Free Childcare Hours

Debate between Baroness Farrington of Ribbleton and Lord Nash

Tuesday 18th July 2017 Lords Chamber

[Lord Nash]

As the noble Baroness knows, we did a great deal of work in our review on ensuring that the pay for this was adequate. Indeed, that has been borne out by a number of independent parties. Some 145,000 people have now received a code. They then have to go to the provider and the provider has to come back to us to verify; 32% of them have done so already, which is well in advance of the September date—if they start in September. As I say, all the indications are that there will be adequate provision.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, will the Minister, who often repeats his acclaim for high-quality education, encourage his colleagues in the Government to stop using “childcare” as an alternative expression for “nursery and early childhood education”? It is not the same. The experience is that good-quality nursery education provides a much better start for young children, particularly those from difficult backgrounds. Will he please encourage people not to use the term coterminously? Referring back to an earlier question about teachers, would he please accept that experience in Lancashire shows that employing bilingual young people to work with children as nursery nurses and teachers helps those for whom English is not their first language or mother tongue? It gives children a better start in their lives in education.

[Lord Nash]

I entirely agree with the noble Baroness. The evidence is clear: although we have had a dramatic increase in the quality of early years provision—it has risen from 69% to 93% rated good or outstanding by Ofsted since 2010—those attached to schools are the best. That is why we have been encouraging primary schools to open nurseries, and we will continue to do so through our free school process. She makes a very good point about bilingual nursery staff. Through our recruitment drive for teachers, we are working with the Spanish Government to recruit teachers from Spain. We are looking at whether we can work with France and Germany, and I will certainly take her point back to the teams.

Schools Update

Debate between Baroness Farrington of Ribbleton and Lord Nash

Monday 17th July 2017 Lords Chamber

[Lord Nash]

Yes. As I said, we have been working very collaboratively with local authorities to plan much more accurately with them precisely where they want free schools. Local authorities obviously often produce free school sites on a peppercorn for no money. It is also clear to us that some local authorities have perhaps not been spending their basic need money, as they should have been, but relying on the central programme. I believe that this can be done efficiently. The local authorities that we work with certainly seem keen to provide many more of these schools. We go through a process whereby they decide where they want the schools to be and, effectively, an open process is then gone through whereby school providers can approach them and be approved, initially by the local authority and then by the department.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, the answer from the Minister to the question about whether local authorities will get more money for embarking on this project was, in short, no. They will not get more money but will have to find the money though doing things more efficiently, according to the Minister. Will he please accept that his repeated assertions about the Government’s commitment to social mobility can be answered by all the research which shows that good, early childhood education involving parents is the best way to help children who underachieve, and that Ministers repeatedly referring to childcare are ignoring the educational issues? Will the Minister please answer the questions that he is being asked and not the ones he prefers?

[Lord Nash]

The answer to the question on where the money will come from is that local authorities are funded substantially to provide their basic need budgets. We will look to them to use those budgets to fund some of these places through new schools and the free schools programme. I agree entirely with the noble Baroness that the early years are a vital part and that the younger we can support all our children, the better.

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[Baroness Farrington of Ribbleton]

My Lords, will the Minister take advice from somebody who has chaired an education authority and knows the sorts of questions that arise? He is talking about a national funding formula. Parents, teachers and governors will ask how the calculation has been made as to what is appropriate. They will make comparisons—I am not doing so—between Scotland, Wales, Northern Ireland and English regions. We will have to refer them to him. Can he assure me that in calculating the amounts per pupil, all pupils in all countries and in all areas have been treated fairly, equally and on the same assumptions about need?

[Lord Nash]

Well, the whole purpose of the funding formula, which is for England only, is to treat everybody much more fairly. As for comparisons with Wales and Scotland, I hope that parents will make them, because they will be able to see that what has been happening in the Welsh education system is no lesson for the future and that what has recently been happening in the Scottish education system is deeply disturbing.

Education: Design Subjects

Debate between Baroness Farrington of Ribbleton and Lord Nash

Wednesday 26th April 2017 Lords Chamber

[Lord Nash]

I pay tribute to my noble friend’s support for technical education. In fact, there is no evidence that the EBacc has had a direct effect on the number of pupils taking arts subjects. In fact, the number of pupils taking at least one arts subject has increased since the introduction of the EBacc. As I have already mentioned, it is quite clear that modern pupils, in addition to being interested in design, are also interested in things such as coding.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, will the Minister admit that it is shameful that the Government are wasting money on creating new free schools where school places are not needed and cutting the funding for pupils in adjacent schools where the money is needed? The Minister is presiding over a system that is depriving pupils in general because of his and his colleagues’ pet theory about independence.

[Lord Nash]

I am delighted that the noble Baroness has given me the opportunity to answer that question. Since I have been a Minister for the last four and a half years, 93% of free schools have been created in areas where there is a recognised need for new places. We are spending our money far more efficiently than the previous Labour Government. Despite inflation, we are building schools at least a third more cheaply than Labour’s profligate Building Schools for the Future programme. I constantly face bills from schools built quite recently under that programme, where I have to spend millions rectifying their very poor design.

