cover the measures that are being taken to avoid visa delays for overseas pupils?

[Baroness Berridge]

My Lords, I have been in touch over this period directly with the head of the Boarding Schools’ Association to talk about their specific issues. We will shortly be issuing guidance to them, particularly in relation to year 6 international boarders. At such a time as international travel resumes, we will of course expect them to abide by the guidance that is in place in relation to self-isolation or quarantine, depending on what is in force at that time. Obviously we will be advising them on what constitutes a household or isolation of a household for those purposes. The guidance will be out shortly.