Higher Education and Research Bill

Baroness Garden of Frognal Excerpts

2nd reading (Hansard): House of Lords
Tuesday 6th December 2016 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I pay tribute to all those who have spoken in this informed and erudite debate. We have heard expertise from all around the Chamber, with views across the spectrum. I join in the congratulations and welcome to the noble Baroness, Lady Sugg. I wish to start by thanking the Ministers, the noble Viscount, Lord Younger, and the noble Baroness, Lady Neville-Rolfe; the Higher Education Minister, Jo Johnson; Sir John Kingman; the Bill team; and the copious number of outside organisations for their helpful briefings. My pile of briefings has risen so that I can barely see across my desk. We shall aim to take account of them all.

As we have heard, despite the time and patience of the Government, this House still has very significant concerns with the scope and nature of the changes proposed in the Bill. We recognise the need for updated legislation and we welcome parts of the Bill, but we question the wisdom of imposing such major revisions on a world-beating sector, which is also having to grapple with unwelcome outcomes from Brexit. There are real-life concerns over the status of EU nationals, staff and students, where the Government’s stance is less then helpful, as we have heard.

We hope to use the Bill to argue yet again for measures to take international students out of the immigration figures, as we heard so eloquently from the noble Lords, Lord Patten, Lord Bilimoria and Lord Hannay, and others. It is damaging, counterproductive and unreal to categorise time-limited students as immigrants, much valued as they are, but it is closely followed by the need to reduce immigration numbers. Brexit concerns also hover over research funding, where funds and collaboration from the EU play a significant part in the success of projects.

As the 67th speaker, and therefore the post-graveyard slot, it is unlikely I shall have anything new to share with the House, but I will draw together some, but not necessarily all, of the issues where these Benches will seek clarity and amendments. Along with so many of your Lordships, we believe that the autonomy of universities—or “higher education providers”—is a factor that has contributed to their undoubted international success. Anything that erodes that autonomy is unlikely to have a positive effect, so we shall be challenging the extraordinary powers of the Office for Students to create and disband providers and to remove their royal charters. We shall be looking for strengthened checks and balances to match the unprecedented responsibilities of the OfS.

The Bill makes it easier for more profit-making organisations to move into the market primarily for financial gain, which could see a repeat of scandals at private colleges in the US. As we heard from the noble Lord, Lord Giddens, apparently if you are seven feet six you are guaranteed a good degree. This is not a well-known academic criterion. There may be benefit in competition—which is already happening, so the legislation is catching up—but proper safeguards are needed to ensure that high standards and quality are maintained. The thresholds for university status must be robust.

We wish to see better defined provision for adult and part-time learners. We have heard support for lifelong learning and part-timers from the noble Baronesses, Lady Bakewell, Lady Rebuck and Lady Dean, and others, and for better provision for students with disability, as we heard from my noble friend Lord Addington. We shall explore whether universities should have an explicit duty of care towards students and staff, with particular regard for mental health problems, which can so very easily be ignored. Pastoral resources should be essential to a good university, as the noble Earl, Lord Listowel, mentioned.

Where in the Bill is the encouragement of degree apprentices and vocational degrees, which provide essential skills that will help to meet the skills shortages? I suggest to the noble Lords, Lord Hennessy and Lord Sawyer, that we need plumbers as well as poets.

There is little to encourage disadvantaged learners in the Bill. We need to build on the success of programmes such as Aimhigher and the Office for Fair Access, which have had really good results in opening access, but we need to do more to open opportunities to those whose horizons would otherwise be limited. We shall be scrutinising the Bill for more open systems while safeguarding standards for all providers, so that a degree from a British university retains the credibility and respect which universities have earned for their students over the centuries. This can be done while promoting diversity of learners, of staff, and of programmes of study, even the very small specialist subjects. The aim should be for the whole university experience to be a positive one that broadens minds and encourages aspiration in a community of scholars.

As the Bill covers the well-being of universities, we support calls for the repeal of the statutory Prevent duty in universities. We further urge a wider review of the Government’s Prevent strategy. Freedom of speech is essential for academic thinking to remain cutting-edge, for uncomfortable ideas to be explored and challenged —we heard on that from the noble Baroness, Lady Deech, but we also heard of the incident mentioned by the noble Lord, Lord Polak, which is totally unacceptable. There are legal safeguards, but universities should provide a safe space to challenge extreme views, to confront through reason and not to ban.

As has been said, although the teaching excellence framework does not feature directly in this Bill, its impact does. We, too, deplore the branding of universities into gold, silver and bronze, thus displaying to the world our national assessment of weaknesses on the most dubious of metrics. Measuring things takes time, resource and money, all of which could be more profitably put to use in promoting academic excellence. The proposed metrics are particularly detrimental to the arts. The quality of teaching cannot be so simplistically measured and, dare I say, speaking as a former teacher, some students are more readily open to learning than others, which may say more about the students than the teachers. As was said by the noble Baroness, Lady Eccles, students perhaps regard themselves as customers. They may not be customers, but we certainly hope that they will be voters. Therefore, we support the proposal of the noble Baroness, Lady Royall, for student voter registration.