Young Carers

Debate between Baroness Farrington of Ribbleton and Lord Nash

Thursday 23rd March 2017 Lords Chamber

[Lord Nash]

The noble Lord makes a very good point. We welcome the Children’s Commissioner’s report. We have just concluded our analysis of its findings and are considering what more we can do. We know that many local authorities are making great progress in their data analysis and capabilities but, as the noble Lord says, there is more for us to do. We are considering that in the light of the Children’s Commissioner’s report.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, will the Minister undertake to ensure that psychiatric nurses treating patients are very careful? Often they have responsibility for doing what is best for the parent in a case of severe and distressing mental illness, but sometimes no one looks to the needs of the child, who may be in a home with a parent in an extremely distressing state. Surely there should be somebody there to protect the child from what can be a rather frightening and very paranoid parent.

[Lord Nash]

As I am sure the noble Baroness knows, we are working with the Department of Health to commission a major countrywide thematic review of children and adolescent mental health. We will bring forward a new Green Paper on children and young people’s mental health, and I shall certainly feed the noble Baroness’s comments into that thinking.

Education: Nursery and Early Years

Debate between Baroness Farrington of Ribbleton and Lord Nash

Thursday 23rd March 2017 Lords Chamber

[Lord Nash]

Yes. Our recently published workforce strategy sets out how we will support staff to offer good-quality provision for children with SEND. We are funding a range of training and development opportunities in this regard, working with organisations that specialise in SEND. We have a new targeted £12.5 million disability access fund and a requirement for local authorities to set up a local inclusion fund to support providers for better outcomes for children with SEND.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, will the Minister undertake to look at research into high-quality preschool experience combined with adult education for children who fail later in life? Will he look at the Midwinter experiment in Liverpool, which did so much many years ago to demonstrate that the most important investment is high-quality nursery education combined with help for parents who sometimes have difficulty themselves in helping their children unless there is high-quality adult education for them?

[Lord Nash]

The noble Baroness is quite right in her remarks. We all appreciate that helping children at an early age, particularly those who have a difficult home life, is absolutely essential. The payback on that for both those children and our society is massive. I certainly would be delighted to look at the research to which she refers, and I would be happy to discuss it with her because I know that she has experience in relation to this.

Schools: Funding Formula

Debate between Baroness Farrington of Ribbleton and Lord Nash

Tuesday 21st March 2017 Lords Chamber

[Lord Nash]

I am grateful to the noble Lord for his comments about the efficiency of multi-academy trusts. One study shows that multi-academy trusts can achieve a saving of £146 per pupil. As I said, we are still recovering from the financial hole that we inherited in 2010 and we all have to adjust our resources. Schools have had a huge increase in money in recent years. We are trying very hard and have a lot of resources available on our government website to help them become more efficient.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, will the Minister apologise for the fact that the Government are taking money out for their own pet schemes for grammar schools and depriving children in other schools in other parts of the country? Will he agree to go away and look at whether the Government’s pet schemes should have additional money that is not stolen from children in other schools?

[Lord Nash]

I will not apologise any more than the party opposite has apologised for the probably £10 billion that it wasted on its Building Schools for the Future programme.

Social Mobility

Debate between Baroness Farrington of Ribbleton and Lord Nash

Monday 20th February 2017 Lords Chamber

[Lord Nash]

I agree entirely with the noble Lord on that. Increasingly we are seeing schools develop what is sometimes called a “raising ambitions” programme to raise their pupils’ horizons and ambitions. All too often in the past schools have not been ambitious enough for their pupils. I recently attended a very inspiring event run by Ormiston Academies Trust, which is developing a raising aspirations programme, and we are seeing many more of these kinds of programmes being developed.

[Baroness Farrington of Ribbleton]

My Lords—

Independent Schools: Free Places

Debate between Baroness Farrington of Ribbleton and Lord Nash

Wednesday 14th December 2016 Lords Chamber

[Lord Nash]

My noble friend is right to say that we may well have to work with a number of groups to amend their proposals before we have a final set of proposals. As I say, we have a wide-ranging group of ideas and we are determined to devise something that will actually work.

[Baroness Farrington of Ribbleton (Lab)]

Will the Minister give an undertaking to ensure that, whatever happens, he will not take money from other schools’ budgets in order to fund a particular project that is being put forward by a group of people? As the Statement that the Minister is due to repeat later today shows, there is great concern that across the voluntary controlled and voluntary aided sector and local authority schools, money for school budgets is being cut. Projects like this ought not to be robbing children of funding for their schools just because the Government fancy a whim.

[Lord Nash]

This proposal is about encouraging independent schools to help the state sector, and the money will therefore be flowing towards the state sector, not away from it. As the noble Baroness knows, we have protected the core schools budget, but we will be talking about the national funding formula shortly.

National Funding Formulae for Schools and High Needs

Debate between Baroness Farrington of Ribbleton and Lord Nash

Wednesday 14th December 2016 Lords Chamber

[Lord Nash]

I am extremely grateful to the noble Baroness for her comments, which I can only support.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, has the Minister had a few moments to reconsider his answer to the noble Lord, Lord Storey, on the whole issue of differentials, because he did not answer it? There will be many schools, as the Minister admitted, which will lose funding and will face difficulties. Given the Question that we considered earlier, where it was suggested that the Government might put extra money into independent schools and money for grammar school expansion, will it be possible for all the schools affected—a large number, as the Minister admitted—to submit to the consultation that they would prefer to have the money shared out?

[Lord Nash]

It will be entirely possible for anybody to make any representations in the consultation, and maybe the noble Baroness would like to do so in that respect.

