Education: Early Years
Baroness Jones of Whitchurch Excerpts(12 years, 8 months ago)
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Baroness Jones of Whitchurch
My Lords, I thank the noble Baroness, Lady Walmsley, for initiating the debate today and I thank all noble Lords who have spoken for their passion and commitment on this issue. It is fair to say that the proposition unites all sides of the House. However, it is also true that we have differences on, for example, the means of delivery, the extent of the funding and the role that central government should play in driving this forward as a priority.
As we have heard today, the evidence demonstrating the crucial impact of a child’s experience between nought to five on their subsequent life chances continues to amass. I echo the comments of several noble Lords and pay particular credit to the work of Graham Allen MP, and others, who have provided a compelling analysis of the social problems which occur if children are not given the right kind of support in early years.
There was a stark illustration of this in the Telegraph a couple of weeks ago comparing the brain scans of two three year-old children, one of whom had been nurtured and stimulated and the other of whom had been neglected. The damage shown to the neglected child’s brain was at such a level that the child could never fully recover. The impact on the child’s cognitive and social development was permanent.
As we have heard, this has broader social policy implications. For example, a recent report by the Sutton Trust on social mobility showed that in vocabulary tests at the age of four and five children from poorer backgrounds in the UK are, on average, 19 months behind their peers. This gap widens as they progress through school. The report concluded that it was vital for young children regularly to engage with adults who are able to stimulate their vocabulary, social and cognitive skills.
The prize for getting this right is more than just narrowing the attainment gap, important though that is, it also begins to address the cyclical patterns of persistent unemployment, addiction and crime that can be traced back to neglect at a young age. This point was made eloquently by a number of noble Lords, including the noble Baroness, Lady Jenkin, and the noble Lord, Lord Northbourne.
There are economic as well as social benefits to be gained. Not only does a solid early education benefit the children themselves, in the form, for example, of increased lifetime earnings, but it also cuts the cost of later remedial education and welfare benefits which would otherwise fall upon the state.
I fully acknowledge the argument of the noble Baroness, Lady Walmsley, and my noble friend Lady Massey that the challenge with which we are confronted in the UK is of a different magnitude to the fundamental educational needs being faced in the developing world. I pay full regard to that.
As I said at the outset, there was a great deal of agreement across the Chamber on the principle of early intervention and early years education. However, it is the practical application of these policies within that where the divides begin to show. I shall give some examples where we have some cause for concern.
First, as noble Lords have acknowledged, the Sure Start programme was a keynote policy of the previous Government. It addressed the fundamental need for early intervention by helping whole families improve their parenting skills as well as providing stimulating learning environments for young children. Despite its short existence, it was beginning to deliver results and we were rightly proud of its achievements. That is why we continue to be dismayed that this Government have refused to ring-fence and guarantee funding for the centres, resulting in cuts and closures. The department’s own figures show a net reduction in the number of centres of 281, while a recent 4Children survey reports that 50% say their finances are less sustainable, 55% no longer provide on-site childcare and 20% have reduced the number of qualified teachers. This has gone from being a success story that could have transformed children’s lives to one of a struggle for survival—fighting over scarce resources and tearing up the original concept of a comprehensive one-stop shop for young vulnerable families. What assessment has been made of the impact of cutting the funding to councils on the future viability of the Sure Start network and at what point would the Government be prepared to intervene?
Secondly, we are proud of our record of extending nursery places to three and four year-olds and initially welcomed the Government’s intention to provide free nursery education for disadvantaged two year-olds. Unfortunately, despite the coalition’s continued assertion that this will be funded by new money, it is becoming clear that this is not the case. Even a leading Conservative councillor has described the announcement as “typical smoke and mirrors”. The facts appear to show, as confirmed in a Department for Communities and Local Government consultation, that the money for free education for disadvantaged two year-olds is being taken from existing early intervention budgets. What is more, the Government plan to merge this fund into the dedicated schools grant, which is itself being cut. This is at odds with the statement of the noble Baroness, Lady Garden, in response to a question on this issue from my noble friend Lady Worthington in a debate on 11 October. Can the Minister explain which is telling the truth—the DoE or DCLG? Why is the early intervention grant being abolished just two years after being created? Which department will have responsibility for early intervention in the future now that DCLG is the funding department?
In addition, during Questions in the Commons on 29 October, Michael Gove stated that early intervention money will continue to go up over the lifetime of this Parliament. However, again this does not appear to be the case. This is similar to the question raised by the noble Lord, Lord Shipley. The figures we have assembled, which have been shared with the Secretary of State, show that by next year early intervention funding will have fallen by over £1 billion, or 38%, and by the end of the Parliament it will have been cut by over 40%. Can the Minister clarify whether this is, indeed, the case and whether the Secretary of State intends to clarify his earlier statement? These may sound like dry statistics but they represent very real cuts in the early years services that we are debating today. That is why even the Conservative leader of the Local Government Association, Merrick Cockell, has described the cuts as “counter-productive”.
Finally, I will pursue the issue of staff professionalism and qualifications, which was raised by several noble Lords. It is quite right that staff need to be trained to provide high-quality care and a stimulating learning environment. As noble Lords have acknowledged this afternoon, Professor Cathy Nutbrown has made a significant contribution to the thinking on this issue. I agree with her that there are far too many qualifications and that they do not necessarily equip students with the right skills. I also agree that we need to drive up minimum standards of qualification for anyone employed in early years provision, across the whole sector.
We have to be concerned about the recent proposals of Elizabeth Truss, now an education Minister, that far from driving up standards and professionalism in early years, the sector should be deregulated and replaced by a mums’ army of volunteers. She has also, as I understand it, proposed that childminders could increase the maximum number of children in their care, from three to five. This would certainly be one way of reducing costs, but it goes against all the knowledge we have acquired on the impact of high-quality, early years care on later development. Will the Minister reassure this House that the Government will not pursue deregulation of this sector and that Professor Nutbrown's recommendations are being actively embraced and pursued?
We have had a great deal of consensus today on the importance of early years education. Our dispute with the coalition is whether it has the political determination, the funding models and, frankly, the joined-up thinking to drive the necessary changes through. So far its record does not display much to cheer about, but I hope that today the Minister is able to give us some better news.