It is true that, for decades, university teaching has been regarded as secondary to university research. Anything the Bill can do to raise the standards and status of teaching would of course be welcome, but we shall look carefully at whether the measures in the Bill may have unintended consequences and not achieve the desired effect. Universities have well-respected teaching departments, which could certainly be used to raise standards of proficiency within their own organisations as well as within schools and colleges. We would seek ways in the Bill to encourage rather than to brand. We know that there are high levels of job insecurity, particularly among more junior academic staff. We have heard today of zero-hours contracts, of academics needing multiple jobs just to make a living and of pressures which can do nothing to improve the quality of their teaching. Higher levels of job security and access to supportive teacher training would do far more to raise standards than harmful and simplistic branding.

What about the “precious symbiosis” of teaching and research—what a lovely phrase? Teaching and research go hand in glove. It is perhaps unfortunate that teaching and research are now found in different government departments, which will surely make it more difficult to integrate the two.

On UKRI, we recognise that there is room to improve the commercial profit from the UK’s pioneering research, which Innovate UK was set up to foster. While fully supporting that aspect of research, we shall look carefully at the remit of UKRI to ensure that the proposals do not undermine pure research, which may have no immediate financial returns but may prove in time of immense value to national life. Concerns have been expressed about the limitations on the commercial work of Innovate UK if it is to share its governance with the research councils, but we welcome the enhanced funding which UKRI has attracted from the Government and which appears to show the Government’s support for this establishment. We look forward to hearing more about how the Government intend to ensure that both these valuable aspects of research will flourish under UKRI.

I hope that we can insert post-legislative scrutiny into the Bill to ensure that any unintended consequences do not persist far into the future. I assure the Government that we on these Benches will work constructively on the Bill. I hope that the detailed scrutiny which is the role of this House will enable beneficial amendments and assurances so that our higher education and research continue to earn worldwide respect. Meanwhile, I look forward to the Minister’s reply to this exhaustive, and exhausting, Second Reading.

Brexit: Impact on Universities and Scientific Research

Baroness Garden of Frognal Excerpts

Thursday 3rd November 2016 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I too add my thanks to the noble Lord, Lord Soley, for introducing this vitally important debate. The only interest I can possibly declare is that I was once educated at and by Oxford, but I assure my old university that my mistakes are all my own.

At this, the tail-end of the debate, we have heard so many distinguished and expert speakers that it is a challenge for those of us speaking at this stage to produce any new evidence. However, I would like to add my voice in support of much that has been said. It is always a pleasure to follow the noble Lord, Lord Bilimoria, who brings such energy and enthusiasm in his support for universities.

In all the publicity and dialogue during the referendum campaign, too little notice was taken of the impact on our universities of severing links with the European Union, which have been so productive and valuable over many years, as we have heard from all around the House today. In fairness, not only did the Leave campaign not highlight the impact on universities, the Remain campaign did not speak up loudly enough either. It was apparent that university communities understood, as they tended to vote in large numbers to remain. They appreciated the value of all the many connections that the EU offers, for scholarship, research, cultural and economic reasons. We must remember that scientific research is one of the UK’s strongest assets.

That is one reason why my party is arguing for clarity over the Brexit negotiations and for Parliament and the people to decide, when the options are much clearer, whether the new deal is the one that the country really wants and needs. After all, the battle bus promise of £350 million to the NHS if we left the EU is not looking as though it will be a promise kept in the near future. So it is just possible that the Brexiteers’ sunny uplands may turn out to be not so sunny, nor indeed so up.

In an insightful article in the Guardian this week, Peter Scott from the Institute of Education set out some of the threats to universities, which we have heard again today. First, as this debate highlights, is the threat to the UK’s participation in European research programmes, access to funding and to student exchange schemes such as Erasmus. The Government have done nothing to reassure EU nationals, staff and students of their continuing welcome here. Yet, we know that teachers and researchers from the EU play a key role in maintaining the UK’s enviable position in global league tables. In a number of important disciplines, we need European students to fill deficits in domestic demand, particularly in science, engineering and medicine, as the noble Baroness, Lady Wolf, and my noble friend Lady Walmsley and others have set out. I repeat the question: what assurances can the Minister give of continued working rights for current EU staff and their dependants at UK universities and for those who take up positions during the transition period before the UK has left the EU? In the longer term, will universities be sure that they can continue to recruit the talented staff they need from all over the world without overly burdensome visa requirements?

We have heard from the noble Baroness, Lady Blackstone, about the importance of academic mobility, and the noble Lord, Lord Soley, mentioned the burdensome visa requirements that may well be a hindrance to some of those we really want to attract to our country. We can all be cynical about league tables, which we know can distort, mislead and be totally unreliable, but it is nevertheless gratifying to find that Oxford heads the global table of universities, with Cambridge and Imperial close behind. These positions are held by virtue of attracting talent from around the world, and notably from within the EU.

A further threat which Peter Scott described in his article, and which has been set out by the noble Lords, Lord Smith and Lord Bilimoria, is that the UK has established itself as a nasty country. Why should the brightest and best scholars and students choose to come to a country which is loath to welcome those in real distress and puts up barriers for genuine students, insisting that they be classified as immigrants and therefore included in the numbers that the Government are intent on reducing? We heard this from the noble Viscount, Lord Ridley, from the noble Lords, Lord Hannay, Lord Liddle, Lord Smith and others around the House. How can it be encouraging to know that the UK is reluctant to accept you because it wants to accept as few foreigners, including foreign students, as possible in order to meet an imagined ideal number? We urge the Minister to have students removed from immigration figures. That is logical. They are, after all, not here to say. The vast majority return home at the end of their studies. It is right and it makes economic sense.

