Ofsted: Academy Chains
Baroness Massey of Darwen Excerpts(9 years, 10 months ago)
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Lord Nash
The regional schools commissioners are responsible for looking at the performance of academy chains, particularly schools that are doing poorly. They are in close touch with all academy chains. Each regional schools commissioner has a responsibility for an academy chain, and it will be their task to make sure that appropriate support is brokered and, in extreme cases, to help to broker a change of sponsor.
Baroness Massey of Darwen (Lab)
My Lords, the Secretary of State’s letter mentions an inspection framework for the management of academies. Exactly what inspection framework is meant?
Education: Citizenship
Baroness Massey of Darwen Excerpts(9 years, 10 months ago)
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Lord Nash
All academies and free schools are required to teach a broad and balanced curriculum, and we trust academies to teach citizenship and prepare their pupils for life in modern Britain. I am sure that my noble friend will be delighted to hear that under this Government the number of pupils taking the full course of GSCE citizenship has more than doubled.
Baroness Massey of Darwen (Lab)
Does the Minister agree that it is first important to define what we mean by “democracy”? Is he aware of programmes that begin in primary schools, such as UNICEF’s Rights Respecting Schools? I declare an interest as a trustee of UNICEF. These programmes encourage pupils to be aware of others’ and their own rights and responsibilities. Is he also aware that school councils, which are fundamental to this, are considered important and vital in encouraging citizenship?
Lord Nash
The noble Baroness is quite right that these programmes are excellent. We have established a group of citizenship experts to help advise schools on such programmes. They produce a comprehensive resource digest, which is online, to link them to organisations such as the Citizenship Foundation, Parliament, the UN and Debate Mate.
Early Years Intervention
Baroness Massey of Darwen Excerpts(9 years, 10 months ago)
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Baroness Massey of Darwen
That this House takes note of the case for early years intervention in breaking the cycle of deprivation and promoting social mobility
Baroness Massey of Darwen (Lab)
My Lords, I am delighted to have secured this debate and, with it, an array of knowledgeable and talented speakers. In this election year, I hope that the issue of early intervention and improving the life chances of children will be high on the agenda of all political parties. It may even win votes. Without such intervention, children will suffer in terms of education, health and the acquisition of skills. That deprivation will continue to impact on social life and economic prosperity.
Research by charities, academics and politicians clearly indicates the connections between early years intervention and future economic mobility. The splendid work of children’s charities gives us valuable insights into the needs and implications of early intervention. Research from Tickell, Munro, Coughlan, Field, Allen and the Rowntree Foundation—to name but a few—is clear and forceful, and the all-party manifesto for intervention in the nought-to-two age range is a call to action.
There are many reasons for deprivation and lack of social mobility. There are particular children and families who need extra help—the disabled, those with poor health conditions or language skills, those in care, those who have experienced violence and those who are poor. I shall refer later to an ongoing Scottish programme, the Early Years Collaborative, which is an interesting model of successful intervention.
Just before Christmas I was struck by two news items. One involved the damning findings of an OECD report pointing out the link between inequality and growth in the UK. Those concerns were echoed by the Office for National Statistics. The UK has lower levels of intergenerational earnings mobility compared with other OECD countries. In fact, we have the worst performance and are way behind the Nordic countries, Canada and Australia. It is estimated that the UK economy would have been more than 20% bigger had the gap between rich and poor not widened since the 1980s. It is a shocking indictment of our society. The second news item, and indictment, was a statement by the former Archbishop of Canterbury, George Carey—the noble and right reverend Lord, Lord Carey—that parents were giving up food so that they could feed their children and were suffering levels of hardship not seen in Britain since before the NHS was created in 1948. How depressing and debilitating.
We cannot ignore the evidence that social mobility in the UK is poor and that we need to look at early intervention as a way of combating the situation. Graham Allen MP has called for decisive leadership at the political level and for effective planning and co-ordination to shift resources to early intervention. I agree. One thing is clear: unless Governments are very focused about early intervention, with precise and measurable targets and evaluation of outcomes, we will fail children and families. Unless Governments ring-fence funding for children we will fail those children. Unless Governments encourage services to work together nationally and locally to benefit children and families, we shall fail them. We have too many examples, from government departments to local services, of lack of co-ordination and slow action which we should not ignore—for example, in sharing data about children and the joint commissioning of services. There are also, of course, examples of good practice, but this practice is often not shared because there is no strategy for doing so. It is a waste of money and resources. Does the Minister agree?