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[Lord Nash]

The noble Baroness is quite right about that. I can reassure her that there will be no cuts to the funding for high needs—no per-pupil cuts at all. Indeed, we have increased funding for high needs every year since the high-needs funding system was changed in 2013. This year, local authorities are getting more than £90 million in high-needs allocations.

[Baroness Farrington of Ribbleton]

My Lords, can the Minister be a little more specific about special and higher needs? Many years ago, Baroness Warnock identified that 20% of children have special needs, of whom only about 2% have needs severe enough for statementing. I go back to the question from my noble friend about the funding formula for young children. The Government are to be commended for extending childcare, but no one will support moving children with special needs not at statementing level, who are currently educated properly in infant and nursery schools by qualified teachers. We need an assurance that finance for this group of children will be protected. These children form a large percentage of those who fail to achieve later in their school careers because their special needs have not been identified and met.

[Lord Nash]

The noble Baroness is absolutely right and I am sure that she will be delighted to hear that, at the moment, additional-needs funding accounts for 13% for the overall schools budget and that it will be increasing, under these proposals, by an additional £1.7 billion, so it will be 18%. So in fact substantially more money will be made available for that group.

Grammar Schools

Debate between Baroness Farrington of Ribbleton and Lord Nash

Wednesday 14th September 2016 Lords Chamber

[Lord Nash]

Schools are allowed to select for a certain amount in some aptitudes, and of course early years do look at making sure that the motor skills of young children are developed, but I think the answer in this context is no.

[Baroness Farrington of Ribbleton (Lab)]

Would the Minister accept that all serious education research—from Midwinter in Liverpool, to Head Start in America, to Sure Start—shows that detailed intervention with very young children is the best way of helping disadvantaged children? I accept the Government are doing more about childcare, but that does not solve the problem of disadvantaged children. When will the Minister accept that these children need detailed help from a very early age?

[Lord Nash]

I entirely agree with the noble Baroness that early years is so important. That is why we have seen so many people who started life in the secondary sector moving into the primary sector, and many of them are now moving into the nursery sector. I am delighted that since we started allowing, as of this round, free school applications to include applications for nurseries, a third of applications have included them.

Schools

Debate between Baroness Farrington of Ribbleton and Lord Nash

Monday 12th September 2016 Lords Chamber

[Lord Nash]

The noble Lord is right that the Carter report highlighted the importance of SEN training. It is something that we are determined to improve. I will specifically discuss this matter with the Minister responsible, Nick Gibb.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, does the Minister accept that in the Statement there are many descriptions of the problem but few of the answers? In terms of 11-plus selection, during the passage of the legislation, will he cite exactly how any relevant study justifies selection? In fact, it is not selection at the age of 11; it is rejection for the overwhelming majority of children. Attainment is being judged. The noble Lord referred to special educational needs. Yes, regard will be given to children with statemented special educational needs, but not to others. What about summer-born children who may have had a full year less than their age group by the time they reach the age of 11? Early years education was a foundation on which to build, particularly for children from deprived, working-class communities. Are the Government going to back that in future and extend it? The Minister is falling for a cheap trick by the Prime Minister. He professes to be concerned that all children should be able to reach EBacc. Now the evidence we see is based on 20%—or is it 25% or 30%?—getting through and the others being rejected.

[Lord Nash]

As I have said, we believe it should be possible to design plans that would benefit the wider system. We are working with the Grammar School Heads Association on a test at 11 that will be much more difficult to coach and prepare for. The noble Baroness made an extremely good point on summer-born children. This is something we are looking at very closely. I have just taken over responsibility for admissions, and I am looking at this extremely closely. On early years, over the past few years, we have invested significant sums in widening access to childcare for parents, particularly the less advantaged. On the EBacc, our ambition is not that all children should take the EBacc; we fully understand that there will be some for whom it is not appropriate, but we see no reason why a target of 90% taking it, if not necessarily passing it, is not achievable. We are seeing that many schools that formerly had single figures for pupils taking EBacc are now achieving 70% or 80% of pupils studying these subjects quite happily.

Independent Schools: Teacher Training

Debate between Baroness Farrington of Ribbleton and Lord Nash

Wednesday 7th September 2016 Lords Chamber

[Lord Nash]

I agree with my noble friend’s comments. We very much welcome the sharing of expertise between schools across the sector. I am encouraged to see teacher training partnerships working, for instance, in the Crispin School Academy, which is working with a number of independent schools, such as King’s Bruton, Millfield and Taunton. The modern foreign languages project to which I referred will give trainees the opportunity to work in schools in both sectors that have outstanding modern languages departments. In addition to the five independent teaching schools to which I referred, more than 150 independent schools are members of teaching school alliances, including a number of special schools.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, can the Minister give an assurance that, in the Government’s policy on teacher training, they will ensure that all those unqualified teachers who are currently teaching children in this country are encouraged, and made, to become qualified? I declare an interest as somebody who, many years ago, was employed as an unqualified teacher. I can assure the noble Lord that all children deserve to be taught by teachers who are qualified.

[Lord Nash]

I agree entirely with the noble Baroness that all teachers should be well qualified. One of the most important things that Sir Andrew Carter’s review pointed out was that the most important qualification is qualification in subject knowledge. It is acknowledged across the teaching sector that, of course, you do not become a fully expert teacher after nine months of training. That is not to say that the training is not extremely valuable or that many teachers do not find it valuable. But others—for instance those with PhDs in subjects or perhaps a drama teacher from RADA—may feel that they do not need to go through that training and that they already have some of those basic skills.