We need to do much more to recapture our reputation as an open, friendly and welcoming country, which will be much more difficult once we have shut the door on partnership with our closest geographical friends and neighbours. I too support the importance of networks, which the noble Lord, Lord Willetts, my noble friend Lady Smith and the noble Baroness, Lady Dean, all referred to. The networks are as important as the funding. Other countries are not being slow in extending the hand of welcome to students who might well have chosen to come and study here.

Our withdrawal from the EU makes it even more important to increase and improve our ability to communicate with the world in languages other than English. Over the years, we have lost influence within the EU because not enough of our brightest and best opted to work in Brussels, and when they did they were frequently hindered by not having mastery of at least one and preferably more foreign languages. Without the umbrella of the EU, we are now on our own, negotiating collaboration, including on academic, trade and security matters, with countries where English is not the preferred language. What plans do the Government have for improving our language proficiency in preparation for our withdrawal from the EU?

Funding to keep us at the forefront of research in science, technology and engineering is of fundamental importance, but so too is funding for the ability to communicate internationally. Our universities deserve every encouragement and support in their promotion of modern languages. Networking is all the more effective when there is respect and fluency in people’s native languages. Within that context, I add my voice to others around the House on continued support for Erasmus and other programmes that encourage understanding, not only of other languages but of other cultures. There is immense value to our students of having the opportunity to live and study abroad. Exchanges promote international relations and understanding, and they in turn promote peace and security.

We heard from the noble Lords, Lord Hannay, Lord Rees, Lord Haskel and Lord Giddens, the noble Baroness, Lady Wolf, and others that we will shortly be receiving in this House the Higher Education and Research Bill. Sufficient unto the day—there will be time enough to scrutinise this controversial Bill in the coming months, but it is worth raising within this debate the fact that the Government appear intent on adding to the sector’s challenges by wishing to impose some astonishing and unprecedented changes on this, our most highly regarded of sectors. We shall hear more than enough about that Bill in good time, so I simply note that universities facing Brexit probably should be spared home-made challenges from an intrusive and unhelpful Government. I also note the comments of the right reverend Prelate the Bishop of Portsmouth on the dangers of seeking to rank universities’ teaching in gold, silver and bronze. The Girl Guides and the Boy Scouts have some good ideas, but this is possibly not a good one to apply to universities. As the noble Baroness, Lady Wolf, reminded us, the metrics for teaching excellence are extremely dodgy—I do not think that she used that word because it may be unparliamentary, but that is a fact.

The noble Lords, Lord Kakkar, Lord Mair, Lord Hannay and Lord Broers, referred to the learned bodies—the Royal Society, the British Academy and the Royal Academy of Engineering. We have in our country these amazingly highly regarded institutions and the Government would do very well to pay attention and to seek advice from the people they represent.

Our world-renowned universities are facing uncertain and difficult times and in this House we shall do what we can to encourage the Government to work with them to consult, support and not compound their difficulties—indeed, to meet the tests of the noble Lord, Lord Fox. This debate has enabled us to air some of the concerns and solutions, to ensure that our universities flourish into the future. I hope that our universities have heard the support that they have had from all around the House for their future well-being and our concerns for the difficulties that they currently face. I look forward to the Minister’s reply.

Lifelong Learning

Baroness Garden of Frognal Excerpts

Monday 12th September 2016 Lords Chamber

Asked by

[Baroness Garden of Frognal]

To ask Her Majesty’s Government how their policies are supporting and encouraging lifelong learning.

[Baroness Garden of Frognal (LD)]

My Lords, I make no apology for accepting the opportunity to renew the debate on lifelong learning, which has often been addressed in your Lordships’ House. I thank all noble Lords who have signed up to speak at very short notice, including those who will speak in the gap. I regret that the late introduction of this debate in the business means that many champions of the subject may have missed the opportunity to take part and encourage the Government to greater efforts.

Lifelong learning has been defined as the ongoing, voluntary and self-motivated pursuit of knowledge for either personal or professional reasons. It enhances social mobility, active citizenship and personal development, all of which are surely of benefit to individuals, the community and the country. It is often considered learning that occurs after the formal education of childhood, where learning is instructor driven or pedagogical, and into adulthood, where the learning is individually driven or andragogical. I had never come across the term “andragogical” before, so my own lifelong learning has already been enhanced. This could be because without any training I drifted into teaching with just a degree. I discovered at first hand how different were the skills required to obtain a halfway decent degree from those required to engage young people in learning. As a result, I am deeply convinced of the importance—indeed, the necessity—of teacher training and will listen with interest to my noble friend Lord Storey’s debate after this.

However it is perceived, lifelong learning is dependent on people developing a love of learning, being excited about acquiring knowledge and skills, and having the confidence to take the risk of tackling new challenges. I have not limited this debate to adult education—although the focus is likely to be on continuing adult education—and I should like to begin at the beginning. As was touched on in the earlier Statement, the early years are crucial. Children’s learning starts in the home. We have all seen the joy on the face of a young child who takes their first step, catches their first ball or recites their first nursery rhyme. This is the sort of satisfaction that lifelong learning should continue to generate.