The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)
My Lords, I will try to give noble Lords something to cheer about. As my noble friend Lady Walmsley said in her excellent opening speech, there is a lot which the coalition Government can be proud of and point to. I will try to make that argument as we go on. I thank my noble friend Lady Walmsley for the thoughtful way in which she framed the debate. She got us off to a great start. We expected her to show her knowledge of the subject, but also her commitment to the interest of children, for whom we all know she is such a champion. As the noble Baroness, Lady Jones of Whitchurch, said, there is compete agreement across the House about the core case that my noble friend made: that children’s physical, emotional, language and cognitive development to the age of five are the foundations for the rest of their lives.
While people’s destinies are not set in stone—and I believe that school has the ability to transform children’s lives—those early years clearly influence how children learn, their physical and mental health, their future friendships and relationships. As my noble friend Lady Jenkin of Kennington set out, this is not least in connection with criminality. I agreed with her points about the economic benefits of effective early intervention—a point also made by the noble Lord, Lord Parekh—and with the case made by my noble friend Lady Tyler of Enfield, about the obvious link to social mobility. We have heard a lot of evidence of the benefits of early years education. As my noble friend Lady Tyler explained, the effective provision of pre-school education study showed very clearly that the benefits persist through school to the end of key stage 2. It certainly found that high-quality early education has a strong impact on the development of disadvantaged children. The OECD found that almost all countries’ 15-year olds who had attended pre-school outperformed those who had not.
We also know that children growing up in workless households tend to do less well at school and are at much greater risk of not being in education, employment or training later on. That is why the Government are committed to doing more to make it worth while for parents to work. Therefore, good quality, affordable childcare also plays an important part in supporting parents to return to, or stay in, the workforce. I agree with the noble Baroness, Lady Jones of Whitchurch, about the broad consensus and I recognise the important steps that the last Government took on this. Significant change and progress have been made in this area, going back some 20 years. The quality of early education provision is improving. In 2010-11 the proportion of early-years-registered providers judged by Ofsted as good or outstanding, for example, increased to 74% from 68% the previous year.
The 2012 early years foundation stage profile results, a measure of children’s development at age five, show continued improvements, especially in early language development. A recent international study of early education systems by the Economist Intelligence Unit ranked the British system as the fourth strongest in the world and noted the progress made in creating universal access for all three and four year-olds. However, as all noble Lords have argued this afternoon, there is a lot more to do and the attainment gap between the lowest achieving 20% of children and their peers is still far too big.
That is why, as my noble friend Lady Walmsley, argued, the coalition Government have made such a priority of early years. We have taken several steps to increase both the availability of places and the quality offered. As we have already heard, the free entitlement for all three and four year-olds has been extended to 15 hours a week, and 96% of three and four year-olds are taking up a free place. From this September, parents have more flexibility over when they can take their entitlement. They might be able to take it earlier or later in the day or over shorter periods, to make it easier to balance their family and work commitments. We have discussed the new entitlement for two year-olds. We are working with local authorities to ensure that they provide clear and transparent information for parents and to encourage them to take up their child’s entitlement.
We have talked about the review carried out on the early years foundation stage by Dame Claire Tickell. As a result, we have published a simpler EYFS that came into force this September. That cuts bureaucracy, allows practitioners to spend more time with children and places a stronger emphasis on learning and development. As the noble Lord, Lord Ramsbotham, reminded us, we have also introduced a new requirement for providers to review children’s progress at age two to help to identify areas where they might need additional support.
One area which we recognise as a crucial foundation for children’s future progress in reading and writing is early language development. The new Early Years Foundation Stage promotes communication and language as a prime area of learning for all children from birth and the new early learning goals in literacy specifically include expectations for children to be using their phonic knowledge to begin to read and write. I take the points made by the noble Lord, Lord Ramsbotham, about co-ordination. It is up to the Department for Education and the Department of Health to work together. Ultimately, I guess that it is for Ministers to provide the leadership which he rightly says is needed to pull these things together and drive them forward.
On the quality of provision, which has been a recurring theme this afternoon, we are investing in and seeking to encourage the development of the early education and childcare workforce. We have supported graduate training at national level for the early years professional status and new leaders in early years programmes. We now have more than 10,500 EYPSs. I can tell the noble Lord, Lord Parekh, that anti-discriminatory practice is a key part of that EYPS training.
My noble friend Lord Shipley asked about the Government's commitment to the development of graduate-level practitioners; yes, we certainly have that commitment. I hope that we make that clear in our response to the Nutbrown review. We have increased the number of qualified children’s centre leaders through the national professional qualification in integrated centre leadership.
We aim to recruit an additional 4,200 health visitors by 2015. My noble friend Lady Walmsley asked how the Government are doing on that. We are on track to meet our commitment. In 2011-12, three times as many health visitors began training as in the previous year. This year, we will start to see real growth, as the cohort of newly qualified health visitors start to join the frontline.
As I said, we commissioned the Nutbrown review on the next steps, and I was asked specifically about that review by the noble Baronesses, Lady Jones of Whitchurch and Lady Warwick of Undercliffe. We intend to respond in full to its recommendations. My honourable friend the Minister for Education and Childcare will do so shortly and will set out how the Government plan to support the development of a better qualified and well led early years workforce. I will follow up the important points raised by my noble friend Lord True about Montessori education, but I can say that officials will be pleased to involve Montessori organisations in this and ensure that we have their input.
My honourable friends Liz Truss, in my department, and Steve Webb, at DWP, are leading the Childcare Commission, to which my noble friend Lady Walmsley referred. It was set up in June. It is considering the availability and costs of childcare.
I take the point made by my noble friend Lord True about over prescription. We want professionals to have the flexibility to exercise their skills and judgment. One of the issues that that commission is looking at is how to encourage new childminders to register. Increasing childminder numbers will give parents more choice between group-based and home-based care, with the additional flexibility that childminders offer. We are looking into what can be learnt from other countries. We have heard a lot of examples this afternoon about practice in other countries and the commission will be looking closely at the lessons we can learn from them. To refer to the question from the noble Baroness, Lady Jones, we do want a system that is high quality as well as affordable.