Academies: Sponsors

Debate between Baroness Farrington of Ribbleton and Lord Nash

Thursday 21st July 2016 Lords Chamber

[Baroness Farrington of Ribbleton (Lab)]

My Lords, if the Minister cannot reply today, would he care to write to me on the question of children with various disabilities, particularly behavioural problems, and the incidence of those children being in academies as opposed to local authority maintained schools? Allegations are made that academies are sometimes selective in not taking children with special needs. Could I please have a detailed report in time for us coming back?

[Lord Nash]

To be clear, academies have exactly the same duties over admissions and exclusions in relation to pupils with SEND as every other state school, with no evidence to show that academies are any more likely to act against the interests of SEND pupils and prospective pupils than any other maintained streamed schools. It is perfectly clear that a great many academy sponsors are involved simply because they wish to benefit those less advantaged pupils. Where evidence is presented to us, we will take the matter very seriously and investigate.

Schools: Academies

Debate between Baroness Farrington of Ribbleton and Lord Nash

Tuesday 3rd May 2016 Lords Chamber

[Lord Nash]

We make absolutely no apology for our belief in academies and multi-academy trusts, because of the substantial benefits of academy freedoms and working together in close families of schools. If noble Lords were to spend any time meeting the people who run academies or multi-academy trusts and saw the substantial benefits—for instance, for their staff and pupils—they would understand.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, will the Minister explain to the House when answering a direct question became a matter of PR? Will he answer the concern of local authority and church voluntary-aided schools in counties such as Lancashire? Will he say that no small primary schools will be closed on financial grounds in his programme of academisation?

[Lord Nash]

I will give the noble Baroness an independent view from the chief inspector, who believes that every school should be an academy. As for local authorities, of course there are a lot of high-performing local authorities and we very much hope that people there will continue to be involved, by spinning out and setting up academy trusts. As I said in an Answer last week, no strong schools will close as a result of the policies in the White Paper. Indeed, we think that many rural schools will be much stronger working together in multi-academy trusts. There are very strict rules about the closure of small and rural schools, and I expect that all such considerations will continue in the future in relation to all rural schools.

Schools: Special Measures

Debate between Baroness Farrington of Ribbleton and Lord Nash

Wednesday 16th December 2015 Lords Chamber

[Lord Nash]

Actually, I think they do concern us. This Government are passionate about ensuring that every child gets a good education, and sadly there are far too many areas in this country where that is not the case. As I have already explained, regional schools commissioners are very locally based.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, would the Minister explain to the House whether there is any relationship between the way that the Government have decided where schools can be built, where new schools can be opened, where schools can be expanded and where they cannot, and the fact that many parents are now discovering that what used to be their local authority’s responsibility for planning provision over their area has been messed up by the Government moving in because they particularly want a certain sort of school, without looking at the overall planning needs to suit every child of every group of parents?

[Lord Nash]

I am responsible for place planning and capital, and we look very closely at planning needs. If the noble Baroness is referring to free schools, since I became a Minister, 93% of free schools have been approved in places where there is a forecast need for new school places.

Schools: Faith Schools

Debate between Baroness Farrington of Ribbleton and Lord Nash

Monday 14th December 2015 Lords Chamber

[Lord Nash]

I entirely agree with my noble friend. It is very good to see more evidence emerging of a rising tide lifting all boats. I agree with the point he makes, and it is true that church schools have consistently outperformed local authority maintained schools.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, I declare an interest as a former chair of education in Lancashire, which has the largest number of church schools. I can tell the Minister that those church schools do not like glib references slurring one side or the other. Will the Minister give the House a total assurance that all church schools will be treated equally financially? At the moment, some schools run directly by the Government get more money—more capital and more revenue—than some local authority and voluntary aided sector schools. Can we have a guarantee that there will be no bribery?

[Lord Nash]

I assure the noble Baroness that there will be no bribery—I believe it is a criminal offence. Ongoing funding for all schools is done on an equal basis. When some schools are started, there are some diseconomies, and some very small schools get extra money. I point the noble Baroness to the latest figures based on 2014 key stage 2: at Church of England schools, 82% of pupils achieved the required level 4, compared to 79% of pupils at local authority maintained schools.

Adoption

Debate between Baroness Farrington of Ribbleton and Lord Nash

Tuesday 8th December 2015 Lords Chamber

[Baroness Farrington of Ribbleton (Lab)]

My Lords, will the Minister do me the following courtesy? I am sure he will feel that he needs to add to the answer he gave to the right reverend Prelate. Will he please send copies of that answer to me and other noble Lords with an interest in this area? Merely to say that it is not within his brief does not fully answer the question.

[Lord Nash]

I will certainly do as the noble Baroness suggests.

Creative Sector: Educational Provision

Debate between Baroness Farrington of Ribbleton and Lord Nash

Wednesday 22nd July 2015 Lords Chamber

[Lord Nash]

I agree entirely with the noble Earl.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, will the Minister reflect further on the intervention of his noble friend Lord Baker? I remember the noble Lord as Secretary of State when I chaired an education authority. Will the Minister please go away and consider the importance in the Government’s strategy of looking carefully at those subjects—design and technology—in detail to see what has happened to them? I did not always agree with the noble Lord, Lord Baker, but I agree with him that too many able pupils do not exercise the right basic education to go forward in the way the Government want with design and technology and all those subjects.