From the time of formal schooling, the Government have a major part to play to ensure that a love of learning forms part of education. Will the Minister tell us what importance the Government give to love of learning and fun in the curriculum? What place is there to generate enthusiasm, spontaneity and curiosity in the midst of the remorseless assessment, strict curriculum and constant competitiveness that is to be found in primary schools and, even more so, in secondary schools? In secondary schools, the dead hand of academic league tables drives teachers remorselessly to concentrate on tests and exam syllabuses.

I always feel that there is a valid analogy with carrots. You do not grow bigger and better carrots by pulling them up every day to check and measure their growth. Similarly, you do not grow better-educated youngsters by formally assessing and measuring them at every moment of their learning. With the overemphasis on formal measurement, our dedicated and hard-working teachers have little time or incentive to introduce innovation and excitement into the business of education.

As an aside, the great grammar school controversy, of which we heard more in the Statement earlier today, is an unnecessary distraction from the very real issue of engaging all young people, regardless of intelligence or aptitude, in learning.

In promoting lifelong learning, careers information, advice and guidance play a key part as a motivator, and as an introduction to the relevance of school learning to future life and work. This is especially important to those young people whose interests, talents and skills lie in practical learning. Enthusiasm for learning can be generated in the most unlikely pupil if they can see a purpose and a practical pathway, and can grow in confidence and self-respect that they too can be achievers. It is vital that the value of vocational and practical skills is given as much status and encouragement as academic achievement. Dare I ask the Minister to impress on his colleagues the immense value of good careers information at the earliest stage in education?

Schools can, and do, aim to encourage learning of all sorts, but are often held back by oft-changing government policies; what my former colleague Lady Sharp of Guildford referred to in her brilliantly insightful valedictory speech as the “churn of government”. It is pernicious that incoming Secretaries of State seem to feel it imperative to enforce their own new bright ideas, regardless of the impact and unproductive workload on teachers, and regardless of the fact that these very same bright new ideas might well have been tried, tested and found wanting in previous generations. Can the Minister persuade his education colleagues to hold fire, to consult, and to undertake cost and benefit analysis before making changes that are, all too often, politically driven and have little to do with improving life chances for all young people? After all, experts are sometimes right.

I mentioned league tables. They are the public face of achievement for GCSE and A-level results. What steps are the Government taking to incentivise schools over apprenticeships and other work-based skills by celebrating pupils who achieve in those areas?

After school, further education colleges play a vital, if underappreciated, role in taking forward provision for learning. Alas, the adult skills budget has been reduced by 35% over the last seven years with the proportion of adult learners over the last 15 years dropping from 50% to 15%. Gone are so many of those life-enhancing evening classes that can broaden minds, enrich lives and promote aspiration in a wide variety of ways. It is well proven that learning as an adult, including non-accredited learning, brings benefits such as better health and well-being, greater social engagement and increased confidence, as well as better employability, and benefits to family and community life. I remember years ago teaching French to adults in a college. What a contrast it was to some of the school pupils I was faced with. How exhilarating it was to have students with a sense of achievement and enjoyment at learning something new. They had rediscovered the joy of learning that we see in the very young.

On the employment side, the country is facing acute skills shortages. There are an estimated 31 million people in the current workforce of whom 12 million are due to retire in the next 10 years with only 7 million in the education system to replace them, so on numbers alone we need to be encouraging reskilling and retraining even before we consider the specific skills where shortages are most acute, such as science, technology, engineering, mathematics and languages.

Further education colleges are essential to this progress, with valuable contributions too from great institutions such as the Open University and Birkbeck College. The services that they provide enable adults to fulfil potential but also to contribute to the economy. All are currently too concerned about funding, qualified teachers and certainty about the future to enable them to plan their work to full benefit. Part-time learners have been heavily hit with changes to funding and colleges have struggled to keep up staffing numbers along with the wide range of courses they are expected to provide.

I flag up two issues. The first is funding for ELQs—equivalent or lower-level qualifications. Some exemptions have been made, but relaxing the rules would give great benefit in meeting shortages in the workforce. The second is individual learning accounts, where individuals contribute to their training costs alongside contributions from employers and tax exemptions from government. The scheme fell apart over fraudulent mismanagement, but the basic idea was sound and would be well worth revisiting, obviously with much tighter oversight to avoid the previous pitfalls.

We have yet to see the impact of the apprenticeship levy on adult education, but the signs are worrying. I urge the Government to consult and monitor to avoid adverse unintended consequences of this new initiative. Lifelong learning is an essential component in providing long-term flexible career prospects and for creating a more productive workforce. I hope that the Government will listen to all those who work to enhance learning and will provide more generous and more reliable funding to ensure the fulfilment of individual potential and the prosperity of the country.

Brexit: UK Universities

Baroness Garden of Frognal Excerpts

Wednesday 20th July 2016 Lords Chamber

[Viscount Younger of Leckie]

That is certainly one of the concerns that has arisen, and it is why the Minister has acted quickly to attempt to reassure the sector. It is essential that we move quickly to reassure all those who are based here, because it is incredibly important for the UK economy that we have skilled staff and that we have students studying here, because they provide a lot of revenue for the UK.