A key issue for children from birth onwards is developing confidence, self-esteem and resilience. It is known—but rarely given enough emphasis—that social and emotional skills, as well as academic skills, are important for success. It is known that succeeding at tasks—whether those tasks are academic, artistic, sporting or something else—helps to build a positive self-concept which protects against adversity and encourages the confidence needed to succeed. It is known that speech and language ability is essential for communicating and self-confidence and supports all learning. A University of London study has shown that children with higher levels of emotional, behavioural, social and school well-being have higher academic achievement, are more engaged in school and make more progress.
Although material wealth is, of course, not necessarily a predictor of success, it is a powerful factor. As we know, poverty in families can mean depression and poor health and have long-lasting effects. By the age of 16, children receiving free school meals achieve lower grades than children who live in wealthier circumstances. Leaving school with fewer qualifications may mean—does mean—lower earnings or unemployment.
I should declare that I am a member of the Select Committee on Affordable Childcare, which is so ably chaired by the noble Lord, Lord Sutherland. Although our deliberations are not yet complete, we have already found that the systems and structures of childcare which parents have to negotiate are complex and confusing. We have found variability in the provision and quality of services, which is often to the detriment of poorer areas, and we have found that there is often no advantage to middle and lower income families in going out to work.
Ofsted has pointed out that only a little over one-third of children from low-income families reached a good level of development in 2013. Ofsted describes children’s centres as,
“a sector that is characterised by turbulence and volatility”,
where the accountability of the local authority may be seen as more important than that of children’s centres. Structures are changing, but often not for the better. We know that local authorities are spending less on children’s centres than they did in 2013-14, yet children’s centres can genuinely provide a place where education, health and well-being can be combined and where parents are supported. An earlier government report—the early years framework of 2011—speaks of the importance of retaining Sure Start centres, reducing bureaucracy and improving quality. The social mobility strategy of 2011 emphasised the need to encourage parental involvement, so it is ironic that all this is now at risk. Can the Minister comment?
Child health is key to counteracting deprivation. In 2012, the Chief Medical Officer called her report Our Children Deserve Better. It stated that—an obvious point—what happens in early life is a predictor of what happens throughout life and that outcomes in the UK are poorer than in other developed countries in relation to morbidity, mortality and well-being. This carries enormous costs, both financially and to child development. The long-term costs of obesity and mental health in England are simply enormous.
An initiative in Scotland called the Early Years Collaborative, which was begun in 2013, is the world’s first national multiagency quality improvement programme for children and families. Its stated commitment is to ensure that every baby, child and parent has access to the best possible support available. It seeks to shift the balance of public services towards early intervention and prevention by 2016. It is a coalition of community planning that involves all 32 community planning partnerships, including organisations such as social services, health, educators, the police and the third sector. Training of professionals and parents is a cornerstone. It involves children and families in testing ideas for improvement. The initiative has been described as a shift in culture and a social movement focused on early intervention. Results so far are promising in relation to the health, well-being and confidence of parents and children. The model has much to offer. Will the Minister look at this model and encourage his colleagues in government to do so as well?
In order to break the cycle of deprivation and improve social mobility, there are some obvious priorities: improve parenting skills; make childcare simpler to manage, with clear standards and assessment measures; ensure that services such as health, education and social services work together at community level; and ensure that the Government provide clear leadership, with a stated emphasis on the prevention of problems rather than attempted cures for the consequences of problems later on. We have a fractured early years system that is a tangle of clumsy structures—that is not a criticism of those dedicated professionals who work in those structures, with whom I sympathise. Early intervention is absolutely key to improving health, well-being, learning and social competence; neglecting it is disastrous. I hope to receive assurances that the Government understand the problem. I beg to move.
Baroness Massey of Darwen
My Lords, this has indeed been a splendid debate, as I thought it would be. I thank all noble Lords for their contributions, which have been well informed and based on research and experience. I also thank the Minister for his very thoughtful response. I may challenge some of his precepts but I thank him for his concerns. Surely all of us, whichever political party we belong to, want to see better and more confident parents, happy and active children, better citizens, and greater prosperity. I just want to comment on four or five points, as I cannot possibly comment on the whole debate,.
First, we should beware the tips of icebergs. I will not sing the song from “Frozen” at this point—I think it is called “Let it Go”, which is what I am about to do. However, we should really get down to the grass roots and, as many noble Lords have said, co-ordinate agencies and initiatives to target children and families so that they do not get a mass of things coming at them without any co-ordination or without key workers. Neither we nor children come in pieces; therefore nor should services. That co-ordination needs leadership and vision. It also needs, as has been said, continuous intervention; this is not just about early intervention but about intervening along the whole children’s pathway. Children do not come either in age-related bits, so we need cohort studies to show how we are doing in a more protracted way.
