Schools: Bullying

Baroness Jones of Whitchurch Excerpts

Thursday 16th May 2013 Lords Chamber

[Lord Nash]

We are focusing intensely on alternative provision providers. This Government have sent a very clear message that we expect alternative provision education to be equivalent to that in mainstream schools. There is no doubt that alternative provision in this country is extremely erratic. I am delighted to see that we have a number of alternative provision providers coming through in the new free school applications, and I expect that a number of them will be approved. A number of alternative provision providers are converting to academies. We have some excellent alternative provision providers. We have also asked Ofsted to look specifically at alternative provision through a thematic inspection process.

[Baroness Jones of Whitchurch]

My Lords, does the Minister accept that many severely bullied children are very bright and can flourish educationally if they are given the right specialist intervention? However, such intervention has to happen at an early stage and all too often there is a gap between these children being identified and their being brought back into proper educational provision. The Minister has presented a picture of patchy provision across the country and said that it is erratic. What is the department doing to make sure that we have a complete picture of what is happening nationally and that those who are not providing the necessary educational provision are stepping up to the mark?

[Lord Nash]

I entirely agree with the noble Baroness’s point about the patchy nature of the provision. That is why we are encouraging more new providers to enter the system and set some standards. It is also why we have asked Ofsted to focus particularly on this area. Children who are excluded from school are often very bright and very energetic and we have a duty to make sure that they can be educated in the best way possible.

Adoption: Adoption Legislation Committee Reports

Baroness Jones of Whitchurch Excerpts

Thursday 16th May 2013 Lords Chamber

[Baroness Jones of Whitchurch]

My Lords, I thank the noble and learned Baroness, Lady Butler-Sloss, and the committee for their very impressive work on the adoption legislation.

Both reports that we are debating today represent a thorough and wise insight into the real issues being faced by adoption agencies and families around the country. I was impressed that the Committee has drawn extensively on its witness interviews and the evidence it had received and that, as a result, its recommendations are not based on ideology but on cold, hard facts and real experiences. As such, we see the reports as a genuine opportunity to embrace some fresh thinking in this area.

We remain proud of the fact that the last two pieces of adoption legislation in 2002 and 2006, introduced by the previous Government, genuinely transformed provision and put children’s rights at the heart of the process. However, we also see the need to reflect, learn and move on, and I hope that we can do this today.

I also hope that the Minister is genuinely minded to listen and engage with the debate given the imminent arrival of the Children and Families Bill in your Lordships’ House, which will result in the opportunity for these issues to be debated even more widely. While on this subject, can the noble Lord update us on the proposed timetable for the Bill’s arrival in this House, as there seems to be an ominous silence on that matter?

Having read through the reports again, I was struck also by how little the legislation requires changing. This point was made by a number of noble Lords. The more fundamental challenges that we face are about funding, training, the quality of reports, joint working and improved communication. I hope that these issues will not be lost when we finish debating the Bill, and that we can find a way to return to them. Perhaps a post-post-legislative scrutiny report will be required from the committee. I am sure that it would do a very good job.

I will highlight some issues in the report where there might be differences of approach between us and the current Government. A number of points that I will make echo those raised by the noble and learned Baroness, Lady Butler-Sloss, in her excellent introduction to the debate. First, we believe that the benefits of adoption over other permanent care solutions have been overstated. As the report points out, adoption is a sensible route out of care only for a proportion of children, and there is a danger that the current emphasis on this option will skew resources away from those providing equally beneficial forms of care. This point was made eloquently by my noble friend Lady King. Therefore we believe that it is essential, when a child’s future care options are assessed, that all potential provisions are considered on an equal footing, including long-term fostering, kinship care and special guardianship. We would like to see this in the Bill.

