Special Educational Needs and Funding

Baroness Garden of Frognal Excerpts

Thursday 6th December 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, we have certainly kept this matter under continual review. I mentioned some sums of money a moment ago and, as I said, the amount of overall funding for the high-needs block has increased by £1 billion in the last five years. However, we also accept that early interventions can have a very advantageous impact on young people with disabilities. For example, having a clear focus on literacy is helping children with dyslexia, and we are improving initial teacher training and continuing professional development to raise awareness.

[Baroness Garden of Frognal (LD)]

My Lords, how do the Government intend to address the training needs of staff in education and the capacity for improvement, as identified in the report, given that over half of teachers say that they have received no training on dyslexia?

[Lord Agnew of Oulton]

My Lords, we are introducing more training on SEND issues in the initial teacher training modules. For example, we are including the subject of mental health generally as a voluntary rollout from September next year and it will become compulsory the following year. We have also provided funding to the British Dyslexia Association to deliver training to teachers to support the early identification of learning difficulties.

Further Education Bodies (Insolvency) Regulations 2018

Baroness Garden of Frognal Excerpts

Tuesday 30th October 2018 Grand Committee

I finish with a word of caution to the Government. Given the chilly financial climate that their policies have created for colleges and the uncertain future to which I referred, they should be very careful about using the new rules contained in these regulations without considering the consequences.

[Baroness Garden of Frognal (LD)]

My Lords, I too thank the Minister for introducing the regulations. It is always somewhat frustrating that discussion of regulations offers no chance to amend, but of course it gives us an opportunity to challenge and seek clarification from the Government on rationale, detail or implementation.

We on these Benches found the Technical and Further Education Act a deeply depressing piece of legislation. Our further education sector makes an enormous contribution to education and the economy but continues to be overtasked, underfunded and underappreciated. The Bill was largely about potential insolvency in further education—hardly a resounding message of support. Of course, it introduced the baffling T-levels, which were not sought by the sector and continue to be baffling months after their inception. They risk undermining the highly regarded vocational qualifications that have served this country well for generations, but we will keep the perplexities of T-levels for another debate.

I declare an interest as a vice-president of City & Guilds, an organisation I worked with for some 20 years. For more than 140 years, it has been an immense source of employment skills for the nation. City & Guilds has always worked with FE colleges, which play a crucial part in delivering world-class qualifications that are highly regarded in the UK and overseas by employers across the whole range of work-related skills.

We note that a number of FE colleges have fallen into financial difficulties. Can the Minister tell us how many of them have actually become insolvent? I note that the Explanatory Memorandum indicates that,

“in reality we expect that FE colleges entering insolvency would be a very rare event”.

One wonders why, in that case, so much of the Act was devoted to such insolvency. We gather too that:

“The Department will publish two sets of guidance before the instrument comes into force”.


Will the Minister say when we can expect these sets of guidance? Apparently there is to be no monitoring to assess whether there are,

“any unexpected burdens or tensions within the FE sector”.

Any legislation that imposes additional burdens and tensions on an overburdened sector should surely be dismissed instantly. Would it not be prudent to have some sort of review?

Will the Minister also say what part in those financial difficulties has been played by the unwelcome and damaging burden of providing GCSE resits in maths and English? If ever a policy was designed to reinforce failure in learners, these resits are that policy. Young people who may have brilliant workplace skills are forced into taking exams again and again which have little, if any, relevance to the work they wish to do, and they fail time and again. This is hardly encouragement for the future. Colleges have been tasked with this depressing and resource-intensive duty. When will the Government realise the negative and counterproductive impact of their obsession with academic qualifications, regardless of the talents of young people or the relevance of those qualifications to the things that young people actually want to do? Can the Minister say if and when the Government have plans to review the GCSE resit policy?

I share the concerns of the noble Lord, Lord Watson, over the drop in funding for FE, which is surely unacceptable with all the pressures put on it.

Can the Minister say what provision has been made for private providers? What progress has been made in developing comparable safeguards for apprentices and other learners who are with private providers, especially in view of the collapse of 3aaa? What about the looming collapse of learndirect? Do these regulations have any implications for protecting learners if there are subcontracting arrangements, for instance? We know that colleges and private providers are entangled in highly complex subcontractors. The Minister may have an answer on this, but if he does not, perhaps he could write to me.