[Baroness Garden of Frognal (LD)]

My Lords, the EU makes substantial financial contributions to research in UK universities, amounting to around £1 billion a year. What provision are the Government making to ensure the quality of research in our universities, should that funding be withdrawn?

[Viscount Younger of Leckie]

This is certainly one issue that will be at the top of the agenda when the discussions start on the future of our relationship with the EU. I am unable to go further on that point at the moment but I reassure the noble Baroness that this is a very important matter.

Children and Social Work Bill [HL]

Baroness Garden of Frognal Excerpts

Wednesday 13th July 2016 Grand Committee

Relevant documents: 1st and 2nd Reports from the Delegated Powers Committee

[The Deputy Chairman of Committees (Baroness Garden of Frognal) (LD)]

My Lords, if there is a Division in the Chamber while we are sitting, this Committee will adjourn as soon as the Division Bells are rung and resume after 10 minutes.

Clause 20: Social worker regulations

Amendment 135B

Moved by

--- Later in debate ---

[Lord Warner (Non-Afl)]

My Lords, Amendment 135B seeks to replace the existing Clause 20 and much of Part 2 of the Bill with a new clause that establishes a new general social work council as an independent regulator of social workers accountable to Parliament through the Privy Council. This amendment needs to be seen alongside Amendment 135C, which seeks to set up a new social work improvement agency, and will be moved by the noble Lord, Lord Hunt. It is no accident that both these amendments have the same names attached to them. We all start from a totally different position from that of the Government on social work regulation and improvement, as I think was very clear at the briefing meeting on Part 2 held last week. That is why I enlisted the help of the clerks in producing this amendment, and I am very grateful to them for their efforts.

The purpose of Amendment 135B is twofold. First, it would separate the work of regulating social workers from improving their development. Secondly, it would make the regulation of the social work profession independent of Ministers, as is the case with all other health and care professions. Under Part 2, the regulatory and improvement functions are combined. I think this totally misunderstands the function of profession regulators, who are there to protect the public by setting and upholding standards of conduct and competence, controlling entry to the profession and taking action in response to concerns about conduct and competence. Regulators are not there to secure improvement to a profession’s training, practice or continuing development. Those functions are for others. The noble Lord, Lord Hunt, and others will say more about this second role when we come to the next amendment. All I would say now is that muddling these two separate roles is highly likely to produce a muddled and less-effective regulator. The former General Social Care Council, before its abolition by the coalition Government, was criticised for having an unclear remit covering both regulatory and improvement functions. A review of the Nursing and Midwifery Council in 2012 by the Professional Standards Authority criticised that council for increasingly seeing,

“its role as supporting the development of nurses and midwives beyond ‘fitness to practise’ and so had strayed into trying to provide a broader professional leadership role”.

Combining regulatory functions with those of professional development distracts people from the main purpose of a regulator, which is to protect the public by upholding standards. With the Bill in its present form, the Government are doing just that. They are repeating the failings of the General Social Care Council, which they abolished, and are not learning the lessons from the regulator oversight work of the Professional Standards Authority. The likely outcome is muddle and delay in the important fitness-to-practise work of a regulator that protects the public from unsatisfactory professionals.

The other major shortcoming of Part 2 of the Bill, as drafted, is that it could well lead to the Secretary of State exercising direct control over social workers. This can only jeopardise their professional independence and lead to a loss of public and judicial confidence in the independence of social workers. They could quickly be seen as agents of the state. This interpretation can most easily be avoided by the new regulatory body being independent of government but accountable to Parliament through the Privy Council. This amendment does just that, and has the added advantage that it avoids removing social workers’ regulation from the oversight of the Professional Standards Authority and retains the position it shares with other care professions. This will ensure the effectiveness of the regulation of social workers.

I recognise that the same effect could be achieved by keeping the regulation of social workers under the aegis of the Health and Care Professions Council, which would certainly be a little less disruptive and would avoid the cost of change. However, I can see the merits of the Government providing social workers with their own regulator and that that might enhance the standing of social work. The amendment provides for this. I hope the Government can see the force of the arguments for separating the functions of regulation and improvement, and for separating the governance of the regulator from too close a relationship with the Secretary of State. I hope it will be seen by the Government and the Minister as a reasonable compromise. I beg to move.

[The Deputy Chairman of Committees]

My Lords, I have to inform the Committee that if Amendment 135B is agreed to, I cannot put the question that Clause 20 stand part of the Bill by reason of pre-emption.

[Lord Ramsbotham (CB)]

My Lords, I added my name to this amendment because I was moved to do so, particularly by the British Association of Social Workers, which wrote saying that:

“We are not opposed to exploring new social work regulation options. We support steps to improve accountability of social workers, enabling them to show increasing specialism and skill. But we are opposed to these proposals that concentrate government control and that contain no incentive for the profession to lead in setting standards and developing its self-governance”.

In other words, it is not averse to regulation and it is all in favour of maintaining the independence of that regulator and separating him or her from the governance that is proposed in the Bill.

This is the second time in my life that I have supported an initiative in which my noble friend Lord Warner was involved. When I took over as Chief Inspector of Prisons in 1995, the control of young offenders was entirely in the hands of the Home Office, and it was an absolute disaster. They were treated badly, their conditions were appalling and nobody was taking an interest in the conditions and treatment that they received in the various establishments. Then came the Youth Justice Board—proposed and led by my noble friend—and there was immediate transformation. The merit of this amendment is not only that it has come from someone who clearly knows the profession because of his past experience; it also reflects both the practicalities of regulation that is required and has the support of the whole profession, which the Bill clearly does not.