Secondly, we believe absolutely in the importance of early intervention. This means early intervention in supporting birth mothers and early intervention if a decision is needed to remove a child into care. This is why we have been so frustrated that the Government have allowed the Sure Start schemes to wither on the vine through lack of funding. This was and is a cost-effective way of providing community support and education to new mothers, particularly in deprived areas. It encourages new mothers to step out of the isolation of a potentially dysfunctional home environment and learn how to nurture their child successfully. It is crucial for identifying family problems from birth. I echo the points made by my noble friend Lady Armstrong concerning the role that health visitors and midwives can play. No other schemes that the Government are proposing come anywhere near the scale and comprehensiveness of the services that are being disbanded.

Early intervention also requires social workers with the training, judgment and experience to act decisively when a family is unable to meet the expectations of basic care and nurture. This is inevitably a tough call and should not be made alone. Equally, we should not allow bureaucratic form-filling to get in the way of social workers acting in the child’s best interests, and should not allow parents to play the system and drag out any chance of their child being removed and having a better life. These issues go to the heart of how we value, judge and reward good performance among social workers. I agree very much with the points made by the noble Baroness, Lady Howarth, with her considerable experience.

Thirdly, there has been considerable debate about the status of ethnicity in matching children to potential adopters. We believe that the wording on this in the previous legislation was clear. It made it clear that the interests of the child were paramount, and that in this context due consideration should be given to their religion, race, culture and linguistic background. Since then, there have been a number of allegations that the requirement is being overprescribed, leaving children trapped in care and awaiting a perfect racial match. The extent to which this has happened is difficult to quantify, but if the fundamental principles of placements need to be restated, let us use this opportunity to do so.

We are concerned that the Government have moved too far in the opposite direction by attempting to remove altogether the reference to ethnicity. Again, I echo the point that it would be helpful if the Minister would clarify the Government’s position, because it appears that by denying that we risk causing real hardship and unhappiness to children by placing them in families that do not understand their heritage. That is why we will push in the Bill for ethnicity to be listed as a welfare factor in the checklist to be taken into account in the matching process. This point was made by the noble Baroness, Lady Walmsley.

Fourthly, we absolutely understand the argument that there are too many adoption providers in England, which reduces the scope for making successful matches for adoption. Clearly, it is not acceptable that agencies guard information about suitable adopters or children awaiting adoption and are not prepared to share it for the common good. We are pleased to see that consortia and joint local authority working, combined with improvements to the national register, are beginning to address these problems. Further funding and inspection mechanisms could be used to make this the norm.

However, we share the concern of the committee that it is premature for the Secretary of State to take on extra centralising powers, in addition to the swathe of powers that he has already taken across the education sphere, to force outsourcing of adoption services. If anything, this might result in a greater fragmentation of the service at a time when streamlining is required. In addition, we want to be assured that proper measures are in place to scrutinise the decision-making process of the Secretary of State and hold him to account when the outsourcing of services is imposed. This is something that has been missing in other aspects of education provision, and we will return to the issue during the course of the Bill.

Finally, the key to judging how successful any measures are is to look at the outcomes. We know from statistics that looked-after children have worse health, education and employment outcomes than their peers, and this should continue to be a real worry for us. We have also heard that the older the child being adopted, the more likely it is that the adoption breaks down. However, as the report suggests, we need more hard facts on this. We believe that it is our responsibility to compensate looked-after children for the effects of early trauma, including removal from their birth mother, by providing extra investment in their care and support so that they can catch up and have parity with their peers. One way of doing this is to provide all looked-after children with a virtual school head, who will take responsibility for their educational attainment. We are also keen to explore other means by which outcomes can be measured and improved. Again, we will raise these issues during the course of the Bill.

I am grateful for the opportunity to raise these issues today as a rehearsal for the issues arising in consideration of the Bill. Again, I thank the committee for providing such a comprehensive prism through which to judge the Government’s proposals, and look forward to the Minister’s response.

