Education Settings: Wider Opening

Debate between Baroness Bonham-Carter of Yarnbury and Baroness Berridge

Thursday 11th June 2020 Lords Chamber

[Baroness Berridge]

My Lords, the recovery response to the virus in education is, of course, a national response, but we are obviously in touch with the devolved Administrations, at ministerial and official level. Education is a devolved matter, but any of the plans to return will be done on a phased basis, but in different circumstances —for instance, Scotland has a different start date for its terms and different examinations. We are seeking to learn best practice from across all the nations of the United Kingdom.

[Baroness Bonham-Carter of Yarnbury (LD) [V]]

My Lords, I apologise that noble Lords cannot see me, but it was a choice between seeing me and hearing me. I think that hearing me is probably better—and I hope that noble Lords can hear me.

Does the Minister agree that creative activities have been central in helping children and their parents get through the challenges of lockdown? I hope that this has been heard loud and clear by the Department for Education. Cultural education is also of central importance for facilitating learning across subjects, and for children’s general well-being. Will the Government ensure that creative subjects will not be overlooked in the school timetable from September, and that the emphasis will be moved from STEM to STEAM?

[Baroness Berridge]

My Lords, the Government agree that the creative subjects and children’s cultural development are important. That is why music, art, design and drama are part of the national curriculum. Post 14, all pupils in maintained schools must be offered the opportunity to study at least one subject in the arts. That is why, since 2016, almost £500 million has been invested in those subjects, and an arts premium will be given to secondary schools. With the new Ofsted framework as of September last year, arts is an essential part of schools’ broad and balanced curriculum, which it inspects against.