A lot has been said about the costs of not using early intervention as a tool. We should be dismayed by the costs, certainly of health and education issues. I hope that whichever Government—or Governments—come into power in May, they will take this by the scruff of the neck and say, “We will co-ordinate services, we will provide leadership and vision, and we will get to grips with this issue of children’s achievements and performance”.
Child Poverty
Baroness Massey of Darwen Excerpts(9 years, 11 months ago)
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Lord Nash
My noble friend is entirely right that the attainment gap in early years is stubborn, although under this Government the number of pupils achieving five good GCSEs has risen from 31% to 38%. It is a question of money and we do not currently intend to extend this further, although I can say that of the 260,000 two year-olds eligible for this provision, on the latest figures, 150,000 are taking it up, which is a remarkable achievement in terms of an increase in provision.
Baroness Massey of Darwen (Lab)
Does the Minister agree that child health is also affected by child poverty, and that child health in turn affects educational achievement and child development? How are the Government maintaining links between child health and education at government and local level?
Lord Nash
The noble Baroness is quite right in this regard. Health is closely tied to achievement, and we work very closely with colleagues across government to ensure that children get all the support they need. In particular, we worked closely with the Department of Health on the passage of the Children and Families Act to ensure that the reforms to special needs and disability, impacting on one-fifth of children, would ensure joined-up provision. Our new entitlement to nutritious free school meals for all infant pupils is another example of this Government working together to support children’s health and achievement. As the noble Baroness will know, there is a lot happening in mental health as well.
Schools: Admissions
Baroness Massey of Darwen Excerpts(10 years, 1 month ago)
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Baroness Massey of Darwen
To ask Her Majesty’s Government what steps they are taking to ensure a fair admissions policy in schools.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, there are a number of safeguards to ensure that school admission policies are fair. The School Admissions Code sets out what is and is not allowed, and requires that places are allocated in a clear, fair and objective way. Anyone who feels that a school’s admission policy is unfair may complain to the Office of the Schools Adjudicator, whose decision is binding. Parents who are refused a place at a school of their choice have the right to appeal.
Baroness Massey of Darwen (Lab)
I thank the Minister for his response. Is he aware of a freedom of information request to all English local authorities to ascertain the number of children missing education? Is he surprised that 42% of those missing education are doing so because they have not been allocated a place? Is this not a shocking state of affairs and what will the Government do about it?
Lord Nash
My Lords, it is true that a high proportion of children missing education are awaiting a place but we have massive in-year movement in this country, partly as a result of immigration. We take the issue of school attendance very seriously. All local authorities are required to put in place a fair access protocol for their schools, which requires all schools to comply. Indications from local authorities are that fair access protocols are working well, indeed, better than in previous years, and we will continue to monitor their impact. I hope that the noble Baroness will be pleased to hear that overall absence rates are at their lowest since termly absence data were first collected in 2006.
Schools: Class Sizes
Baroness Massey of Darwen Excerpts(10 years, 1 month ago)
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Lord Nash
We are spending £18 billion on school buildings in this Parliament, which is more than the previous Government spent in their first two terms combined. We are building or improving the condition of 900 schools—double the previous Government’s performance in 13 years.
Baroness Massey of Darwen (Lab)
Does the Minister agree that an absolute priority, as my noble friend said, should be reducing class sizes where possible and not spending money on new free schools set up in areas where excess places exist already?
Lord Nash
I cannot agree that an absolute priority should be reducing class sizes because I have already said that all the evidence is that that was a very poor return on investment. In fact, Andreas Schleicher tells us that there is no relation between class sizes and performance. I entirely agree that we should not be putting up schools in areas where there is no need and I can assure the noble Baroness that since I became a Minister, just over two years ago, virtually all the free schools we have approved have been in places of need.
Schools: Free Schools
Baroness Massey of Darwen Excerpts(10 years, 6 months ago)
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Lord Nash
The right reverend Prelate makes an extremely good point. Although it is true that a number of outstanding schools have been established entirely independently, the way forward is the school-to-school support model, with schools operating in local clusters and secondaries working with their primaries. We are taking this learning, which has been very successful in the academy movement, into the free schools movement.
