Skills and Post-16 Education Bill [HL]

Debate between Baroness Chisholm of Owlpen and Lord Addington

Report stage
Thursday 21st October 2021 Lords Chamber

[Baroness Chisholm of Owlpen (Con)]

My Lords, I start by thanking the noble Lord, Lord Addington, for his advocacy for learners with special educational needs and disabilities. I thank the right reverend Prelate for his words as well. I feel that, across the board, we come from a very similar position, even if the Government’s methods are slightly different.

Turning first to Amendment 46, I agree with the noble Lord that it is vital for our teachers to be trained to identify and respond to the needs of all their learners, including those identified as having special educational needs and disabilities. Where the Government differ is on the best way to achieve this aim. Let me explain our position. The new occupational standard for FE teaching, published in September, has been developed by sector experts who employ teachers. The standard sets out key knowledge, skills and behaviour, including a specific duty that focuses on the importance of inclusion, which—I hope that this vital point will ease the noble Lord’s concerns—will support the early identification of learners’ needs and enable teachers to respond to them effectively.

The occupational standard is the right place to set the expectations of our teachers. We have been clear that we intend to make public funding available only to training programmes that meet the new standard. For the reasons I have just set out, I believe that it would be inappropriate to specify particular course requirements in the Bill when a standard newly developed by sector experts already achieves this. I can assure the noble Lord that our intention is to drive up the quality of FE teacher training so that it can meet the varied and often complex needs of learners in the sector.

Turning to Amendment 44, the Government are committed to driving up the quality of teaching in further education and strengthening the professional development of the FE workforce. To that end, we are already providing significant funding for programmes to help spread good, evidence-based practice in professional development, including provision currently being delivered by the Education and Training Foundation to support the professional development of teachers working with SEND learners. It is also important to note that, under the SEND code of practice, colleges

“should ensure that there is a named person in the college with oversight of SEN provision to ensure co-ordination of support … This person should contribute to the strategic and operational management of the college. Curriculum and support staff in a college should know who to go to if they need help in identifying a student’s SEN, are concerned about their progress or need further advice.”

Ultimately, decisions must be made by providers themselves about what training is relevant and necessary in response to the specific needs of their learners and those who teach them. Of course, students with SEND must get the support they need to benefit from the lifelong loan entitlement. Students with SEND are an important part of our vision for and motivation behind a flexible skills system. We believe that this kind of flexible provision will be of particular benefit to these students. We plan to use the LLE consultation to build our evidence base on how to support all people to access or benefit from the LLE offer.

The noble Lord, Lord Storey, mentioned the importance of primary schools and nurseries in picking up pupils who may have problems. The number of primary school-age pupils identified with SEND has increased over the past five years. In 2021, pupils with SEND represented 17.2% of primary school-age pupils. The most common SEND support needs are usually in speech, language and communication. Among pupils with an EHC plan, autistic spectrum disorder is the most common type of SEN. This shows that children with SEND are being picked up earlier, which is so important and means that they can get support from the age of five onwards. I know this from personal experience, because I have a grandson who has mild autism. His support in his state primary school has been second to none, and I know that that will carry on right through for the rest of his education.

There would also be a further issue if this was mentioned on the face of the Bill. The Secretary of State would then have to specify requirements relating to one particular element of the training programme, SEN awareness, even if others were not identified.

I thank the noble Lord again for submitting these amendments and hope he is satisfied with the work being done in these areas. I hope he will feel comfortable to withdraw this amendment and not move his other amendment.

[Lord Addington (LD)]

My Lords, here we go again. They say that they will take out pupils if they spot them, they will really get on with it, but they will not specify that you have the skills to spot them. They will not turn around and say that you are trained to spot that somebody has a moderate difficulty.

Pupils may get to having a plan, but local authorities have spent over £100 million resisting plans and—I repeat this—on a good day, around 85% of appeals are lost, but it is normally about 90%. Only tiger parents with sharp claws get their kids through that process. Most pupils are not picked up because of the education system we have at the moment, from school to college and onwards. Noble Lords should remember that most of those in college were not given the correct support at school, and most are not spotted or are spotted late. Without staff who are in a position to identify them and give support, the only way in which pupils can get support is by getting plans or higher levels of definition, which is expensive, slow and damaging to that person. The person trying to teach them cannot do it, so you have someone who is a pain in whichever part of their anatomy you care to choose in that classroom. That is what happens when people are not given a basic level of training.

