Education: Development of Excellence

Baroness Hughes of Stretford Excerpts

Thursday 18th October 2012 Lords Chamber

[Baroness Hughes of Stretford]

My Lords, I, too, congratulate the noble Baroness, Lady Perry, on securing a debate on this very important topic which has such crucial relevance not only for the well-being of children but for so many aspects of our social and economic life. We have had an excellent debate, and I hope colleagues will accept in advance my apologies for not being able to do full justice in the limited time I have to the many knowledgeable contributions that we have heard today demonstrating the tremendous expertise across the House and the commitment to ensuring excellence for our children.

It has been said that much has been achieved in raising standards over the past 15 years, but how we achieve excellence for all children depends on our definition of excellence in education as the right reverend Prelate the Bishop of Manchester and the noble Lord, Lord Bichard, reminded us. Exam results are crucial, but indicate only how well or otherwise a cohort of children has done. They do not tell us how far each child has achieved excellence or reached his or her potential, and that is primarily what we should strive for in excellence: the outcome for each child and whether it is the best that could have been achieved. Here I have great sympathy with the points raised by the noble Earl, Lord Clancarty.

It is important that we look at the Government’s record on this in the round. As we have emphasised around the House today, one of the key factors in achieving good outcomes for children is the quality of teaching, and therefore I applaud the Government’s decision to build on the measures introduced by my Government to achieve the best cadre of teachers ever. Raising the quality of new entrants, expanding the Teach First programme and focusing on continued professional development, which was rightly emphasised by the noble Lord, Lord Lucas, are welcome measures that will continue to have a positive effect on student attainment.

However, in respect of other government changes, the jury is out on whether they will improve outcomes for all children. Cutting all schools loose as academies and free schools, supposedly accountable directly to the Secretary of State, with no local accountability to parents or communities, will not necessarily raise standards for all. Indeed, I can see no evidence for the article of faith that is the Government’s mantra; namely, that we only have to set all schools and head teachers free in order to raise standards. If that were the case, we would have had a world-class education system decades ago when schools were left pretty much to their own devices. Instead, we had a two-tier system with excellence for a few, the rest written off as second class and a long tail of underachievement, the legacy of which is still with us today. The Government have not produced any evidence to support their changes, so we will have to wait and see whether the focus on the EBacc without an equally strong commitment to vocational and technical education—which was called for by the noble Lord, Lord Baker, the noble Baroness, Lady Brinton, and my noble friend Lady Taylor—moving from modular GCSEs to linear courses of study, raising the thresholds on grades and returning to an outdated history curriculum will improve outcomes for all children.

However, there is one thread running through the Government’s measures that causes me concern; namely, that they are wholly focused on schools and what goes on in the classroom. Yet we know that the factors influencing attainment go beyond and start well before school. So far, we have not seen any priority given to effective measures to address the barriers to learning for disadvantaged children or giving all children the good start before school that is essential to their future development. Indeed, other government policies have seriously diminished the prospects of excellence for many of these children and young people, and I want to consider briefly two significant groups of children and how they stand now in relation to the totality of government actions.

The first group is disadvantaged children. The Government, and Nick Clegg in particular, have made much of the pupil premium as the measure which ensures additional help for disadvantaged pupils, including those with a disability or from black or minority ethic communities, as the noble Lord, Lord Addington, and my noble friend Lady Howells reminded us. Sir Michael Wilshaw, chief inspector, found that over half of schools said the pupil premium was having little or no impact on these pupils. Few schools could say how they were spending the money and, as my noble friend Lady Morris said, were not spending it on proven interventions for individual children. Leaving aside the fact that the pupil premium was not new money in the first place, the failure of most schools to use the fund to accelerate the progress of disadvantaged children must be of concern. Will the Minister say what action the Government are taking to ensure that all schools spend the money in the way intended and show demonstrable progress for these young people?

Not only is the pupil premium not working to the benefit of disadvantaged pupils but these same pupils have been adversely affected by other government actions: the abolition of the education maintenance allowance, which was referred to by my noble friend Lord Lea, the downgrading of school sport, art, music and creative subjects, including design, which was raised by my noble friend Lady Whitaker, and cuts in school support for deaf and other disabled children. Scope has reported this week that two-thirds of families with a disabled child are no longer getting the local services they need. There are cuts to breakfast clubs and after-school activities and teachers are reporting more and more children arriving at school hungry. The poor PHSE in secondary school, which was raised by the noble Lord, Lord Northbourne, will differentially affect children at risk of social and economic disadvantage. When will the Government’s review of PHSE finally be published?

International research established a long time ago that disadvantaged children in particular need the opportunity to develop non-cognitive skills through a wide range of enriching activities in order to be able to make the best of their educational opportunities. Indeed, this should not be a surprise because the best independent schools—have always had extensive programmes of extra curriculum activities to support their pupils’ learning and to raise the high aspirations that the noble Lord, Lord Bates, rightly identified as important. Opportunities for disadvantaged pupils in state schools to have their needs addressed and to participate in enrichment activities outside the classroom are being severely diminished under this Government, and this will have a significant impact on their educational attainment.

The second group of children are pre-school youngsters. I am grateful to my noble friend Lady Taylor for raising this. Again, research here and abroad has long established the importance of a rich and stimulating experience for the pre-school child who needs to be cared for by parents or carers who understand the importance of supportive social interaction between adult and child as the vehicle for language and speech and social and emotional development. The noble Lord, Lord Framlingham, mentioned the cat sat on the mat. I do not know about that, but I am rediscovering Doctor Seuss and The Cat in the Hat at the moment with my grandchildren, and I very much agree with what the noble Lord had to say.

This actually was the basis of Sure Start, set up under the previous Government, which was a drive to improve the quality of all early—years settings and to introduce support programmes for those parents who needed help to understand what their children needed. We know that it is in these early years of life—well before the child goes to school—that the brain undergoes one of its most critical periods of development.

New scientific research reported only this week followed a large cohort of children for some two decades. It found that pre-school cognitive stimulation significantly predicts the actual amount of grey matter in the cortex of the brain at age 17; and therefore determines the very capacity to learn and think. So early years experiences actually shape for better or worse the neurological development of the child. Yet the Government have seriously undermined the opportunity for young children and their parents to get the support they need for that best start for every child. In 2012, the Government cut the funding for Sure Start, rolled it into a single early intervention grant, with no ring-fence for the early years. That was bad enough and has already significantly reduced provision for the youngest children and their parents. Now we discover that the early intervention grant is being abolished, with the bulk being top-sliced to pay for the nursery places for two year-olds, when we were led to believe that this would be funded with additional money.

A much reduced sum for early years is now simply going into the revenue support grant for every local authority; it is not ring-fenced, so early years provision will have to compete with all the other spending demands a council might have. I just wonder what this says about the Government’s real commitment to the youngest children and this crucial stage of development. It is quite clear that, without measures to enrich pre-school experiences, and therefore support the neurological development of many of our youngest children, their later potential to excel in school will be permanently impaired.

This debate has been about the measures necessary to achieve excellence in education; we have heard much about school structure, exam arrangements and what should be essential subjects. These are all important, and the noble Lord, Lord Cormack, had some interesting proposals on this, including his support for citizenship education, in which I am very interested. However, changing the architecture of the system will not produce excellence for all children unless there are also measures to remove the barriers to learning for disadvantaged children in school and to enhance the development of children before they get to school. On these measures, I am afraid, the Government are getting worse and not better.