National Curriculum

Baroness Jones of Whitchurch Excerpts

Tuesday 26th March 2013 Grand Committee

[Baroness Jones of Whitchurch]

My Lords, I thank the Minister for initiating this debate and for giving us all an opportunity to contribute to the consultation, which is clearly important. We have had a constructive and thoughtful debate and I want to continue in that spirit because, despite the very short timescale for the consultation, we have to hope that this is a genuine exercise and that our views will genuinely be taken into account before the final curriculum is put together.

This is undoubtedly a very important debate, not just among teachers and academics but among parents, employers and young people themselves. It lays the foundations of knowledge and skills for the next generation, and it is amazing how much we are defined by the years in which we were taught at school and by how much we and the next generation take them into our working lives. You can always tell how old you are by what poems you know and what books you read at school. They instantly give you away. The national curriculum creates a national presence and culture in society. There is never a perfect solution, and whatever we come up with, we will always be criticised. There will always be competing views on either side, but it does not alter the fact that we should always have an open and inquiring mind as to how we can get the best out of the curriculum and how it can be improved.

Before I comment on the detail, I should also like to give the Minister the chance to set the record straight on who drafted the proposals. He will no doubt have read the concerns from some of the department’s advisers on the history curriculum that the final draft bore no resemblance to the versions on which they were working as late as January. Can he reassure us that Michael Gove, in a fit of overexuberance, did not personally write the final version of the history curriculum?

I should also be grateful if the noble Lord can address the essential contradiction mentioned by several noble Lords, including the noble Baroness, Lady Kidron, and the noble Lord, Lord Storey, of the national curriculum applying only to maintained schools, of which there will be a shrinking number as more and more schools become academies. If it matters educationally that the curriculum is updated, how much real flexibility are we prepared to give to academies that choose to flout the direction of the Secretary of State? At what point would Ofsted or the department intervene, and what sanctions are available if academies veer off course in a major way from what is prescribed in the national curriculum?

We share the ambitions of the Government that every child should be stretched to fulfil their maximum potential. However, we differ because we also see the immense variety of attributes and learning styles that make each child unique. We therefore reject the hothouse philosophy that underpins these proposals based on every child being crammed full of facts and examined to see how much they have been able to retain. Some children undoubtedly flourish in such an environment but, for others, learning becomes a miserable and frustrating treadmill that can put them off the whole educational experience. This is why we have major concerns about the move to revert back to exams as the sole measure of success. I was surprised to hear what the noble Lord, Lord Sutherland, had to say on this because, contrary to him, I believe that that takes a lot of teacher creativity out of the system and inevitably leads to teachers being put under pressure to teach to the test. The noble Lord seemed to imply that that was a heresy, but there is probably a lot of anecdotal evidence to support my position.

[Lord Sutherland of Houndwood]

I thank the noble Baroness for giving way. I absolutely agree that the heresy is actually to follow those principles rather than to accept them.

[Baroness Jones of Whitchurch]

Perhaps this is something for a longer debate but some teachers would say that they are desperate to escape the straitjacket of being forced to teach to the test but are literally prevented from doing so. We can all see the absolute merit of teachers being freed up to inspire and be creative in the way that they teach.

A couple of references have already been made to the academics and professionals who wrote to the Telegraph and the Independent last week. I share a number of the concerns those people expressed. They said that the new curriculum will severely damage educational standards. Without boring noble Lords too much, because I am sure a number have read the letters, I will just illustrate the point with a couple of short quotes. They said:

“The proposed curriculum consists of endless lists of spellings, facts and rules. This mountain of data will not develop children’s ability to think, including problem-solving, critical understanding and creativity”.

They also went on to say:

“Inappropriate demands will lead to failure and demoralisation”.

These themes were illustrated very well by the excellent contribution of my noble friend Lady Whitaker on the significance of design as a creative, multidisciplinary, problem-solving subject, which is really what we are looking for in terms of a progressive education but which is not really captured in the current proposals. Can the Minister comment on the widely held concerns that there is an overemphasis on learning by rote at the expense of deeper understanding and creativity in the way that the curriculum is being designed?