We do not seek to challenge these regulations, but we express again our deep concerns over government policies towards vocational, or even technical, education. We hope that wise heads will appreciate that it is in the national interest, and in the interest of learners, to give every possible support and status to those who seek to acquire the work skills the country so desperately needs. I look forward to the Minister’s reply.

[Lord Jones (Lab)]

My Lords, I thank the Minister for his cogent introduction and my noble friend for his eloquent steer in a debate such as this. My remarks will be very brief. The regulations refer to Section 124A of the Insolvency Act, which is headed “Petition for winding up on grounds of public interest”. Will the Minister expand on how he perceives the public interest in the context of this sphere of education? The matter is complicated, and obviously the provision is necessary, but can he give a recent instance of where a specific further education establishment has been perceived to be insolvent? Has that happened? Does he know of a sixth-form college that has been wound up? Has that happened?

Paragraph 7 of the Explanatory Memorandum on the policy background is helpful. Does the Minister know whether exceptional financial support has been given to one of these institutions? Like others in this debate, I think the further education sector is crucial to the future of Britain’s economy. In particular, FE colleges might help us save what remains of our manufacturing base.

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I turn now to the question asked by the noble Baroness, Lady Garden. First, I pay tribute to the great work of City & Guilds, which is a vital part of the framework for education post 16. She asked specifically about the numbers we expect to become insolvent. I cannot give a number on that, but I restate what I said a moment ago—that we see this as a last resort. On her question about resits, I know that this is a matter of some emotion for people. It is worth saying that employers value the fact that young people have to face up to the basics of English and maths; they appreciate it. I understand that this can be demoralising. I come from a family of seven children. Only two of us passed maths O-level, so I know what it is like to be in a family of low-achievers. However, most jobs today include a high level of technical involvement. Not grasping the basics of good English comprehension or basic maths skills will put young people at a disadvantage for the rest of their lives.

[Baroness Garden of Frognal]

There is no objection to the fact that young people are helped by being able to read, write and add up. The point is that GCSEs are very academically focused and the content of those syllabuses is completely inappropriate for many people who have technical skills and could happily do a functional test paper but not the academic papers of GCSE; it is the GCSE exam that is the bugbear, not the fact that people need to be able to read, write and add up.

[Lord Agnew of Oulton (Con)]

I will certainly take the noble Baroness’s views back to the department and reiterate them; I understand exactly what she is staying. She also raised a question about providing guidance to governors. We are committed to providing clear guidance, particularly on their duties and liabilities under insolvency law. The general College Governance guide, last published in 2014, will be updated. Both sets of guidance have been drafted and are being developed with the stakeholders—the Insolvency Service, the Association of Colleges and the Sixth Form Colleges Association—ready for publication in, we hope, the next few weeks.

The noble Lord, Lord Jones, asked whether I have any specific examples of colleges that have become insolvent. The short answer is no, as they have so far resolved their issues. In 2016 we created the restructuring facility, a fund from which some £330 million has been drawn across the sector. That has been used specifically to help them carry out the restructurings and some of the mergers to which other noble Lords referred, so there has been a period of consolidation over the last two years.

The noble Lord also asked about sixth-form colleges. There is a provision—this also addresses the point made by the noble Baroness, Lady Garden—for sixth-form colleges to convert to academy status. If they do that, they get the benefit of VAT recovery. The question was: why cannot everybody do that? The reason is that it is a complicated process. It is an option that we have offered to sixth-form colleges but not all of them have taken it up.

Further Education: Teachers’ Pay

Baroness Garden of Frognal Excerpts

Tuesday 16th October 2018 Lords Chamber

Asked by

[Baroness Garden of Frognal]

To ask Her Majesty’s Government what plans they have to fund further education teachers’ pay increases.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, all teachers are equally important to us. However, further education providers, including sixth-form colleges, are private sector institutions, independent of government. It is for individual FE employers to agree local pay structures, with unions, based on local needs. We are currently considering the efficiency and resilience of the FE sector, and assessing how far existing funding and regulatory structures meet the costs of delivering quality further education, ahead of the spending review.

