Education Recovery

Baroness Bull Excerpts
Tuesday 8th June 2021

(2 years, 9 months ago)

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Baroness Bull Portrait Baroness Bull (CB)
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My Lords, as the Statement makes clear, the educational impact has been felt most keenly by pupils from disadvantaged backgrounds and in areas hardest hit by Covid, further entrenching the attainment gap between private and state-educated students. I know that the Minister is engaging regularly with the Independent Schools Council about the role its members can play in supporting state sector students to catch up. However, does she agree that, while many excellent partnerships are in place between private schools and their local state school, the urgent need to address the geographical inequality we have heard about will not be resolved through partnerships based on colocation, given that state schools in the vicinity of fee-paying schools are often already among the better resourced? Will her department take the lead in brokering a strategic programme of digitally based partnerships between the independent and state sectors that would target support on those communities most in need and see the charitable status of independent schools put to good use?

Baroness Berridge Portrait Baroness Berridge (Con)
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The noble Baroness is indeed correct that getting these partnerships right is important. We often see that the engagement is more strategic when it is between secondary independent schools and their local primary schools, where they can add enormous value. I am about to host a partnerships round table to see where they are successful and where we can spread that best practice. I am keen that we think outside the box. I thank her very much for that suggestion, because this is a time when there is such good will from the independent sector, but we have not managed to plug that into the right place, for various reasons. I will take back the suggestion to the round table.

Education (Guidance about Costs of School Uniforms) Bill

Baroness Bull Excerpts
Friday 16th April 2021

(2 years, 11 months ago)

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Baroness Bull Portrait Baroness Bull (CB)
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My Lords, I am minded to support the spirit of this amendment for the straightforward reason put forward by your Lordships’ Delegated Powers Committee. It says that if an entire Bill can be dedicated to the cost aspects of school uniforms, the resulting guidance should be subject to parliamentary procedure. However, like the noble Lord, Lord Blunkett, I do not want to see this amendment pressed, as it would prevent the passing of this important Bill.

I am grateful to the Minister for ensuring that the House had the chance to review the draft statutory guidance in advance of today, but I would welcome clarification of a number of points in it. First, we know that branded items add cost and reduce choice of suppliers, and I welcome the reference in the draft guidance to branded items being “kept to a minimum”. But can she clarify what constitutes “minimum”? Is it a number or a proportion of the total number of items required, or does it mean something else?

The draft guidance is vague on financial support, the provision of support being apparently optional. Does she not agree that all parents in need should have access to school uniform grants and that schools have a duty to promote these funds? Will the Government commit to central provision of the funding required for school uniform grants?

At Second Reading, I asked whether the guidance would include the requirement for parents to be consulted on any changes to uniform specifications. The draft we have seen is relatively soft on this. At 25d, it says that schools

“should consult with parents and pupils on cost issues”,

and that the Government

“encourage schools to consult with parents and pupils on other aspects of their uniform when making significant changes to their policy”.

What is the rationale for the wording difference here? Why does it not use the stronger “should” or even “must” for policy changes, as well as cost issues?

On that occasion, I also asked the Minister to

“use her powers to ensure that schools are prevented from sending home or excluding children who fail to comply with uniform policies”.—[Official Report, 19/3/21; col. 553.]

The draft statutory guidance has nothing to say on this. It refers back to the non-statutory guidance, which permits teachers to discipline pupils for breaching rules on uniform in line with their published behaviour policy, and it allows a head teacher or their delegate to ask a pupil to return home to remedy this breach. This entire section of the guidance is drafted according to the starting presumption that the breach is the fault of the pupil; it is seemingly blind to the idea that the pupil may not be wearing the right clothing because the family cannot afford it.

I believe that the most important priority is to have the child in the classroom, where they can be taught. It is what matters most to teachers and it is clearly best for the child, so I ask the Minister again to do everything in her power to ensure that children will not be excluded from school for failing to comply with uniform policy.