The consultation document also emphasises the need to learn from international comparisons. We absolutely agree that we can learn from high-performing countries and aim to do better in the international league tables. However, there is an increasing controversy about the comparisons and the conclusions that are being drawn from the data. That is why our party has resolved to remove the interpretation of the evidence from politicians and instead set up an independent body, an office for educational improvement, which will verify the research and provide genuinely well informed learning points for practitioners in the field. Can the noble Lord comment on whether he agrees that a greater degree of independent analysis would be beneficial in this regard?

Turning to the specific subject areas, I do not intend to comment on every subject, but will just pick out some key concerns which are symptomatic of our wider concerns. A number of noble Lords have mentioned history but they have not really gone into the detail, so it falls to me to do so. We accept that there is a need for pupils to have a greater grasp of the chronology of events along the timeline. However, we also agree with the critique of Professor Chris Husbands that you cannot address this by starting at the beginning of time with the youngest children and working forward, as seems to be proposed, otherwise, as he says,

“you end up with a seven-year-old understanding of the Saxons, a ten-year-old understanding of the Middle Ages and a fourteen-year-old understanding of the industrial revolution”.

More fundamentally, unlike the noble Lord, Lord Lucas, we feel that there is a concern that the curriculum is focused too much on our island history and does not have sufficient material about our global history and our interconnections.

On geography, we share the concerns mentioned by the noble Baroness, Lady Walmsley, that the debate about climate change has been cut out of the curriculum for children under 14, when many children will stop studying the subject. Young people need to understand the impact of melting glaciers, floods and drought on the physical landscape. Can the Minister advise whether this is a deliberate decision to remove the item from the curriculum?

On mathematics, we welcome the fact that personal finance, budgeting and money management are to be included and we agree that pupils need to understand the basic tools of maths. However, going back to my earlier point, there has to be a way of allowing teachers to be creative and inspiring, so that maths does not just become a memory test of facts and formulas but is something more than that.

On English, we agree that spelling, grammar and sentence construction are important. This was included in the 2007 curriculum. However, we are concerned that the shift to final exams and the removal of controlled assessment risks undermining the teaching of speaking and listening skills, which are critical to the world of work. Perhaps the Minister will comment on how these skills will be assessed in future.

Finally, we share the concerns mentioned by several noble Lords about the long-awaited PSHE review giving so little direction to schools on issues that are crucial to the health and well-being of young people.

We will continue to engage on the future curriculum, but we believe that flawed thinking undermines the proposals. At its heart is the assumption that every child must pursue an academic career. We take a different view. We see the rise of the leaving age to 18 as a great opportunity, so we are developing plans for a gold-standard set of qualifications that test academic, practical, creative and technical learning up to 18. We are taking the time to get these proposals right. This includes engaging with employers.

I realise that my time is up. I reiterate my thanks to the noble Lord for this debate and look forward to his response.

Schools: Careers Guidance

Baroness Jones of Whitchurch Excerpts

Monday 4th March 2013 Lords Chamber

Asked By

[Baroness Jones of Whitchurch]

To ask Her Majesty’s Government whether they will provide face-to-face careers guidance for all young people in schools.

[The Parliamentary Under-Secretary of State for Schools (Lord Nash)]

My Lords, statutory guidance has been published to underpin the duty on schools to secure independent and impartial careers guidance introduced in September 2012. The statutory guidance places a clear expectation on schools to secure access to independent face-to-face careers guidance where it is the most suitable support for young people to make successful transitions, particularly those from disadvantaged backgrounds, or those who have special educational needs, learning difficulties or disabilities.

[Baroness Jones of Whitchurch]

I thank the Minister for that reply. Has he been made aware of the serious concerns that we raised during the passage of the Education Act 2011 that the changes to careers provision would lead to a worse service for young people? Is he now aware of the growing evidence that our concerns unfortunately have proved to be justified? That view is echoed by the Commons Education Committee, which reported in January. It said:

“The Government’s decision to transfer responsibility for careers guidance to schools is regrettable. International evidence suggests such a model does not deliver the best provision for young people. The weaknesses of the school-based model have been compounded by the failure to transfer to schools any budget with which to provide the service”.

