Schools: Funding
Baroness Howarth of Breckland Excerpts(8 years, 8 months ago)
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Baroness Howarth of Breckland (CB)
My Lords, does the Minister also share my concern about services for under-fives, which I know he has come across, where specialist services are funded by local authorities at their whim? I hope that when he is reviewing the schools programme he will also look at under-five services and ensure that they get an equal proportion of funding.
Childcare Bill [HL]
Baroness Howarth of Breckland Excerpts(8 years, 9 months ago)
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Baroness Howarth of Breckland (CB)
My Lords, I thank the Minister for the work that has been put into this Bill and I welcome it. I also thank him for the meetings that he arranged, which were extraordinarily informative and helpful, together with the documentation, which I have looked at but needs quite a lot of study to get a grip on the numbers.
I have two points. Like the Minister, I am keen to see implementation, so I am delighted that there will be projects moving forward early. How will the lessons that are learned from these early projects be applied to looking again at regulations, and how can we improve any further projects, which look rather like pilots, if I can use that word? I should be pleased to know how that learning is carried forward.
Listening to the noble Baroness, Lady Pinnock, I, too, have a concern that some of the poorest and most disabled children will not gain access to this funding. I have spoken to the Minister on a number of occasions about autistic children and children in specialist care provided by the non-governmental sector where it is very much at the whim of the local authority as to whether someone gains funding for their project. Can we at some point look at that? As far as I can see, the eligibility criteria have been changed because of the financial ceiling that is available for this work to go forward. Knowing how keen the Minister is on children and their education, and on giving them a good start, maybe in the lifetime of this Parliament, more children will be able to enjoy the benefits of early childcare places. When we learn about the benefits, maybe another childcare Bill will be introduced in the future.
Lord Nash
My Lords, I thank the noble Baronesses, Lady Jones, Lady Pinnock and Lady Howarth, who have spoken in the debate. Their contributions in today’s debate emphasise the extensive knowledge and experience of childcare policy across the House. This is a widely supported manifesto commitment, much anticipated by parents who want the Government to provide more help with their childcare costs. It is very pleasing to hear support across the House and the other place for the aims of the Bill and the Government’s commitment.
As has been highlighted during the passage of the Bill, we all recognise the benefits that free childcare can bring. This includes supporting those who are most disadvantaged by increasing their social mobility through providing opportunities to work or work more, rather than the availability of quality affordable childcare being a barrier to getting on. The amount of detail and certainty about the funding settlement for early years has increased significantly since noble Lords last debated this Bill, as I said earlier. As we have heard today from the announcements of the spending review, we are looking at a really positive position for early years. We have gone over and above our promise by investing a record amount in childcare and making a clear commitment to paying more to those providers who wish to deliver the free entitlement.
We want the increased rate to enable and encourage providers to deliver the entitlement. Following our comprehensive review of the cost of childcare and our significant additional investment, we are confident that this will happen. We firmly believe that we have established a sustainable rate for providers, taking into account the evidence that we gathered throughout our cost of childcare review. The upfront nature of our funding uplift, coupled with the introduction of a national funding formula, will help providers to manage future cost pressures, such as the introduction of the national living wage. We are confident in the work of the cost of childcare review, and there is no case for establishing a bureaucratic and costly process that repeats the review on an ongoing basis. The Government will monitor the implementation of 30-hour free childcare, for example, through the early implementers, and if any issues arise relating to funding they will be considered in the context of delivery of the whole policy.
The noble Baronesses, Lady Jones and Lady Pinnock, talked about eligibility. Parents will be eligible where they work the equivalent of 16 hours at national minimum or national living wage, whichever applies to them. The Government have also taken the decision to introduce a higher earnings threshold, so that where parents earn more than £100,000 per year each, they will not be eligible for the additional hours. I remind noble Lords that all three and four year-olds remain eligible for the first 15 hours of free childcare, which remains universal. We estimate that the additional 15 hours will benefit around 390,000 children.
As noble Lords will be aware, the free entitlement hours sit within a wider package of childcare support available to parents. This package includes the universal 15 free hours for three and four year-olds and disadvantaged two year-olds, tax-free childcare, and universal credit, under which parents can receive up to 70% of their childcare costs, increasing to 85% from April this year.
The noble Baroness, Lady Jones, is quite right about the 600,000 figure. This was the original estimate of the families who could benefit from the extended entitlement, but that included children in reception classes who could choose to stay in an early-years setting. The effect of the revised eligibility criteria is nowhere near as dramatic as the noble Baroness, Lady Pinnock, referred to. It is a reduction of 50,000 places, of which 9,000 are as a result of the income cap. Parents on zero-hours contracts will be included if they meet the minimum income requirement. In addition, part-time workers may well be able to access the entitlement and remuneration. It is important to note that they will all access the existing early education entitlement.
I thank the noble Baroness, Lady Howarth, for her remarks. The intelligence from early implementation will inform us about operational issues and market challenges as we finalise the functioning of the operational delivery system, enabling us to adjust our plans as we move towards full rollout in September next year. Shared learning from early implementation will provide us with early intelligence on how we can refine the system ahead of that time. The department has established a local authority working group, which the Minister, Sam Gyimah, met with in January. It will feed real-time intelligence back to the department on learning from the early implementers.
The noble Baroness also raised the case of disabled children, which is obviously an extremely important issue that was discussed at length by the Bill Committee in the other place and which I know is of interest to many noble Lords. The review found that the nature and level of support required by children with special educational needs and disabilities can vary significantly for each child, as does the prevalence of additional needs across each setting. The cost estimates reported in the review made allowances for these factors, but the review is very clear that funding for children with additional needs in the early years cannot be solved with a one-size-fits-all approach. In response, the Minister for Childcare has committed to consider early-years funding for children with special educational needs and disabilities as part of our wider consultation on allocation and a fairer funding system. The department is now working with the sector and local authorities on how this might work.
The message is clear: the Government are on the side of working parents, helping them to get on and supporting them at every stage of their life. That is why we are pressing ahead with these reforms, going further than ever before to help with childcare costs, help hardworking families and give people the choice to get into work or work more hours. This will all lead to having the right childcare in place, which will mean more parents can have a genuine choice, security and peace of mind when it comes to being able to support their family. The Bill clearly delivers on those objectives, and I hope that noble Lords will support the Government’s amendments.
Education and Adoption Bill
Baroness Howarth of Breckland Excerpts(8 years, 11 months ago)
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Lord Northbourne (CB)
My Lords, I support Amendment 15 in the name of the noble Lord, Lord Addington. The Government’s definition of “coasting”, which I have studied very carefully, seems to focus almost entirely on academic achievement, or failure to achieve academically. Is academic achievement the only thing we are looking for from our schools? I think not. Some schools have a very large number of children who do not have much potential for academic achievement. Having been a governor of two such schools, I am very conscious of the important work that those schools can do in supporting those children and preparing them for the challenges of adult life—not least the challenge of being a parent, which so often is their lot.