We are in the process of contracting for the new Early Intervention Foundation, recommended by Mr Graham Allen, who has been mentioned frequently this afternoon. The contract will be for two years. It will operate independently of Government to advise commissioners on what works and to spread good practice. That relates to the point made by my noble friend Lord Shipley about the importance of evidence-based intervention.
Work is also under way with health and early years experts and practitioners to look at how we could introduce a fully integrated health and early years review at the age of two. We hope to do that from 2015. That also speaks to the point made by the noble Lord, Lord Ramsbotham, about bringing health and education together into an integrated system.
As noble Lords know, we are also running a trial of parenting classes for parents whose children are nought to five years old. The trials are being carried out in Camden, Middlesbrough and High Peak. Information on take-up is being collected as part of the trials evaluation. A parental participation survey is being collected and an interim evaluation report will be published next spring.
The noble Lord, Lord Northbourne, raised the important subject of parenting, as I would have expected him to do. He raised some interesting suggestions and if I may I will follow those up with him later.
A number of noble Lords mentioned funding and particularly the noble Baronesses, Lady Jones of Whitchurch, and Lady Warwick of Undercliffe. Early intervention remains a key priority for the Government and I am glad to have the opportunity to reinforce and restate that commitment.
The changes that we are making to the way we fund local authorities for early intervention are designed to give them maximum flexibility in the way they use funding to provide local services. Local authorities have been asking for this.
We are also using the opportunity of these changes to move funding for the two year-old offer into the dedicated schools grant so that places for two, three and four year-olds are funded through the same grant. In a recent consultation, that was the preferred option.
The total amount that we plan to spend on early intervention over the next two years has not changed as a result of the above. We have not cut funding for early intervention to pay for the extension of the offer of free early education to the 40% most disadvantaged two year-olds. My department received additional funding for this from HM Treasury and this has been added to the existing funding.
The money currently in the early intervention grant will continue to go to local authorities for early intervention activity. In 2013-14, £530-odd million will be added to the dedicated schools grant to fund free early education and childcare for the most disadvantaged two year-olds; £1.7 billion will move to CLG and will be paid to local authorities through the business rates retention scheme; and £150 million, which my noble friend Lord Shipley referred to, will be set aside to support early intervention activities that evidence shows have most impact. If we put those together, it means that Government will be giving local authorities over £2.4 billion for early intervention in 2013-14, rising to over £2.5 billion in 2014-15.
On the points raised by noble Lords about children’s centres, I agree with my noble friend Lady Walmsley and a number of noble Lords on the Benches opposite who spoke about the importance of children’s centres. The Government want to see the retention of a national network of Sure Start children’s centres. They act as a valuable hub for families to access these important services, and I know that they are greatly valued by local communities. As my noble friend Lady Walmsley acknowledged, there has been a small net reduction in children’s centre numbers. The latest figures I have seen, which were provided by local authorities, suggest that there have been 25 outright closures to date, which is less than 1% of all centres. The rest of the reduction is accounted for by local authorities reorganising and merging some of their children’s centres to make efficiency savings, as noble Lords have said. Local authorities have the funding to ensure they can meet their statutory duty to provide sufficient children’s centres to meet local need. They must consult before making significant changes, but fundamentally, the Government’s view is that local authorities should have that funding and the flexibility to decide how to allocate it.
The noble Baroness, Lady Massey, brought a new perspective to the debate by broadening it out and reminding us that whatever problems we have in our country, there are other countries where the problems are even more significant. DfID is engaged in a range of research related to early childhood development. I have been told that DfID programmes are currently supporting 4.5 million girls at primary level and at least 700,000 girls at secondary level, or will be by 2016, so there is work in hand. I was grateful to the noble Baroness for reminding us of a different group of children.
The noble Baroness, Lady Warwick of Undercliffe, asked about early years teaching centres and whether we would share learning from that model. Our view is that they are doing good work. Her suggestion is a good one, and we will actively look to ensure that that learning is shared.
My noble friend Lady Benjamin raised the important matter of toilets for young children at school and in early years. The EYFS requires that all early years providers have to ensure that there are an adequate number of toilets and separate toilets for adults. It also requires that fresh drinking water is available at all times. So far as school level is concerned, new regulations are coming, as the noble Baroness knows very well as she and I have had the chance to discuss them. They set out that washing facilities have to be suitable for pupils. There are also regulations covering the general health, safety and welfare of pupils and a requirement that there should be separate toilets for boys and girls aged eight or over.
My noble friend Lord True asked about the staff/child ratios for independent and state providers. The staff/child ratios in the EYFS apply to all providers, and they vary to take account of the age of the children and the qualifications of staff. He will know better than me that there is a technical difference between independent schools and maintained schools in reception year. I believe that the ratios are broadly the same, but the different wording reflects the different legislation that applies to maintained schools and to independent schools.
I hope I have picked up on the main themes that have been raised. I shall go through, and if there are any specific points, I will follow them up with noble Lords.
Baroness Jones of Whitchurch
I asked a specific question about funding. I am sorry to go on about it, but it is important. I asked about the statement made by Michael Gove in the Commons in October that the early invention grant throughout the life of this Parliament is going to increase. The Minister quoted some figures, but he did not say whether the total is going up or down. I do not know whether he can answer that this afternoon, or whether he could write to me.
Lord Hill of Oareford
I hope I said that the total funding going into early intervention is going up because of the new money that is coming in to pay for the two-year offer. The combination of the two means that it is going up. In this good and simulating debate there has certainly been widespread acceptance about the importance of the early years. I hope that I have managed to show the priority that the coalition Government collectively attach to it and some of the practical steps that we have taken. Although we have made some good progress at what we know is a difficult time financially, there is clearly much more work to do. We will be setting out further areas for action, both in terms of the early years workforce and how to improve the quality of childcare before the end of the year in our response to Nutbrown and also in setting out the findings of our childcare commission. I look forward to discussing those next steps with noble Lords then.
Children: Looked-after Children
Baroness Jones of Whitchurch Excerpts(12 years, 8 months ago)
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Baroness Jones of Whitchurch
My Lords, I thank the noble Earl, Lord Listowel, for tabling this debate today and add my tribute to his tenacity and effectiveness in pursuing the interests of vulnerable and looked-after children. As it happens, regrettably, child protection issues have been highlighted in the media again recently, but the noble Earl’s strength is that he has continued to champion these issues consistently, long after the media circus has moved on. I also thank all the other noble Lords who have contributed to this thoughtful and challenging debate.