What do the Government intend to do to address these failings, in particular the overreliance on referring pupils to careers websites, when it has never been more important for children to have guaranteed, personalised, face-to-face careers advice?

[Lord Nash]

I am aware of the concerns to which the noble Baroness refers. However, hardly anyone—from Alan Milburn to Ofsted—had a good word to say about the quality or effectiveness of the careers guidance provided by Connexions. That is why we gave responsibility for securing careers guidance to schools. They know their pupils best and can tailor provision to their individual needs. The £200 million we have saved on Connexions careers guidance has gone to help protect the schools budget, which itself is a pretty remarkable performance bearing in mind the state of the public finances we inherited. We know of schools which have seized the opportunity.

There is no gold standard for careers advice. It is a difficult area. The duty has been in place for less than two terms. To check on progress, we have asked Ofsted to undertake a thematic review, which will be published in the summer. Information on websites can be very helpful, and the Government are considering the Select Committee’s recommendation and will respond shortly.

Schools: Academies

Baroness Jones of Whitchurch Excerpts

Thursday 14th February 2013 Lords Chamber

[Lord Nash]

Like all schools, academies have a clear duty to use their best endeavours to meet the needs of children with SEN, and they can go further with their freedoms. Special academies are at the heart of our programme.

[Baroness Jones of Whitchurch]

My Lords, does the Minister acknowledge the problem, which was recently identified in the Academies Commission report, that many academies are in effect setting their own rules for admissions, which are incredibly complex for parents to navigate and are in effect excluding many children from disadvantaged backgrounds from the academies programme?

[Lord Nash]

I do not acknowledge that. All admission authorities, be they local councils or self-governing schools, including academies, must comply with the new, fair admissions code. Anyone who has concerns, including the noble Baroness, about how state-funded schools are admitting pupils can formally object to the Office of the Schools Adjudicator. The law requires that academies and free schools make the majority of their places available to children from the area.

Education: Curriculum, Exam and Accountability Reform

Baroness Jones of Whitchurch Excerpts

Thursday 7th February 2013 Lords Chamber

[Baroness Jones of Whitchurch]

My Lords, I thank the Minister for repeating this Statement today. The Statement implies that the reason for this embarrassing U-turn is because the single exam system was found to be impractical. However, as the noble Lord is fairly new to his brief, he may not have been aware of the more fundamental cause for concern that was building up across this House and among head teachers, parents, employers and academics, about the broader issues raised by the EBacc.

Concern was expressed about the way the proposals were conceived and announced in the first place—without any consultation, looking for easy headlines rather than a strategy for genuine change. There were concerns at the speed with which Michael Gove proposed to implement the changes, even leading the Tory-led Education Select Committee to condemn the timetable as “too much, too fast”. Employers were concerned that the EBacc placed no value on subjects critical to our future economic competitiveness, such as design and technology, construction and engineering. Business leaders, such as the CBI, were also concerned that the proposals took no account of the rise in school leaving age and risked,

“putting young people into a ‘holding pattern’ for five terms, when they should be striving for a high standard at 18”.

The arts world was concerned that the creative subjects, such as art, design, drama and music, had been sidelined, despite the incredible value that our creative sector brings to the UK economy. Indeed, for a cohort of children this announcement is already too late, because 15% of schools have already dropped one or more arts subjects in anticipation of the original 2015 changes.

Teachers and parents were concerned that the new EBacc exams would create a two-tier system, dividing pupils into winners and losers at age 16, and resulting in many pupils leaving schools with a so-called certificate of achievement which would have had no value with employers and risked stigmatising young people in the way that those who failed their 11-plus were stigmatised in the past.