Baroness Howarth of Breckland (CB)
My Lords, I shall speak briefly to these amendments. Like everyone else, I welcome government Amendments 15B and 24. However, I have some questions for the Minister, particularly about consultation. Many noble Lords have asked who is likely to be consulted about coasting or closure. I know that the Minister has in the past said that this will be done through the governors’ bodies and that it is the responsibility of the schools to ensure that this happens. I have discussed this at some length with my local school, which is very grateful for that flexibility as it wishes to take control of the consultation and do it in its own way with its own parents. So I hope that any regulations are not so tight that they are not flexible enough to allow for local interpretation.
If we have consultations, as the noble Baroness, Lady Massey, mentioned—she referred to pupils—I would like reassurance from the Minister that children are paramount and will be at the centre of any discussions. Most parents have the best interests of their children at heart and will want to discuss their children’s education and the way their school is to be organised with those concerned in a positive way. But there are situations, which we have all come across, where parents put their own interests first and, somehow, we have to make sure that pupils have some sort of say in the consultation and that they are put first in whatever decisions are made.
I thank the Minister for hearing many of the representations we have made. I am interested in particular in the regulations because, as I said in Committee, it is crucial that we develop young people who are rounded and who are going to develop into leaders. That means that they should think not only about academic subjects such as maths and literature but also about the arts, sport and learning in general.
The Earl of Listowel
My Lords, listening to this debate, I feel it is finely poised. It is so important to bring parents along with one and it is so important not to delay in improving the educational experience of young people. I wanted to say a little in praise of academies, from my limited experience. When, under the previous Government, the legislation introducing academies came to this House, I strongly opposed it for a number of reasons. One was that it seemed to place structures above the most important thing, which is getting excellent teachers into the classroom.
My experience, from when I first entered your Lordships’ House, has been of the truth of the inverse care law. That is, that the most disadvantaged, poorest people and children are cared for by the least well-paid, lowest-status, least well-qualified people. In social care and in education, our aim should be to recruit and retain the very best people and put them on the front line with children and vulnerable families. I was therefore concerned that the focus was not right.
However, what I have heard in the course of discussing the Bill has somewhat encouraged me. First, for those who attended the meeting with the regional schools commissioners and the head teachers of academy schools, I think it came through very clearly that the benefits brought by academy status, in terms of the governance and leadership of schools, were described positively as bringing fresh blood and excellent governors to the boards. We have heard repeatedly in recent years, and very recently from Sir Michael Wilshaw, that there is continuing concern about the quality of governors. It was good to hear the noble Baroness, Lady Pinnock, provide some comfort that, thanks to new regulations, in her experience at least, two new governors had come on to her board from local business. However, clearly that is not happening everywhere.
I was grateful to the Minister for arranging for me to visit the Ark school, King Solomon Academy, in Marylebone. It is in an area with a high level of free school meals; the area is very multi-ethnic, with a large migrant population. It is also the best performing non-selective school in the country. I learnt that there was outstanding governance there; superb leaders had come out of the City with a vision and had driven the school forward. The head teacher, Max Haimendorf, was recruited from the Teach First scheme—he was maybe only 28 when he became head teacher—and most of the other teachers are also from Teach First.
I reflected that, by this process of encouraging the very best governance in schools, one achieves the aim that I, and I think many others, have of finding the means to recruit and retain the very best teachers, at the front line. I hope I make that point clear. It seems to me that one benefit, which I hope will increase over time, is that by improving the governance and leadership of our schools, they will attract and retain the very best teachers, delivering those teachers to the vulnerable pupils who need them most.
Baroness Howarth of Breckland
Briefly, this debate has shown that both sides are right. There are two issues being debated. One is that parents must know what is happening when a school is changing. Whether that involves some sort of consultation seems to be the question but if parents do not know throughout—indeed, from the very beginning—there is something severely wrong with the school. All the instructions within a school should lead to the governors, the teachers, the head teacher, making that communication with parents from the very first day that something seems to be going wrong. If the outside world does not know, Ofsted will make it clear at some inspection that it knows there is a problem in the school, or there will be some event that makes it absolutely clear. The parents will therefore know that.
Whether parents should then be consulted is an interesting question. I think parents should be involved all the way along in discussion and understanding but I rather question what the noble Lord, Lord Watson, said. I am sorry that we seem to have a fundamental disagreement about where children stand in relation to parents. When he said that democracy was crucial but that it may come to unwanted outcomes, for me an unwanted outcome cannot be that a failing school is allowed to continue because parents have a particular connection with governors and teachers. We have seen that in some schools, where together they do not want change that would be in the best interests of the individual children. I had wanted to congratulate the Opposition, because they began the academies. The academies have worked but are not the total answer. I absolutely agree that local authorities do not get the praise that they should, not only in education but throughout the work that they are struggling with. If we got more balance in that, it might also help.
I agree with the point made by the noble Lord, Lord Storey, that we have to take a positive view of the way that academies are deliberated on, particularly with parents in that consultation. But we are talking about process, not principle, and the process is absolutely essential to make sure that everyone is involved, certainly local communities. It is not only parents who take a great interest in their school because it is a central part of the community’s life. But no one in my village is at all uncertain about the fact that the school has gone through a series of changes. It has been in special measures at one point and is now an academy. The discussions have gone on in the village because those changes are generally known.
I hope that the Minister will ensure that that kind of communication is enforced because I cannot imagine what it would be like if it came as a surprise to a local community, particularly to those parents who depend on a small school in rural areas where choice is limited. I reiterate that the children’s needs are paramount and if democracy was to overrule that paramountcy, then I fear that I am no longer a democrat. I would rather go for ensuring that children really get the education that they deserve.
Lord Sutherland of Houndwood
My Lords, I do feel challenged as no fewer than three speakers have indicated that there is something wrong with my views. I wish to reassure my colleagues that I know of good maintained schools. I could take your Lordships to some now on a short Underground ride. I know of them and I know what they are doing, and they do excellent work. I know that some local authorities provide excellent support. I will not name them, but I could.
But my worry is that we will make this a black and white issue when we are talking about an “on balance” thing. The only reason that it looks black and white is that we have to decide yes or no to having a clause in the Bill. Sometimes it is “yes, but” and sometimes it is definitely no or yes. We are talking about the interchange between the two. I wonder whether my fault has been to support the Government but, just to provide reassurance, your Lordships should have heard me last week when we were talking about care homes. I gave the Government a pasting then, so I have not gone completely blue; there are still hints on either side.