Although we will have differences with the party opposite on some issues, this is not primarily a party-political debate. There is no monopoly of wisdom when it comes to managing the damaging fallout that can occur from family breakdown. There have been child protection failures under both Labour and Conservative Governments. While we remain proud of the progress that the previous Government made on child safeguarding, clearly more needs to be done.
Many of the issues raised in the debate today go to the heart of good parenting. Good parents struggle to balance their children’s welfare with their freedoms. The rules and expectations change from generation to generation, complicated by the fact that new models of family unit are becoming more common. Meanwhile, we know that children are reaching puberty at an earlier age. The sexualisation of young girls through media and celebrity is heightening the pressures upon them. Personal, social and sexual education is being marginalised in the curriculum, leaving children without the tools to spot and avoid exploitation. For example, at its very simplest level, teenagers need help in differentiating between lust and love. They need to identify what is a real boyfriend, as a number of people have mentioned in the debate this afternoon.
For good, committed parents, guiding their children’s growth and development in this minefield is a challenge. When the state has to step in as a substitute parent, the dilemmas quickly multiply. The noble Lord, Lord Laming, rightly emphasised that there is a moral duty on the state as well as a statutory responsibility to step up to the plate in the role of a good parent. He has talked about how challenging that can be.
I am not saying the care system cannot get things right. Of course it can. As we have heard, there are wonderful success stories of transformative fostering, adoption and residential home placements. We need to learn from these examples and celebrate them, but the reality is that they are still not getting it right in sufficient numbers enough of the time.
We are all too aware of harrowing stories of care system failures and we are rightly shocked and angry that this can be allowed to happen. However, regrettably, behind the headlines are everyday stories of parental neglect and abuse with which the care system is struggling to cope. The noble Earl, Lord Listowel, gave a moving example of the potential personality disorders that can be faced by children who feel at a young age rejected and unable to be loved and respond to love. What is the fate of those children? We know, for example that the number of children in local authority care is rising from a number of statistics mentioned this afternoon. The research that I have uncovered talks about the number reaching over 67,000 last year. The prime cause of those children being taken into care is to protect them from neglect or abuse.
Unfortunately, however, we also know that the subsequent life chances for those young people are not good. For example, the gap between the educational achievements of looked-after children compared with their peers is actually growing, with just 13% of children in care achieving 5 GCSEs A to C grades last year, compared with 57% of all children. We also know that looked-after children are three times more likely to end up unemployed than their peers. These failings in the care system are not headline grabbing, but they still stand as a reminder of how we are failing these young people on a day-to-day basis.
What needs to be done? One of the things that became clear when I was researching material for this debate was the wealth of independent analysis and advice on child protection issues which has been commissioned in recent years, including Select Committee reports, all-party parliamentary group reports and the excellent reports from the noble Lord, Lord Laming, and Professor Munro. All have provided wise and thoughtful counsel on this issue, and contain good, practical advice on assessing and managing the complex issues involved. I also pay tribute to the work of the all-party group on children who go missing in care, and that of the deputy children’s commissioner into child sexual exploitation. Both reports contain far-reaching recommendations on the training of staff, the location of residential homes, the role of safety risk assessments, the need for better liaison with the police and the responsibilities of local authorities and Ofsted to drive up standards.
Their recommendations are urgent and compelling, and I join other noble Lords in hoping that the Minister will be able to update us this afternoon on the progress being made, for example, to improve the data on children missing from care; on clarifying the responsibility of Ofsted to share locations of children’s homes with the police; and on the steps being taken to prevent the scandal of out-of-borough placements being made for economic reasons rather than in the interests of the child.
Beyond that, there are three more fundamental themes that I would like to highlight today. First, improving the quality of relationships between the child and those charged with protecting them is crucial. Children have to have adults in their lives who they absolutely trust. The adults have to understand the children’s lives and have high expectations and aspirations for them. Continuity and the provision of long-term support from a caring and loving adult should be at the heart of our care provision. As we have heard, the more that placements break down, the less likely it is that a subsequent placement will be a success. It becomes a downward spiral. Even though we know that, more than 10% of children in care are being moved more than three times a year. As the noble Lord, Lord Laming, quite rightly expressed it, they simply become lost in the system.
I agree with the previous Children’s Minister, who argued that the possibility of a placement breakdown should be treated with as much concern as a child being removed from its birth family. Therefore, will the Minister update the House on the steps being taken by the Government to minimise these multiple placements? Decent relationships cannot be formed if front-line professionals do not have the time, resources and training they need to support the child. Social worker caseloads are on the increase, with one in six social workers having more than 40 cases and more than half believing that their caseload is unmanageable.
The sector continues to suffer a crisis in morale and there is a worrying lack of experienced social workers staying in the system, with many quoting burnout as a key reason for the high turnover. That is why we support initiatives to raise the professional standing of social work, including raising the status of the College of Social Work, the appointment of a chief social worker and a fast-track system similar to Teach First in education which would train top graduates and guarantee employment, provided they commit to a minimum of two years working with disadvantaged children. As we have heard today, we also need to address the particular skills gap and the undervaluing of the work of those in the residential care sector, as has been effectively highlighted by a number of noble Lords.
However, regrettably, the situation on the ground is destined to worsen as the huge cuts in the early intervention grant, youth services and local authority children’s services feed through the system. The Children Act 2004, quite rightly, made it a statutory duty for the police, health and children’s agencies to work together on child protection but the funding for all those sectors is under attack and they are retreating back to their core functions rather than prioritising co-operation. The noble Baroness, Lady Hollins, and the noble Lord, Lord Ramsbotham, both gave very moving examples of what can happen when you do not have joined-up working and, conversely, the advantages that can occur when this is addressed effectively.
Meanwhile, there are now more than twice as many staff employed in the education department’s free school unit as there are in the safeguarding unit. So while we all understand that there is pressure on budgets, it does also come down to government priorities. Will the Minister agree to look again at what more can be done to ensure that agencies involved in child protection are obliged to work collaboratively with adequate, and ring-fenced, funding?