[Lord Nash]

I will go away and look at this further, but I repeat that the statistics are encouraging.

Childcare: Early-years Funding

Debate between Baroness Farrington of Ribbleton and Lord Nash

Wednesday 3rd June 2015 Lords Chamber

[Lord Nash]

There are up to 600,000 families that could benefit. Obviously the number that actually benefit will depend on the take-up and the precise numbers of those who are already paying for this, although they too will benefit because although there will not be an increase in provision they will have their existing provision funded.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, will the Minister please give the House an assurance that, in looking for value for money for the public purse, the Government will also have regard to those people working in the sector having not only the right opportunities for training and professional development but themselves having an income that is justifiable in terms of them being able to have a living-wage life?

[Lord Nash]

The noble Baroness makes an extremely good point about the importance of the workforce in this sector. If we are going to provide the right quality of provision, we need to ensure that their interests are protected.

Schools: Academies

Debate between Baroness Farrington of Ribbleton and Lord Nash

Tuesday 3rd March 2015 Lords Chamber

[Lord Nash]

I can give that assurance. They are there for the benefit of the institution, which in this case is the school in question.

[Baroness Farrington of Ribbleton (Lab)]

In the light of the reply he gave to my noble friend, would the Minister be prepared to state that the Government’s policy should be and is that any pupil or student—of any age, whether sixth-former or primary school pupil—is entitled to have an equivalent amount of money spent on their education, unless there is a special allocation because of special needs? Government Ministers lambast local authority maintained schools, including some church schools, for not spending money and yet claim that academies have this right.

[Lord Nash]

The noble Baroness will know that we have had a bit of a postcode lottery in school funding for many decades. This Government have gone quite some way to try and reduce the differentials but we should seek to do more in the future.

Ofsted: Academy Chains

Debate between Baroness Farrington of Ribbleton and Lord Nash

Monday 26th January 2015 Lords Chamber

[Lord Nash]

I entirely agree with my noble friend: free schools are our most successful group of non-selective state schools, with 24% rated outstanding. We are told by Ofsted that we have the highest-performing school system that we have ever had. The performance of the first batch of primary academies is much higher than that of local authority maintained schools, and secondary academies open for any length of time are clearly also doing better.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, would the Minister care to comment on a fear that local authority schools have a much higher percentage of children with special needs, particularly those with special needs that affect their behaviour? The Minister very kindly wrote to me, giving me the percentage improvement in free schools and academies, but many schools contact me to say that their local academies and free schools do not take as many children with difficulties and problems, and that, in addition, those schools get better funding.

[Lord Nash]

I am very happy to write to the noble Baroness again with more details on this. However, as far as I am aware, most academies, particularly the 1,000 schools that we have taken out of local authority maintenance over the past four years, many of which were languishing in failure for years, have very high rates of pupils with SEN, EAL and free school meals. However, I am happy to write to her with more details.

Academies: Special Educational Needs

Debate between Baroness Farrington of Ribbleton and Lord Nash

Tuesday 16th December 2014 Lords Chamber

[Lord Nash]

I agree entirely with the points the noble Baroness makes, particularly in relation to pupils with autism.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, the Minister gave the figures for percentage improvements. I did not hear any comparative figures between different bands of schools. I wonder whether he could make those figures available. A 13% improvement may lead to an equality of opportunity or may merely improve things. While he is writing about that, perhaps he will let me and the House know how many of those special needs improvement figures relate to the growing number of special needs pupils with behavioural problems who, in my experience, parents fear are being excluded on the grounds of the efficiency of the school, which has been referred to.

[Lord Nash]

I will write to the noble Baroness in the terms she requires. I can certainly tell her that she will find the headline figure she is looking for very reassuring.

Schools: Admissions

Debate between Baroness Farrington of Ribbleton and Lord Nash

Tuesday 21st October 2014 Lords Chamber

[Lord Nash]

We have. The current rate is that 87% of parents get their children into the school of their first choice and 96% get them into their top three. As I said, we are intent on making sure that every school is as good as it can be.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, would the Minister care to comment on his repeated use of the term “better schools” and his comparing of schools—for example, his remark this afternoon about church schools by and large being better? My experience of church schools is that they want to be as good; they do not see education as a competition. But surely if schools are assessed by parents on the basis of Ofsted reports, among other things, those reports ought to be conducted on equal terms for all schools, with no warnings being given favourably to some.

[Lord Nash]

The noble Baroness and I probably disagree in principle on the concept of competition, but we are aiming for all schools to be as good as possible. Ofsted now gives minimum notice to all schools. It is quite clear that Ofsted conducted a thorough investigation relating to recently reported events. Its findings were very clear and it made a statement on that last night.

Education: Citizenship Studies

Debate between Baroness Farrington of Ribbleton and Lord Nash

Monday 30th June 2014 Lords Chamber

[Lord Nash]

I agree entirely with the noble Baroness. Parenting skills in this country are, in many cases, sadly lacking but it is not easy to dictate to parents, even young parents, how to do that. However, all good schools certainly seek to engage with their parents not just about their children’s education but, bluntly, to improve the education of the parents themselves.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, in making rather sweeping asides about the Labour Party’s policy, will the Minister please accept that there is a world of difference between laying down what children ought to learn as part of the curriculum and getting into the dangerous area of politicians deciding which books to teach the curriculum from?

