Schools: Well-being and Personal and Social Needs

Baroness Jones of Whitchurch Excerpts

Thursday 14th June 2012 Lords Chamber

Moved By

[Baroness Jones of Whitchurch]

That this House takes note of the contribution of schools to the well-being and personal and social needs of children and young people.

[Baroness Jones of Whitchurch]

My Lords, I am very pleased to have the opportunity today to introduce this important debate, and I do so in the knowledge that there are a number of noble Lords on all sides of the House with very impressive records of campaigning on these issues. A number of them are here today and I look forward to learning from their contributions in due course.

I also approach this debate with a sense of sadness, because I genuinely feel that the Government opposite have lost their way on this agenda. Their concentration on education structures and exam results has overshadowed the wider contribution that schools make to producing well rounded, confident and thoughtful young people. As a result, the post-war consensus about the wider purpose of education is unravelling.

The White Paper that preceded the Education Act 1944 stated:

“The government’s purpose is to ensure for children a happier childhood and a better start in life and to provide means for all of developing the various talents with which they are endowed”.

Over the decades, through many iterations, these same principles have underpinned the provision of education in this country. However, if we judge the current Government by what they do rather than by what they say, the wider social, personal and health issues of children are no longer a priority. I would go so far as to say that, rather than our education policy being determined by the ideology of one man, there needs to be a national debate about the purpose of education to allow parents, teachers and young people themselves to raise their concerns and to seek to develop a 21st century consensus about the role of education.

While I would be the first to acknowledge that the previous Government did not get everything right, I am proud of our educational achievements. There was a sustained period of improvement in education outcomes in the UK from 1997 to 2010. At the same time, we recognised that pupils’ low achievement was only partly determined by their education. Factors such as levels of poverty, parental support, a stable home life and a lack of community aspiration all played their part. That is why we developed the Every Child Matters strategy. This sought to integrate children’s services so that every child had the right to be happy, safe, achieve economic well-being, enjoy life and make a positive contribution. This vision achieved impressive outcomes in tackling poverty, providing early intervention for Sure Start, improving nutrition and exercise in schools, providing programmes to tackle bullying and low self-esteem and providing improved sex education, to give just a few examples.

We took the view then, as now, that you cannot expect schools to do everything. To be successful there needs to be a comprehensive approach to children with schools and communities working together. Unfortunately this is not a philosophy that is shared by the current Government. As a result, many of the successful initiatives have now been undermined. In his speeches and his policy initiatives, Michael Gove has made it clear that the No.1 and only purpose of schools is to drive up performance in exam results. In fact he has gone as far as to admit that he can be criticised for having too strong a focus on testing. His view is that asking schools to play their part in addressing the wider social problems of their pupils gets in the way of rigorous educational achievement. As a result, policies that were proven to be working and have a positive effect on the well-being and learning capacity of young people have been dismantled, or become optional extras to be implemented when money and time allows. The starkest example of this is the Government’s decision to remove the ring-fenced funding for Sure Start centres, which has resulted in hundreds up and down the country being closed or merged.

However, the changes to the curriculum and school environment are equally far reaching. Let me give an example. Yesterday I tabled an Oral Question on nutritional standards in school food. Following the turkey twizzler scandal and Jamie Oliver’s excellent exposé of the poor quality of school food, the School Food Trust was set up to prepare nutritional standards that would underpin provision in all schools. The outcome was a great success. School food was transformed. There was increasing evidence that it was improving concentration and behaviour, and uptake increased. This Government, in their wisdom, decided that academies and free schools would not be obliged to adopt the nutritional standards. Now, not surprisingly, there is evidence that these schools are selling chocolates, crisps and snacks rather than healthy food; so all the health benefits of eating quality food will be undermined as more and more schools opt to become academies.