To go back to Scotland, I know of some excellent maintained schools there. I would not wish to suggest anything else. I know of excellent teachers there, just as there are excellent teachers throughout the system here. But interestingly, the outstanding maintained school in Scotland is Jordanhill. What is distinctive about Jordanhill? It is the only one that stands aside from the maintained sector: although the funds are provided, it has its own governance, powers and autonomy, the likes of which many academies would love. It is the number one school, and all parents want their children to go there. It is not just because of the autonomy—no doubt a whole range of things contribute to this, including the catchment area and its wise use of resources—but that is the reality.
Education and Adoption Bill
Baroness Howarth of Breckland Excerpts(8 years, 11 months ago)
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Baroness Massey of Darwen (Lab)
My Lords, I shall speak briefly on three points on this group. The first is about the assessment of children, the second is about the monitoring of children and the third is about the local authority spending lottery.
Assessment has been discussed before, so I shall be very brief. It seems to me, supported by the NSPCC, that the mental health assessment should not rely solely on the strengths and difficulties questionnaire, the SDQ screening tool. Children need direct contact—interviews—they need to be accompanied by a carer to assess mental and emotional health needs, and the assessment needs to be carried out by a qualified mental health professional. On monitoring, clearly, if a child is assessed as having a difficulty, they should be monitored the whole time they are in care to inform carers and professionals about what support the child is receiving and how it can and should contribute to their well-being.
Thirdly, I believe that there is a spending lottery between local authorities in terms of both overall spending and what to spend the money on. Will the mental health strategy cover that? For example, some local authorities that I know are very poor at spending anything on CAMHS for children in care. Perhaps the Minister would comment on that. Will the Government and the mental health strategy consider the outcomes of not providing mental health support for children? The risk of poor outcomes is a risk for life. We know that for children with mental health problems who do not have support in care, the outcomes are poor in relation to criminal or anti-social behaviour, drug and alcohol abuse, teenage pregnancy and very poor academic performance. What is the Minister’s response on how the mental health strategy will address some of those concerns?
Baroness Howarth of Breckland (CB)
My Lords, I apologise that I was unable to speak in Committee on this issue; I had to attend another committee at the same time. I just want to ask for clarity on a very narrow point—which is actually a wide point.
The amendment adds mental health services for children in the adoption process. The noble Lord, Lord Watson, made a very clear statement about the large number of other children in care who face the same needs—children in kinship care, long-term fostering, or hostels for children with special difficulties. Is the thinking clearly about basing the provision of services on the actual needs of the children as they are seen, rather than the bit of the system they are in? My concern is that we see adoption as a better placement than many others when often it is not; kinship care can be a much better solution for a child. As the noble Lord, Lord Watson, said, permanency is what actually matters. I hope that mental health services can be clearly focused on children to ensure permanency, whatever that permanency looks like.
It makes very good economic sense to ensure that money is clearly targeted to children in care—and, sometimes, children in their own families who are showing special needs. Economically, if you can get to those children early, you will improve their life chances. If they are targeted, that can be measured. Those are the things that the Government want to do at the moment: target services to see what works and makes good economic sense, because people will be able to make better sense of their own lives. Will the Minister ensure that there are adequate mental health services—we know that there is a great difficulty at the moment—and that they are targeted at need rather than at category?
Baroness Benjamin (LD)
My Lords, I rise to support Amendment 4. As I have said at all stages of this Bill, with the support of the NSPCC, every single child entering care should receive an automatic mental health assessment in addition to the physical assessment they currently receive. Children in care should then immediately receive the subsequent necessary support to help them to deal with the issues of mental health identified in the assessment. There should be regular monitoring of children’s mental health while in care to inform what support that child receives and ensure that it contributes to their improved well-being. These provisions are essential to strengthen the Bill because they will help towards making significant savings for the NHS, the prison services and society in general.
The NSPCC, myself and many others welcome the Government’s announcement of an additional £600 million for mental health and see it as a great opportunity to make sure that more of the most vulnerable children get access to the mental health support that they need to overcome the trauma they have experienced. As I have said time and again, childhood lasts a lifetime, so let us give all children the best start in life, including children in care and children in the adoption system. They need to be cared for and looked after in every way possible. We owe it to them, so I hope that the Minister will include these provisions in this important Bill.
Education and Adoption Bill
Baroness Howarth of Breckland Excerpts(9 years ago)
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Baroness Perry of Southwark
Absolutely. That is why we have Ofsted, which picks these things up. It is my firm belief that schools need looking at very regularly. I do not mean that they need a full Ofsted inspection but, as I said at Second Reading, they need somebody to go in to make sure that these things are happening and to make sure that the school then takes action on the deficit that has been identified.
We have a well-defined definition that is workable; it is not complete, and I do not think that the Minister will claim that it is, but it will flag up the need for further action. Let us get it clear at this stage of the Bill—because some of the amendments later seem to cast doubt on it—that nobody is going to force a coasting school immediately into academy status; it is going to be given an opportunity to improve by other means. After the kind of things that we have seen in the press this week, as if all coasting schools were suddenly going to be made academies against their will and without any consultation, let us just kill that myth among ourselves.
Baroness Howarth of Breckland (CB)
My Lords, I was not planning to intervene at this stage but I would like to ask the Minister to address a question in his summing up. Like the noble Baronesses, Lady Morgan and Lady Perry, I think that the definition—whatever it is—has to be very clear and simple. My concern about it being simply about academic content and not having just one phrase that adds to the roundness of the whole is that we all know that when schools are under pressure—we all know what a coasting school looks like and when it is defined as such it will find itself under pressure—they will work very hard at the things that will take their scores up, which will be the academic areas. That could be to the detriment of the other areas.
I went to a very good programme that the noble Lord, Lord Nash, arranged. I will say more about that later, but one of the impressive things that the regional commissioners were talking about was how to develop leadership, which in all organisations—and some of us have had to work to change things round—is what is important. Leadership is developed by developing roundness in children. I would just like the Minister to think about how there could be some sort of phrase—a relatively straightforward and simple one—which ensures that schools do not focus just on the academic areas, because they are under pressure, at the expense of developing the other skills that will bring those young people forward and make them the next leaders in schools and in society.
Lord Knight of Weymouth (Lab)
My Lords, as has become fashionable, I will start with an apology that I have to leave early and that I was not able to take part at Second Reading because of my other interests. That segues into reminding your Lordships of my interests, particularly in respect of my full-time work, which I am not at, at TES—Times Education Supplement or whatever phrase resonates best with your Lordships.
This is a very interesting, probing amendment to a key clause. I broadly support what the Government are trying to do with coasting schools and any sense of complacency in schools which feel that they are not blipping on the Minister’s radar. Clearly they should be, through the RSCs. I have to say, I baulk at that acronym. If you do a search on TES for “RSC” you get to resources provided by the Royal Society of Chemistry, which frustrates the Royal Shakespeare Company. To have another one entering the lexicon frustrates me slightly, but I am sure that the Minister will be informed by the regional schools commissioners.
