Recruitment of Teachers

Baroness Coussins Excerpts

Thursday 6th February 2025 Lords Chamber

[Baroness Smith of Malvern (Lab)]

I completely agree with the noble Lord about the challenges, not just that individual teachers have in the classroom, but that we have in attracting people to and keeping them in the profession. He has identified a range of areas that we need to make progress on as a Government and on which we are already taking action. I have mentioned some of the proposals around retention. The noble Lord is right about teacher workload and well-being. Our improved workload and well-being for school staff service, developed alongside school leaders, contains a whole range of resources to enable schools to review and reduce workload and improve staff well-being. On the other pressures that happen outside school but which children bring into school, we will have the opportunity during the forthcoming Children’s Wellbeing and Schools Bill to consider the other initiatives that the Government are taking to support the most vulnerable children, strengthen our children’s social care services and, through a whole range of other provisions, make sure that children are able to arrive at school appropriately supported and ready to learn.

[Baroness Coussins (CB)]

My Lords, two-thirds of modern language teachers are EU nationals. The shortage of qualified MFL teachers is second only to maths. Schools and teacher organisations have told the APPG on Modern Languages, which I co-chair, that the cost of a visa can be prohibitive and the process difficult to navigate. Would the Minister agree to look again at an overhaul of the visa system or a visa waiver, which would provide urgent relief in unblocking the supply chain of language teachers?

[Baroness Smith of Malvern (Lab)]

It is certainly the case that there has been a disappointing failure to address the shortage of modern foreign language teachers. That is why, for example, one of the things that the Government will do is extend bursary and scholarship eligibility to all non-UK-national trainees in languages. That means scholarships and bursaries worth a considerable amount of money. I note the noble Baroness’s point about visa costs. I think what is more important is that it is clear to domestic or international potential modern foreign language teachers that this is a country in which their efforts will be reasonably well rewarded and that they will be provided with all the other support necessary to carry out that important role of language teaching.

Higher Education Sector

Baroness Coussins Excerpts

Wednesday 4th December 2024 Lords Chamber

[Baroness Coussins (CB)]

My Lords, one of the problems with the Turing scheme not being reciprocal is that it is much harder for universities to form international partnerships. Have His Majesty’s Government assessed the impact of that on the sustainability and reputation of our higher education sector?

[Baroness Smith of Malvern (Lab)]

It is right that the Turing scheme funds UK students to engage internationally in all stages of education, but it is not the case that there are not also other forms of support, including through our colleagues in DSIT, for international partnerships in the areas of both research and teaching and university co-operation. If we look, for example, at the value of transnational education, where UK universities have sites in or relationships with other countries, we see a growing sector, and these are all areas that we will want to look at in the international education strategy.

Erasmus+

Baroness Coussins Excerpts

Thursday 12th September 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The noble Lord makes an important point about the significance of languages. I am not sure that we are presently in a position to advise or inform in detail on the UK’s negotiating strategy. But, notwithstanding that, he is of course right about the significance of languages. That is why in the department we have, for example, a very good scheme for language assistants, which enables people from the UK to travel overseas to work as language assistants and those from overseas to come to the UK. It has been successful in helping to promote language learning. We are also very committed to ensuring that the great benefits that come for younger people from being able to take part in school trips, for example, are also facilitated despite the additional barriers that have been put in place by our decision to leave the EU.

[Baroness Coussins (CB)]

My Lords, following on from the last question, will the Minister acknowledge that it has been shown that the reciprocal element of Erasmus made a positive contribution to the supply chain of modern language teachers in our schools? Given the critical shortage of qualified language teachers—second only to maths, according to the DfE’s own figures—does she agree that rejoining Erasmus would be a sensible move and that it would help the Government achieve their stated aim of recruiting more teachers for shortage subjects?

[Baroness Smith of Malvern (Lab)]

As the noble Baroness identified, as did the noble Lord, Lord Wallace, there was a considerable asymmetry in the Erasmus+ scheme. Of course, I accept that there is considerable benefit from welcoming students, teachers and others from overseas into the UK. That is why the Government have given a much warmer welcome to international students into our higher education institutions than was the case with the previous Government. Erasmus is not the only way in which we can help support language learning. That is why, as I outlined to the noble Lord, the English language assistants programme, which is delivered by the DfE and the British Council, makes an important contribution to enabling paid teaching placements overseas for UK residents to improve their language skills, as well as placements in the UK for non-UK residents to assist with teaching, for example, French, Spanish, Mandarin, German and Italian. All of those—I accept the noble Baroness’s point—are important in our schools and further education institutions.