[Baroness Garden of Frognal (LD)]

But, my Lords, the Government do have an input into this. This is Colleges Week and we should acknowledge the part which further education colleges play in education and English education, with apprenticeships, with further technical and academic qualifications, and with adult learning. They have been lumbered with the wretched GCSE and maths resits, which really are an abomination that the Government need to reconsider. Can the Minister say why, in the last 10 years, college funding has been cut by around 30% and the value of staff pay has fallen by 25%? Why has the recently ring-fenced teachers’ pay grant for schools not been extended to FE colleges? The Government after all do have a part to play in this.

[Lord Agnew of Oulton]

My Lords, to reiterate our acknowledgment of the great role FE colleges play, more than eight out of 10 are judged “good” or “outstanding” by Ofsted and, in the most recent data, 58% of pupils leaving go on to jobs and 22% go on into further learning. We absolutely recognise that. There are a couple of figures that might interest the noble Baroness. According to the ONS earnings data—which is, of course, only a survey—when accounting for inflation, FE teacher pay in England has remained stable since 2013. The other point—to pull on some of the broader strands that the noble Baroness mentioned—is that, by 2020, funding available to support adult FE participation, including the adult education budget, the 19-plus apprenticeship funding and advanced learner loans, is planned to be higher than at any time in our recent history.

Education and Training

Baroness Garden of Frognal Excerpts

Monday 15th October 2018 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, has the Minister had any further thoughts about giving more support to careers education, so that young people are more fully aware of the range of work opportunities in the world of tomorrow?

[Lord Agnew of Oulton]

Again, the noble Baroness asks a very important question. We have our careers strategy, underpinned by the Gatsby benchmarks, which among other things help students to learn from the career and labour market information available. The curriculum should be linked to careers, for example by bringing STEM subjects to life, and young people should have real engagement with employers and receive personal guidance. The performance of 3,000 schools and colleges has now been diagnosed against the Gatsby benchmarks, and awareness in schools is increasing all the time.

Primary School Children

Baroness Garden of Frognal Excerpts

Wednesday 18th July 2018 Lords Chamber

Asked by

[Baroness Garden of Frognal]

To ask Her Majesty’s Government what plans they have to increase knowledge of work skills, careers and jobs amongst primary school children.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, it is crucial that we inspire children about the opportunities ahead from an early age. The Government have allocated £2 million in the careers strategy to test new approaches to careers provision in primary schools. Our aim is to learn more about what works so that children can develop positive attitudes about work by meeting employers and learning about different career options. We will share the results widely so that other schools can benefit and build their own expertise.

[Baroness Garden of Frognal (LD)]

My Lords, the National Association of Head Teachers, to which about 98% of primary head teachers belong, has over the past five years developed a brilliant programme, Primary Futures, which has attracted international recognition—it even gets a mention in the DfE’s careers strategy. It gets volunteers from the world of work to go in to schools to inspire and motivate children and open opportunities for them. The noble Lord has mentioned the £2 million, but why have the Government given it to the Careers & Enterprise Company to replicate this work, instead of ensuring that the NAHT’s brilliant programme is rolled out across primary schools in the country?

[Lord Agnew of Oulton]

My Lords, the noble Baroness is correct about the wonderful work that the Primary Futures programme is achieving. More than 3,000 primary schools are registered, and there are 37,000 volunteers and 10,000 employers. The reason we have allocated the money to the Careers & Enterprise Company is simply to broaden the research base for careers training, or at least awareness in primary schools, which is very important. When I ran into the noble Baroness in the corridor last week ahead of this Question, she said, “I do hope you will come up with something useful in your Answer”. What I can say today is that we are now extending the Gatsby benchmark programme—research that has wide support—to take it into primary schools. In January next year, a pilot involving some 70 primaries will translate these benchmarks for use at that stage.

Home Education (Duty of Local Authorities) Bill [HL]

Baroness Garden of Frognal Excerpts

Committee: 1st sitting (Hansard): House of Lords
Friday 27th April 2018 Lords Chamber

That is a reflection of something that has not gone right in the education system and we should absolutely try to put the underlying education right. But a lot of people who have been forced into home education and, as it were, made their own decision to take their children out are doing an extremely good job. Many of the stories of home educators I come across are of people in those circumstances, so Amendment 28 would just recognise that. It is about not only initial choice but a reaction to doing the best for one’s child in the knowledge that one can. I beg to move Amendment 5.