There were also concerns from across the education profession that the proposed curriculum was backward looking. Michael Gove seemed to relish its focus on the past, even saying to my honourable friend, Karen Buck, in the other place,

“I do not see anything wrong with having the 19th century at the heart of the English curriculum”.—[Official Report, Commons, 3/12/12; col. 583.]

This was a flawed policy from the start. It demonstrated that Michael Gove completely misunderstands how to deliver change in the education sector and how to take those required to deliver the change with you. In fact, he appears to be having some difficulty in making the transition from being a journalist to running a large, complex ministerial department. Meanwhile, his constant vilification of teachers and constant demands for change have left the profession confused and demoralised. It is due an apology.

Many head teachers have already begun to implement the changes that were on the cards so that they would be ready for the 2015 deadline. They have been changing the timetables and recruiting teachers with different skills because even if they did not agree with the proposals and did not think that they were in the best interests of their pupils, they wanted them to do well under the new regime. So the damage has already been done. This misjudged policy will take time to reverse. I can only imagine what words are being used to describe the Secretary of State in staff rooms up and down the country today.

I am very conscious that I am laying the debacle firmly at the feet of the Secretary of State. It is true that he appears to relish running a department as his personal fiefdom, making policy affecting hundreds of thousands of young people on the hoof and chasing easy headlines. This is not the first time he has had to make an embarrassing U-turn when a policy unravels. But he is not an island, and Ministers around him, and the Prime Minister have to share the responsibility for allowing this cavalier behaviour to continue. I include the Minister, belatedly, in this.

Does the Minister now accept that the Government have burnt their fingers too many times by making ill thought out announcements, and that a different style of leadership and collaboration needs to be developed within the department? Can he tell the House whether an apology will be forthcoming to the heads and teachers who have already taken steps to change the curriculum based on the original EBacc proposals? Can he explain whether the difficulties in implementing the proposals for one exam in one subject was the only reason for the changes to the EBacc proposals, or does he accept that many of the other criticisms, such as those I have expressed today, have some validity? Can he assure the House that the Government take seriously the threat of a two-tier system of exams and that the proposal for a certificate of achievement will be scrapped?

Will the Minister agree to take time to properly consult teachers, parents and employers before he makes any new announcements on the reform of the performance tables so that we can be absolutely sure that they will focus on pupils’ genuine achievements and take so-called gaming out of the system? Does he now share the view repeatedly put forward on this side of the House, and by business leaders and others that we need a gold standard vocational qualification offer that is on a par with the academic subjects originally specified in the EBacc? Is the department continuing to consult on the proposal that course work will not form part of the new GCSE assessment because, setting aside the principle, there are a number of subject areas where this appears to be impractical?

By any measure this is an embarrassing day for the Government and for Michael Gove. Parents and teachers waking up to this announcement today will be angry and confused about the messages coming from the department. Rather than trying to cover up mistakes by making yet further announcements, the Secretary of State would benefit from a period of quiet reflection on the lessons learnt from yet another climb-down. Perhaps the Minister could take the message back to his boss that what this country needs is an education system that can deliver the skills needed for the future, not a nostalgic vision of the past. If he is serious about making lasting change he should consult widely, listen intently, and perhaps next time build a consensus before rushing to the press.

Education: Academies and Free Schools

Baroness Jones of Whitchurch Excerpts

Monday 4th February 2013 Lords Chamber

[Baroness Jones of Whitchurch]

My Lords, I thank the noble Baroness, Lady Perry, for facilitating this debate this evening and very much welcome the noble Lord, Lord Nash, to his new role. As he will know, his predecessor developed a reputation for listening and engaging and I very much hope that the noble Lord intends to build on that style. I look forward to debating with him in many months to come.