Finally, can the Minister confirm what, if any, engagement is still planned with parents on this draft guidance? Has a diverse range of schools been consulted, and will the Government commit to consulting on future iterations of the guidance? There are many theories about the purpose of school uniform, but we can all agree that the intention is to make life more affordable for parents and the learning environment a more equitable place for children. Those twin aims have always been important but, as we head out of the pandemic, they are more important than ever.

This Bill is needed now, and I imagine that achieving that aim rules out the amendment in the name of the noble Lord, Lord Blencathra. Whether it is amended or not, I hope that the Minister does her level best in support of young people, as she always does, to ensure that the necessary time is committed by this House, so that the Bill has the best possible chance of reaching the statute book before the end of this Session.

Baroness Altmann Portrait Baroness Altmann (Con) [V]
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My Lords, it is a pleasure to follow the noble Baroness, Lady Bull. I thank my noble friend the Minister for issuing the guidance for us to look over before this debate.

This is a rather narrow and—in almost all cases—uncontroversial issue. It needs to be dealt with quickly, as the noble Lord, Lord Blunkett, and the noble Baroness, Lady Bull, said; the sooner we can get this moving, the better. The sooner the guidance is issued, the better the position parents will be in to ensure that their children can comply with any requirements from this narrow Bill.

I sympathise in principle with the aims of my noble friend Lord Blencathra’s amendment. Having sat so often in recent months through legislation and statutory instruments that have gone through this House with so little scrutiny—and measures that have been introduced with no scrutiny—in principle I think it is important that the role of Parliament in scrutinising legislation be reasserted. We should make sure in coming years that the experience of the past months is not regularly repeated, but I cannot help but agree, I am afraid, with the noble Lord, Lord Blunkett, and the noble Baroness, Lady Bull, that this Bill is not the right place to impose such a principle at this time.

It is urgent that we make sure that we do everything possible to get the Bill through before the end of this Session. The Government have issued a delegated powers memorandum, and I think my noble friend the Minister has been doing her utmost to make sure that we are moving this forward. Even if we were to accept this amendment and the negative procedure were applied, it is hardly likely that on its passage through Parliament—whether in debate or in the scrutiny committee—any meaningful change would be achieved.

I am delighted to see that the guidance emphasises the importance of keeping costs down for parents and keeping branded items to a minimum, which will also assist with costs. I have a few questions for my noble friend. The guidance mentions that schools should take a “mindful and considerate approach” to resolving problems where children are unable to comply with uniform requirements due to financial hardship rather than wilful non-compliance. Could my noble friend give some indication of what would constitute such a mindful and considerate approach?

I echo the words of the noble Baroness, Lady Bull, on the dangers of excluding children or disciplining them with procedures when it will be very difficult for schools in many cases to differentiate between wilful non-compliance on behalf of the schoolchildren and non-compliance due to unaffordability for parents. Children who keep falling over or who have grown quickly and need new uniforms, rather than having just one set for the year, can often be a problem for parents.

Finally, in terms of a planned timetable, I encourage my noble friend to introduce this as speedily as possible, hopefully in time for the coming school year this September, and at least a clear implementation timing plan so that parents and schools can plan ahead and get the correct amounts of clothing for their children during the summer holidays and suppliers can bring in stock in preparation.

Baroness Bull Portrait Baroness Bull (CB)
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My Lords, I join others in thanking the noble Baroness, Lady Lister of Burtersett, for introducing this Bill and for all her work. I have my own memories of going to school in hand me downs from my sisters, and the horror of a hand-knitted cardigan when everyone else had shop-bought ones. The briefings that we received for this debate include harrowing accounts of children bullied by classmates, reprimanded by teachers and even excluded for contravening uniform rules. Alongside these stories, I want to put on record the efforts of countless teachers who go out of their way and dig into their own pockets to provide clothing for pupils in need.

