Education (Environment and Sustainable Citizenship) Bill [HL]

Baroness Fookes Excerpts

2nd reading
Friday 16th July 2021 Lords Chamber

[Baroness Fookes (Con) [V]]

My Lords, I am delighted to be the first to congratulate the noble Lord, Lord Knight of Weymouth, not only on introducing a very sensible Bill but on the excellent and informative way he delivered his response to the crying needs of the environment. I will not rehearse his major points in my short contribution, save to say that I thoroughly endorse all of them and hope the Government will listen to what he put forward so forcefully and well.

I have a further point to make about the curriculum and pupils. As a former teacher, I have noticed that if you can get children truly interested in a particular topic it has a knock-on effect on the way they tackle other subjects. We already know how many young people are keenly interested in the environment, so I suggest this as a good way of making higher standards—through sheer enthusiasm.

The noble Lord mentioned many groups that are in favour of the Bill. I pick out one that is of special interest to me, the RSPCA. I acknowledge my non-financial interest, as declared in the register, in this long-standing and very able animal welfare organisation. It rightly sees education as a major way of improving the lot of animals because, often, ill treatment comes not from malice and sheer evil but from lack of knowledge about the needs of animals. Therefore, it has embarked on various school courses, but we cannot expect a charity to do everything. Work about the welfare of animals could be neatly incorporated into the suggestions made. Looking at the terms of the Bill,

“instils an ethos and ability to care for oneself, others and the natural environment, for present and future generations”,

I suggest “others” could be animals. It has the added value that, for children in particular, one starts from something with which they are familiar and can then go on to develop a much wider understanding of all the issues involved in the environment. I hope this can be incorporated within the general idea of sustainable environmental ability. In a very short time, I hope I have made the case for including animal welfare in this excellent Bill.

Education Recovery

Baroness Fookes Excerpts

Tuesday 8th June 2021 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, I repeat the thanks of the Government to Sir Kevan for his work. Actually, there is great scrutiny of this—this is the second opportunity that noble Lords have had to scrutinise it. I am so very grateful to the Private Notice Question procedure in this regard. In relation to his plan, tutoring and the teaching element were part of his recommendations, as part of an overall strategy. I assure the noble Baroness that the strategy is about evidence-based interventions, and it is clear from the information we have from Renaissance Learning that some students in autumn 2020 were, on average, behind by three months in maths and two months in reading. We know that months of catch-up can be done using tutoring as an intervention, whether that is one-on-one or small group. This is an evidence-based part of the strategy and has been part of the recovery package from the beginning, so it is important that it now has about £1 billion worth of funding and includes about 6 million interventions for children.

Noble Lords will have seen the Prime Minister’s comments that this will not be the last word. Obviously, recovery is for the lifetime of this Parliament and it will be part of the forthcoming spending review. Of course, there will be the analysis needed of any extension to the school day or timetable. At the moment, many schools have flexibility on the hours they have in the school day, but the impact on the workforce and all other details need to be taken into account. That is why there will be a consultation or review of that element of the package before any changes are made.

The noble Lord and the noble Baroness mentioned targeting. Throughout the pandemic, vulnerable children were offered a school place, and I think that was unusual across most jurisdictions. We did keep and see, with the work of teachers and outreach, increasing numbers of vulnerable children taking up those school places during the pandemic.

Well-being is obviously a key part of the recovery for children and young people; the noble Baroness outlined the social skills they have missed. As noble Lords will be aware, transition points are particularly important and can be very challenging at the best of times. That is why there is the summer schools programme —a £200 million pot of money—which around 80% of secondary schools have bid into to provide not just education but wider activities, physical exercise and well-being. Over 80% of secondary schools have applied to that pot to provide this provision for their forthcoming year 7 pupils.

I cannot remember the precise amount offhand, but there has been a significant planned investment into CAMHS—child and adolescent mental health services. There has been an investment of £17 million, announced during Mental Health Awareness Week, and one of £79 million, because we are of course aware of the rising demands on schools in relation to mental health, pastoral and bereavement issues at the moment. I spoke today to someone who had visited a large secondary school where, I think, 30 children had lost their parents. These are significant issues, and we are investing to enable over 7,800 schools to have a trained-up senior mental health lead within the school staff. We have been investing in that.