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

My Lords, if Amendment 27 is agreed to in this group, I cannot accept Amendment 28 by reasons of pre-emption.

[Lord Soley]

I am quite interested in the argument that the noble Lord, Lord Lucas, has put. We have had a number of discussions on areas such as this and he has been extremely helpful. The only point that I have had made to me is that there is a problem with the definition of full-time and part-time. However, the noble Lord has made the point that this is something the Minister’s consultations and discussions should take into account. That would be helpful and I have no objection to it in principle, although there may be difficulties about definition.

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[The Deputy Chairman of Committees]

My Lords, I must inform the Committee that if Amendment 7 is agreed to, I cannot call Amendments 7A or 7B by reason of pre-emption.

[Lord Warner]

My Lords, I strongly oppose the amendment. I do so because the noble Lord, Lord Lucas, seems to be arguing that because we cannot have the perfect system, we should not take a few steps along the road towards such a system. There have been long-standing problems in the whole area of vulnerable children, which the Children’s Commissioner has identified, which would be helped a great deal if the Government could press on with a common identifier for children. The Minister has heard me banging on about this from time to time—I never miss an opportunity to bang on about it—but there is an issue of how the state joins up information about children who may be vulnerable in a number of ways.

Anyone who has been involved in public policy and seen the growth in the number of children claiming to be home educated would be worried whether there was abuse in that system. The sheer growth in numbers and its rapidity should make you anxious as a public policy person, whatever your politics, whoever the Government in power are. The noble Lord, Lord Soley, is trying to address that issue. He may not be solving all the problems of childkind, if I may put it that way, but he is trying in a practical way to tackle one element of the area of vulnerable children. We should not handcuff him in that effort by supporting the amendment.

--- Later in debate ---

[Lord Lucas]

My Lords, I appreciate that we are near a borderline and that this is a matter for discussion, but a lot of the people whom a home educator leaves their children with are other home educators, as it is a way of sharing the burden. On many occasions I have sent my child off to spend a play day or night in the company of a friend’s child without having the parents checked to see whether they have any relevant convictions. One should be conscious that this is an area where we are quite comfortable to rely on personal judgment. It tends to be when you are putting your child in the company of strangers that you want to know that they have been properly checked, particularly those who are part of an institution where they might expect to deal with children on a regular basis. I am very comfortable with that system but I do not think we should start letting that intrude into personal decisions about with which of one’s friends one should let one’s child spend time overnight in their house or spend time with their children being educated by the parent.

A border seems to be being drawn here on the basis that in some way home educators are worse or more risky than the rest of us. Not only is there no evidence for that but it is entirely unjustified to say it. I keep feeling that people say it because they are different: “They are not people like us and therefore we’re suspicious”. I hope that in many aspects that is something that we can educate ourselves out of—we should not allow ourselves to slip in that direction. Therefore, I feel that the noble Lord’s amendment goes too far, although I understand what he says about it. However, I do not think that it fits with the general pattern of home education.

We will come to the subject of unregistered schools in a later group, and that seems a substantial problem to address. Effectively there are institutions run by strangers that purport to provide education. Children are dropped off and collected later and, because the institutions are not registered or formally classified as schools or other institutions, there may be no DBS or any other checks on them. That is a problem that the Department for Education needs to deal with. We know that there are a lot of such places and that they need attention, but we do not seem to have given ourselves the tools to deal with them.

However, I do not think we should trespass on the privately run institutions, where parents are permitted to drop their children off with friends and acquaintances to receive a bit of education. We all do that at the weekend but we do not for a moment consider that formal checks have to be made. We should recognise the difference between the need to check in the public realm and there being no need to check in the private realm. We should draw a rational and natural division between the two and not let the checks of the public realm bleed into the private. I do not think that that would work. We should trust parents to educate children in the same way as we trust them to bring them up outside school hours and we should be comfortable with the processes around that.

Coming back to the main amendment, I am comforted by what the Minister effectively says in the draft guidance that he has published about how a local authority should establish whether a parent is providing a proper education for their children. I again urge him to accept that this will all work much better if he can find a way of providing a proper level of support. Then, in almost all cases, that assessment can be carried out in the natural way—in the same way as it is carried out by a teacher, observing a child over a period of time and forming a professional judgment.