Baroness Massey of Darwen (Lab)
My Lords, we all know that some free schools have not been as successful as the noble Lord makes out. However, apart from that, can he tell the House how the impact and competence of non-qualified teachers will be assessed?
Education: Black British Students
Baroness Massey of Darwen Excerpts(10 years, 7 months ago)
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Lord Nash
I assure my noble friend that we publish detailed attainment data by specific ethnic category and that schools and Ofsted study their internal data on this carefully to ensure that all pupils are making good progress. Sponsored academies have substantially higher intakes of black pupils than the rest of the state sector, and those pupils are significantly outperforming pupils from similar backgrounds in maintained schools. Sponsored secondary academies have 79% more black Caribbean pupils and are increasing their performance at double that of other state schools, while sponsored primary academies have 38% more black Caribbean pupils and are increasing their performance at three times that of other state schools. Disadvantaged black Caribbean pupils are also outperforming the disadvantaged group as a whole: 45% are achieving the GCSE measure compared to the national average of 41%, while it is 33% for white disadvantaged pupils. Through the pupil premium we are providing £2.5 billion this year, which will benefit more than half of black pupils, while the EEF is funding a number of projects including an increasing pupil motivation project to help black pupils.
Baroness Massey of Darwen (Lab)
My Lords, does the Minister agree that teacher expectation is one of the things that has the greatest impact on pupil achievement? Apart from what is going on in schools, does he also agree that mentoring schemes such as those of the Amos Bursary or ASCL can have a huge impact on the achievement of pupils through their one-to-one programmes?
Lord Nash
I agree entirely with the noble Baroness on both points. I like to think that low teacher expectations, particularly for black pupils, are a thing of the past; that is certainly proven in sponsored academies. I agree entirely with her about mentoring schemes. My own school participates in the mayor’s mentoring programme, which provides mentoring relationships for 1,000 black boys across the capital. Chance UK is an excellent charity providing mentoring, while Think Forward, which was founded by the Private Equity Foundation and funded by the EEF, provides highly trained coaches to work with disadvantaged 14 year-olds in schools in east London.
Schools: Bad Behaviour
Baroness Massey of Darwen Excerpts(10 years, 8 months ago)
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Baroness Massey of Darwen
To ask Her Majesty’s Government what policies they promote to prevent bad behaviour in schools, apart from punishment.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, we recently updated our Behaviour and Discipline in Schools advice. This stresses the need for schools to have a behaviour policy that both rewards and reinforces good behaviour and sanctions poor behaviour. We have also published a series of case studies which highlight the range of ways in which schools can foster good behaviour.
Baroness Massey of Darwen (Lab)
My Lords, I thank the Minister for that response. Does he agree that many schools in challenging areas with challenging pupils nevertheless have good behaviour and good discipline? Why does he think that is? Does he also agree that positive strategies in schools, rather than punitive ones such as picking up litter or writing lines, are more effective in combating bad behaviour?
Lord Nash
I agree entirely with the noble Baroness. Schools have good discipline where they have high standards and expectations across the board and a whole- school behaviour policy that is clearly communicated and consistently applied. For instance, when we took over at Pimlico Academy, behaviour was pretty awful. We used an approach that we had seen in the States, where they start with the pupils’ breaking the rules and getting into trouble and then move them slowly to a position where they behave because they want an orderly society and realise that that is the only way in which they can learn. I believe that behaviour policy should be at the core of all good schools. The noble Baroness is certainly right that rewards and incentives for attendance, behaviour, improvement and effort are all very important in promoting good behaviour.
Education: Social Mobility
Baroness Massey of Darwen Excerpts(10 years, 8 months ago)
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Baroness Massey of Darwen (Lab)
My Lords, I am very grateful to the noble Lord, Lord Nash, for giving us the opportunity to debate the issue of social mobility and education and I thank him again for his flexibility on the Children and Families Bill. However, I might dispute some of his rhetoric today, some of which I found somewhat selective. It is surely the case, as the right reverend Prelate said earlier, that social mobility is much more complex than I think the Minister made out. I share the concern of the noble Lord, Lord Storey, that education should not be a political issue. Children are too important for that. We have enough research and experience now to know what benefits children. I call for a consensus based on independent evidence.
I declare an interest as chair of the All-Party Parliamentary Group for Children and a trustee of UNICEF. I will reflect for a minute on social mobility, recognising that it has many more influences than education, and then give some examples of what I think schools might do.