Of course, every year there is the pupil premium, and £2.5 billion has been put in through that this year. I do not think that one should underestimate the flexibility there has been. Although some of the money is targeted, we gave much of the £650 million universal catch-up premium to schools with flexibility so that they have been able to buy in extra pastoral support and do more enrichment activities. We are trying to get that balance between the targeted, and the £200 million that is for summer schools only, and the general school budget, as school leaders know more about the needs of their children.

On the NAO report, the pupil premium and children in tutoring, throughout the pandemic, because of its dynamic nature and employment issues, it was important that school leaders were allowed to classify children as vulnerable. That may be because they did not have the internet access that they should for remote learning, because of caring responsibilities or because of the situation at home. It is not possible to say that it was precisely 44% using the classic measures, but school leaders are using their best judgment. There can be all kinds of reasons why a child needs tutoring because of the totally unpredictable way that the pandemic has affected particular households, so we entrust school leaders to make those decisions. That is not to say that we do not analyse the statistics, but we are aware of the discretion that we must give school leaders.

Our focus in the department is on children. The raison d’être of what we are doing, day in, day out, is to try to enable children to catch up. It is a dynamic picture, as noble Lords are aware. We have now had three reports from Renaissance Learning. Noble Lords will have seen today the additional investment going into the north-west. It is only now, when the tsunami is, I hope, permanently retreating, that we will see the differential impact that the pandemic has had.

On the role of experts, the department is continually engaging with stakeholder groups and teachers, including the unions, school leaders, SEND experts and others, to get their views on what is needed to help children catch up.

On teacher training, there was in fact consideration of delaying the introduction of the early career framework in September, but there was a call from the teaching workforce that it should come in then. The early career framework is important, which is why we are investing in it and guaranteeing that, in the first two years, 10% of time is not in teaching and can be used for mentoring. In the first year, 5% of teaching time will not be in the classroom, so can be for mentoring. There was a desire for that to come in, as it is important.

With what has happened during the pandemic, the professional development of our teaching workforce may, in certain circumstances, have taken a back seat, with all the emergency provision that schools have had to make, such as standing up testing and so on. So it is time to invest in the workforce. The NPQs that we are suggesting are being seriously ramped up; the plan was 1,500 a year, but we are going to 30,000 next year and then to 60,000, so we are really investing in the workforce. In relation, for instance, to the demands made on designated safeguarding leads in our schools at the moment, the NPQ for middle and senior leaders is a very important part of supporting teachers. The evidence is there—it can make a difference of about half a grade at GCSE—that it is one of the single most important things that we can provide for high-quality teaching. Professional development generally, but not always, enhances the quality of teaching.

On pay, the noble Baroness is aware that, in September 2020, there was an average pay rise of 3.1% and a 5.5% uplift to the starting salary. We are still committed to introducing a starting salary of £30,000 but, as I said yesterday, we are in a fiscal situation that none of us would want, having had to borrow the amount that we did during the pandemic. Unfortunately, difficult decisions on funding have had to be made.

I am sure that this will not be the last time that I come to the Dispatch Box to answer questions on recovery funding. I pay tribute to the schools, most of which have just gone back, and all that is going on to help children recover from the effects of the pandemic, not just educationally but socially, emotionally and psychologically.

[The Deputy Speaker (Baroness Fookes) (Con)]

We now come to the 30 minutes allocated for Back-Bench questions. I ask that questions and answers are brief, so that I can call the maximum number of speakers.

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[Baroness Berridge (Con)]

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.

[The Deputy Speaker (Baroness Fookes) (Con)]

I understand that the noble Baroness, Lady Wyld, has withdrawn, so I call the noble Baroness, Lady Donaghy.

[Baroness Donaghy (Lab) [V]]

The Secretary of State has laid great emphasis on a tutoring revolution. He seemed to link the review of school hours with the spending round, almost as though he was planning a battle with teachers instead of working with them. I hope the Minister can assure us that that is not the case. Surely it would be more productive to concentrate on core funding of a whole school environment, including exercise, extra tutoring and socialisation, instead of the current unhealthy relationship, where limited conditional funding is doled out as if in a master/servant relationship. How will we know what success looks like in the tutoring programme? What measure of independence will there be in that judgment?