As has been well demonstrated by this debate, we share a common passion to drive up education standards. As we have heard, the previous Government played their part in this. They were restless in pursuit of innovation to ensure that every child received a stretching and enriching education. We took radical steps to tackle failing schools and narrow the attainment gap between rich and poor pupils. Our policies were firmly rooted in evidence-based initiatives rather than ideology; or, as it was said at the time, what matters is what works.

Sponsored academies were part of our reform agenda. They were set up to address persistently underperforming schools in areas of high deprivation, requiring a sponsor to assist with school improvement. They were, and are, a success story. I add my congratulations and acknowledgement to my noble friend Lord Adonis, who is sitting next to me and who has received much praise in this debate. He was very much an architect of that model, as we have heard.

Regrettably, this Government have taken the concept and redefined it to focus too much on school autonomy as a prize in itself. In doing so, it has lost some of the unique transformative power that characterised the early experience. The latest government research has shown that sponsored academies, building on the original concept of introducing new school leadership, continue to outperform other models. However, they are a small percentage of the whole and are now massively outnumbered by the so-called converter academies: that is, schools already judged outstanding or good by Ofsted which have chosen to become academies since 2010. This rush to convert all schools to academies highlights some of the essential differences between us and this Government. For example, we do not believe that there is just one model of success.

When I first took over as shadow Minister, I visited a number of schools involved in the London Challenge initiative introduced by the previous Government. Some were academies, some were maintained schools. All are now highly performing schools with strong and innovative school leaders. Indeed, Pimlico Academy, with which the Minister has been long connected, was a beneficiary of the scheme. The key success factor was the intervention and collaboration between schools, put in place to improve the quality of teaching. As a result of this initiative, London’s schools went from being among the worst to being among the best performing in the country. The success of such an approach is confirmed by a growing weight of national and international research which identifies that collaboration is the key to reform. However, meanwhile, the recent report from the Academies Commission showed that many of the converter academies which had been required to support a struggling school nearby in order to gain academy status have now broken that promise with no comeback. The same report identifies a growing trend towards complex admissions procedures which dissuade the less determined parents. As a result, it too often remains the case that poor children are served by a poor education. The research shows that children from a socially deprived background remain disproportionately more likely to attend a school that is classed as underperforming by Ofsted.

Therefore, we have concerns about the focus of the Government’s current academy programme. We are worried about the lack of emphasis on the power of partnership and collaboration. We fear that the early focus on underperforming schools in areas of high social and economic deprivation is being lost. We see a teaching profession demoralised and criticised when teachers are the key to improving teaching quality and we see parents struggling to navigate complex admissions policies. Therefore, I hope that the Minister is able to reassure the House that a more measured approach, addressing these issues and genuinely informed by existing evidence, will be adopted in the academy strategy of the future.

Education: English Baccalaureate Certificate

Baroness Jones of Whitchurch Excerpts

Thursday 24th January 2013 Lords Chamber

Asked By

[Baroness Jones of Whitchurch]

To ask Her Majesty’s Government whether they will consider deferring the timetable for the proposed introduction of the English Baccalaureate Certificate in schools in the light of concerns raised by the Confederation of British Industry and other business leaders that the new examination system may not meet the needs of the United Kingdom economy in the 21st century.

[The Parliamentary Under-Secretary of State for Schools (Lord Nash)]

My Lords, the CBI recognises that the exam system is in need of a thorough overhaul. We share its view that the new system must meet the needs of business. We are considering all the evidence gathered through our public consultation, which closed in December, and we anticipate reporting the results of that consultation, including the timetable for introduction, early this year.

[Baroness Jones of Whitchurch]

I thank the Minister for that reply and I welcome him to his new role. Given his extensive business background, does he not share the view of other business leaders that the new exams in 2015 risk causing serious long-term damage to our economy by downgrading skills such as engineering, computing and construction, and neglecting creative learning? Can he also confirm that it is the Government’s intention to issue pupils who do not pass their EBacc certificate with a certificate of attainment which, as anyone with experience in the state sector knows, will have no value at all with employers and universities? Finally, does he accept the overwhelming logic of putting the proposals on hold so that business leaders really can help to develop a respected, work-ready curriculum with exams that will enable young people to be successful in the modern world?