Many arguments are made for uniform as a leveller, but schools often use uniform to do the opposite, stipulating bespoke details that distinguish them from other schools. This has the unfortunate effect of building in cost, and also means a whole new uniform if parents move to a new area. Even requiring an open-neck shirt rather than one that buttons to the top limits choice of suppliers and pushes up price. While blazers might be considered a safe choice, most young women go through extreme physical changes during secondary school, meaning that the most expensive item of the uniform has to be bought several times over or, in my case, bought in such a generous size that, while it swamped me at the outset, it at least lasted the necessary five years. Some schools even stipulate the colour of coats because students are “representing the school” beyond its gates. Is that really the purpose of school uniform? Surely, young people carry enough pressures without being expected to represent their school on the proverbial number 9 bus.

This Bill is a chance to right some of these wrongs. Can the Minister ensure that, if it is passed, regulations will ensure that school governing bodies prioritise affordability and value for money, that uniform is available at a range of outlets and the list of suppliers is regularly reviewed, that branded and expensive items are avoided, that parents are consulted on proposed changes and that financial hardship support is clearly signposted? I also look forward to her answer to the question from the noble Lord, Lord Bourne of Aberystwyth, about fee-paying schools where, as I know from experience, parents of fee-assisted students can struggle with eye-watering uniform costs. Finally, will the Minister, who I know cares deeply about young people, use her powers to ensure that schools are prevented from sending home or excluding children who fail to comply with uniform policies?

This Bill does not seek to ban school uniform, but it provides a chance to ask the question about what uniform is for. Theories abound—that uniforms improve behaviour, foster pride and create an environment without victimisation—but hard evidence is harder to come by, and the only safe conclusion is that it is not clear whether there is a causal link between strict uniform policies and attainment. One thing is clear: for teachers, the most important thing is to have the student in the classroom, whatever they are wearing, and time spent disciplining for uniform infringements would be better spent on teaching.

This Bill is an important step in reducing the cost of education for low-income families, but it needs to be a first step. The Cost of the School Day project highlights the trips, lunches, kits, equipment, dress down or dress up days that pile cost on parents and leave some children marginalised. So, let us start with uniform, but recognise that it is only the beginning if we are serious about levelling up.

Schools: Exams

Baroness Bull Excerpts
Wednesday 6th January 2021

(3 years, 2 months ago)

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Baroness Berridge Portrait Baroness Berridge (Con)
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My Lords, we have made clear that school places are available for children where one parent is a critical worker, and for vulnerable children, because they are best off in school. We have given head teachers the discretion to include in that vulnerable category any children who they identify as being at risk and better off in school. There will be a consultation. Ofqual will have to consult, as the Prime Minister outlined, working with the department on how the assessment exams will take place this summer so that all the factors outlined by the noble Lord can be taken into account. I will ensure that noble Lords who have an interest in this matter get the link to that consultation when it is announced.

Baroness Bull Portrait Baroness Bull (CB)
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My Lords, this latest lockdown and the change to exams is yet again likely to impact disproportionately on the outcomes of already disadvantaged students. The Minister reassured me on 2 September that better-resourced independent schools were keen to engage in supporting these students and that her next meeting with them would focus on how to structure their desire to help. Can she update us on these discussions and say how, at this critical juncture, their support might be accessed and made widely available?

Baroness Berridge Portrait Baroness Berridge (Con)
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My Lords, the noble Baroness is correct. For disadvantaged students the lockdown and the closure of schools was a last resort. We are keenly aware of the implications for children and families. Regarding the independent schools’ offer, we have made clear to them that if they already have students who are vulnerable or the children of critical care workers, they should make education available to them. I am meeting with the sector at the end of the month and will be able to give the noble Baroness further information then.

Social Mobility

Baroness Bull Excerpts
Thursday 15th October 2020

(3 years, 5 months ago)

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Asked by
Baroness Bull Portrait Baroness Bull
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To ask Her Majesty’s Government what assessment they have made of the report by the Social Mobility Commission The long shadow of deprivation, published on 15 September.