Cadet Units in Schools

Baroness Garden of Frognal Excerpts

Thursday 15th January 2015 Grand Committee

[Lord Lingfield]

To ask Her Majesty’s Government what plans they have to promote more cadet units in schools.

[Baroness Garden of Frognal (LD)]

My Lords, will Members making speeches limited to four minutes please sit down as soon as the Clock reads four, and preferably a few seconds before. Thank you.

[Lord Lingfield (Con)]

My Lords, I begin by declaring an interest as the chairman of a charity, CVQO, the Cadet Vocational Qualification Organisation, an appointment in which I was proud to succeed Admiral West—the noble Lord, Lord West of Spithead. The Combined Cadet Force has a long and honourable history. It finds its roots in the rifle volunteer battalions for home defence which, in the early 1860s, acquired some school units. They numbered 90 by the beginning of the Great War. By 1938, that number had doubled. During the Second World War, Royal Navy and RAF sections were added, and shortly after the war they were combined into the Combined Cadet Force. Her Majesty the Queen became its Captain General early in her reign. Today, we have about 46,000 cadets in 260 schools and there are about 2,800 adult instructors and officers

In 2008, I and other supporters of cadets—I was an honorary colonel at the time—were very pleased indeed when Gordon Brown revealed his plans to increase the number of cadet units in state secondary schools. In May last year, David Cameron announced the cadet expansion programme, which was planned to deliver another 100 cadet school units by September this year. It was with dismay, therefore, that we received the news in July that the MoD proposed that funding as it currently happens should cease and that, indeed—presumably to pay for those new units to be created—the cadet grant should end next September; that the year after that, remuneration for cadet officers and other adults should end; and that the year after that, a government charge of £75 per cadet should be made and should double the year after that.

The consultation which followed suggested that about 60% of schools with cadet corps would not be able to continue them, leading to a loss of probably half to two-thirds of the current number of cadets. It was clear that the department had failed to take into account the fact that schools already contribute considerable resources to cadets and that further funds from their general expenditure would not be possible. That was not where the Prime Minister’s initiative was meant to lead.

It was with pleasure, therefore, that I received a letter on 10 December from the noble Lord, Lord Astor of Hever, from the MoD, which said that those proposals would not go forward and that funding as currently conceived would continue and would extend to the new school cadets. That was very good news indeed, as was the news that I heard later that the schools expansion programme was on time and back on track and that we have about 60 new schools ready to open their cadet corps in September, with another 50-odd in the pipeline. That was good news, as was the cadet bursary fund, of which I know that the Minister is himself a great supporter. That is meant to support the expansion of cadets, and to raise £8 million over the next four years. I would be grateful if the Minister would indicate, when he replies, where that fund is and the prognosis for the future.

If last July’s proposals were indeed misconceived, the MoD was right to subject cadet funding to some scrutiny. That was absolutely proper. Cadets cost annually about £160 million, of which £28 million is spent on school cadets, with the rest going on cadets in the community—the Army Cadet Force, the Air Training Corps and the Sea Cadets. We have to ask ourselves: are they worth it? Are those sums of money justified? In my view, they certainly are.

Not very long ago, I was speaking at a national competition to a young man from one of our northern cities. He was badged as a guardsman and dressed in the scarlet of a drum major. It became clear during our conversation that he had left school with just one poor GCSE and had had a little intermittent work since, cleaning cars. It was also clear that his cadet unit—with its regular attendance, discipline, uniform, and its opportunity for leadership skills and for taking BTEC and other qualifications, which he had started to do—was the only way that he could show any self-worth at all and gain any self-esteem. He said to me, “If it hadn’t been for the cadets, it would be drugs and trouble for me”, and he was beginning to do well.

Stories such as that are legion, and they tend to suggest that every penny we spend on cadets is worth while and could save money in other areas of public expenditure. My own organisation, the CVQO, puts thousands of cadets each year through BTECs and other similar diplomas. They acquire at the same time those life competences of punctuality and a can-do attitude. They are most likely then to go into work and on to higher vocational qualifications. They are less likely to be NEETs or benefit claimants, or indeed to encounter the youth justice system. It is also not too far-fetched to say that the NHS saves money from cadets, because they tend to be healthier, fitter and less obese. Certainly, they make good recruits to the Armed Forces, in both the Regular Forces and the Reserve Forces. There is also some indication that in later lives they are more inclined towards volunteering in their communities. However, all that is anecdotal. We seriously require a study of the social impact of cadets and of their value for money. I very much hope that the Minister will indicate whether such a study might be possible.

Finally, I mention another excellent government scheme, the military ethos in schools programme, in which my own organisation, among many others, takes part. Typically, some dozen young pupils are selected in each school. They tend to be those who are having problems with discipline and have low achievement. They benefit enormously from the cadet-type work that they do, supervised by cadet instructors, which is usually part-time. Their schools are hugely supportive of this and report better attendance among those pupils, improved self-worth and an increase in levels of literacy and numeracy.