There seem to be three issues here: the type of school, the definition of coasting, and the definition of intervention. I would be very interested to hear some clarification on the record from the Minister about the types of school. It seems fairly clear that these are local authority-maintained schools so one’s assumption is that this applies to grammar schools, comprehensive schools and so on. It is particularly important that it is clear that it applies to grammar schools as well as non-selective maintained schools.
Then there is the question of academies. Academies are addressed in the amendment. I recall when I was a Minister—a long time ago now—that we did not want to include academies in legislation because we had separate legal agreements with academies and it became very complicated to unpick those legal agreements because you had to replace them with primary legislation and that created complications with sponsors. I remember the lines that I was given to take extremely well. I suppose I hope that those lines have moved on because we now have a lot more academies. Once you get to the point where the majority of secondary schools, for example, might be academies, you start to worry about the democratic deficit of Parliament no longer being able to properly influence the evolving nature of the governance of academies. They are not part of the local authority family. There is a direct relationship in contract law between them and the Secretary of State. How does Parliament influence them if we continue to have that line to take from the department and the Minister?
Incidentally, I would be interested to have clarification about where university technology colleges and studio schools fit within this. I listened to the excellent Cass Business School lecture by the noble Lord, Lord Baker, where he talked extensively, as one might expect, about university technology colleges and how well they are doing. I am a studio schools ambassador. There is fantastic progress in the performance of children in those small, more vocationally focused schools, although on some of the data it does not look as though they are performing as well on raw attainment. Having clarity around these exceptions is also helpful.
That leads to a second issue to do with coasting. We have heard really good contributions from all sides of the Committee on that. I, too, do not think that we should have an overreliance on data. I welcome the notion that we have better progression data than we used to. When I was responsible for the national challenge, it was very much data-driven and was very hard-edged and raw. The notion that we can do something more sophisticated feels a lot fairer. I agree with my noble friend about the use of the regional schools commissioners’ judgments and other things that inform that.
In the context of a broad and balanced curriculum and the comments of the noble Baroness, Lady Howarth, it is worth saying that I am able to see some of the data around teacher recruitment. For example, I see evidence that it is quite easy to recruit PE teachers—this has to do with the amendment tabled by the noble Lord, Lord Addington—but it is a lot harder to recruit in some other subjects, such as those in the EBacc. When I see evidence around what head teachers are saying they are doing to compensate for being unable to recruit in certain subjects, I see that one of the things they might do is not continue with some subjects if they cannot easily recruit for them. That would create a worrying scenario in respect of a broad and balanced curriculum. I add that comment because it might inform the debate about teacher recruitment that we will have on later amendments.
Finally, on intervention, this amendment is to the first clause, about certain schools being defined as coasting and therefore eligible for intervention. We are all interpreting intervention as being academy status. This Government will be with us, whether we like it or not, at least until 2020. If it is the Government’s intention that they want every school to be an academy, perhaps they should just say that, legislate for it and get on with it, and create certainty in the system. We can then debate real issues about the democratic deficit around academies and the governance of them, if that is what is happening en masse and at scale, rather than it feeling as though they are trying to manoeuvre, lever, persuade and cajole, and do everything they possibly can to get every school to be an academy, without actually saying so. That would be a more honest and straightforward way for us to proceed, if that is the Government’s clear intent. If it is not, and they want local authority schools to thrive, let them say so, clearly and unambiguously, and create a genuinely level playing field, without it feeling, as it does in this case—namely, if the intervention really is to be made to become an academy—as though they are using every excuse to force that to happen.
Baroness Howarth of Breckland
My Lords, I take a slightly different view. I shall be brief. I am quite sure that the Government cannot intend that when this process moves forward there is no communication between the school and the other stakeholders, in particular, the parents. I say to the noble Lord, Lord Watson, that I am no education expert, but I know a great deal about children and children’s advocacy. My great worry is that often we worry about the status and needs of parents over and above those of children. I come from a pretty tough working-class background, and if my school had not, if you like, overridden my parents on occasion, I would not be standing here. As we are into personal anecdotes, I am giving one.
I think that both things need to happen. There has to be quick action when a school does not meet the needs of children. You cannot spend a long time discussing matters with parents who may be comfortable about what is happening, although it will not benefit their children in the long term. However, I do not think that that prevents good communication, and I cannot believe that the noble Lord, Lord Nash, and his team intend that.
Baroness Evans of Bowes Park (Con)
My Lords, the noble Lord was right when he noticed that I would be responding to this amendment. I shall allow him and the Minister to continue their debate next week, when no doubt we will cover these issues in more detail, and I will focus on the amendment.
Amendment 4 proposes that a governing body must inform parents that a school has been notified that it is coasting. We firmly believe that, once a school has been notified that it is coasting, we should trust the governing body to engage parents as they see fit, exactly as the noble Baroness said. That is what we would expect of a school. In practice, we envisage that where a school meets the coasting definition, the governing body will voluntarily inform parents. Issuing a communication to parents is already the normal approach taken by schools following the publication of exam results or Ofsted inspections. In fact, schools are not required to notify parents of Ofsted judgments but they do, and we would expect schools to adopt a similar approach in this situation. We would certainly expect governing bodies to be as open as possible with parents.
In the modern day and age, with social media and the availability of lots of websites, we would also—
Lord Watson of Invergowrie
I am delighted to hear what the noble Baroness has said. She couched it in terms of “considering” but I await the schools guidance with interest. She said that governing bodies regularly notify parents of a number of issues. That is so but, as my noble friend Lord Hunt said, some do not, and our proposal would make the notification mandatory. If it is going to be mandatory in terms of guidance, why not put it in the Bill? I do not see any reason not to tie it down in that way.
There is the further question of what happens after the parents have been told. I was rather surprised by some of the remarks of the noble Baroness, Lady Howarth. I accept that the needs of children have to come first but most parents are very concerned about how their children are doing at school and they want education to be as beneficial to their children as possible. I do not see that the needs of the parents and the needs of the children necessarily diverge. If we could make the assumption that they were absolutely the same, that would be very positive. I accept that we cannot; none the less, we have to trust parents to some extent as well, and surely they have the right to make representations about something with which they are unhappy.
Baroness Howarth of Breckland
I absolutely agree, and I said in my speech that I expected parents to be given the information and thought that they would be. We have been assured that they will be. I simply made the point that we must always put the children’s needs before other needs and that we have seen, down the generations, children who have not received the education they might have received, not only because of the system but because their parents have been comfortable where they are. I am sure they are very good parents and that they want the best for their children—most parents do. They do not necessarily know what that best is, though, and that is what I think this Bill is seeking to press forward.