Finally, it is absolutely paramount that we continue to put the needs of children and young people before their parents or any other adults, and that they are given a strong voice in decisions that affect them. They have a right to be heard, and systems have to be in place to ensure this is a reality. As we have heard, running away from care or befriending potential exploiters is a graphic way of children asserting some control over their own lives, however misplaced that can be. As the noble Baroness, Lady Sharp, rightly said, the solution cannot simply be to lock them up as a result of that. I echo the views of the noble Baroness, Lady Brinton, and others, in supporting the case for an independent advocate who can form a lasting, and I hope trusted, relationship as a vital first step in strengthening children’s voices. I hope that the Minister can confirm that that will be actioned.
Sadly, we cannot guarantee that there will be no further child protection failures, but we already know many of the steps that are needed to minimise such tragedies in future, including those proposed by Professor Munro and the deputy children’s commissioner. The very least that we can do is to ensure that their recommendations are implemented speedily and in full. I look forward to hearing that the Minister concurs with this view and that the Government are now ready to act.
Education: English Baccalaureate
Baroness Jones of Whitchurch Excerpts(12 years, 8 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)
My Lords, we expect that everyone who now sits a GCSE should be able to sit the new English baccalaureate certificate. Although it will be more challenging than the current GCSEs, we believe that all children with a good education should be able to achieve it. We have also moved to strengthen vocational qualifications, increase the number of UTCs and studio schools and set an expectation that young people who are not secure in English or maths at the age of 16 will continue to study towards that qualification post-16.
Baroness Jones of Whitchurch
I thank the Minister for that reply. Does he understand the concerns of many academics and parents that the new qualification will narrow the definition of educational success and excellence? Is it not inevitable that the teaching time for many other crucial subjects, such as art, music, religion, computing and technology, will be squeezed out by the emphasis on the core subjects in the EBacc? Does he recognise that the Government’s obsession with academic subjects offers little comfort to the forgotten 50% who will never go to university but who want an alternative, gold-standard vocational qualification, such as the technical baccalaureate proposed by the leader of the Opposition?
Lord Hill of Oareford
My Lords, I do not accept the basic premise that the Government are concerned only about academic qualifications to the exclusion of all else. I agree with the noble Baroness, and with the party opposite, on the importance of vocational and technical qualifications. One of the very first things that the Government did when coming into office was to commission the Wolf review into vocational qualifications. However, with regard to the EBC, the amount of time that is likely to be taken to teach those core subjects will still leave plenty of time for the important subjects that she mentions, such as art, music or design, which I agree one would want to continue to be taught. I do not think it is a narrowing of the definition of excellence to want to set a higher bar for more children from a whole range of backgrounds, particularly the most disadvantaged, to get good academic qualifications that will get them into further or higher education, apprenticeships or work.
Adoption Agencies (Panel and Consequential Amendments) Regulations 2012
Baroness Jones of Whitchurch Excerpts(12 years, 11 months ago)
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Viscount Eccles
My Lords, I will follow the same theme but I hope that I will not be repetitive. A great deal is going on in the area of adoption, whether it is the Norgrove review, the March action plan or the existence of the Select Committee on which I am very pleased to serve.
I want to draw attention to paragraph 78, which records the decision and has already been quoted by the chairman, the noble and learned Baroness, Lady Butler-Sloss. It ends with the sentence she has already quoted:
“We believe that the court’s detailed scrutiny of these cases should be sufficient”.
It does not say “is sufficient” or “is known to be sufficient”: it says “should be sufficient”. It is quite important that that sentence is conditioned. Indeed, the Explanatory Memorandum should have quoted paragraph 78 in full and not selected the middle sentence. In my view, the Explanatory Memorandum to this instrument has a tendency to short-cut.
Let us take the words “should be” and look at what this enormously comprehensive report, with more than 100 recommendations, said on the relationship between courts and local authorities in paragraphs 3.45 and 3.46. It is worth reading this into the record:
“Our recommendations are intended to restore the respective responsibilities of courts and local authorities”.
If I may interpose, the word “restore” is a quite strong use of language. It implies that something is not as it used to be, even if not quite that it has broken down. The report continues:
“But to change the law does not tackle the root cause of the difficulties. This stems we believe from a deep-rooted distrust of local authorities … This in turn fuels dissatisfaction on the part of local authorities with the courts, further damaging relationships.”
Paragraph 3.46 states:
“The result is that the relationship between local authorities and courts can verge on the dysfunctional. For the system to work better it is not acceptable for each group to sit on the sidelines and criticise the other.”
It may be right to have taken away one of the responsibilities of panels. It could be right to remove the second opinion which may be provided very helpfully either to local authorities or to courts which might need it. It may be right to make them face up to the need to work successfully together. Perhaps I may be allowed to say that that is the Norgrove motivation. But it seems very risky.
We know that the performance of local authorities is uneven, for some quite good reasons such as the size of the authority or the ethnic mix in the authority. Political persuasion may have entered into it at some stage. We also know that the performance of the courts is very uneven. Our committee has not yet received as much evidence on that as we will have done when we come back in the autumn. Indeed, the government literature—the action plan in March or the Explanatory Memorandum—is quite cautious about criticising the courts. It is perhaps overcautious in the balance between its opinions on local authorities and the courts.
However, Norgrove is very clear. I think that he is saying that the front-line troops—the local authorities, the IROs and the social workers, and the courts with the judges—need to be in the front line. They need to get together and to perform without being intervened upon by outside experts and interests, which may be right as a long-term objective. Certainly, one would hope to find relationships between local authorities and courts in general becoming much better than they apparently are if this review is to be believed—and I see no reason to doubt it.
However, the Government will have to watch what happens very carefully, because it is not self-evident that removing this second opinion, this ability to put things together to the benefit of both the local authority and the court, will enhance the process of adoption. Delay has been mentioned as a reason. The evidence for it does not stand up. The evidence for duplication is dependent on there being confidence that the ability to perform exists both in the local authorities and the courts. If it does not, the duplication argument does not stand up either.
Baroness Jones of Whitchurch
My Lords, I am grateful to the noble Baroness for putting down this Motion today. She has enormous expertise in this area and, as I had anticipated, it has been very instructive listening to her speak not only about her past experience but about the work of the scrutiny committee. It has been interesting also to hear the details of the ongoing work of that committee that other noble Lords have been able to share.