What about another example? The previous Government sought to tackle the growing rise of obesity and lack of exercise by setting up a comprehensive network of school sports partnerships, with a requirement for young people to have two, rising to five, hours of exercise a week. All the reports were that the partnerships were a great success, and that a generation of young people were now being given the opportunity to have regular exercise. The first thing this Government did was cut the funding for the sports partnerships, and although some funding has now been returned after a national outcry the current provision is a shadow of its former self, with many posts lost and many of the initiatives gone.

We believe that schools have an important role to play in tackling poor physical health and in supporting those with behavioural difficulties or mental health problems in school. We believe that by addressing these issues we will improve the capacity of children to study and learn. It is not either/or; the two things must go together. Similarly, there is a growing weight of evidence that many young children start school without the basic skills to learn. Poor parenting means that they do not have the vocabulary to take part in lessons and they do not know how to dress themselves or to hold a pencil. Schools have no choice but to deal with these issues before they can progress with the formal stages of learning. Assuming, for example, that every child is sufficiently school-ready that they can start to learn a poem by heart at age five just adds to the list of impossible demands with which teachers struggle daily.

Incidentally, do I detect something of a schism between David Cameron and his Education Ministers? The Prime Minister has been very vocal in identifying that children’s well-being is a key priority. It is a commitment shared by the World Health Organisation and the United Nations Children’s Fund. Since we are languishing somewhere near the bottom of UNICEF’s list of 21 developed countries with regard to children’s well-being, he seems to be on the right track. Yet Ofsted is no longer required to measure it, and both Michael Gove and Nick Gibb have described it as peripheral or a distraction from the core purpose of academic education, rather than recognising it as a foundation on which to build achievement. I look forward to hearing from the Minister whether he shares the views of his colleagues in the department or whether he agrees with the Prime Minister that schools should play an important role in contributing to children’s well-being.

I also want to say something about the fate of the specific PSHE courses which my noble friend Lady Massey has championed for so long. There are key elements of PSHE which it is vital for young people to learn about and discuss to prepare themselves for adult life. Learning about issues such as relationships, self-esteem, how to counteract bullying, personal health and finance, parenting skills and sex education should not be optional add-ons to the curriculum; they are essential life skills. I know that these have also been pursued by the noble Baroness, Lady Walmsley, on the Lib Dem Benches, which is why we were so disappointed that she felt unable to support my noble friend Lady Massey’s amendment to make PSHE compulsory during the passage of the Academies Bill.

Since that time, my noble friend Lady Massey and the Minister have had a well rehearsed stand-off on the lack of progress in the review of PSHE education. I have to say to the noble Lord that this is not good enough. Most parents expect and want these sensitive issues to be covered in a systematic way within the school curriculum, so perhaps he will be able to give us some good news on this score if nothing else when he responds to the debate today.

We all want young people to achieve their maximum academic potential, and in the future a Labour Government will create an office of educational achievement that will provide a genuinely independent clearing house for research to learn from international comparisons and share best practice among teachers. We also believe that there are wider and softer social skills which young people should learn in school that do not have to be measured by exam results. It is a view shared in a recent Work Foundation report, which identified that the number of young people not in employment, education or training continues to rise with 954,000, or one in six now falling into this category. Its report identifies a lack of soft skills such as communication or customer service being increasingly quoted as a reason why these young people are unable to find work. These views are also echoed by employers who despair that young people are so ill prepared for the world of work. John Cridland, the CBI director-general, has criticised the Government’s obsession with GCSE grades, arguing that it encourages short-term cramming and frustrates teachers because it stops them delivering an inspirational classroom experience.

We share the view that good teaching by enthusiastic, motivated teachers lies at the heart of effective learning. In the end it is the teachers not the lessons that people remember most about their schooldays. That is why it is important to value the workforce in a way that is often overlooked by this Government and to empower it to be more creative in the way lessons are taught. Creativity should be at the centre of school life for teachers and young people, but increasingly schools are failing to nurture the creative talents of young people and we are losing global market share in the crucial creative industry sector as a result. As Steve Jobs of Apple said so eloquently:

“The Macintosh turned out so well because the people working on it were musicians, artists, poets and historians who also happened to be excellent computer scientists”.

