Education Bill

Debate between Baroness Howarth of Breckland and Baroness O'Cathain

Wednesday 13th July 2011 Grand Committee

[Baroness Howarth of Breckland]

My Lords, I do not have an amendment and I do not have a speech, but I have a question: how do we come to be where we are in this debate at all? The Government have made it absolutely clear that they have an agenda about well-being, particularly about well-being for children. They have also made it clear that, when findings show that children in our country are less happy than in other parts of Europe, they want to do something about improving that position. They, like the previous Government, have also undertaken that elements of PSHE are very important in the curriculum. With due humility, the Minister might do well to go away with those people who have long lists of amendments and talk them through. I do not think that the noble Baronesses, Lady Walmsley and Lady Massey, are likely to give up. We will get somewhere that way.

Many of the arguments I would have made have now already been made but I intervened to put one argument particularly for a group of children who, without this education, will not have any benefit in these areas—that is, very poor and vulnerable children who come from some of the deepest, darkest estates in our country and with whom I spend quite a lot of time. These children are subject to relationship breakdown or find themselves in care. They do not get this kind of education in their homes. People will try and give it in residential care—foster carers will give it—but they will have interrupted relationships and care. They will not have that kind of secure relationship and understanding that many other children will have. It is for this group of children that I plead. They are children who are in conflict.

As the chair of the Children and Family Court Advisory and Support Service, I work with a young people’s board. I do not give many anecdotes when speaking in Committee but those children often talk about teachers in school giving them some of the elements that help them hold themselves together through extraordinarily conflicted experiences in their homes. Teachers are at this moment attempting to give this kind of education. It needs space, skill and structure. I cannot understand why we are at this point in the debate because this is what the Government want as well.

[Baroness O'Cathain]

I support the Education Bill and particularly the determination to have a slimmed-down national curriculum. In the fascinating debate on Monday, the noble Lord, Lord Sutherland of Houndwood, was right to advocate,

“a balanced education with a minimum core”,—[Official Report, 11/7/11; col. GC 224.]

which allows room for the professionalism of teachers. I strongly approach that approach.

In the same debate on Amendment 83, the noble Lord, Lord Knight, who unfortunately is not in his place and we know why, expressed the wish that children would get up in the morning wanting to go to school. The aim should be good teaching on core subjects that encourages all pupils to feel involved and indeed excited by a love of learning and increasing their knowledge. Maths would even bring alive the dreary subject of economics—I am sorry that the noble Lord, Lord Peston, is no longer with us. History could be expanded to show how social structures evolve, informing pupils on how to react to differing situations. What better way to develop good communication skills than to learn lessons from the best communicators of the past by studying works of the great poets, authors and orators?

However, Amendments 88, 89, 90 and 98 would take us in a completely different direction. As we have heard, their effect would be to expand the curriculum to introduce statutory personal, social, health and economic education for all maintained schools. As we have already heard this evening from the noble Lord, Lord Layard, PSHE is extremely difficult to teach. Now we have a situation: how can we have a slimmed-down curriculum and yet put in it more and more issues that are extremely difficult to teach?