King’s Speech

Baroness Coussins Excerpts

Friday 19th July 2024 Lords Chamber

[Baroness Coussins (CB)]

My Lords, my contribution will be to the education side of this debate. As the noble Baroness, Lady Merron, will reply to the debate, I hope that the Education Minister—the noble Baroness, Lady Smith, who is most welcome to this House—might be kind enough to meet me soon to follow up on what I shall highlight. I declare my interests in languages, as set out in the register.

Much needs to be done to reverse the damaging decline in the UK’s language skills but, in the short time I have today, I shall flag up just one of the barriers to the teaching and learning of languages: the viability of educational trips and exchanges. Some 50% of schools are now cutting them, with that figure rising to 68% in deprived areas, but the good news is that this can be fixed, and quickly—a perfect early win for an incoming Government committed both to tackling regional and other inequalities and to creating opportunities.

The new Foreign Secretary, David Lammy, has already said that he is determined to do more to champion school and student exchanges as a vital part of resetting the UK’s relations with our European allies. He told his German opposite number that he hopes

“we can fix that school visits issue”,

and he appeared willing to consider the EU’s proposal to establish a youth mobility scheme for 18 to 30 year-olds to study and work, in welcome contrast to the immediate dismissal of this idea by both Labour and the then Government before the election.

One of the problems is the lack of co-ordination between the three relevant departments: the DfE, the FCDO and the Home Office. We know that the FCDO is alive to the issue, and the Minister knows all about the Home Office, so I hope she will feel happy to take the initiative to create the cross-departmental leadership for the dismantling of the barriers that are short-changing our young people.

A plan of action was submitted by the All-Party Group on Modern Languages to the then Schools Minister in February, so I hope the new Government will support this and start notching up some early changes and successes, knowing that the benefit of trips and exchanges not only applies to the take-up of languages but enhances many other areas of the curriculum, including geography, history, STEM subjects, art and sports. There is also an important positive impact of reciprocal mobility schemes on the supply chain for MFL teachers, and we know from DfE figures that we are looking at a chronic shortage there, second only to maths.

Teachers have told us that the problem is a combination of post-Brexit paperwork for travel and border checks, the burden of DBS checks, missing or conflicting official guidance, and access to opportunity and funding. The paperwork and costs must be reviewed, including bringing back the list of travellers scheme and the group passport scheme. At the moment, trips can face being aborted or delayed at the border because a coachload of children must have their passports individually checked, and coach drivers can reach legal drive time limits. One school I know missed its ferry home two years running because officials insisted on every child getting off the coach to be checked. One year they did not arrive home until 3 am. That was a school in London; it would have been a lot later for a school further away from Dover. Many trips go well, of course, but teachers are acutely aware of the potential for things going wrong.

Where passports are necessary, the cost must be reduced; £53.50 for under-16s is just too much for many families. Then we need clear and consistent guidance to help teachers plan. FCDO travel entry information needs to cover school groups that include both UK and non-UK nationals. Discrepancies between advice to schools from local authorities and from the FCDO must be ironed out. All this could and should be done cost-free and is quickly achievable. DBS checks are now less onerous but the changes are not yet common knowledge in schools, so much more needs to be done to communicate them. That is another quick and cost-free fix.

Finally, I urge the Minister to review the Turing Scheme. The more streamlined application process is welcome but schools have told us that they want a multiyear funding cycle, because a single-year cycle is impractical for many schools and colleges, and for their international partnerships. We also know that reciprocity helps the future MFL teacher supply chain. The easiest way of doing this, of course, would be to rejoin Erasmus+ as a non-EU associate country. I implore the Minister to reopen negotiations on this out of sheer enlightened self-interest for the UK. I look forward to an early opportunity to discuss all this with the noble Baroness, Lady Smith of Malvern.