I hope that noble Lords will forgive me if other people in the Room have more expertise in this area than me; I see myself as being on a learning curve. However, I believe that we have so far failed to get the balance right between scrutiny and decision-making in adoption procedure, leading to unacceptable delays in the processing of applications for children to be adopted. As has been said today, this matter has been debated on many occasions over many years. It is also addressed in detail in the Family Justice Review report. As we have heard, the amended regulations before us today implement one small change in a much bigger set of recommendations contained in that report.
Having looked at those recommendations, we are persuaded that a one-stage process of scrutiny by either an adoption panel or the courts through a placement order should be sufficient to protect the interests of children and parents, with the emphasis being clearly on the primary interests of the child. However, the questions posed by the noble and learned Baroness, Lady Butler-Sloss, chime with several of our concerns.
The Explanatory Notes accompanying the regulations make it clear that this change is part of a larger package of legislative reform affecting adoption practices and that the Government will consult on these wider proposed changes. We look forward to participating in the consultation, and I would be grateful if the Minister could take this opportunity to update us on the timetable and scope of the planned consultation. Is it the intention, for example, that the outstanding recommendations from the Family Justice Review relating to adoption and the conclusions from the adoption scrutiny committee will be incorporated in the consultation?
This leads to the fundamental question, which the noble Baroness raised, of the timing of the proposals. We wonder at the wisdom of introducing this change to such an important piece of public policy on a seemingly piecemeal basis. Perhaps the Minister could clarify why the changes are being introduced now, when the scrutiny committee’s work is ongoing and when more radical issues relating to the role of local authorities and adoption panels are on the cards. The noble Baroness, Lady Howarth, asked powerfully why the scrutiny committee’s work was commissioned if it was to be pre-empted in this way as it now appears to be.
Given the sensitivities involved in dealing with adoption issues and the need to ensure that safeguarding the interests of the child is built into everything that we do, can the Minister confirm whether the changes, if introduced, will be monitored and reassessed over time? It is vital to ensure that child protection at this fundamental level is not being compromised. I look forward to hearing what the Minister has to say.
Schools: Children in Care
Baroness Jones of Whitchurch Excerpts(12 years, 11 months ago)
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Lord Hill of Oareford
I agree with both parts of the noble Lord’s point. It is a gloomy tale, and therefore it is incumbent on us to look at everything that can make a contribution to making it better.
Baroness Jones of Whitchurch
My Lords, does the Minister agree that although, as has been said, boarding schools may be the answer for the minority of pupils in care, the much bigger challenge is to address the disproportionate number of children in care who attend failing schools? What action are the Government prepared to take to ensure that these children are given greater access to schools rated as outstanding by Ofsted?
Lord Hill of Oareford
I agree with the noble Baroness’s basic point—that the contribution that independent or maintained boarding schools are likely to make will, proportionately, be a relatively modest one; and that, therefore, the Government’s reforms to try to improve educational performance will play an important part. It is the case that looked-after children, obviously, have priority for admissions, and that includes admission to the kinds of schools the noble Baroness described. I hope that other initiatives that we are taking—such as bursary support after the age of 16, the pupil premium and so on—will help. However, the key challenge for us in all schools is to raise those standards, bearing in mind that we need to focus on the particular group she described and shine a spotlight on their educational achievement and the gaps that there are.
Schools: Primary School Places
Baroness Jones of Whitchurch Excerpts(12 years, 11 months ago)
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Baroness Jones of Whitchurch
To ask Her Majesty’s Government what action they are taking to create 450,000 additional primary school places across England before the next general election.
The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)
My Lords, while it is the responsibility of local authorities to manage the supply of primary places, we have doubled the rate of spending on primary school places from the levels we inherited. In addition, we have allocated a further £1.1 billion over the past year, bringing to £2.7 billion the total we have given to local authorities so far to support additional places. We are working closely with local authorities and will work to reduce costs so that every pound spent goes as far as possible.
Baroness Jones of Whitchurch
I thank the Minister for that reply. Can he assure parents that sufficient, properly designed classrooms will be provided to meet all this extra demand? Does he agree that it is unacceptable for teaching to take place in temporary buildings that are not designed for this purpose, as increasingly seems to be the case currently? Do the Government now accept the folly of cancelling the Building Schools for the Future project without having a comparative school-building programme in place? Why are they continuing to give priority to funding new free schools when are not necessarily sited in places of greatest demand and there still remains a shortfall in funding for the more urgently needed extra primary places?
Lord Hill of Oareford
My Lords, trying to work backwards, first, so far as free schools are concerned, of the primary schools that we announced on Friday with proposals to come forward for 2013, nearly 90% of those are in areas of basic need where there is a shortage of places. I agree that good design is important but do not accept that temporary buildings cannot be part of a solution. Local authorities need to be free to make the judgments that they think are best to respond to the pressures that they have locally. Generally, as I said with the figures that I have set out, we have doubled the funding we are putting into primary school places. The birth rate started to rise in 2002; it peaked in 2008; so the Government are trying to address a serious challenge in the problem of the growing numbers that we have inherited.
Education and Training: People with Hidden Disabilities
Baroness Jones of Whitchurch Excerpts(13 years ago)
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Baroness Jones of Whitchurch
My Lords, I thank the noble Lord, Lord Addington, for initiating this debate today. He has an impressive track record of campaigning on these issues and both he and a number of noble Lords have given some very well informed and passionate contributions this afternoon. I really appreciated the opportunity to listen and learn. I would also like to place on record my thanks to all the people—both the individuals and the organisations—who wrote to us with some very constructive solutions for the way forward, but also with some harrowing accounts of some of the problems we face with these issues.
I begin by reiterating the point acknowledged by my noble friend Lord Morris, the noble Lord, Lord Ramsbotham, and others in the debate, that while dyslexia and autism represent a proportion of the problem, there is a bigger challenge of hidden disabilities. For example, to give some other statistics, more than 3 million people have asthma in the UK, one in 200 people had epilepsy and one in four people will experience mental health problems—or should I say mental well-being problems—with an increasing number of young people in this category. Overall, it is estimated that around 70% of people with a disability in this country have a hidden disability. As the noble Lord, Lord Ramsbotham, rightly suggested, there is much to commend a united strategy to tackle these issues although there are individual elements to each of the disability issues, as we know and as we have rehearsed this afternoon.