Finally, cadets were created some 150 years ago with the object of making better soldiers. Today, the object is to make them better citizens, and long may they be enabled to do so.

Early Years Intervention

Baroness Garden of Frognal Excerpts

Thursday 8th January 2015 Lords Chamber

[Lord Northbourne (CB)]

My Lords, like other noble Lords, I am most grateful to the noble Baroness, Lady Massey, for getting this debate and for the wonderful work that she does for children in all sorts of other contexts. I also congratulate the Government on recognising the crucial importance of each child’s early years and on introducing the early years programme, which I fully support.

My contribution this afternoon is on one issue that your Lordships might think tangential—but it is fundamental. I do not believe that the early years programme alone as it is designed today will be enough to make a confident, committed and supportive parent out of a young person who has never known life in a secure and supportive family. We have a cycle of disadvantage to break.

All secondary schools, especially those serving disadvantaged communities, should work towards a policy that helps as many teenagers as possible to develop not only their academic skills but also their self-confidence and personal, interpersonal and emotional skills—sometimes called the soft skills—to give them the character and resilience that they need in both the workplace and raising a family as they grow up. Such a policy, alongside appropriate academic education, could be a powerful agent to increase social mobility and justice in our society—concerns about which have been so clearly expressed by noble Lords already. We know that secondary schools can do this because the best ones are doing it today. Alas, too many are not. On the same issue of supporting young people as they grow up to become parents, weekly boarding for children from severely disadvantaged families can be immensely effective.

These issues are touched on in two recent government reports published in November which I happened to find. The first is Social Justice: Transforming Lives—Progress Report. It says:

“The family is the most important influence in a child’s life”,

and that families are,

“the bedrock of our society”.

It goes on to discuss support for families but makes little or no reference to preparing young people in school for the responsibilities of adult life and parenting.

The second report is the Government’s response to the second annual report of the Social Mobility and Child Poverty Commission. It says:

“Children’s development in their early years provides the crucial building blocks for later life”.

The recommendation was that the Government should give,

“more focus to preparing children for the world beyond schools”.

The Government said in their response:

“We absolutely agree that preparing children for the world beyond education should be a key focus for all schools”.

However, they gave no indication of how they will do that.

I suggest a wider remit for secondary schools so that they provide opportunities for pupils. This is done in the best schools through team games, a cadet force, athletics, challenges, adventure and opportunities in drama, art, music and dancing, as well as debates and appropriate involvement in the running and discipline of the school—everywhere and always there are opportunities for belonging and to succeed. Not only secondary schools but youth movements and cadets should also participate in developing and helping tomorrow’s parents.

I expect noble Lords will think that this will be very expensive and difficult to do. It will of course cost more, and it will need more teachers and teacher training, as well as money for facilities. But if noble Lords are worried about cost, I ask them to think about the cost of dysfunctional families today, recently estimated at more than £40 billion a year. We live today in a society where disadvantage is passed down from generation to generation. Our policy should be that that must stop.

[Baroness Garden of Frognal (LD)]

My Lords, I apologise for intervening, but the timing of this debate is beginning to drift. I remind noble Lords that when the clock reads “5” your time is up.

Schools: Academies

Baroness Garden of Frognal Excerpts

Monday 27th October 2014 Lords Chamber

[Baroness Garden of Frognal (LD)]

Will the Minister say, where instances of apparent fraud have been notified in accordance with the guidelines, what action the Government have taken?

[Lord Nash]

Where we receive an instance of fraud we immediately investigate. The EFA has investigated 35 cases of fraud in academies in two years. That compares with 191 reported in maintained schools over one year. If we feel that there are causes for concern we will inform the police or, in more minor cases, introduce a financial notice to improve.

Education: Social Mobility

Baroness Garden of Frognal Excerpts

Thursday 13th March 2014 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I, too, thank my noble friend for initiating this debate on a topic which is of importance to those in education but, even more widely, to the well-being of our society. This debate follows one called by the noble Lord, Lord McFall, last month on the impact of inequality on social mobility and the report from the All-Party Parliamentary Group on Social Mobility published earlier this year—a group chaired by my noble friend Lady Tyler, who has great expertise in the subject and whose contribution we await with interest.

There have been several reviews, reports and strategies on the subject in recent years, all from slightly different vantage points, but with general agreement that social mobility makes for a fairer society and a stronger economy. As the Social Mobility and Child Poverty Commission highlighted in its excellent report:

“When one in six children—2.3 million—is officially classified as poor, it exacts a high social price. There is an economic price too in wasted potential and lower growth”.

My noble friend Lord Storey highlighted in his comments the importance of parents at the start of children’s lives. Indeed, they are crucial to children’s development, helping them learn and build their self-confidence. Government can play a part at that early stage by improving the focus on parenting skills within relationship guidance, which forms part of such programmes as PSHE or citizenship. Such lessons are appropriate before young people become parents.

The noble Baroness, Lady Massey, is a doughty champion of PSHE, but the Minister will be only too well aware of the support around the House for the teaching of life skills within the curriculum. I draw to the Minister’s attention the report from the Social Mobility and Child Poverty Commission, which makes a recommendation to,

“bring together organisations from across the third and private sectors to develop an innovative parenting campaign with clear strategies to target those at the lower end of the income spectrum”.

What progress is being made on that? How might such a parenting campaign be introduced to the parents of the future while they are still at school?