Lord Watson of Invergowrie
I take on board that point and, yes, there will be various levels of knowledge of education, or indeed of the benefit of education. I do not doubt that. But it does not seem right that because there may be a small group of people who have an agenda whereby they want to prolong the process, or be seen to be doing so, you shut everyone else out. Using a sledgehammer to crack a nut, in my view, is not the way to move forward. As I said when speaking to the previous amendment, you need to carry people with you. I put it to the Government that this is not the way to carry people with you. However, I have noted what the Minister said. I hope that on Report she will come back with the outcome of her considerations, and on that basis I beg leave to withdraw the amendment.
Childcare Bill [HL]
Baroness Howarth of Breckland Excerpts(9 years, 1 month ago)
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Baroness Howarth of Breckland (CB)
I shall simply add to what my noble friend has just said a concern that I have, as vice-president of the Local Government Association. The Minister well knows that local government faces a funding gap of probably £9.5 billion, and £6.6 billion of cost pressures by 2020. My concern relates to the development of the Childcare Bill, about which I am very positive; for working families, it will make all the difference. My question is about the wider envelope of the funding review. When we get that review, will we actually understand in those totals what local authorities will have to give up and where the pressures will be to meet the extraordinary cost of childcare provision? We have to be very aware of the perverse consequences that might arise, and I would like the analysis to look at the pressure on small units in particular. Loss of the cross-subsidy will result in them having to close, because local authorities are not prepared to pay top-up fees; as the Minister knows, I have personal experience of that happening.
In conclusion, will the wider envelope take account of not only the Childcare Bill but the other pressures on local authorities? If so, what kind of priorities will be set, and can the wider review examine the cross-subsidy issue and the loss of places across the country?
Lord Mackay of Clashfern (Con)
My Lords, I have listened to the comments made in support of the amendment—Amendments 30 and 31 are really just consequential. The amendment requires that the report on finance should take place before Clauses 1 to 3 come into force in an Act of Parliament. It does not require information to be provided at Report. What is more, the amendment contemplates that the clauses will be enforced before the review can take place and be completed. The arguments in support of the amendment are therefore not precisely in accordance with the amendment itself, because the terms of the amendment would be satisfied if the information came forward before the clauses were brought into force—which, of course, is after the Bill reaches the statute book.
Lord Sutherland of Houndwood
My Lords, none of us would disagree with the importance of quality of staff; that is the fundamental thing that will make a childcare centre work, and work well. I have sympathy with all these amendments, because they point to particular features that may be part of ensuring, or giving reassurance, that quality is present—for example, qualifications. The evidence that we had in our committee was that qualifications are one of the most important identifiers of quality of staff. However, I have to put in the rubric that, of course, there is no guarantee. I have met many well-qualified people who do not exude quality in the required way. However, there is good evidence that qualifications are one indicator. For example, we have heard about the importance of a special individual in the setting. When I was at school, I suppose that would have been my form master. He did not teach me French, maths or physics, and sometimes he was a pain in the neck—but sometimes he was very useful and helpful. It is a relationship with an individual that is fundamental here. When it works well, it works exceptionally well, but it is not the only indicator. Equally, the staff training and development process is important.
Quality is a complex thing, with a whole series of factors, including the quality of the buildings in which the groups take place. A better way in which to tackle this issue would be to ensure that, off the Bill, instructions and guidance to Ofsted, which inspects these nurseries and care centres, are sufficiently clear to provide reassurance to parents that there is high-quality provision. Flexibility will be required and will vary from one place to another. Not all groups will be able to provide a specialist in SEN, but there need to be arrangements so that they have access to a specialist, even if it is in some other group. So I am pleading for flexibility here, rather than detail in the Bill.
Baroness Howarth of Breckland
My Lords, I support the noble Baroness’s wish for a national workforce strategy, for children with disability generally but particularly for those with learning disabilities or in specialist nurseries. That is because the availability of places for those children is simply not there, in my experience: that is why parents cannot access them. Where parents do wish to access them, local authorities often make it very difficult for them to do so, by producing very complex financial arrangements that exclude those nurseries from the capacity to give help to children. I have spoken about this to the noble Lord, Lord Nash. The Bill is complex, and this is another range of complexities that would benefit from a further look at a later stage, outside the Bill.
At the same time, as many of my colleagues know, I believe that we need a good mix. Of course we need qualifications. Having been involved sometimes at both ends of inspections, I know that qualifications belong to a tick box that is easier to look at, measure and add up than it is to look at skills, competency and relationships. Those are the things that actually matter. They are often enhanced by qualifications, but we need to look at provision that has a mix of all those qualities, particularly for children with difficulties. I do not believe, therefore, that qualifications are everything, but I do think that it is sometimes difficult to measure the other areas of expertise. Moreover, many voluntary organisations would like to add to the training of their staff, but as their colleagues will know, if you are going to train a member of staff you have to release them. Even if organisations are doing in-house training, they have to find time. That adds to the cost, so they have to make sure that cost is covered, which puts extra pressure on the budget.
Therefore, I cannot fully endorse the amendments in terms of qualifications, but we all need to move forward and look at the complexity of what we are trying to provide for children in these situations.
Lord Storey (LD)
My Lords, I will speak to Amendments 3 and 23. I find this debate a little frustrating. My noble friend Baroness Pinnock is right when she says that it is not just about care, but about educational experience: for instance, the importance of play. It is not about the type of provision or the amount of time we spend talking about costs. If the Government are going to invest—and are investing—huge amounts of money, it is important that we get the quality right. The best way of guaranteeing that quality is by the people delivering it.
I am sorry to disagree with the noble Baroness, but qualifications are not—and should not be—tick boxes. Qualifications are about a body of understanding and practice that one has to go through. It is hugely important that people working with young children know about child development. Notions that one is working with children but has no understanding of how children develop are anathema to me. Yes, it is hugely important that the assistant understands the importance of play and that the setting has an understanding of some of the special needs issues. It is not about ticking boxes but making sure that people have the qualifications.
The people who used to work in nurseries were of course called nursery nurses. They were highly regarded and highly trained, and resented it when, suddenly, nursery nurses were done away with and became level 3s —or perhaps level 4s. Level 3 is not a particularly onerous qualification to get; one can do it in 12 months or over two years. I hope that we stick our mast firmly to the top of our nurseries and say, yes, we want the people working there to have the right qualifications.
Of course, there are some wonderful people working in playgroups and helping out in nurseries who do not have these qualifications, but for goodness’ sake—we asked for a commission to look at this issue, and the Nutbrown commission spent a lot of time working on this. It said, “Yes, they should be at level 3”. Should we just ignore that and tear it up? No, we should not. We should make sure that quality is at the heart of the provision. Finally, we should also make sure that the leadership of those nurseries is of the highest calibre.