[Baroness Garden of Frognal]

My Lords, the noble Lord has made some very valid points but I am concerned by the length at which he is speaking. The Committee would much appreciate being able to finish Committee stage today. If he could possibly curtail his remarks, the Committee would very much appreciate that.

[Lord Lucas]

My Lords, I do not think that with the point that we have got to there is any great danger of running over the time. I am taking a bit of time on this group because it is the last important and substantive group. There is only one other point that I wish to make at length and that is on flexi-schooling, but I will not speak about that at great length and I do not think that it is contentious. However, I believe that the whole business of assessment is a point of great concern for home educators. Many of them undertake education in their own way. Helping them with that—giving them support, direction and information so that they do it better—seems to be an entirely good idea. However, trying to corral them into a system of education which has largely evolved to make schools work but which is not followed in many schools of which we approve, as well as a lot of schools abroad, seems to be entirely inappropriate. Therefore, if we are to have something that works, and if we are to support and accept home education, we have to be very careful what we say on assessment. I beg leave to withdraw the amendment.

Children: Missed Education

Baroness Garden of Frognal Excerpts

Thursday 15th March 2018 Lords Chamber

[Lord Touhig (Lab)]

My Lords—

[Baroness Garden of Frognal (LD)]

My Lords, some groups particularly at risk of missing education include disabled children, those with special educational needs, young offenders and children in care. Surely these young people should be known to social services, the police, doctors or other authorities. Will the Minister tell us what the Government are doing to encourage these authorities to liaise with the education authority to ensure that these children get the education that they need and deserve for a better life?

[Lord Agnew of Oulton]

My Lords, it is already a requirement following the issue of our guidelines in 2016 that, for any child registered as SEN, permission must be sought from the local authority to move them to home education. We are strengthening that guidance, as announced yesterday, and have indicated that we will carry out an exclusion review, which will of course begin with these vulnerable children.

Schools: Indoctrination

Baroness Garden of Frognal Excerpts

Tuesday 6th February 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, between January 2016 and August 2017, with additional funding from us, Ofsted identified 125 unregistered schools. It visited 38 of those, 34 of which have now closed. Two more have closed since they were investigated and two are still under investigation. We have appointed I think 36 Prevent officers at the last count to support local authorities in areas of concern to provide advice to schools on exactly these areas. I am concerned about this. I am the department’s Minister with responsibility for extremism, so it is one of my main briefs. I believe we are doing a lot, and we continue to be alert to where more needs to be done.

[Baroness Garden of Frognal (LD)]

My Lords, could the Minister say what support the Government can offer to head teachers who face difficulties when they come across extremism and indoctrination in their schools? There have been cases of intimidation and heads being prevented from doing their jobs. Could a support network and a hotline perhaps be set up to help them?

[Lord Agnew of Oulton]

My Lords, in April 2015 we established a counterextremism helpline to avoid exactly the situation that the noble Baroness raises. Teachers can contact it for confidential advice. We have had more than 450 uses of this helpline from educationists and other members of the public.

Apprenticeships: Disabled Students

Baroness Garden of Frognal Excerpts

Monday 15th January 2018 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, there seems to be some inconsistency between the theory of the Minister’s replies and the practice that we are hearing about from those who work with these people. As the noble Baroness, Lady Hollins, said, many who find English and maths difficult have the practical skills that we really need in apprenticeships, and the country has an acute skills shortage. Will the Minister say what is being done by the Government to address the inconsistencies in support for these people across the country?

[Lord Agnew of Oulton]

My Lords, we are very conscious that many able people struggle with maths and English. I come from a family of seven children; only two of us managed maths O-level, so I am very sympathetic on that. But we have made available additional skills training. There are individual courses where additional funding of up to £471 a course is available. As I mentioned earlier, there is the facility to have extra time in exams. Through some of the areas of support that I referred to in response to the supplementary question of the noble Lord, Lord Addington, there is additional funding for things such as equipment needed for British Sign Language, for example, or more technical equipment for other disabled apprentices.