The truth is that we have improved our medical skills in diagnosis and treatment, but these have not been matched by the ongoing learning and support guarantees necessary to enable young people to lead enriched lives and fulfil their potential or—as the noble Lord, Lord Ramsbotham, put it—to enable us to find the treasure within them. Despite the progress resulting from the Equality Act, we are still confronting levels of both overt and covert prejudice, institutionally and socially. These are lifelong challenges with very different solutions needed at every stage.
As we have heard, for young people with hidden disabilities in particular, even once a diagnosis has been made there is a subsequent fear of being adversely judged and labelled, or alternatively being disbelieved. At the same time, young people do not want to draw attention to their disability and appear to be different, either because they are embarrassed or, as we have heard this afternoon, because they fear bullying in a school or social environment. As a result they do not always access the funding and resources to which they are entitled.
While the original SEN programme played an important part in moving disability and special needs towards centre stage in the design and provision of local authority, school and personalised support—I thank the noble Lords who paid tribute to the previous Government’s efforts in this regard—it had undoubtedly become too bureaucratic and formulaic in its execution. There were too many agencies involved, no incentives for joined-up services and a degree of piecemeal funding.
Therefore, we welcome many of the aspirations in the Government’s special educational needs Green Paper and their response to the consultation. We support the concept of a single, simpler birth-to-age-25 assessment process and care plan with the right to a personalised budget for parents and young people to buy in support services. Parents tell us that these proposals match their aspirations for their children’s ongoing care. We welcome the requirement for earlier testing and intervention—another point made by noble Lords this afternoon.
We welcome the emphasis on providing an education that will help young people with disabilities into meaningful employment. But given the complexities of the new arrangements, and the need for parents to be reassured that there will be an improvement in the support given to their children, we would caution against rushing into legislation before the outcome of the 20 pilots, which are currently experimenting with the new proposals, have been properly evaluated.
The Minister will know that the interim report on the pathfinder pilots published this week is already flagging up some worrying concerns. For example, it is proving difficult to get agencies to work effectively together; assessments are being duplicated, not streamlined, as was the original intention; and the higher costs are judged not to be sustainable. More importantly, there are increasing criticisms that, contrary to their stated and well received objectives, the pathfinders are failing to involve young people themselves in the shaping of the new services. I raised this matter in Questions earlier in the week, and I once again urge the Minister to confirm that the full conclusions of the pathfinders will be evaluated before the Children and Families Bill is published. I would be grateful for his comments on this.
We would also expect the Government to set out clearly how the funding for these new, improved services will be guaranteed at a time when specialist posts are being lost due to deep cuts to council budgets and to health and welfare budgets. Could the Minister explain how the transition from separate budget heads in education, health and social care to an integrated, personalised provision will work in practice? Will they be expected at a local level to transfer funds into a separate pot, and it will it be ring-fenced?
As the Green Paper acknowledges, and a number of noble Lords around the Chamber this afternoon have said, education and training are central to addressing the needs of young people with hidden disabilities. As has been mentioned, it starts with initial teacher training courses and the need for compulsory modules on identifying, understanding and providing for children across the full spectrum of disabilities. It needs to be supplemented by specialist teachers trained in supporting young people in the classroom. It also requires sufficient teaching assistants, properly funded and trained to support the individual learning needs of specific children in the classroom. Those points were echoed by the noble Baronesses, Lady Browning and Lady Walmsley.
It also requires top-class careers provision in schools, which can give disabled young people specific advice about further and higher education courses and the employment options available to them. The Minister knows our continued concern about the quality of advice being provided by the new schools-based careers service, and we have a specific worry that children with specialist support needs will not get individual face-to-face advice to aim their skills at achievable ambitions. Perhaps the Minister could comment on this. Surely it should be a fundamental right of all children throughout the education system to have the same rights. Can the Minister clarify the legal position with regard to SEN children having access to academy places, and their rights once admitted? Would he agree to review the legislation if it is found to discriminate against statemented or SEN children?
While no one would pretend that the provision in schools is perfect, the message from many disability groups and individuals is that it is the transition from school to higher or further education and ultimately into meaningful employment that remains the biggest challenge. Parents who have seen their child have good support at school can be shocked when they view the adult options available when their child reaches the age of 16 or 18, with specialist adult facilities dominated by much older attendees, often with complex needs, or when they are faced with an FE syllabus that does not provide courses on a full-time basis, leaving parents struggling to provide home care at other times of the week when courses are not being provided. This is why FE colleges need to be centrally involved in pathfinders and why it is essential that they have a statutory duty to be involved in the transition planning for individual young people at a very early stage in their education so that appropriate provision can be laid on in the FE colleges to meet their needs sufficiently in advance.
Finally, as several noble Lords have highlighted, the real challenge highlighted in this debate is about those with hidden disabilities finding and keeping meaningful work. As the noble Baroness, Lady Walmsley, and the noble Lord, Lord Touhig, identified, the statistics are, quite frankly, depressing. Disabled people are twice as likely to live in poverty as non-disabled people. Some 22% of young people with a disability were not in any form of education, employment or training when they reached the age of 18—twice the level of their peers. The Labour Force Survey showed that, in 2011, 41 per cent of men and 43 per cent of women designated longer-term disabled were also unemployed. The result, as we have heard, is too many young, capable people trapped at home with increasingly elderly parents.
The Sayce report for the Department for Work and Pensions identified a number of solutions with which we concur, particularly the personalised approach and the expansion of the Access to Work scheme, which they describe as the Government’s best kept secret. This helped 37,000 disabled people into work in 2009-10. However, it needs to be better funded and more focused on helping those with hidden disabilities into work. The Government also need to focus on those with mental disabilities rather than seeing their role as just providing practical adaptations and support. Much greater emphasis should be placed on helping people access mainstream apprenticeships rather than separate, short-term internships, as seems to be the trend at the moment.