Not all creativity can be measured by exams and not every child wants to sit an exam in a creative subject that they enjoy. There has to be space within the school timetable for children to pursue wider interests such as music, drama and art. However, the reality is that these subjects are being squeezed from the curriculum. We believe that our approach to joined-up children’s services, including schools, was the right approach in the past and our childcare commission, bringing together shadow Cabinet members from across the departments, will explore how we can learn from the past and provide even more effective integrated children’s services for the future.

In this context, we will continue to make the case for a wider role for education in contributing to the well-being, personal and social needs of young people, and for nurturing their creativity, confidence and life skills. We believe that this is what parents, children and employers want, and it is what educationists tell us is the bedrock of effective learning. If Michael Gove would join us in a national debate about the purpose of education, perhaps in time we would persuade him, too.

In the mean time, I am pleased to have had the opportunity to share our concerns and to give the Minister the opportunity to distance himself from the hard line of some of his departmental colleagues and to endorse our perspective of the importance of a wider well-being, social and personal role for schools. I beg to move.

--- Later in debate ---

[Baroness Jones of Whitchurch]

My Lords, I do not intend to detain the House much further. As has been said, we have had excellent contributions from around the Chamber, although I am sorry that the Minister was so unsupported by contributions from his own Back Benches.

As expected, the Minister has made a sterling effort to defend the Government’s record and intent. However, I fundamentally agree with my noble friend Lady Morris, who argued very wisely that it is easy to make reassuring noises about the Government’s intent but the lack of structure on which to hang the policies, and the lack of Ministers vocally championing some of these issues, is sending signals to schools that some of these issues are not really valued. Perhaps the Minister could take that message back.

Ultimately, we are arguing about the balance between well-being and educational attainment. We have a slightly different sense of that balance from the Government; we disagree on it and over the months to come we will continue to try to persuade the Government that they have got that wrong.

In a more positive spirit of cross-party co-operation, I will very happily volunteer to join forces with the noble Baroness, Lady Miller, to campaign for free school meals for all primary schoolchildren, and I can see a campaign developing from that.

I thank all noble Lords for their contributions from around the Chamber. This debate will be ongoing.

Motion agreed.

Schools: Nutrition

Baroness Jones of Whitchurch Excerpts

Wednesday 13th June 2012 Lords Chamber

Asked by

[Baroness Jones of Whitchurch]

To ask Her Majesty’s Government whether they will enforce nutritional standards for school food in academies and free schools in the light of new evidence that some schools are reintroducing junk food.

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

My Lords, we know that nutritious food has positive effects on behaviour and attainment. The evidence indicates that many academies have responded positively to the standards, and some are going beyond them. The quality of food offered in all schools, including academies, has improved, but further improvement is needed. The latest findings from the School Food Trust show no significant difference between the lunch provided by maintained schools and by academies.

--- Later in debate ---

[Baroness Jones of Whitchurch]

I thank the Minister for that reply. However, at a time of rising childhood obesity, with more than one-third of 11-year-olds now being classified as overweight or obese, with all the associated health problems, is he not shocked by the School Food Trust’s research, which shows that while healthy eating is increasing in maintained schools, nine out of 10 academies are ignoring the nutritional standards introduced by the previous Government and selling crisps, chocolate and cereal bars? Does this not undermine the Government’s faith that academies can be trusted to do the right thing on nutrition? How much worse must the situation get before the Government act? Is not the simplest answer to enforce the nutritional standards in all schools regardless of their status?

[Lord Hill of Oareford]

My Lords, having looked at all the research and the most recent qualitative survey carried out by the School Food Trust into what is going on in academies, I find it difficult to draw the very clear conclusion that the noble Baroness has come to. The survey concluded that there are maintained schools that are not doing as well as they ought to, there are academies exceeding the standards and there are also academies not doing as well as any of us would like them to do. I agree with her entirely about the importance of decent food in terms of obesity and of concentration in school. The question in my mind is whether the regulatory approach is the necessary way forward. I agree with her that the Government need to reflect on whether there is more that they can do to raise the quality of school food. My right honourable friend the Secretary of State has indicated that that is what he will do.

