International Women’s Day
Baroness Garden of Frognal Excerpts(3 years, 1 month ago)
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The Deputy Chairman of Committees (Baroness Garden of Frognal) (LD)
I call the next speaker, the noble Baroness, Lady Falkner of Margravine. Lady Falkner?
Baroness Falkner of Margravine (CB) [V]
My Lords, forgive me; I had trouble unmuting. I am more used to physical participation now than to virtual participation. That is my excuse.
In the debate today, we have had powerful testimony about the impact of the pandemic on women. I declare an interest as chair of the Equality and Human Rights Commission. At the commission, we stand not only for women’s rights but for all those who experience discrimination, and with nine protected characteristics, we have a lot on our hands. Today I want to speak specifically to our work on women.
In this House we recently passed the Ministerial and Other Maternity Allowances Bill, where the drafters of the Bill decided to describe those who benefit from its very welcome provisions as “persons” rather than as “women” or “mothers”. I mention this as it is pertinent to our work at the EHRC. At the commission, it is becoming increasingly clear to us that the most contentious work that we have to do is around the critical issue of balancing different rights. As we seek to reduce discrimination, and sometimes even hate, we do not want to see one group pitted against another, but we are also clear that we must not shy away from difficult judgments of balance in the name of political correctness and must not appear to be in one camp versus another. We stand for all the protected characteristics, but we also judge every policy issue on its merits and with guidance from the Equality Act. Hence we look forward to the review of the guidance on legislative language promised by the Government in this regard, and we were very pleased with the successful amendments moved by the noble Lords, Lord Lucas and Lord Winston—I note they are both speaking in the debate today—that got the Bill through this House satisfactorily.
Turning to the impact of the pandemic, evidence so far suggests that the economic impact is likely to be very significant. Women already face a range of inequalities and barriers to work: an overconcentration on low-paid or part-time work, limited flexible working opportunities and responsibility for the majority of unpaid and often undervalued care work. While men have experienced more severe health outcomes and faced greater unemployment, many lockdown restrictions, such as the closure of certain sectors and of schools and childcare settings, have particularly affected women’s equality in the workplace.
The workplace is the area about which I have the greatest concern for the future. If the statistics are correct as to the impact of a loss of women from the workplace, which is what the survey evidence points us to, that has grave implications well into the future. Take key workers: ONS figures show that nearly three-fifths of all key workers in the UK are women, at 58%. The IFS estimates that women were more likely to work across all the sectors that were shut down during the first national lockdown. As of July last year, more women than men had been furloughed; mothers were more likely to ask to be furloughed than men, and found it harder than fathers to work productively at home. A TUC survey indicated that 71% of working mothers were refused furlough. There is evidence of potentially unlawful and discriminatory practices towards pregnant women and those on maternity leave.
Research published on International Women’s Day by the Guardian and Mumsnet found that more than half of women across the UK believe that women’s equality is in danger of going back to the 1970s. In our work as a regulator, we at the EHRC will use our compliance and enforcement powers to carry out strategic as well as specific litigation, to push back against any diminution of women’s equality. As advocates, we will campaign for improvements in women’s welfare. We know that both are critical at this point in time.
Education Return and Awarding Qualifications in 2021
Baroness Garden of Frognal Excerpts(3 years, 1 month ago)
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Baroness Berridge (Con)
My Lords, we have all got used to the fact that there are certain people for whom there is an exemption from wearing a mask, and it is clear that the matter of how mask wearing is enforced in a classroom, or wherever else in a school there cannot be social distancing, is a matter for the school. We do not believe that we should be dictating how schools respond to different situations. There may be a multiplicity of reasons and particular circumstances, so it is up to the schools, as with any other behaviour policy, to monitor the wearing of masks.
Baroness Garden of Frognal (LD)
My Lords, we welcome anything that begins to restore normal educational activity for our young people, who have lost so much in lockdown. The Statement talks of secondary schools’ summer schools. How will these be staffed? Our hard-pressed teachers are exhausted by the demands of virtual teaching. Can we be assured that they will not be required to give up restorative summer holidays to continue to work through the summer on these face-to-face summer schools—but, if not teachers, who?
Baroness Berridge (Con)
My Lords, we are encouraging secondary schools to aim the summer school programme at incoming year 7s, because that is the transitional year. We have given them £200 million in funding to do this. Using existing staff, who might want to come in and be paid, is an option, as is using supply teachers, volunteers or other people. This is up to the schools. We are encouraging them to run these programmes and we are providing them with the resources to staff them as they choose.
