Children and Social Work Bill [HL]

Debate between Baroness Hughes of Stretford and Baroness Bakewell of Hardington Mandeville

Wednesday 6th July 2016 Grand Committee

[Baroness Bakewell of Hardington Mandeville (LD)]

My Lords, as has already been pointed out, this group is closely related to the group beginning with Amendment 30 on ensuring that the voice of the child or young person is heard and understood. These amendments would ensure that personal advisers have an awareness of speech and language communication difficulties and needs. Personal advisers do not need to be fully trained speech and language therapists, but they need to be aware of any possible lack of communication skills on the part of young care leavers.

I listened with interest to the Minister on Monday when she said that the Government have put £650,000 into speech and language support—this at a time when the proportion of children in the population is increasing. From 2010 to 2014, the birth to 17 year-old population grew by around 550,000, an increase of 4.9%, and the rate of children being looked after has increased from 57 per 10,000 in 2010 to 60 per 10,000 in 2015. The sum of £650,000 appears to be woefully inadequate. Over the same period, local authority budgets have come under intense pressure and as a result some non-statutory preventive services for children have been considerably reduced. Over the spending review period, against the baseline, in 2010-11 local authority spending on children’s centres and early years reduced by 38%, or £538 million, while spending on youth services reduced by 53% or £623 million. Without adequate awareness of the speech and language needs of children and young people, personal advisers will not be able to support them in the way I believe the Government intend. More resources other than the £650,000 already mentioned will be needed for their strategy to be successful. I fully support the amendments in the name of the noble Lord, Lord Ramsbotham.

[Baroness Hughes of Stretford (Lab)]

My Lords, I rise to speak to Amendments 88A and 88B, which are tabled in my name. In doing so I declare an interest in this area because of my role as chair of the Governing Council of Salford University. These amendments are slightly different from those already being considered; none the less, they are concerned with maximising the educational attainment of looked-after children, albeit at the other end of the educational experience—higher education—that we do not hear about too much.

Amendment 88A would require each university to collect and publish data on their recruitment of students from looked-after backgrounds, the demographic characteristics of those students, their educational outcomes and their destinations on leaving university. Amendment 88B would place a duty on universities to assess the needs of students coming in from an experience of care, to provide the support—financial and non-financial—that they need to continue with their studies, to support them in vacations and to give them priority in the allocation of bursaries to cover fees and maintenance. The educational underachievement of children in care is significant, long standing and well known to everybody here.

At every level—through early years, schools, colleges and so on—children from care quickly fall behind their peers and often stay behind them. Recent figures show, for example, that less than 15% of children in care gained five good GCSEs, including maths and English, compared to almost 60% of all children. Over a third of care leavers aged 19 are NEET, compared with about 19% of all 19 to 24 year-olds. In higher education, although it is a considerable improvement on the 1% it was not long ago, still only 7% of care leavers go to university, compared to about 30% of all young people.

We know broadly the reasons why. Children in care have experiences before—and unfortunately very often during—their care experience that make learning much more difficult. I know that all of us here believe passionately that when the state is in loco parentis, the support and targeted interventions to make up for those experiences should be there. We should ensure that children in care come through the care experience having developed and attained everything they are capable of.

Successive Governments have focused on the outcomes, particularly educational, for children in care, and there has been some steady, if not dramatic, improvement in schools, colleges and local authorities. There is some excellent practice, which we can disseminate in those sectors. For example, there is the virtual head teachers scheme, which is extended in the Bill. Local authorities now require an educational plan for every looked-after child, and monitor that at senior levels.

However, there has been much less attention paid to what needs to happen in the HE sector to increase the number of children in care going to university, staying there and succeeding. There is some good practice, and a real focus on looked-after children in some universities. Two significant charities—Buttle UK, with its quality mark, and the Who Cares? Trust—have done a great deal to encourage universities to focus on looked-after children, but the situation is very patchy.

One of the first problems is that we do not even know how patchy it is, because there is very little data. Colleagues in HE have said to me that because the Higher Education Funding Council does not require any statistics on looked-after children, none are collected. OFFA, the fair access body, again encourages universities to include looked-after children in their access agreement, but does not require it. So we do not know how many looked-after children apply to university, how many go to each university or what their characteristics are. We do not know how they fare when they get to university and whether they complete their courses or disproportionately drop out, like some other vulnerable groups. Nor do we know the kind of employment or destination they go to.

Much of this information is collected for students as a whole, and some of it is disaggregated for other groups—for example, students from minority-ethnic groups and disabled students. But it is not disaggregated for students who come in from a care background, as it is in schools, so we cannot see the outcomes for those students and compare them with those for the rest, and we cannot compare the performance of universities.

Requiring universities to collect and publish data for looked-after students would enable us to see how students from care were doing, and which universities were doing well and which were not. It would be a driver, as it has been for schools and colleges, for steadily improving performance overall. Then, of course, there is the question of the additional support looked-after students are likely to need to go to university, to stay there and to be successful. Amendment 88B is not exhaustive, but it outlines the kinds of support likely to be necessary.

It is time to bring to the higher education sector the same obligations we have placed on schools, colleges and local authorities, and to try to make a real difference to the numbers of looked-after children going to university and coming out successfully. I hope these amendments will stimulate that debate and that the Minister will give full consideration to these issues.