[Lord Nash]

I would agree entirely with the noble Baroness except that I think it is a sad reflection on a country with as rich a literary history as we have that more than 90% of essays written for GSCE English literature are on three books.

Education: British Values

Debate between Baroness Farrington of Ribbleton and Lord Nash

Thursday 26th June 2014 Lords Chamber

[Lord Nash]

The whole principle of consultation is that it is deliberative and that people will respond. I hope they do. As I said, it is not being rushed out, as the noble Lord implied. British values have been part of the policy framework since 2011, when they were introduced as part of the Prevent strategy. Since 2013 standards have required schools to encourage pupils to respect the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. The words are “mutual respect and tolerance”, not just “tolerance”. The noble Baroness, Lady Afshar, made this point and I will certainly take it back. It is important that our advice to schools is clear. To promote ideas or systems of thought at odds with these values would be failing to meet the standard.

These requirements provide a sufficient lever for action in cases where an attempt is made to undermine British values. The new title wording suggested in the consultation will do more to challenge rigorously those schools paying lip service to these duties. We will expect these changes to come into effect from September this year. They will apply to all independent schools, academies and free schools. We must secure the same standards in maintained schools. As with the independent sector, we are building on responsibilities schools already have to fulfil. Maintained schools must promote the spiritual, moral, social and cultural development of their pupils so that they are able to participate positively in society. They cannot promote partisan political activities and must present balanced views to pupils. Importantly, they must promote community cohesion.

Under the citizenship curriculum, maintained schools are also required to teach pupils about a range of subjects, including democracy, human rights, diversity, and the need for mutual respect and understanding. I heard what my noble friend Lord Storey said about the vital importance of citizenship. As important, if not more important, for getting a real grasp of British values is to study history, in order to understand what Daniel Defoe was on about in the quote that was mentioned by the noble Lord, Lord Taverne, and to understand, for instance, that we are an island made up of a number of countries with a long history stretching back over several millennia of immigration.

While academies and free schools are not, as my noble friend Lord Storey said, subject to the same curriculum requirements as maintained schools, the trust running the school must deliver a broad and balanced curriculum and will be bound by the legal requirement to actively promote fundamental British values. As I trust noble Lords will acknowledge from the published coverage of the Birmingham academies placed into special measures, the Secretary of State will not hesitate to use his powers to consider terminating a funding agreement with an academy trust that cannot secure the required improvements.

Inspection is the primary means by which individual schools are held to account. Noble Lords will note that academies and free schools are inspected under the same section 5 framework as maintained schools. I know that noble Lords will be pleased to hear that 24% of free schools inspected have been adjudged to be outstanding—which, contrary to what reports suggested, represents a remarkable success, particularly as those schools were inspected after only four or five terms.

Spiritual, moral, social and cultural development is already part of section 5, but it allows inspectors to challenge only the most serious failures. Inspectors are already advised to look for evidence of pupils having the skills to participate in modern Britain, to understand and appreciate a range of different cultures, and to respect diversity. We will look to improve the consistency with which this is applied.

Now is the time to raise the bar so that all maintained schools, academies and free schools share the same goal of promoting British values. That is why, as the Secretary of State confirmed on 9 June, the department will review its own guidance to schools so that they are clear about our expectations. We are already talking to Ofsted to ensure that those same expectations are reflected in section 5 arrangements.

On what my noble friend Lord Storey said about grade 1 schools being exempt from inspection, they are not exempt and will be inspected if there are areas of concern; for example, if their results suffer or if there are particular complaints.

My noble friend Lord Cormack talked about a citizenship ceremony. I am sure that the events of Birmingham will enable us all to reflect on what more we can do to produce a more coherent and integrated society. On flying flags on schools, I am always pleased to see the flag so prominent when I visit America. It is sad that, if I were to put a union jack outside my own house, people would think that I was a member of the British National Party, and that the only time one sees flags is when a football match is on. It is also sad that very few students in our primary schools could describe the make-up of the union jack beyond the cross of St George.

I agree with my noble friend Lord Sheikh that education should be a tool of integration. We will not be able to call ourselves a truly successful society until we have a much more integrated society—and, sadly, we are some way short of that.

The noble Lord, Lord Stone, talked about mindfulness. I thank him for his insightful and interesting comments, and for his commercial for the mindfulness classes. The values that we are asking all schools to actively promote are not exclusive. As I understand it, mindfulness chimes a very loud chord with me. I believe that children and young people should be taught about concepts such as mindfulness. Such concepts can be very powerful, particularly for children from scattered home lives. We use a similar approach with a number of our more challenged pupils at my own secondary academy.

The noble Baroness, Lady Flather, made some powerful points. Of course, it is for all schools to ensure that the sort of beliefs to which she referred have no place in our society.

My noble friend Lord Lexden made some supportive comments, for which I am grateful. He knows how highly I value co-operation between the independent and state sectors.

I welcome the noble Baroness, Lady King, to the Dispatch Box for the first time. I agree with her on the importance of sharing by example, but she should not underestimate the seriousness of the events in Birmingham, about which I obviously know a great deal more than other noble Lords, and their wider implications. She should also be aware that both the free schools programme and the academies programme are proving great successes. Academies are performing much more strongly than other maintained schools.