Education: Supply Teachers
Baroness Garden of Frognal Excerpts(3 years, 2 months ago)
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Baroness Berridge (Con) [V]
The noble Baroness is correct that we want to retain the talented teachers whom we recruit each year. We are delighted that there has been an increase in recruitment this year of 23%. The early career framework should address the issues that she outlined: a one-year initial teacher training followed by two years of professional development support. That begins in September this year. Schools will be required to deliver that to put teaching on a par with the professional development that is offered by professions such as law and medicine. It will enable new teachers to have mentoring and time out of the classroom and to be introduced in a gradual way and supported into the workforce.
Baroness Garden of Frognal (LD)
My Lords, the substantial increase in teacher workload means that many schools have to have recourse to supply teachers. Unlike the old local authority system, under which I had some of my most taxing supply teaching experiences, private supply agencies are creaming off teachers and scarce school funds. What plans do the Government have to rectify this, to ensure better pay and conditions for supply teachers while making sure that schools retain money for essential use?
Baroness Berridge (Con) [V]
My Lords, we trust school leaders to make workforce arrangements. Some schools, particularly multi-academy trusts, choose to employ supply teachers and some local authorities still run a pool supply service. As I have outlined, the agency supply deal means that there is transparency of fees and the arrangements are clear to schools, particularly when a teacher goes from a 12-week period of being temporary to being entitled to be permanent. So there is transparency—113 agencies have signed up to this deal, which we have made available to schools to help them to buy well and ensure the necessary transparency.
Schools: Online Teaching
Baroness Garden of Frognal Excerpts(3 years, 2 months ago)
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Baroness Berridge (Con)
My Lords, all I can do is outline the very obvious point to the former First Minister of Scotland that education is, of course, a devolved matter—but, of course, we will assist the devolved Administrations to get the kind of deals we have got from many of the mobile phone providers. Noble Lords have been concerned about these issues and I am holding a specific briefing at 3 pm today that any noble Lords are welcome to join for more details on these provisions.
Baroness Garden of Frognal (LD)
My Lords, the Minister has told us of the vast number of computers the Government have made available to disadvantaged students, but can she say what success the national tutoring programme has had in training and tutoring both parents and children who may have no idea how to use the technology and, indeed, may not have access to suitable broadband?
Baroness Berridge (Con)
My Lords, in relation to the National Tutoring Programme, there will be 13,000 tutors available to more than 100,000 students. On the issues the noble Baroness refers to, teachers are obviously the front-line staff and I give credit to the many teachers who are doing their best to assist parents who are not confident in using this technology, literally by a phone call to walk them through, step by step, to ensure that the child can get that type of access. The majority of the national tutoring partners can work remotely as well.
Schools: Online Learning
Baroness Garden of Frognal Excerpts(3 years, 2 months ago)
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Baroness Berridge (Con)
My Lords, we welcome these initiatives because obviously, this is a time of a national pandemic when we all need to work together. I was pleased to learn that the Daily Mail campaign, through which businesses donate a minimum of 50 computers to be recycled, is being done by Computacenter, which is the department’s commercial procurement partner. It was a pleasure to meet, along with the noble Lord, Lord Watson, representatives of Catch22, who highlighted individuals who may have fallen through cracks and how we can get those devices to the children who need them most.
The Deputy Speaker (Baroness Garden of Frognal) (LD)
My Lords, the time allowed for this Question has elapsed. I apologise to the noble Lords, Lord Curry of Kirkharle and Lord Blunkett, that there was not time to take their questions.
Schools: Exam-year Pupils
Baroness Garden of Frognal Excerpts(3 years, 2 months ago)
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Baroness Berridge (Con)
My Lords, the noble Lord is correct. Catch-up is for this Parliament, as I have outlined. We are looking at summer schools and at the immediate catch-up that pupils need, but the necessary arrangements are longer-term and for the duration for this Parliament. Yes, we also need to look at individual cases. No idea is ruled out and off the table but, as I have outlined, there are very serious implications if whole cohorts of pupils repeat an academic year.
Baroness Garden of Frognal (LD)
My Lords, it is not just in schools where studies have been disrupted. What discussions have the Government had with universities about offering a free additional term or terms to enable students to experience face-to-face teaching and other aspects of student life that have been denied them in lockdown?