Childcare Bill [HL]
Baroness Howarth of Breckland Excerpts(9 years, 4 months ago)
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Baroness Howarth of Breckland (CB)
First, I thank the Minister for his letter, which raised a number of issues in my mind but which was at least helpful in resolving some others, and say that I support Amendment 1. I believe that I heard the Minister say in his introduction that he had had useful discussions with the noble Baroness, Lady Jones, and that some of the issues that he outlined in his introduction were going to come forward in any event. Despite all the difficulties that have gone before—I am glad I am not taking a political view—this gives us a really good opportunity to take a strategic view of childcare at the moment. I want to be absolutely clear about the who, the how and the what as we go through the amendments. We have a number of amendments, which we will discuss later, about what a working parent is, who in a range of other groups, such as disabled groups, might qualify for extra childcare and how that will be delivered. Will it be on an educational or a childcare basis? The Sutherland report pointed out clearly that there are differences in those two things. What will it be? Who will deliver it? Will it be delivered by childminders as well as within that educational framework?
If we could understand, through these reports, the answers to some of the issues that the amendment moved by the noble Baroness, Lady Jones, raises, we would have a good opportunity to settle funding, cost and consistency issues. Those are among the main difficulties across the country for those trying to access childcare—you only have to move across a county border to find you pay twice as much for childcare as you did in the previous county, which can cause great difficulties, particularly with a mobile workforce. I hope that as we go through the amendments we will get answers to these questions and that we will stop, if you like, the procedural issues—we have made enough of those. We now have some baseline information from the Minister, and maybe we can move forward and get further information so that, by October, we know which parents will qualify and can understand what they will get and where they will get it from.
Lord Storey
First, I apologise to your Lordships for not being able to speak at Second Reading. I will speak to Amendments 1, 29 and 38A. I very much agree with the comments of the noble Baronesses, Lady Andrews and Lady Howarth, but am very nervous of phrases such as “value for money” and “best value” in local government. It has to be about what is best in terms of provision. We have seen early years childcare grow over the last two decades. We have seen the Labour Government, the coalition Government and now the Conservative Government all doing something about early years, but we have not really thought about how it is going to look and how we want it to work. I find it concerning, for example, that three-quarters of our nurseries are, as we know, independent. There is nothing wrong with that, but we know that of those independent nurseries only half have a qualified teacher on the staff. We also know that, when there is a qualified teacher, the learning experience for those children is far greater than otherwise. So it has to be about the quality of the provision, for me.
I wonder about the effects of having those extra 15 hours. It might be great for working parents, but how do they affect the child? I will give an example. Schools will have nurseries, where children will go for part-time provision for three hours a day, Monday to Friday. So you can see a system arising now whereby the working parent will take the child to the childminder and the childminder will then take the child to the school nursery for three hours. With the extra 15 hours, they cannot use the school again, because it is a different set of children in the afternoon—not in every case but in most cases—so they will look for a different provider for the afternoon session. Then the child will go back to the childminder to be taken home to the parent. So there will be four different regimes or experiences of childcare, and I really wonder what the effect will be on those children. We need to look closely and calmly not just at the extra resource and provision, which we all welcome, but at how we ensure that there is quality.
Baroness Howarth of Breckland
My Lords, I will be, as I usually am, brief. I am not going to make the speech that I was going to make as I think that it has already been made by other noble Lords I just want to make some points that I think have not been made and, if possible, take up one or two points with the noble Lord, Lord True.
I primarily want to support the noble Baroness, Lady Massey, in ensuring that, whatever we decide in this Bill, the child’s needs are paramount. Having heard him on previous occasions, I am quite sure that the Minister will agree that the child’s needs must be paramount. The problem is how to implement that. Listening to some of the points made by the noble Lord, Lord True, I felt that there was a conflict between the suggestion that there should be universal provision for every child and the need to meet the needs of children who have more deprivation or disability than the general population. I am quite sure, even on my poor economics maths, that the Chancellor of the Exchequer will not have the funding for universal provision. I therefore hope that, when we get to some kind of pilots, we do not just look at the employment issues.
I know that this is a manifesto commitment and absolutely understand how it has to be met by the Government. However, I think that there is a risk of making things worse for some groups of children. If some families who are earning good funds—I think that the noble Lord, Lord True, was right on this—take up the 30 hours and are already paying for half of it, that means that there will be less finance available for those young people and children, two year-olds and upwards, who are not yet getting proper provision. Knowing some of the parents in those groups as I do, I appreciate that they do not always even know how to access that provision. I know that the Government are keen to improve information so that they can access it.
Those are the points that I wanted to make in seeking the Minister’s assurance that, despite the manifesto commitment that this is about employment and getting more women into work, the child’s needs will be paramount. I agree that quality is not always about qualifications. Having interviewed many staff down the years, I know that some of the best qualified have probably been some of the least caring. Then again, some of the most caring have not had the skills to actually implement the caring. It is about having an understanding of the two. I think that we could get more for less with a more strategic approach across the whole. I hope that the Minister will, in some of the reviews that are being undertaken, take that overview of it all. The way in which funding is given and the range of different funding—for example through tax credits and universal credit—is such a jigsaw for families. Just to rationalise that would make a difference both to access for families and to finances generally.
Lord Sutherland of Houndwood
My Lords, I want to focus briefly on one word in the amendment proposed by my noble friend Lady Massey—the word “paramount”. It will make a huge difference as to how choices are made when it comes to implementing this Bill. There will be hard choices of a financial nature about commitments to manifestos and about the kind of care provided. As a principle, it may read like motherhood and apple pie, but it is not. “Paramount” is saying where the final commitment will be. For example, is it the case that paramount considerations will lead to children in deprived areas or children with special needs being favoured if there is a shortage of money? The word “paramount” begins to put an edge on this and that is why I support this amendment.
Baroness Howarth of Breckland
My Lords, I have a very straightforward and simple question for the Minister. When I first read the Bill, I was struck by the phrase “working parents”. Do the Government really mean working parents or do they mean those with parental responsibility? One of the things the Minister will know about family construction in this country is that nuclear families, with two parents and two children, are at a minimum. I spent my life in the children’s court system looking at extraordinarily complex types of families. People with parental responsibility might be kin such as grandparents, aunts or other relatives, or they might not be directly related but have been given some sort of kinship care prior to adoption. There is a whole range there and I hope that the Bill, at some point, will make it clear that this is about those with parental responsibility. That would end the debate about a whole range of the issues that have just been raised.