Education: 16-19 Bursary Fund

Baroness Jones of Whitchurch Excerpts

Monday 11th June 2012 Lords Chamber

[Lord Hill of Oareford]

I very much agree with the noble Baroness about the importance of making sure that the group she talks about has those opportunities. The bursary fund has a specific sum, £1,200 a year, which is available to such groups to help with costs. As she knows, our proposals for reforming special educational needs generally, with the Bill to come, cover how we can try to increase such provision. Obviously, local authorities have an important part to play in that as well.

[Baroness Jones of Whitchurch]

My Lords, is the Minister aware that since the very popular education and maintenance allowance was replaced with a discretionary fund allocated by individual colleges, huge discrepancies are arising in the grants available, with young people in some of the poorest parts of London, for example, receiving the least? How can that be fair, and what are the Government doing to protect young people from the postcode lottery funding under the new scheme?

[Lord Hill of Oareford]

As we have previously debated, the Government decided that we had to change the EMA because it was going to 45% of all 16 to 19 year-olds and we did not feel that was a targeted measure of support. I recognise the purpose that lay behind it, but we felt that in a difficult time we had to make some savings. We have managed to reduce the costs by £380 million. There is the element that goes to the neediest children; that £1,200 a year is a fraction more than they would have received under the old system. However, we have taken the view, which I know is different from that of the previous Government, that local institutions such as schools and colleges should decide how to allocate the funds. We have put enough in there—£180 million—to pay the equivalent of the old EMA to 15% of that age group, which is about the proportion who were in receipt of free school meals.

Schools: Parenting Skills

Baroness Jones of Whitchurch Excerpts

Thursday 17th May 2012 Lords Chamber

[Lord Hill of Oareford]

I agree with the broad thrust of that point. One should also say that there is quite a lot of research, which, as one might expect, says that young people think most about parenting just before they become parents. Children in different kinds of schools in different parts of the country will also tend to need different kinds of education. That would include PSHE. However, I agree with the broad thrust when the noble Baroness says how important that is.

[Baroness Jones of Whitchurch]

My Lords, does the Minister accept that the cuts to childcare support and work incentives such as the working tax credit will inevitably result in more children living in poverty, and will therefore inevitably make the role of parenting even more difficult for existing parents?

[Lord Hill of Oareford]

As I have said, we are extending the offer of free education for three and four year-olds to 15 hours a week. We are extending it to disadvantaged two year-olds from September 2013 and to 40% of all two year-olds by 2014. The new universal credit will extend childcare help to those working less than 16 hours a week—that is, families who had not previously been eligible for it. We obviously need to do more to help people with parenting—particularly those from the poorest backgrounds—and I hope that the range of measures we are taking will result in some progress being made in that direction.

UN Convention on the Rights of the Child

Baroness Jones of Whitchurch Excerpts

Thursday 22nd March 2012 Lords Chamber

[Lord Hill of Oareford]

I will need to check to find out precisely what areas that guidance covers. When I have an answer, I will reply to the noble Lord and tell him what I am able to.

[Baroness Jones of Whitchurch]

My Lords, may I follow up the point made by my noble friend Lady McIntosh with a particular example? The Children’s Commissioner recently concluded that the Welfare Reform Bill contravened the UN convention in a number of ways. For example, she argued that the benefit cap risks children suffering unjustified discrimination. In those circumstances, will the Minister explain how the Government took that message on board and went about modifying the legislation to bring it back into line with the convention, because being a signatory does not seem to make much difference to the way in which the legislation eventually pans out?