I would like the Minister to come back on what I said about support for people in colleges—technical support, including information capture—as she said nothing about it in her reply. Does she have anything in her notes on this?

[Baroness Chisholm of Owlpen (Con)]

My Lords, I did mean to mention that, so I apologise. There will be details on continuous professional development in the skills White Paper, which is committed to supporting improvements for FE teachers. This will include funding schemes to support educational technology and staff using digital forms of educational delivery, such as the ed-tech demonstrator programme; supporting new and inexperienced teachers by embedding early career support in government-funded programmes such as Taking Teaching Further and enabling access to high-quality mentoring; and running the FE professional development grants pilot, which is supporting collaborative, sector-led professional development approaches in the three key areas of workforce capability to use technology in education, subject-specific professional development, and supporting new and inexperienced teachers.

[Lord Addington (LD)]

I thank the Minister for sharing her notes. It is clear that her department does not get what I am saying. There are higher education institutions that have got this right. Why not simply take that technology which has been set up—if it is not there, you are in trouble—and make sure it is available for people who are slightly lower down the grading system? These people are, after all, trying to get jobs or training at the end of this. Clearly, the Government have not taken that on board.

I feel I must call a Division on this, when the time comes. I would like to divide on both my amendments, but I am prepared to withdraw Amendment 44. I shall seek the opinion of the House on Amendment 46, but I beg leave to withdraw this amendment.

Gambling: Fixed-odds Betting Terminals

Debate between Baroness Chisholm of Owlpen and Lord Addington

Thursday 22nd March 2018 Lords Chamber

[Baroness Chisholm of Owlpen]

I agree with what the noble Lord says. We want to see a healthy gambling industry that responsibly generates investment and employment, but that must not be at the cost of those who are most vulnerable. Indeed, the consultation on changes to gaming machines and social responsibility was launched on 31 October and closed on 23 January, and we are now considering the responses before publishing our response. The Gambling Commission’s is only one of the responses that we will be looking at.

[Lord Addington (LD)]

My Lords, is it not the case that, if you are on the national minimum wage earning £7.50 an hour, in a 40-hour week you can generate £300? I am under the impression that, with a £30 stake on these machines, you could bet that entire sum in under four minutes. Is that an acceptable thing to have in every high street?

[Baroness Chisholm of Owlpen]

We must remember that the Gambling Commission said that it wanted it to be £30 or below. We are looking at all the responses, and I cannot stand here and say what level we will make it. It is not set in stone that it is going to be £30; it might be much lower than that. We have to wait until we have taken all relevant decisions and looked at all the responses before we come to a final decision.

Historical Sexual Abuse in Football

Debate between Baroness Chisholm of Owlpen and Lord Addington

Tuesday 29th November 2016 Lords Chamber

[Baroness Chisholm of Owlpen]

My Lords, I thank the noble Lord for what he said and his support; this is very much a cross-party issue that we need to tackle. Of course, I also express my sympathies to the Brazilian team for the appalling crash. As the noble Lord said, the fact that we are so interested in it just shows how sport brings us all together. I also endorse the bravery of those people who have come forward. My goodness, it takes a lot to do so as an adult when this has happened to you as a child—particularly in football, which I feel has been a male-dominated sport. It must have taken an enormous amount of bravery for those 20 footballers to come out and be open about what had happened to them.

A far as I know, the report will be published, but I will have to go back and check that.

The noble Lord also asked what else we are doing from a wider viewpoint. Earlier this year, Ministers asked the noble Baroness, Lady Grey-Thompson, to carry out an independent review of the duty of care that sport owes to its participants. Her review covers a wide range of areas, including safeguarding. She is due to report back shortly to the Minister of Sport, and she has set up an independent group to support her in this that includes Anne Tiivas, chief executive of Child Protection in Sport Unit.

[Lord Addington (LD)]

My Lords, it is very good that we can echo on a cross-party basis the sentiments that have already been expressed here—and, indeed, the international support for that very unfortunate football team. Will the Minister give us an assurance that there will be a concentration on the one-to-one contact between coach and player, particularly when they are juniors, and how that is monitored? That will ensure that not only parents and participants but also potential coaching staff know what the correct boundaries are and what safeguards apply on both sides. Without them, we are in danger of doing considerable damage.

[Baroness Chisholm of Owlpen]

The noble Lord makes a very good point. That is indeed going to be part of the reviews that are taking place. No stone will be unturned, and we are going to learn a lot of lessons along the way. As the noble Lord said, that is a very important point, and I know that it will be taken back and looked into.