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[The Deputy Speaker (Baroness Fookes) (Con)]

The noble Baroness, Lady Uddin, has withdrawn, so I call the noble Baroness, Lady Wilcox of Newport.

[Baroness Wilcox of Newport (Lab)]

My Lords, I speak as a former teacher with over 30 years’ front-line classroom experience. Kevan Collins’ resignation is a damning indictment of the Conservatives’ education catch-up plan. He is an expert who was brought in by the Prime Minister because of his experience and expertise, but the Government threw out his ideas as soon as they needed to stump up the money to deliver them.

Labour has a comprehensively detailed recovery plan for our children and young people. Our teachers have had one of the toughest years of their careers, and it is only by supporting them with training to stay on top of the latest knowledge and techniques that we can give children and young people a brilliant classroom experience in these most difficult times. So what more does the Minister plan to do to help teachers and their pupils?

[Baroness Berridge (Con)]

I am grateful to the noble Baroness for her support for the fact that the training of teachers is important. We have outlined in this package considerable support for them, and that will be over the next two to three years. Obviously we are aware of the situation. That is why the review of the school day needs to listen to the views not just of teachers but of the workforce generally. We should not underestimate the strain that has been felt by school business professionals running the money and often overseeing the building with additional demands, and all the administrative and teaching assistant staff who there are in our schools. We will be looking carefully at the extension of the school day.

Unfortunately there have been difficult decisions to make in relation to funding. As I have mentioned to noble Lords, the one-year spending review did not bring any money to the department for any new free schools, including SEND free schools, which is a big indication of where we are. We are hoping for a spending review that will be a multiyear settlement.

[The Deputy Speaker (Baroness Fookes) (Con)]

All Back-Bench speakers have now been called.

Queen’s Speech

Baroness Fookes Excerpts

Wednesday 12th May 2021 Lords Chamber

[Lord King of Lothbury (CB) [V]]

My Lords, after such a long debate, can there be much to say, especially—in deference to the noble Lord, Lord Cormack—on Zoom?

The gracious Speech contains many items of proposed legislation, but their success will depend on one overriding factor—the economy. As we slowly emerge from the pandemic, I believe there is one key challenge: the need to change the structure of our economy and to shift spending and production from low to high-return activities.

Last week, some headline writers became rather excited over the latest Bank of England forecast that the growth rate of the UK economy this year would be the fastest in over 70 years. But even if that forecast were to materialise, the level of GDP at the end of this year would be no higher than at the end of 2019. The level of output is far more important than is suggested by excitable comments about record rates of decline in 2020 and then record rates of recovery this year, as the noble Lord, Lord Eatwell, pointed out at the outset of this debate.

Although levels of GDP are more informative than growth rates, the real challenge ahead concerns the structure of the economy. We need to prepare for and support changes in the composition of total spending and output. For over a decade, an extraordinary degree of monetary stimulus has failed to generate sustained growth, not just in the United Kingdom but in the industrialised economies as a whole. Interest rates close to zero have permitted zombie companies to survive. As a result, excess capacity has built up in some sectors, while others have been held back. In the United Kingdom, the task now is to rebalance the economy away from private consumption and toward investment and exports. That will not be easy in a world still suffering from the economic consequences of the pandemic, and when sterling’s trade-weighted exchange rate is actually higher today than it was a decade ago. In addition, the proportion of our national income that we save and invest remains well below the average for other advanced economies.

All this was true before the arrival of Covid-19, but the pandemic has underlined the significance of changes in the structure of our economy in two ways. First, we can now see that resilience is just as important as efficiency. We learned that lesson in the banking crisis more than a decade ago, but we did not apply it to the rest of the economy. Resilience of healthcare systems, the risks posed by “just in time” delivery systems and the susceptibility of economies to border closures all suggest that economic activity will be organised differently in future.