These are challenging issues—particularly challenging against a backdrop of central and local government cuts and welfare reform—that might face any Government. This Government have set out ambitious solutions for helping those with disabilities access quality education and jobs. However, with reducing budgets, the practical implementation may well elude them, leaving parents and young people frustrated and disappointed. In this context, I look forward to hearing what the Minister has to say in response to this debate to reassure us.
Education: Special Educational Needs
Baroness Jones of Whitchurch Excerpts(13 years ago)
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Lord Hill of Oareford
Yes, my Lords. I know that that is a subject that the noble Lord, Lord Ramsbotham, feels very strongly about. He and I have had the chance to discuss that issue, and we need to do what we can to address those needs. It is obviously the case that special educational needs and behavioural issues often lie behind the reason why those young people are in those institutions in the first place.
Baroness Jones of Whitchurch
My Lords, we very much support the principle in the SEN Green Paper that a simplified plan involving social care, education, health and benefit providers would make it easier for young people to access the support they need to flourish in the employment market. But given the complexities involved in these proposals, can the Minister confirm that the current pathfinder pilots, which are only just getting under way, will be completed and evaluated before introducing the very radical changes in primary legislation that will be needed to make the proposals happen?
Lord Hill of Oareford
I am grateful to the noble Baroness for the support that she has given to the idea that lies behind our SEN reforms, which is to try to bring these services more closely together. As regards the evaluation of the pathfinder pilots, 20 are under way and we will be publishing regular quarterly reports. I think that the first one is out today and I will make sure that the noble Baroness has a copy. A more formal interim report will be published in the autumn, which will help shape the pre-legislative scrutiny of the Bill that is also scheduled for the autumn. The lessons that we learn from the pathfinders will help shape that legislation. We will all need to scrutinise that very carefully.
Office of Qualifications and Examinations Regulation (Determination of Turnover for Monetary Penalties) Order 2012
Baroness Jones of Whitchurch Excerpts(13 years ago)
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Lord Lingfield
As noble Lords will remember, I brought up this issue during the passage of the Education Bill, so I shall not rehearse the list of difficulties that we all saw in the newspapers during 2011 and in previous years—the noble Lord, Lord Sutherland, told us a lot about those, too. The principle of giving Ofqual powers to fine awarding bodies that have been in dereliction of their duty seems entirely proper and necessary, which is why I support the Government. Their proposals seem entirely fair. The awarding bodies are a disparate group and it was always going to be difficult to devise a scheme that coped with all the differences, but the decision to limit turnover for the purposes of Ofqual regulation to all activity within the UK seems appropriate. Sufficient safeguards are built in: there will be an appeal mechanism; Ofqual will be required to state its reasons for using its powers, as the Minister has told us; and there will be a review of the order and Ofqual’s activities. Those are enough. A great deal of needless distress was caused to pupils and their parents, and a lot of difficulties were created for colleges, schools and universities. I hope that the order will be used to alleviate those problems. We shall see whether it does, because it can be reviewed.
Baroness Jones of Whitchurch
My Lords, I thank the Minister for his explanation of the reasoning behind the order and for his earlier letter to the noble Lord, Lord Lingfield, providing an update on the steps taken since we last discussed this matter during scrutiny of the Education Bill.
We share the Government’s determination to drive up standards in the conduct of examinations and to ensure that Ofqual has the suite of tools necessary to hold awarding organisations to account for any mistakes made, particularly if they have a wider impact on overall public confidence in the exam system. We therefore approach scrutiny of this order with the positive view that it is in our interests for Ofqual to demand, and ensure, the highest possible standards in the administration of the exam system.
I could of course begin by questioning whether this order is already out of date given the Secretary of State’s apparent decision, leaked last week, that from autumn 2014 O-levels will be revived and the current exam board free-for-all replaced by a single exam board for each subject. Yet I realise that however short-lived this order turns out to be, we have a responsibility to deal with it as best we can. However, in one sense the Secretary of State’s announcement has a common cause with the order here today because the fact that there are so many different awarding organisations of every shape, size and constitution, as we have heard, is the central cause of the headache for Ofqual about how to regulate them fairly and consistently. I suppose that it begs the question as to whether we have allowed too many bodies to spring up to enable consistent marking and proper qualification comparisons to be achieved. In this context, however, I have a few specific questions.
Schools: Curriculum
Baroness Jones of Whitchurch Excerpts(13 years ago)
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Baroness Jones of Whitchurch
To ask Her Majesty’s Government whether they will publish the names and qualifications of all those who advised the Secretary of State for Education on the content of the recent curriculum review proposals for the teaching of primary school mathematics, science and English; and what international comparisons were used to inform the proposals.
The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)
My Lords, the Government are happy to publish a list of those who were consulted to inform the development of the draft curriculum documents published on 11 June, and we will do so shortly. The review has drawn on a wide evidence base, including an analysis of the English, mathematics and science curricula of high-performing education jurisdictions, which was published on 19 December 2011. I will send the noble Baroness copies of both documents.
Baroness Jones of Whitchurch
I thank the Minister for that reply, particularly for offering to send me the specifics of the international comparisons on which the proposals have been made. However, is he concerned that three of the four members of the expert panel set up to advise the Government on the curriculum review are reported to be deeply unhappy with the proposals now announced by Michael Gove, which they describe as too narrow and overprescriptive? Is he also concerned about their allegation that the proposals are not drawn from the best available international evidence? Does not Michael Gove’s throw-away response to these concerns in the Commons on Monday, when he said that,
“advisers advise but Ministers decide”,—[Official Report, Commons, 18/6/12; col. 603.]
give weight to the view that the expert panel’s evidence has been disregarded in favour of a small Gove clique of advisers in his own department?
Lord Hill of Oareford
First, a number of recommendations made by the expert panel were accepted by the Secretary of State. Secondly, although it is true that there were differences of opinion between some members of the expert panel, and between some of them and Ministers, a difference of opinion between Ministers and expert advisers is scarcely unheard of. However, Ministers ultimately have to take responsibility for their decisions. I think most of us in this House think that that is the way it should be. However, the key point of the proposals that the Government have brought forward is that we are trying to raise ambition and standards in our primary curriculum, particularly as a gap in attainment has opened up between the UK and other international jurisdictions and we are keen to try to narrow it.