Education and Society

Baroness Garden of Frognal Excerpts

Friday 8th December 2017 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I join in thanking the most reverend Primate for introducing this debate and for his insightful words. Education is not only essential in building a flourishing and skilled society but for maintaining it. Increasingly, there is an economic and social imperative for lifelong learning. Education has a seminal role to play in ensuring that children and young people acquire the skills for life and work. It should engender a love of learning, a sense of excitement and self-worth in young people as they explore and develop.

Children’s education starts in the home. We have all seen the joy on the face of a young child who takes its first step, catches its first ball or recites its first nursery rhyme. That is the sort of satisfaction which education should continue to generate, building confidence and aspiration. Sadly, our education system is not always the happy and productive experience it could and should be.

I pay tribute to the Church of England, which plays a key part in education at all levels but a particularly valuable part at primary level, where C of E schools tend to be sought after by those of all faiths and none, as the most reverend Primate has set out. They have an ethos of care and encouragement, which makes for a good start for little people and certainly plays its part in helping to fight embedded squalor.

When formal schooling starts, the Government should ensure that this love of learning continues. Too often, curiosity and enthusiasm are trumped by testing and assessment, with children measured not against where their talents and interests lie but against academic yardsticks, which for many prove difficult and a source of failure. I have asked Ministers before—without getting a satisfactory answer—what importance the Government give to love of learning and fun in the curriculum. What credit are teachers given for stimulating ideas and aspiration in the young, particularly in those who prefer doing and making to thinking and studying?

Constant assessment and measuring play havoc with building skills and knowledge, and can generate feelings of failure even in the very young. If education becomes associated with hopelessness, it becomes increasingly challenging to build up self-respect and aspiration. I taught in numerous secondary schools in England and Germany during a peripatetic life as an RAF wife. I remember only too well the challenges of capturing imagination and encouraging even the slowest and the worst behaved. Teaching can be very satisfying but, my goodness me, it is hard work.

Enthusiasm for learning can be generated in the most unlikely pupil if they can see a purpose in a practical pathway and grow in self-respect with the confidence that they too can be achievers. Dare I ask the Minister to impress on his colleagues the immense value of good careers information at the earliest stage in education? If young people are intrigued by cars, cooking, care or computers, they will see a purpose in learning. Engagement in a practical subject can lead to grasping its academic counterpart. Calculating measurements for building or cooking can clarify the purpose of maths when maths lessons have previously been impenetrable.

Schools can, and do, aim to encourage learning of all sorts but are often held back by oft-changing Ministers and policies—the remorseless “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. Can the Minister persuade his education colleagues to hold fire, to consult and to undertake cost and benefit analyses before introducing changes which all too often are politically driven and have little to do with improving the life chances of young people?

I worked for City & Guilds for 20 years. I have asked before and ask again: what steps are the Government taking to incentivise schools to promote apprenticeships and other work-based skills by celebrating pupils who achieve in those areas? League tables and financial incentives lead schools to channel students into GCSEs, A-levels and university, even when their talents, skills and motivation are practical and work based. We face acute skills shortages. We need people with those practical skills.

I recall years ago writing a pretentious A-level essay on Adam Smith’s comment that every man is a student all his life and longer too. This of course was well before political correctness, when “man” was deemed to embrace “woman”—I think that that is how the Romans put it. Education should be lifelong. Adult education and our wonderful and hard-pressed further education colleges have such an important part to play.

The overall number of students from lower participation areas entering higher education in England has fallen by 15% since 2011-12. While figures for full-time students have risen by 7%, there has been a simultaneous 47% fall in part-time students from those same areas. Therefore, overall, fewer people from disadvantaged backgrounds are now going to university.

The adult skills budget has been reduced. Gone are many of those life-enhancing evening classes which could broaden minds, enrich lives and promote aspiration in a wide variety of ways, leading to the flourishing and skilled society we are addressing. It is well proven that learning as an adult brings benefits such as better health and well-being, greater social engagement, increased confidence and better employability, as well as benefits to family and community life. Further education colleges are essential to this progress, with valuable contributions too from great institutions such as the Open University and Birkbeck. The services which they provide enable adults to fulfil their potential and to contribute to the economy. However, all of them are 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 in 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 hope that the Government will listen to all those who work to enhance learning, and that they will provide more generous and more reliable funding to ensure the fulfilment of individual potential and the prosperity of the country. I look forward to hearing the other speakers and, again, thank the most reverend Primate for giving us the opportunity of this debate.