Social Mobility: Sutton Trust Opportunity Index
Baroness Bull Excerpts(1 week, 6 days ago)
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Baroness Smith of Malvern (Lab)
The whole Government are responsible for ensuring that young people’s opportunity is not determined by where they come from or other factors of their background. That is why the Government have an opportunity mission, as I outlined in my initial Answer; it is owned across government, and all parts of government are expected to make a contribution to ensure that young people get the best start in life, that they can achieve and thrive in school, and that they are then able to gain the skills necessary to succeed further on in their lives.
Baroness Bull (CB)
My Lords, as we have heard, this excellent report highlights the uneven impact of where you live on your opportunities. For instance, a free school meals pupil in Stratford and Bow in London is over 10 times more likely to attend university than someone in Bristol North West. This brings to mind the findings of the 2020 report from the Social Mobility Commission, The Long Shadow of Deprivation. In response to that report, the Minister at the time pointed to the 12 opportunity areas, which later became 55 educational investment areas, as important for driving change. Can the Minister say what lessons were learned from both those programmes, which have now closed? Crucially, how are they being applied in the new approach that this Government are taking to addressing regional inequalities?
Baroness Smith of Malvern (Lab)
I think that the lessons that were learned are feeding every aspect of the work that is happening across the opportunity mission. For example, there is the need for high-quality schools and excellent teaching throughout the whole of the country; the need for young people to have the access to skills wherever they are in the country; the need for our higher education sector to do more to ensure that all those who can benefit from higher education can access it, which will be a key part of the Government’s higher education reforms; and, of course, the need to start early in children’s lives, to ensure that they have access to early years education of the highest quality. It is work on all those areas that will ensure not just that the benefits are felt equally across the country but that we are able to close some of the gaps that the Sutton Trust report identified.
Pupil Absenteeism
Baroness Bull Excerpts(4 weeks ago)
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Baroness Smith of Malvern (Lab)
For children with special educational needs, it is really important that, as we have discussed previously, those needs are identified early. That is why we have launched new SEND assessment resources and child development training for the early years sector. This Government’s ambition is that all children with special educational needs receive the right support to succeed in mainstream schools where possible. That is what we are focused on. It is what we are engaging with parents and professionals about. It is the change we will ensure so that children are much more likely to succeed and, as the noble Lord said, to stay in school and achieve, with all the benefits that brings for the rest of their lives.
Baroness Bull (CB)
My Lords, there is very good evidence that arts, music and sports programmes lead to improvements in school attendance and engagement, especially in at-risk populations. However, state schools have seen a huge reduction in creative subjects over the last 15 years. What plans do the Government have to increase arts and culture provision so that students in state schools have the same opportunities as those in independent schools? Will the Government encourage schools to join the Artsmark programme? Artsmark schools report huge improvements in attendance and engagement from children.
“For Women Scotland” Supreme Court Ruling
Baroness Bull Excerpts(1 month, 1 week ago)
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Baroness Smith of Malvern (Lab)
On the noble Baroness’s final point, as I outlined at the beginning, protecting the most vulnerable people and protecting people on the basis of their protected characteristics remain an important element of the Equality Act and an important element of this Government’s programme and ambitions.
On how the clarity that this ruling brings will be communicated to and represented by providers, this is where the work of the Equality and Human Rights Commission—in particular, the updated statutory code of practice—will be enormously important. It will spell out the practical implications to ensure that the meaning and clarity of this judgment are delivered in practice, particularly, as the noble Baroness outlined, in relation to single-sex spaces and their protection. This does provide more clarity now on the provision of those single-sex spaces.
Baroness Bull (CB)
My Lords, as we watch Governments around the world roll back on their commitment to the rights of people who choose to live life differently, and to do so freely, safely and with dignity, I very much welcome the comments the Minister has repeated about the rights of everyone in our society to have dignity and respect.
My question is a very specific one about provisions in hospitals. I hear what the Minister says, but there are surely some spaces where there will always be a joint provision, particularly intensive care units, where it does not make sense to provide specific spaces. Could the Minister clarify that there will be nuance in how the ruling is interpreted?
Baroness Smith of Malvern (Lab)
The noble Baroness is right that there are technicalities and complications about the way healthcare is provided. There is, however, now clarity through this ruling about where the intention is that spaces should be single sex—as is the case with provisions in wards in hospitals. That should be clear.
The NHS England guidance, supported by colleagues in the Department of Health and Social Care, will want to look in detail at the very sensible point she made about the practicalities of how healthcare is provided. The important point is that people’s dignity, at a time when they are probably feeling at their most vulnerable, needs to be protected. There is more clarity that has been provided post this ruling.
Schools: Special Educational Needs
Baroness Bull Excerpts(2 months, 2 weeks ago)
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Baroness Smith of Malvern (Lab)
The noble Lord is right: we believe that every teacher is a teacher of special educational needs and disability. Where we find good practice, we need to make sure that it is disseminated to all teachers because the best teaching produces the best results for all children, including those with special educational needs and disability. From this September, the initial teacher training scope will include improved measures and information about what works well for children with special educational needs and disabilities.
Baroness Bull (CB)
My Lords, dyscalculia is the learning disability that most people have never heard of, yet its prevalence is the same as dyslexia, and indeed its impact on educational, employment and health outcomes are very similar. The prevalence rate means that one child in every classroom has dyscalculia, yet the Minister will know that the DfE has no official definition of dyscalculia, nor is there any guidance at all for parents, carers and educators on the website. When will the Government address the incredibly low awareness of this high-impact condition by including reference to it in initial teacher training so that young people get the diagnosis, early identification and support that they need and deserve?
Baroness Smith of Malvern (Lab)
I know that the noble Baroness has not only raised the issue of dyscalculia with me but, in doing so, drawn attention to it more broadly. The approach that is taken in initial teacher training is not to specifically identify particular conditions because, as I suggested to the noble Lord, the best-quality training for mainstream teachers is in the type and quality of teaching that will enable them to identify needs and to enable children to make the best progress. Where really specific support is needed, that should be commissioned by the special educational needs co-ordinator, within the school or externally. I feel reasonably confident that SENCOs understand the sort of issues that the noble Baroness is raising, but ensuring that information and best practice are available is clearly an important part of the work that we are doing.