As has been mentioned, the OECD has found that in the UK, more than in other countries, the start of a child’s life has a powerful effect on that child’s educational success. We seem to face greater challenges than elsewhere in breaking the cycle of deprivation for children from disadvantaged backgrounds and giving them the skills, self-confidence and aspiration to better themselves. We very much welcome the moves that the Government have taken with such developments as the pupil premium to try to redress that balance.

Schools have a distinct part to play in preparing their pupils for life with the soft skills that are essential to social mobility, but they also need to prepare them for the world of work. I add my voice to those concerned at the direction being taken over careers advice and guidance. The indications are that many schools have been struggling to provide comprehensive advice about the range of opportunities in the world of work that their pupils might consider. From primary school age, a child’s interest can be captured by exposure to jobs and careers outside their immediate experience. Children are open to new ideas, through visits to workplaces and by coming into contact with people who are engaged and enthusiastic about their work—people who they may never have come across within their close circle of family and friends.

Those links with the world of work help them make connections between lessons and future opportunities, between study and business, between paying attention in class and earning a living. They can have a very positive effect on behaviour and engagement in school studies. For all young people, these connections are important. They are particularly so for those who do not take naturally to formal learning but who may have talents and find motivation in craft, technical or business activities—such as are encouraged in my noble friend Lord Baker’s technical colleges—or indeed in modern languages; I entirely agree with the noble Baroness, Lady Coussins, that foreign languages can also open doors and broaden aspiration and understanding.

The Government rightly take pride in the growth of apprenticeships—not only in their numbers but in their status, as they come to be seen as a valid alternative to university. This standing is helped by their extension to higher-level skills and into professions such as insurance, accountancy and the law. What place will progression to apprenticeships have in school league tables? I note what my noble friend Lord Baker said about the importance of the employability of school leavers. We hear all too often of young people aspiring to apprenticeships being encouraged—sometimes even coerced—into applying to university instead. What encouragement is given to schools not only to record progression to apprenticeships but to celebrate their students’ success in being taken on as apprentices with the same enthusiasm as they report progression to higher education? It is very difficult to find from school reports, from their websites or indeed the notice boards in front of their schools any mention of where young people have gone on to these keenly sought future careers.

Of course, many professions used to have direct routes from school, which were as highly regarded as graduate entry and led to careers that could be just as successful. Those were the days before university fees. Those routes were a powerful means of enabling social mobility. Increasingly, young people are finding it attractive to learn and earn, but it is important that their achievement has the recognition that it deserves from schools and from parents. It would benefit the country if, as recommended, non-graduate routes became the norm across the professions.

I would not wish this debate to pass by without paying tribute to youth organisations for the part that they play in social mobility. They provide invaluable services, particularly in more disadvantaged areas, and give young people an opportunity to develop personal and social skills, take responsibility, gain confidence and learn both self-respect and respect for others. The Minister made reference to the value of the cadet forces, as indeed did the right reverend Prelate the Bishop of Newcastle, and it is encouraging to hear that there will be an increase in cadet units within schools.

With uniformed organisations such as the cadets, Scouts, Girl Guides and many others, and with schemes such as the Duke of Edinburgh Award, young people are faced with challenges. They learn how to manage risk and how to channel their youthful exuberance into positive action and to develop in ways that, whatever their start in life, can lead to a fulfilling and useful life. Schools have a part to play in encouraging their pupils in these formative activities.

I join in the tributes to the teaching profession; the teachers that I know work amazingly hard and give of themselves to their pupils, often at very low rates of pay. They can be transformational in young lives. However, society as a whole has a responsibility to enable young people to achieve their potential. Schools have a key role in opening up opportunities, encouraging aspiration and making the UK a country where, whatever a child’s start in life, he or she will have a chance to shine.

Ofsted: Annual Report 2012-13

Baroness Garden of Frognal Excerpts

Wednesday 8th January 2014 Lords Chamber

[Lord Nash]

The right reverend Prelate is quite right to focus on governance. I put that right at the top of my agenda when I came into office because it seems to me that, whether a school is maintained by a local authority or is an academy, the key decisions are often made by the governing body, so we need to raise the quality of governance. Last year, we focused governors’ responsibility on three key functions: on setting the school’s strategy and vision; on holding the head teacher to account for pupils’ progression and for the performance management of the staff; and on money. It is important to focus governors on a limited number of tasks, but we are also dramatically beefing up recruitment, including by working with business to recruit more business governors.

[Baroness Garden of Frognal (LD)]

My Lords, the chief inspector highlights as a key challenge that pupils do not see English and other school subjects as relevant to their daily lives. Would the Minister agree that lucky children are those who have early exposure to the world of work and make the link between lessons and future aspirations? If so, what steps are the Government taking to support and enhance careers advice throughout primary and secondary schooling?

[Lord Nash]

I agree with my noble friend that this is very important. It is essential that schools work closely and engage with their local businesses. Many excellent models are emerging up and down the country—I am continually coming across new ones—including: the Business in the Community business class, which aims to work with 500 schools; the Ahead Partnership in Leeds, which runs a very good organisation called “Make the Grade” that builds partnerships between businesses and schools; and Inspiring the Future as well as a number of other models that are emerging. All schools should allow their pupils a window on work through engagement with their local business communities.