[Lord Hill of Oareford]

My Lords, the Government believe that the Welfare Reform Bill is compliant with the UNCRC. We know that those issues were debated at length in this House and concerns were expressed about the effect of the benefit cap. The Government said that transitional arrangements would be put in place to deal with some of the concerns that noble Lords expressed, and they have committed to having a report a year on as to the effect of the benefit cap. However, our core position is that if we can help and encourage more people into work, that will be good for those families and for their children.

Education: Engineering

Baroness Jones of Whitchurch Excerpts

Thursday 15th March 2012 Lords Chamber

[Lord Hill of Oareford]

My Lords, I very much agree with the noble Earl. One encouraging point is the increase in the number of young people doing engineering and manufacturing apprenticeships, for example, which has risen by 30 per cent in the past year or so. The work we are doing with studio schools and with UTCs to encourage the take-up of vocational courses is all part of that, but I agree with the noble Earl’s fundamental point that one wants qualifications and courses for children of all ranges of interest, practical or academic. They should have parity of esteem, and the way to have that is through rigorous qualifications, not pumped-up ones.

[Baroness Jones of Whitchurch]

My Lords, given that the engineering diploma takes approximately 20 hours a week to teach, whereas a traditional GCSE subject takes up to five hours a week, how are teachers expected to persuade young people to take the engineering diploma in future when it is valued at only one GCSE? It takes 20 hours, but all you get is one GCSE. Surely young people who take it will never have the opportunity to accumulate enough GCSEs to go on to higher education. The Government are effectively killing it on the vine by downgrading it.

[Lord Hill of Oareford]

I do not think that that is true. Without being too technical about it over the Dispatch Box, the particular element at issue is the principal learning element. The diploma is an overall wrapper with a number of elements which add up to seven GCSEs. Those elements are perfectly free to continue. The principal learning element is the one that awarding organisations will discuss with employers to work out how best to continue to develop qualifications. The ultimate point is that, given the support that there is for engineering qualifications from employers, when young people see that there is a chance of progression to a good job with an engineering employer, that will be one of the strongest incentives for them to study engineering and pursue those courses.

Schools: Curriculum

Baroness Jones of Whitchurch Excerpts

Tuesday 28th February 2012 Lords Chamber

[Lord Hill of Oareford]

My noble friend is right that the Government issue clear guidance as to what materials are appropriate. If parents, pupils or others are concerned about the use to which particular materials are put, then they have every right to complain to the school, to us, or to the YPLA in the case of an academy. Ofsted can have a look, and we can take a view as to whether the material is being used inappropriately. If the material to which both my noble friends refer were being used to make the point that this kind of view is a minority view, that would seem to be a perfectly proper use to which it could be put.

[Baroness Jones of Whitchurch]

My Lords, I think it is important to clarify this. Is the Minister aware that the Explanatory Notes written by his own department to accompany the Equality Act made it clear that the curriculum is covered by the Act? This would obviously outlaw any activity—such as the document we have been talking about this afternoon—which could lead to discrimination on the grounds of sexual orientation or potentially encourage homophobic bullying. Can he please clarify once and for all the status of this document? A public clarification on this could, perhaps, lance the boil of some of the controversial debate taking place on this subject .

[Lord Hill of Oareford]

I hope I have explained, but if I have failed I will try to make it clearer. My understanding is that there is a clear distinction between what is able to be taught in schools and teaching that encouraged homophobic bullying or inappropriate behaviour of any sort, which would clearly fall foul of a range of different pieces of legislation. That is clearly wrong and we would deplore it. However, the ban on that kind of behaviour and what is done in lessons does not extend to particular source material. For example, there may be people who think that the “Merchant of Venice” as a script, a text or a document encouraged anti-Jewish sentiment. Should that be outlawed? No, it clearly should not. That is the distinction I am seeking to draw between the use to which materials are put and the materials themselves.

Schools: Grammar Schools

Baroness Jones of Whitchurch Excerpts

Monday 16th January 2012 Lords Chamber

Asked By

[Baroness Jones of Whitchurch]

To ask Her Majesty’s Government what will be the impact on local parental choice of allowing grammar schools to expand their pupil intake.