Lord True
My Lords, the noble Baroness makes a very interesting point. I will intervene on a slightly different tack. I have tried to present myself as friendly and caring so far, and I hope I am, but we have of course just heard a debate which has lasted half an hour with a range of different aspirations. Some are very worthy, including those on behalf of the homeless, grandparents and people with wider parental responsibilities, and some relate to whether different types of things are work or not. I have not counted how many categories have been suggested by your Lordships, but there are probably 10 and maybe 12, each of which has to be assessed and policed by somebody. I do not want to try my noble friend again, but this problem of defining the frontier and policing the entitlement arises from what I called earlier the net curtain between the so-called working and the so-called non-working—although there are wider issues in relation to broader parental responsibility.
At the moment we have a beautifully simple system: someone comes with a child of three or four; the providers simply tell the local authorities the numbers; a return is made; and money is given to the providers and paid over. Each one of these aspirations requires a different sort of assessment, probably by a different part of the public sector. It may even touch people who do not touch the public sector—there are sad cases of people who are deeply involved in caring but very hard to reach. I venture to say to the Committee that trying to get everything into one bottle will be extremely difficult. If the Minister wishes to keep the net curtain as he goes forward, there may be wisdom in trying to find different types of authority with the entitlement to do the assessment rather than putting it through.
I would prefer to keep it simple. Universal benefits are much simpler, although a means test can be applied if it is wanted. But I recoil with some fear, not particularly from the point of view of the local authority but from thinking about public administration, the ethical doubts and challenges, the frontiers that have to be defended, the rows and the unintended injustices that will occur from having too complex a system where it is hard to define the frontiers between working and non-working in a way that is perceived as “fair” and therefore sustainable. I believe that this debate illustrates the point I have been trying to make about public policy: good intentions, unless we are very careful in framing the regulations, will lead us into some very difficult places—and I hope that they never become dark ones.
Childcare Bill [HL]
Baroness Howarth of Breckland Excerpts(9 years, 4 months ago)
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Baroness Howarth of Breckland (CB)
My Lords, I just want to speak briefly about baselines. As we are talking about quality, I wonder whether the Minister has seen the report of the Family and Childcare Trust, Access Denied, which does not talk about quality but about 38 English local authorities which failed to carry out and publish assessments of local childcare since 2012. Therefore, a large number of working families have no access at all to childcare. The report gave an example of a mother who said:
“I was so happy when my boy turned three and we got free nursery education. I decided to try and move him from the childminder to a nursery, where he could get the free hours. But I could not find a place with any vacancies. The local nursery and the school were both full, so I’m still with the childminder, so no free hours for him and a big bill for me”.
Would the Government like to comment on this problem of access to basic childcare, never mind quality?
Baroness Pinnock (LD)
My Lords, I do not want to expand on what has already been said most ably by the mover of the amendment, the noble Baroness, Lady—oh dear.
Baroness Tyler of Enfield (LD)
My Lords, I shall speak to Amendment 16 in my name and that of my noble friend Lady Pinnock. In doing so, I very strongly support Amendment 12, which has just been moved so ably by the noble Baroness, Lady Jones. Indeed, much of what I wanted to say has already been said, so I will be brief.
We know there is much evidence that existing childcare is simply not working well enough for disabled children and those with special educational needs. That is the nub of my amendment. It will place a requirement on the Secretary of State to ensure that childcare providers are suitably qualified and trained to deliver high-quality care to disabled children and children with special educational needs, that childcare providers have suitable facilities to do this task and, very importantly, that they have access to additional funding to meet the needs of all these children.
I warmly welcomed, as, I am sure, did many others in this House, the commitment by the noble Lord, Lord Nash, to equality in this area and his statement at Second Reading that,
“parents with disabled children must have the same opportunities as other parents to access the entitlement”.—[Official Report, 16/6/15; col. 1127.]
However, there is overwhelming evidence—we have heard it this evening—that parents with disabled children are struggling to access their current entitlement to childcare.
A salient point here is that the current funding system does not take account of the additional costs of supporting disabled children. I know that some local authorities provide top-up funding, which is of course welcome, but it leaves us with a very patchy and inconsistent pattern of provision. I recognise fully that my amendment would have costs attached to it at a time when money is tight. However, the social, economic and, above all, moral case for finding the money to ensure that local authorities can fund all childcare providers to offer suitable places to disabled children is very strong. We are in a difficult situation, as has been said. I hope this is one area the funding review will look at, but until we have that funding review it is hard to say whether more money will go into this area. I very much hope that it is something that we can return to when we have the funding review.
We also know—we have heard plenty of evidence of it today—that the workforce is not suitably qualified and trained at the moment to deliver high-quality care to disabled children. It is something that Cathy Nutbrown touched on in her review. Again, I know that the Government have taken welcome steps to develop a range of tools to support professional development, but there is much still to do. We have heard a lot today—and I welcome some of what the Minister said in response to my earlier amendment—about the Government’s plans for a workforce improvement strategy, but I finish by asking for an assurance that this work on improving the workforce will include the critical area of ensuring that all early years providers have had the training they need to ensure that they can offer high-quality care to disabled children.
Baroness Howarth of Breckland
My Lords, I spoke at length about disabled children at Second Reading and I will not repeat what I said then, so I will just make two points in support of the amendments, particularly that in the name of the noble Baroness, Lady Jones. Her amendment makes two points that take me back to our debates on the Children and Families Act 2014, when we looked at how children with disabilities and special educational needs could be properly assessed and then slotted into services that would meet their needs and give them an opportunity in the future. The first point concerns whether local authorities have sufficient facilities to provide childcare for disabled children. Then there is an assessment of the existing barriers that limit access to childcare for disabled children. I am extremely grateful to the Minister for arranging for me to bring some members of TRACKS autism to meet him and talk about some of the barriers that are in place at the moment. I raise this point so that, should I not be able to move it forward, I can at least speak on Report.
There is a lack of providers and able staff, but even when you have both those things, there seems to be a barrier in some local authorities to enabling the families to have placements. That is even where parents have jobs and want to work, and are working to pay fees so that their children can get the experience that will take them forward in their learning so that they move on to further education, often in specialist facilities, but at least with the basic communication skills that are given at that early nursery stage. I am grateful to the Minister for his interest and hope we can take this forward so that some of those issues can be resolved. In particular, in any reviews that go forward, the questions the noble Baroness raised are extremely important.
Lord Sutherland of Houndwood (CB)
My Lords, I promise to be very brief and offer one comment and one suggestion. The comment is that there is a huge range of possible needs under SEN and we need to unpick them at some point. This is not the time to do that, but it leads to my second point. Many of the issues covered by these amendments are of a practical nature and I wonder how far study of them could be incorporated into the pilots that are proposed to be set up.