The noble Baroness referred to Labour’s proposals for 50 regional bureaucracies. We believe that breaking the country into eight regional schools commissioner areas is appropriate. I note that there seems now to be a consensus that we should not go back to local authority control—even Ed Miliband said that in the other place only a few days ago—but creating 50 bureaucracies, each with its own staff, would effectively take us back to a local authority-controlled system.

[Baroness Farrington of Ribbleton (Lab)]

Will the Minister care to confirm that there has no been local education authority control of schools since the 1980s? They have had responsibilities and all sorts of things to do, but the use of the term “local authority control” negates the work done by predecessors of the Minister such as the noble Lord, Lord Baker, and Lord Joseph. Local authority control is non-existent and has been for decades.

[Lord Nash]

The noble Baroness is quite right. I shall seek to ameliorate my language in future on that point.

The noble Baroness, Lady King, also made a point about the rule of law. The rule of law is already among the British values that all schools have to enforce, and all schools must teach a broad and balanced curriculum. None of the 21 schools inspected in Birmingham was a faith school.

I hope that all noble Lords will see the sense of what we are proposing. The changes that I have described will for the first time create a consistent expectation that all schools will promote British values. It will no longer be possible to avoid challenge if a school is only paying lip service to the requirements. The planned inspection arrangements will ensure that those who fail to meet their responsibilities will be held to account and, as we have shown in Birmingham, we will take swift and decisive action where necessary.

I hope that noble Lords will agree that our proposed measures are vital. As my noble friend Lady Berridge said—I am grateful for her support—just because we may not agree on everything does not mean that we cannot agree about a basic set of British values for which all schools should be held to account. Without an understanding and respect for our shared values, we cannot expect any young person to play a full part in British society.

Schools: Teachers

Debate between Baroness Farrington of Ribbleton and Lord Nash

Tuesday 24th June 2014 Lords Chamber

[Lord Nash]

I agree entirely with my noble friend. Studies show that holding QTS is by no means the arbiter of a successful teacher, and we must remember of course that QTS training is extremely brief. A McKinsey study highlighted the importance of personal characteristics such as commitment, resilience, perseverance and motivation—and, of course, subject knowledge is very important. Reflecting my noble friend’s comments, Richard Cairns, headmaster of Brighton College, one of the most improved schools in the country, said:

“I strongly believe that teachers are born not made and I will actively seek out teachers from all walks of life who have the potential to inspire children”.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, way back in the 1960s, I may have been the only person in your Lordships’ House who was an unqualified teacher. During that period, the classes I was given by the head teachers of the day tended to be those with children with behavioural and learning difficulties. Can the Minister assure the House and all those parents and grandparents of children with special educational needs that their teachers will be qualified in the expertise of teaching special needs children, not thrown to the wolves as the children thrown to me were?

[Lord Nash]

I respect the noble Baroness’s experience. I think we have moved a long way on SEN teaching since the 1960s—I certainly hope and believe we have. Our policy is that all schools must have a qualified SENCO overseeing all teaching of SEN pupils. Successive Governments have invested substantial sums in developing the skills of teachers focusing on SEN, and teachers generally, on identifying and teaching SEN pupils.

Education: Free School Funding

Debate between Baroness Farrington of Ribbleton and Lord Nash

Monday 12th May 2014 Lords Chamber

[Lord Nash]

Local admissions arrangements are for the local authority in the area, although it is true that virtually all academies and free schools use the local authority admissions process. I have already answered the second point about money being directed from basic needs to free schools. We have a very strict policy: no free school or academy can be run as a business. Indeed, no one with any close relationship with a free school or academy can provide any services to that school except at cost. The Government are fully committed across party to the universal free school meals programme.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, the Minister said that no money has been diverted into the free schools programme. Will the Minister confirm that the Treasury set a limit? If, for example, the per capita payment per pupil—not the building cost, but the per capita cost per pupil—is higher for free schools, then both the local authority maintained schools and the voluntary sector schools are deprived of resources. I, for one, take offence when it is said that free schools have more highly qualified teachers when actually they are allowed to employ unqualified teachers. I consider that to be a slur. I admit that I am biased, but does the Minister accept that in Lancashire parents join in their local schools, be they church schools—of which Lancashire has the largest number—or other schools? When the Minister says that seven out of every nine free schools are justified, two out of every nine are not justified. County schools, local authority schools and the voluntary aided sector cannot use that money if it is being spent to support a whim of the Secretary of State.

[Lord Nash]

All academies and free schools are funded on an equal basis to maintained schools. They may get some start-up grants, but their annual revenue going forward is equal. As regards the slur to which the noble Baroness referred, the Statement says quite clearly that Ofsted has reported that all schools, not just free schools, have more highly qualified teachers than ever before.

School Pupils: English Speakers

Debate between Baroness Farrington of Ribbleton and Lord Nash

Monday 3rd March 2014 Lords Chamber

[Lord Nash]

The noble Earl is quite right; teaching is the most noble profession and we should at all times recognise that and constantly try to raise the status of teaching in all our lives. Teachers do a wonderful job. Our new Best 8 progress measures will track the progress of all pupils of whatever ability throughout their school careers. We think that that is very important.

[Baroness Farrington of Ribbleton (Lab)]

Can I share with the Minister an experience that I had? A London taxi driver was talking to me about his daughter’s education? His daughter had a first class degree and had gained a job in India in IT. He said, “You see, my daughter was very fortunate. She went to a school where she was able to learn Urdu and Gujarati”. The availability of such languages in our schools should always be seen as an asset and an opportunity for English first-language pupils.