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

My Lords, through the revised schools admissions code we seek to give all schools, including grammar schools, greater flexibility in determining the number of places they wish to offer to their communities. This should help to ensure that parents are increasingly able to have the offer of a place at a good and popular school, whatever its type.

[Baroness Jones of Whitchurch]

I thank the Minister for that reply. Will he confirm that it is now the Government’s policy that existing grammar schools can expand their size or create satellite schools in neighbouring areas? Is he concerned that well run state schools could be forced into a battle for survival as nearby grammar schools attempt to cherry-pick the best performing pupils? What advice would he give to parents of children who fail the 11-plus or would prefer their children to attend non-selective schools, and who are no longer able to object to grammar school expansion under the new schools admissions code?

[Lord Hill of Oareford]

My Lords, first, the Government have not changed the rules governing satellite sites and the possibility of that. They are the same rules that were in place under the previous Government and the admissions code does not affect them. With the admissions code generally, we are trying to get to a point where it is possible for all kinds of schools—where there is popular demand for them and where there are good and strong schools—to be able to grow in response to parental demand. We did not think that it was right to exclude from that greater freedom the small number of selective schools in the system.

Education: Music

Baroness Jones of Whitchurch Excerpts

Wednesday 30th November 2011 Lords Chamber

[Lord Hill of Oareford]

I agree very strongly with the noble Baroness about the important role that choral singing and being part of a choir can play. I hope that one of the ways that these new hubs will work is to draw in a much wider range of providers. They will be covering a broader area so that one can get that kind of specialism that one could then extend to a range of schools in an area.

[Baroness Jones of Whitchurch]

My Lords, there is a great deal to welcome in the national music plan. We particularly welcome the fact that funding—although it involves significant cuts—will be ring-fenced for music education. Does this mean that the Government have now been converted back to the idea of ring-fencing? What does that mean for other children’s services such as Sure Start?

[Lord Hill of Oareford]

I am grateful to the noble Baroness for her welcome overall for the shape of the plan and what we are trying to do with it. We are distributing the funding in the way that we are—which relates to the point that I was just making to the noble Baroness, Lady Warnock—because the kind of services that we will provide go across areas where an individual school could not be expected to have that degree of specialism or that range of services or instruments. We think it makes more sense to deliver that through a bigger area.

Education: Qualifications

Baroness Jones of Whitchurch Excerpts

Thursday 10th November 2011 Lords Chamber

[Lord Hill of Oareford]

My Lords, we are developing destination measures, which should help us to get a better picture than we currently have of what happens to children after they leave school, whether they go into further or higher education or into jobs. It is important to know what the destinations are, so we are working on those measures, which will help us. As to monitoring the effect of some of the changes that we have had to make—for example, over the educational maintenance allowance, which was raised by the noble Baroness, Lady Quin—we will keep it under review to see what impact it has.

[Baroness Jones of Whitchurch]

My Lords, is the Minister aware that the scrapping of the educational maintenance allowance is widely held to be a major culprit in the recent drop in the number of students attending FE colleges? Is he aware of the wide disquiet that exists about the operation of the replacement for the EMA, and will the Government consider reversing the decision if the number of students in FE colleges continues to drop?

[Lord Hill of Oareford]

My Lords, as I have said, we are keen to keep the effect of the changes that we have made under review. As the noble Baroness will know, we were driven to make those changes because the proportion of children in receipt of EMA—46 per cent of them—meant that it did not feel like a targeted approach. We wanted to target the money that we have more closely on those children who need it most, which is what lies behind the redirection and the creation of the new bursary fund. The noble Baroness referred to the impact on FE colleges. I know that a survey was carried out by the Association of Colleges to look into that. That survey, which looked at around half of all colleges, found that the number where enrolment had increased was the same as the number where it had decreased. The overall fall was only 0.1 per cent, which, given that there was a fall of 40,000 in the age cohort generally, does not feel like a significant change. However, we must keep it under review and we certainly will.