Baroness Berridge (Con)
My Lords, there is close collaboration between Minister Donelan and the higher education sector. That sector is offering remote learning until at least 8 March, except for critical care workers. But of course arrangements for the experience that university students are given is a matter for students and their providers.
Skills for Jobs White Paper
Baroness Garden of Frognal Excerpts(3 years, 3 months ago)
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Baroness Berridge (Con)
My Lords, I am grateful for the noble Lord’s introduction regarding apprenticeships. The levy has now been in existence for five years. It has enabled significantly more workplace-based training and, I would say, has enhanced the reputation of apprenticeships as an alternative to academic study.
As I am sure the noble Lord is aware, we have offered £2,000 for any new apprenticeship start, which is for a younger person who is under the age of 24, or 25 if they have any HCP, and £1,500 for any other apprenticeship start. However, he is right that the apprenticeship service has been a work in progress. The SMEs now have access to the service via a website that should enable them to access the training that they want, rather than only being able to access training from contracts with providers that were entered into centrally. They can go on that website and reserve the training places that they want to have, and SMEs have been given a small number of guaranteed places.
We are also looking at the development of the levy and at easing the transition and the payment of the levy down the supply chain, which often involves making the levy available to small and medium-sized enterprises. We hope that the introduction of the apprenticeship service to SMEs will help with some of the bureaucratic issues that the noble Lord outlines.
Baroness Garden of Frognal (LD)
My Lords, there is much to welcome in the White Paper, but why do the Government constantly betray their ignorance in claiming originality for employers being at the heart of this? Employers have always been the drivers for work- based skills and qualifications. However, as previous Governments have discovered to their cost, it is essential to have input from teaching experts, namely colleges, and assessment experts—that is, awarding bodies. I declare an interest as a vice-president of City and Guilds, for which I worked for 20 years. What input is anticipated from colleges and awarding bodies to ensure that these skills are fit for purpose?
Baroness Berridge (Con)
My Lords, the key aspect of this is that employers are involved in setting the standards in relation to these qualifications. They will be at the heart of producing the local skills improvement plans, but they will work with the colleges. We recognise that the status of FE employees has not perhaps been what it might have been so we are investing in that workforce, in enhanced initial teacher training for it and in industry exchanges. So while the employer-led bodies will form those plans, they will work closely with the FE colleges and I am sure they will consult the awarding bodies that the noble Baroness makes reference to.
Covid-19: Educational Settings
Baroness Garden of Frognal Excerpts(3 years, 3 months ago)
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Baroness Berridge (Con)
My Lords, the position was not that there was any increased risk for staff in these settings; the closure reflected the fact that the levels in the community generally were such that we had to close schools to reduce contacts. On attendance, schools are legally obliged to offer those places, but we have seen situations in which they have worked pragmatically, adopting hub models so that they can arrange for all pupils who should have a place in the school to have one. There is no evidence that staff are more at risk. We do not anticipate a public health issue in allowing all this; the guidance—which was cleared by public health—was given to the sector so that we could allow vulnerable children and children of critical care workers into our schools.
Baroness Garden of Frognal (LD)
My Lords, do the Government have any idea of the vast additional workload on teachers, who are suddenly told that they have to teach online instead of in the classroom? I have a daughter who teaches reception; at the beginning of the week she was told that she would be in the classroom but then there was an about-turn. She now faces hours and hours of creating exciting, virtual lessons for her little four year-olds. I share my noble friend Lord Storey’s outrage that this disastrous Secretary of State has suggested that parents should report concerns about teachers to Ofsted. Our wonderful, hard-pressed teachers are working their socks off to comply with last-minute changes and U-turns and to master a completely new way of teaching. Instead of these threats, should the Government not be giving their undivided support to our great teachers?
Baroness Berridge (Con)
My Lords, I have outlined that we recognise the hard work that teachers, teaching staff and all the ancillary staff have been doing, but there will be a few situations in which the best interests of the pupils who need this education mean that there should be some form of accountability. As I said, that is monitoring visits in our schools. Unfortunately, there are some reports of education still not being delivered. However, the guidance is very clear that schools should have an online platform to deliver education. We have moved to that presumption for remote education, but they can use video lessons. Oak academy has made available, with the department’s funding, nearly 10,000 lessons, including special educational needs lessons. I know of schools that have been using that resource. That is entirely appropriate delivery of remote education. One of the things we have seen is the sharing of much more expertise across our best schools through platforms such as this, which we hope will carry on post pandemic.