Baroness Berridge Portrait The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)
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My Lords, we welcome the Social Mobility Commission’s report and its contribution to the evidence supporting our levelling-up agenda. The report confirms that education plays a key role in spreading opportunities so that every child in every part of the country has a fair chance. That is why we have announced the biggest funding boost for schools in a decade, giving schools more money for every child, and established opportunity areas in social mobility cold spots.

Baroness Bull Portrait Baroness Bull (CB)
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My Lords, the Government’s investment in opportunity areas is indeed welcome and is making a difference. Nevertheless, this report reveals that in one in every six local authority areas, two boys born into equal disadvantage will have vastly different earnings as adults. In those areas, only two-thirds of the pay gap can be explained by education; it is simply about where they grew up. Many of those places are designated opportunity areas, but many are not. Given their commitment to levelling up, can the Minister say whether the Government will increase opportunity areas funding, and will they extend the programme to reach all the cold spots identified in this report?

Baroness Berridge Portrait Baroness Berridge (Con)
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My Lords, each of the 12 opportunity areas have already been encouraged, because of their positive outcomes, to twin with an additional area. In addition to the £90 million we put into the opportunity areas, £22 million was put into essential life skills, so there was an additional initiative, but the continuation of the opportunity areas is obviously a subject for the spending review.

Schools and Colleges: Qualification Results and Full Opening

Baroness Bull Excerpts
Wednesday 2nd September 2020

(3 years, 6 months ago)

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Baroness Bull Portrait Baroness Bull (CB)
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My Lords, the combined impact of schools’ closure during lockdown and the discriminatory effect of the grading algorithm has further widened the education and attainment gap between pupils from less-advantaged backgrounds and those privileged to attend better-resourced, fee-paying schools. Can the Minister say what discussions are taking place with the independent school sector about its potential contribution to the national effort to help disadvantaged pupils catch up? For example, donating tutoring capacity or access to high-quality outdoor facilities such as sports grounds would not only help the children most in need but would justify the charitable status these schools enjoy.

Baroness Berridge Portrait Baroness Berridge (Con)
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My Lords, forgive me; the noble Lord, Lord Storey, also asked about the attainment gap. At the moment the department is seeking as quickly as possible an assessment of what education has been lost and the effect on the attainment gap. We appreciate the EEF’s work, and there have been other reports. There is a procurement out at the moment so that we can assess not all pupils, obviously, but get a better base as to what has actually happened, allowing the next few weeks for things to settle down in schools. Teachers will be assessing that at the moment.

Independent schools are very keen to engage. I personally have been engaging with them through the Independent Schools Council and the Boarding Schools’ Association. They offered some summer clubs over the school holidays, but in my next meeting with them I will take to them how we can structure more their desire to help.

Schools: Arts Teaching

Baroness Bull Excerpts
Wednesday 22nd July 2020

(3 years, 8 months ago)

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Baroness Bull Portrait Baroness Bull (CB) [V]
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My Lords, dance is perhaps unique in the curriculum as it provides intellectual, emotional, social and physical education in a single subject. It is therefore particularly well placed to address the negative impacts of lockdown on children’s emotional and social skills, mental well-being and physical fitness. Can the Minister say why the published guidance makes no reference at all to dance? When can schools expect to receive guidance on specific safety measures related to the teaching of dance in or alongside the curriculum?

Baroness Berridge Portrait Baroness Berridge
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My Lords, dance is included in PE, which we have promoted particularly in primary education through the £320 million PE premium. However, the noble Baroness is correct that dance provides young people with emotional and physical exercise. She will be aware that for young people and adults we give dance and drama awards to those who are exceptionally talented, like the noble Baroness, so that they can go on to study at specialist institutions.