Childcare Bill [HL]
Baroness Howarth of Breckland Excerpts(9 years, 5 months ago)
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Baroness Howarth of Breckland (CB)
My Lords, over the years my experience in this place has been working to add principles to the face of complex Bills. This is my first experience of a Bill that is a principle with little other substance, and the contents do not even address the issues and concerns outlined in the report of the Select Committee on Affordable Childcare. The Bill does not meet the government objectives of coherence of the various policies nor explain how the tension between the two central policy planks—improving child outcomes by narrowing the attainment gap and facilitating parental employment—will be addressed. Nevertheless, together with many of my colleagues, I welcome the central objective and principle of the legislation to secure 30 hours of free childcare for working parents. I hope that, in specifying the descriptions of such childcare, the Government will ensure not only that there are enough places but that they are in flexible packages and it is good childcare—points made by noble Lords time and again during this debate. No parent wants to leave their child in a placement that is less than satisfactory, but some parents are desperate enough to do so.
Again, we have heard time and again that to provide a level of excellence is not cheap—unless, of course, you are paying below the minimum wage to some of your staff. That is an issue that needs to be seriously addressed. The Select Committee report quotes evidence to suggest that money allocated for free care policy and distributed by local authorities does not even cover the cost of delivering the free hours. Indeed, the Local Government Association, of which I am a vice-president, points out that the present system is seriously underfunded. I welcome the Government’s promise to review, and the pilots, which I hope will bring some answers to all this. However, I understand why the Government want to get on with it and perhaps do these two things in tandem.
Instead of going through what everyone else has said, I shall mention a couple of other areas that need to be teased out. Clause 1(2) states:
“‘Qualifying child of working parents’ means a young child who … is under compulsory school age … and … is of a description specified in regulations”,
whatever that means. The Government have said separately that, to be eligible for the additional hours, both parents should be in work or be a lone parent in work. Where does this place the families of disabled children in terms of eligibility for the extra hours? In addition, could the Government clarify the continuing role of local authorities in delivering this cost? How will that work together with education—otherwise there will be a further level of confusion? Sometimes those who work for local authorities feel that the whole package is being squeezed into something that looks like a school curriculum rather than a package of childcare for children.
As my central plank, I raise a specific problem in the voluntary sector, where to ensure the development of children in specialist settings, particularly those with disability, even greater flexibility, imagination and funding are required. Under statutory guidance, providers are not allowed to charge top-up fees for extra time. When this is for extra help for a child with special educational needs, it seems that local authorities vary in how they respond to this guidance. I have direct experience of this problem as a patron of a charity called TRACKS autism, and I declare an interest. It provides specialist early intervention for children aged two to five with an autistic spectrum condition. These children are challenging in the extreme, but there is clear evidence that early intervention yields significant long-term benefits which enable many of them to integrate into mainstream education with obvious benefits to the state which does not have to provide places in special education settings.
In the case of TRACKS autism, more than 58% of the children attending have been able to receive ongoing education in a mainstream setting, which is a pretty good track record. Autistic nursery-age children need extra staff with extra training, ideally one to one, to provide the necessary level of care, education and safety. This works with demonstrable long-term benefits, but it needs to be paid for. The same principle applies to most children with special needs.
Many parents and carers of these children are invariably hard pressed, and although in many instances they receive extra state funding because of their child’s special needs, they are prevented from spending it on the extra level of care their child needs in a nursery setting. This is unjust and illogical, just as it is to expect nursery providers to have the extra levels of staff and care required for special-needs children without access to extra funding. The original legislation, which I was involved with in 2006, was intended to prevent private providers adding costs to increase profit, and it has had unintended consequences. We need to take this opportunity to correct the wording of the legislation or the regulations to ensure that parents are able to choose to pay for extra levels of nursery care where the top-up charges clearly and solely relate to a child’s special needs and to providing the appropriate level of staffing such children require where it is not paid for in a local authority grant. What would be best would be for the local authority to pay the proper charges for these children and meet the total cost.
TRACKS autism has an outstanding Ofsted rating, but more than one in four two year-olds—28%—is attending settings delivering free entitlement to early education that have not been judged good or outstanding. We do not know how much this is due to continual funding problems, but early education and childcare provision should be of a quality to narrow the gap for the most disadvantaged. According to the briefing from the National Children’s Bureau, 60% of parents of disabled children do not believe that childcare providers can cater for their child’s disability. How will the Government ensure that providers can provide not only the hours but the quality to enable a parent to go to work without anxiety about what is happening in the placement? Will the Government be developing a strategy for expanding and improving the quality of provision as well as its numbers?
I hope there will be enough time in Committee to look at how the 30 hours will be packaged. The noble Baroness, Lady Pinnock, and the right reverend Prelate the Bishop of Durham mentioned that there is a variety of need. We need childminding, wrap-around hours and out-of-mainstream hours and to see how the needs of each child will be met. A mum goes to work at eight and gets home at six at night and therefore will need more than one provision during the day. Babies and two year-olds will need to be placed where they can get sleep and rest, so we will need different kinds of training.
Giving parents the right to work at any cost to a child’s development is simply unacceptable, but to take away financial burdens and give parents childcare choice and quality would make a real difference to the lives of working families, which is why I support the Government’s intention and will work as best I can with the Minister to ensure that this legislation goes forward.
Child Exploitation in Oxfordshire
Baroness Howarth of Breckland Excerpts(9 years, 8 months ago)
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Lord Nash
The events and the serious case review took place some years ago, in 2011. Last year, Ofsted found that Oxfordshire was good, but the Children and Families Minister has today written to the Oxfordshire LSCB, asking it to carry out a further assessment of its work on CSE, specifically of work with the police and the health services, and will be sending in an expert on CSE, Sophie Humphreys, to help it.
Baroness Howarth of Breckland (CB)
I am the vice-chair of the Lucy Faithfull Foundation, an organisation that has worked in this area for many years. Of course, Lucy Faithfull was a well respected Member of the noble Lord’s Benches. I want to ask about local authority social work departments. How many vacancies are there in these departments? What are the Government doing to encourage social workers, who are feeling extraordinarily oppressed and dispirited at the moment? What do the Government know about the current level of case loads for social workers? How can we encourage local authorities to have the right resource to meet the programme? I have one more small question: what are the Government doing to work with voluntary organisations? The Lucy Faithfull Foundation had a prevent programme, which now runs in Wales, Scotland and Northern Ireland but was cut in England. Those sorts of programmes are essential to prevention.
Lord Nash
The noble Baroness makes some very good points, as one would expect from someone with her vast experience in this area. This Government are determined to try to raise the status of social workers and improve the practice of social work. We have had Sir Martin Narey’s report, as a result of which we introduced the knowledge and skills statement for social workers. We have an outstanding chief social worker in Isabelle Trowler and we are investing heavily in new training methods, such as Frontline, Step Up to Social Work and master’s qualifications for social work. I do not think we can do enough in this area.