Exams and Accountability in 2021
Baroness Garden of Frognal Excerpts(3 years, 4 months ago)
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Baroness Berridge (Con)
My Lords, I thank the noble Lord for his involvement in schools. We depend on thousands and thousands of volunteers in our schools for governance in the school system. In terms of the aids that can be taken into exam rooms for some topic areas, the exam boards are now working at pace to make sure that those are broadly equal across subjects, so that there are no assertions that one subject is easier than another. That work is taking place and, bearing in mind the issue that the noble Lord talks about, they will be completing it as soon as they can. However, there is also the three-week delay in the examination system, which was announced a few months ago. All exams, barring the English and Maths papers, are taking place three weeks later, as I outlined.
With regard to the email, these measures are being taken precisely because there are so many different circumstances, even within one school, as I outlined. Some students might have thrived on the remote teaching facility but others will have struggled with it. It is not possible to take into account every single variant and response to the situation, but, after careful consideration, thorough consultation with the sector was felt to be the most appropriate way to help the most disadvantaged students. We remain convinced that exams are the fairest way for pupils to display their performance. In a way, those students will be more disadvantaged than last year’s exam cohort because of how much their teaching has been disrupted this year. However, exams, rather than teacher-assessed grades, are the fairest way to judge pupils’ achievements.
Baroness Garden of Frognal (LD)
My Lords, I too thank the Minister, and it is a pleasure to follow the noble Lord, Lord Griffiths. This Statement shows, again, the Government’s obsession with academic achievement and disregard for vocational and practical skills. I am sorry to contradict the Minister, but exams are not always the best and fairest way to carry out assessment. Coursework and continuous assessment are often far more appropriate, particularly for students who are struggling or for practical skills. The measures that the Government are proposing here—I echo what the noble Lord, Lord Watson, said—will do very little to help disadvantaged children or level up opportunity. Given all the difficulties that students have suffered— again, I echo my noble friend Lord Storey—why will the Government not give more responsibility to teachers to determine grades? They have done a phenomenal job in these very difficult times and are very much better placed to know which children have missed out, which have suffered the greatest disadvantages, and which are better suited to practical forms of assessment and not to exams. Indeed, teachers are better placed to determine the merits of the grades that the children should get.
Baroness Berridge (Con)
My Lords, the Statement from my right honourable friend the Secretary of State addressed the fact that similar concessions are being made for vocational and technical qualifications. As the noble Baroness is aware, those assessments are made much more regularly throughout the year—I think that the next ones will be in January. Therefore, concessions will be made. Flexibility has been introduced into assessments during the pandemic, one change being a reduction in the number of assessment units. We are acutely aware of the need to maintain parity and we recognise the lack of education due to the pandemic, which has affected those studying BTEC and other qualifications. I repeat that we pay tribute to all that teachers have been doing, but the more objective way to assess pupils’ performance is through exams.
Covid-19: GCSE and A-level Exams
Baroness Garden of Frognal Excerpts(3 years, 4 months ago)
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Baroness Berridge (Con)
My Lords, since schools have returned, they have known about and had to adapt to the guidance for public health restrictions on the curriculum, such as not running geography field trips. But at the end of January, they will know the topic areas on which most examinations will be set. That means that—although many schools are doing a sterling job of catching up for these young people—if that part of the curriculum has not been covered yet, they will know at the end of January to cover it. As the exams are three weeks later than normal, that should give adequate time. We expect the majority of the curriculum to have been taught to the majority of students but, to make sure, they will know these topic areas. That should address the noble Lord’s point.
Baroness Garden of Frognal (LD)
My Lords, having listened to the Secretary of State this morning on the welcome but tortuous arrangements for the next GCSEs, may I ask what consideration the Government have given to doing away with GCSEs? With the raising of the school leaving age, they are no longer a school leaving exam and the time spent on working for exams could be much better spent on life skills, career options and preparation for adult life, as well as instilling a love of learning, which is so often displaced by the tyranny of exams.
Baroness Berridge (Con)
My Lords, exams give students an opportunity to show what they know and to be assessed on it objectively. I pay tribute to schools and exam centres that, even during the recent lockdown, ran examinations for approximately 20,000 students. We are confident that exams can be run next year. As I have outlined, exams at 16 are important in England, because the majority of our students transition at that age.