Schools: Disadvantaged Pupils

Baroness Bull Excerpts
Wednesday 24th June 2020

(3 years, 9 months ago)

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Lord Alderdice Portrait The Deputy Speaker (Lord Alderdice) (LD)
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I call the noble Lord, Lord Baker of Dorking. No? Then I call the noble Baroness, Lady Bull.

Baroness Bull Portrait Baroness Bull (CB) [V]
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My Lords, UK household longitudinal study data shows that, in addition to the disparities in provision during lockdown between affluent and disadvantaged, private and state education, and the digital divide, there are significant regional disparities. Children in the north-east were particularly poorly served: 28% of pupils in the south-east received at least four pieces of online schoolwork each day, in the north-east this figure was just 9%. Can the Minister tell us what explanation the Government have for these regional differences and what steps they are taking to address them?

Baroness Berridge Portrait Baroness Berridge [V]
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My Lords, I pay tribute to the teachers, school leaders and all staff who have delivered education over this period. In addition to online provision, we must not forget that many schools have recognised that their students learn best with work packs and have been delivering those, in many circumstances, door to door. Although the online figures may highlight disparity, we need to take into account the fact that the educational offer has also been provided in more traditional ways, not just by way of online resources—but we are concerned about those regional imbalances.

Education Settings: Wider Opening

Baroness Bull Excerpts
Thursday 11th June 2020

(3 years, 9 months ago)

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Baroness Berridge Portrait Baroness Berridge
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My Lords, the flexibility is to respect the professionals on the ground. Unfortunately, because of the specific risks that secondary pupils travel greater distances to school, often use public transport and usually have a wider range of social contacts, we have not been able to have the numbers back in a secondary setting. We are grateful to the independent sector. The guidance is that boarding schools should not expect year 10 and year 12 back; if they can have that face-to-face contact on a day basis, that is permissible. I am grateful that, as they have atypical transition years, they have heeded the Government’s guidance to bring back reception, year 1, year 6, year 10 and year 12, as I have outlined.

Baroness Bull Portrait Baroness Bull (CB)
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My Lords, does the Minister agree that schools play a vital role in not just academic learning but the development of social and emotional skills that lead to better mental health and academic outcomes? It is shown that the relationships built at school serve as a buffer against psychological and social risks, so the continued closure increases the vulnerability of many children, especially disadvantaged ones. Can the Minister help ensure that schools prioritise social and emotional learning when they reopen, alongside academic learning, and that they have access to adequate resources and specialist input to help support the most vulnerable pupils?

Baroness Berridge Portrait Baroness Berridge
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My Lords, from speaking to many teachers and multi-academy trust leaders, I know that they are concerned about the emotional stability and well-being of children when they re-enter school, particularly of those who are vulnerable. On mental health support, certain teams are on the ground, particularly in secondary settings, and we are doing the remote training-up of the allocation that we had hoped would be in schools by now. We have also funded a coalition of charities for vulnerable children to the tune of £7 million, being led, I believe, by Barnardo’s; it is a “see, hear, respond” service, because we are acutely aware of what will walk through the door of a school when vulnerable children are back in that setting.

Covid-19: Pre-school Sector

Baroness Bull Excerpts
Monday 8th June 2020

(3 years, 9 months ago)

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Baroness Berridge Portrait Baroness Berridge
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My Lords, 35% of providers were open just before the half-term holiday. As I say, we are monitoring the sector and have provided the entitlements that I have outlined. We will work with sector groups to ensure the sustainability of the sector, which we know is vital for childhood development and for parents who need to work.

Baroness Bull Portrait Baroness Bull (CB)
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My Lords, research shows that high-quality birth-to-age-five programmes for disadvantaged children yield a 13% return on investment per child per annum, through better education, economic, health and social outcomes. Does the Minister agree that investing in early childhood education is a cost-effective strategy for promoting economic growth? If so, will she press this point with Treasury colleagues?