Education: Sex and Relationship Education

Debate between Baroness Farrington of Ribbleton and Lord Nash

Tuesday 18th June 2013 Lords Chamber

[Lord Nash]

SRE guidance makes it clear that pupils should know how to access support, counselling and advice, and we will expect all schools to ensure that pupils are aware of the available health services and expert organisations, such as Brook and the FPA. We acknowledge the value that these organisations contribute.

[Baroness Farrington of Ribbleton]

My Lords, will the Minister go a little further in explaining why the Government believe that, in terms of the curriculum, a very heavy top-down approach is okay in teaching history, but PSHE is seen as optional? Surely the Minister could talk to, for example, the Lords spiritual about the way that church schools in counties such as Lancashire view PSHE as being even more important than the bits of detail in history education?

[Lord Nash]

I am aware that church schools are very good at pastoral care. However, this Government take the position that being a child in the modern world is a very complicated situation. For some children in some schools, gang issues are very important. In other schools it may be forced marriages. We trust our teachers to tailor their advice to the particular circumstances of their pupils.

Education: Reform of GCSEs

Debate between Baroness Farrington of Ribbleton and Lord Nash

Tuesday 11th June 2013 Lords Chamber

[Lord Nash]

We intend to consult and we would like to reach a consensus. However, it will take all parties to achieve it.

[Baroness Farrington of Ribbleton]

My Lords, I record an interest as having been, many decades ago, an unqualified teacher. I may tell the Minister that in that job I was not equivalent to a professionally qualified teacher and doctor, who was given the pupils with learning and behavioural difficulties to keep him out of the way. I worry about the Government’s approach to professional training for teachers. Like other noble Lords, I am sure, I came across people who were trained after the Second World War, straight out of the forces. Some of them became good teachers, but many of them became dreadful teachers because they knew little about the education process or the development of children.

Will the Minister also be prepared to listen to representations on the problems of summer-born children and their ability to resit examinations, because they can be a full year younger than the rest of the cohort?

Will the Minister give an answer to another question, even if he is not able to reply now? There is deep concern in agriculture and horticulture that the department removed the qualification. How quickly will it be brought back?

Finally, will the Minister insist that when the consultation goes ahead, it will take into account the interests of pupils, and with the right timing for the training of teachers? Even if we all agree that the changes are right, the turnaround time can be damaging to the group of children who are going through the key years when the changes are taking place.

[Lord Nash]

I thank the noble Baroness for her comments. It is true that we now have the best generation of teachers that we have ever had. However, clearly we need to do more to improve teacher training, which in this country is very patchy. We need both to improve our TT colleges’ standards generally and have more training in schools.

I am aware of the issue of summer-born children and have seen the statistics, which are stark. I would be delighted to discuss the matter further to make sure that this is properly taken into account. The same goes for the agricultural and horticultural industries.

We believe that the turnaround time is long enough, but we will make sure that all head teachers are aware of the issue of the crossover turnaround time.

Childcare Ratios

Debate between Baroness Farrington of Ribbleton and Lord Nash

Thursday 9th May 2013 Lords Chamber

[Lord Nash]

As the noble Baroness says, we are considering the consultation. We are motivated entirely by better quality childcare and we believe that our proposals will deliver that.

[Baroness Farrington of Ribbleton]

My Lords, there is a fear in the country now that the Government know the price of everything and the value of nothing, despite the response from professionals to government proposals. They ignored the view of the police about police officers being more important than the money spent on police and crime commissioners, as well as the views of other professionals, for example on the curriculum and history teaching, and even the health service, which the coalition government manifesto promised would not be reorganised top-down. When will this Government please start to listen to those who know more than they do as a result of their professional training?

[Lord Nash]

My Lords, we have the tightest ratios in Europe for under-threes. Other countries manage better childcare more efficiently. Our childcare is very expensive and we are motivated to deliver better-quality childcare and more choice for parents. These ratios will not be mandatory; they will be in childcare facilities only where suitably qualified staff are located and parents may choose whether to send their children to those facilities.

Children: Care

Debate between Baroness Farrington of Ribbleton and Lord Nash

Wednesday 13th March 2013 Lords Chamber

[Lord Nash]

We are taking steps with our two year-old offer. I agree with the noble Baroness, and Polly Toynbee herself points out that British mothers have one of the lowest employment rates in the OECD because we have the third most expensive childcare, often of mediocre quality. We believe that our proposals will go some way to solving this problem.

[Baroness Farrington of Ribbleton]

My Lords, does the Minister remember, or has he read, the report from the noble Baroness, Lady Warnock, on children with special needs, many of whom are concentrated in less advantaged backgrounds? Would he agree with me that those people providing childcare, whether they are carers at home or in provided accommodation, ought to be able to devote time to individual children? I am sure that the noble Lord would not be quite so sanguine had he done the job of bringing up very small children, not even family members, in difficult circumstances.

[Lord Nash]

I have not read the report to which the noble Baroness refers, but I shall now do so, and I thank her for pointing it out to me. I go back to the point about quality. The EYFS is an inclusive framework for all children, which specifically requires that providers implement policies and procedures that promote equality of opportunity for all children, including those with SEN disabilities. Since 2012, the EYFS has included a new progress check for all two year-olds to identify early their specific needs.