[Lord Nash]

My Lords, the point underlying this Question may be a little confusion about the stimulus to the system we have created through the EBacc and a broad and balanced curriculum. I should like to reassure the noble Baroness that the Government are determined to ensure that all pupils study a broad and balanced curriculum so that they have the cultural capital to be able to compete both in this country and in the modern world. We have had to stimulate some behaviour through the EBacc because all the international evidence we have studied shows that successful international countries include these core academic subjects, and that stimulus has been extremely successful. Over the past two years, the proportion of pupils taking the EBacc has risen from 23% to 49%, and for those schools with a high element of free school meals, it has risen from 10% to 41%. However, we will also be exhorting all schools to teach a broad and balanced curriculum, as they are obliged to do and as Ofsted inspects for.

Education: Vocational Education

Baroness Jones of Whitchurch Excerpts

Monday 26th November 2012 Lords Chamber

Asked by

[Baroness Jones of Whitchurch]

To ask Her Majesty’s Government what steps they are taking to raise the status and quality of vocational education.

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, we commissioned the Wolf review and have reformed vocational qualifications in order to restore rigour to them. We have announced reforms to post-16 funding for vocational education and work experience. We have increased the number of apprenticeships by nearly two-thirds. We have significantly expanded the UTC and studio schools programme. We will continue to open new UTCs, technical academies and studio schools, and will work to raise the quality of vocational education and the esteem in which it is held.

[Baroness Jones of Whitchurch]

I thank the Minister for that reply. Does he agree that it is vital that vocational education has the same status and funding as the purely academic education provided for those working towards a university place? Does he further agree with the recent report of the CBI that the raising of the school leaving age to 18 provides an ideal opportunity for a rethink on the curriculum and examination systems, which could then include a gold standard vocational qualification for those less suited to academia? What lessons will the department take from other successful countries, such as Germany, which offer all young people a mix of academic and vocational education according to their individual talents and abilities?

[Lord Hill of Oareford]

I strongly agree with the noble Baroness about the importance of making sure that vocational and academic qualifications have equal esteem, are held in equal regard and have equal funding. That is one of the reasons why the reforms to post-16 funding, which we brought forward in the summer, will make sure that young people at colleges and schools after the age of 16 will be funded on the same basis for both vocational and academic qualifications. That will also leave more money for work experience, which is important too. We can always learn from other countries but the underlying point is that there is broad agreement that we need to treat vocational and academic qualifications with equal weight. The Government are trying to do that.

Schools: Arts

Baroness Jones of Whitchurch Excerpts

Monday 19th November 2012 Lords Chamber

[Lord Hill of Oareford]

We have already announced and taken steps on some of the elements of Mr Henley’s excellent plan. The formal response is not as immediate as he, others and my noble friend would have liked, but we are expecting it early in the new year.

[Baroness Jones of Whitchurch]

My Lords, does the Minister not acknowledge that the maths on this simply do not add up? There are only so many teaching hours in a day and given that it has been estimated that the EBacc will take about 80% of the curriculum time, is it any wonder that the latest figures from the Joint Council for Qualifications are showing that entries for GCSE in design and technology, art and design, music and drama are already beginning to fall? The Government’s policies are already having an impact on the take-up of these important subjects.

[Lord Hill of Oareford]

I make the important point that EBacc subjects are not compulsory. It is for schools to decide what is the best thing to offer; if schools think that the EBacc is not right for all their pupils, they should act accordingly. However, as I said, if between 20% and 30% of time is available for other subjects, it is perfectly reasonable to expect that those important subjects we have discussed will continue to be offered. In terms of what has happened so far to the number of pupils taking GCSEs, obviously any results we have had so far in 2012 cannot have been affected by the EBacc since the time lag means that none of that would have worked through.