Secondly, the pattern of demand for services, ranging from air travel to hospitality and digital services to entertainment, will change in ways that are simply impossible to quantify today. There will be a period of trial and error before we settle on a new pattern of spending and output. The furlough scheme was crucial to protect viable businesses and jobs in sectors vulnerable to the short-term consequences of lockdown. Retailers, restaurants and entertainment venues forced to close their doors needed fiscal support. But as restrictions are relaxed, so fiscal support should be withdrawn, and we will then discover which sectors will survive and thrive and which will not.

Aggregate monetary and fiscal stimulus cannot correct a structural misallocation of resources. If the gracious Speech is to achieve its objectives, a much broader range of policies will be needed in the years ahead. Some of the aspirations in the address—to promote research and development, and to support training to enhance lifetime skills—go in the right direction. However, we have some distance to travel, and it is to the structure of our economy, rather than the macroeconomic outlook, that we should pay most attention.

[The Deputy Speaker (Baroness Fookes) (Con)]

My Lords, I will call the noble Lord, Lord Young of Norwood Green, in the hope that he has been reconnected. Lord Young. No? In that case, I will call the next speaker, the noble Baroness, Lady Uddin.

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[Lord Roberts of Llandudno (LD) [V]]

My Lords, in spite of every assurance that the NHS is “safe in our hands”, we find that, especially in England, we are seeing an erosion of it in so many ways. I am so grateful for what the noble Baroness, Lady Bakewell, said—I am so grateful that I am living in devolved Wales and Scotland, where health powers are in their hands, because we must be sure that they will keep the health service safe there. However, in England, there is privatisation by stealth.

Recently, at least 59 GP surgeries have been sold to giant American insurance companies. Half a million patients have been handed over to American financial interests. We have wealth put before health, and reports state that one company has made a profit of £35 million in the last five years, so I ask the Government to look very carefully at whether this should continue. Some leaders in the health community wrote to Matthew Hancock, asking for an investigation by the Care Quality Commission into the whole situation, which has transformed and can undermine so much if we allow it to continue.

I am old enough to remember the doctor’s bill coming to our house and those of the people in Llewelyn Street in Conwy—and how some could not afford to pay. On the other side, I remember my profoundly deaf mother receiving the first hearing aid—what a day that was. We all celebrated because she was able to hear the tick of the clock for the first time since her childhood. I want people to continue to be able to receive the benefits of an NHS that is safe in our hands and those of all who are in any needy position at all.

[The Deputy Speaker (Baroness Fookes) (Con)]

The noble Baroness, Lady Stroud, has withdrawn, so the next speaker will be the noble Lord, Lord Campbell-Savours.

Covid-19: Ethnic Minority Disparities

Baroness Fookes Excerpts

Tuesday 2nd March 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, since 1974, I believe, the Health and Safety at Work etc. Act has been in force in this country and, overwhelmingly, employers take their responsibilities in this regard very seriously. The NHS, as a key employer, had by the end of last year done a risk assessment of the overwhelming majority of its ethnic minority workforce. As I said, we are also including certain groups in the mass testing asymptomatic pilots to ensure that we reduce rates of transmission.

[The Deputy Speaker (Baroness Fookes) (Con)]

The time allowed for this Question has now elapsed, and I apologise to those who were hoping to be called.

Free School Meals

Baroness Fookes Excerpts

Tuesday 27th October 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, on the local authority welfare assistance fund, the noble Lord is correct that the 12-week period ends at the end of October/beginning of November. It does cover the relevant period. Due to the unprecedented circumstances in which schools have closed, we have provided support to pay for free school meals while they were closed. However, as most schools were back—approximately 89% of children were back in school—the traditional method of delivering free school meals before half-term was back in action.

[Baroness Fookes (Con)]

My Lords, given that schools are usually standing empty during the school holidays, in the longer term would it not be more sensible to open them up so that they can serve nutritious meals to the children who really need them and, just as important, provide educational opportunities, many of which have been missed during this pandemic?

[Baroness Berridge (Con)]

My Lords, yes, indeed. Many schools in 17 local authorities are open during the holidays, and the Government have provided £9 million to fund holiday clubs that include food as well. At the moment, however, given how hard all staff in our schools have worked, I do not think that anyone is suggesting that we want the school kitchens open in that traditional manner during the school holidays.