If every head teacher of a primary or secondary school was a brilliant and inspiring leader, as many are, and if every teacher was relentlessly focused on raising standards, building social skills and closing attainment gaps, as many are, we would still have problems in this country with social mobility. Schools can make a difference. I appreciate what the right reverend Prelate said but I also think that social mobility—or immobility—can begin at birth.
The National Children’s Bureau was founded in 1970. In 1973, it published a study called Born to Fail?, which looked at the experience of children from poor, disadvantaged backgrounds and how their lives were damaged, resulting in poor health, underachievement at school and lack of opportunity to fulfil their potential. I am not sure whether the term “social mobility” was used then, but that last phrase summarises for me what social mobility is about: the opportunity to fulfil one’s potential—perhaps, in the process, moving from the social class and limited ambitions of parents and communities.
Fifty years on, the NCB has just produced another report, called Greater Expectations, which examined whether children in this country are still suffering from inequality and disadvantage. The findings are stark. The number of children in poverty has increased by 1.5 million since the publication of Born to Fail?. Children from disadvantaged backgrounds do worse educationally and their health is poorer. The report calls for a new course of action so that our children do not,
“grow up in a state of social apartheid”.
Of course, there have been signs of progress. Examination results have generally improved, with more children going on to higher education, but that is not the whole story. Alan Milburn, the Government’s adviser on social mobility, criticises all political parties for being on,
“a carousel of short-termism that prevents them from addressing the deep-rooted causes of inequality and social immobility in the UK”.
He blames decades of entrenched elitism, which may well worsen because of the breakdown in the link between economic growth and the wages of most workers. Sir Michael Wilshaw, Chief Inspector of Schools, has criticised selective school systems for not improving social mobility. Top jobs tend to go to people who have been to elite schools. There is a concentration of power and influence in the hands of a minority.
Of course, for some children, education is the way out and up—the opportunity to achieve potential. This is not about picking out small numbers of children and sending them to elite schools; it is about increasing opportunity for the majority of pupils. Some academies have failed; some free schools have failed, with damage done to children before mistakes have been discovered. Government cuts to the Building Schools for the Future programme have led to shortages of school places; for example, in Swindon North.
An independent taskforce chaired by Professor Chris Husbands reported last week and recommended major reforms to the 14-19 education system. The report states that we have a poor record of delivering high skills and effective qualifications for that 50% of young people overlooked by the Government who wish to pursue a vocational route through education. The report proposes a rigorous technical baccalaureate—I am now looking at the noble Lord, Lord Baker—driving up standards in English and maths and strengthening character and resilience, about which I shall say more later. It is simply disgraceful that we lag so far behind other countries in this area.
I worry about the early years, about access to childcare, about the depletion of Sure Start centres and about the paucity of school counsellors, careers advisers and school nurses. I worry about the seemingly growing emphasis on the expectation of academic achievement without the building blocks being in place to achieve that.
I turn to some things that schools could do which may enhance social mobility—I am trying to be realistic here. The first is to improve pupils’ confidence in their own ability to learn and communicate, and have ambition. I have discussed personal, social and health education in this House more than once. Let me give one more inspiring example from a primary school that I visited two weeks ago. The school is in Watford, an area with much disadvantage. It has set up a centre of excellence for social learning and it makes visible the social aspects of learning in every part of school life. The centre brings together academic research and practical innovation to improve outcomes for pupils—and it does improve outcomes, providing significant benefit to individual children, accelerated progress and raised attainment, a learning community, and maximised individual learning potential. Such a model can and does improve social mobility early by giving pupils social and academic confidence.
It is interesting that a Demos report in 2011 noted that soft skills such as communication, teamwork and application were as important as academic ability in the prediction of earning rates at the age of 30. A DfE-commissioned report in 2012 found that children with higher levels of emotional and behavioural well-being have higher levels of success in school. The CBI in 2013 called for a more “rounded and grounded” education, concluding that personal behaviours and attributes play a critical role in determining personal effectiveness. What more do we need to convince Government that PSHE is a vital component of a child’s development and essential for social mobility? I think that the noble Lord, Lord Nash, understands this, but do his colleagues in government? If so, I wish they would say more about it.
The Association of School and College Leaders has identified the need for other structural changes in addition to good PSHE; for example, improving quality in the early years workforce, building on London Challenge and City Challenge, monitoring the comparative performance of academy sponsors, more incentives for teachers and so on.
Another intervention which can have a great impact on social mobility is the mentoring of pupils—a one-to-one, adult-to-young person system which boosts ambition and achievement. The Aspiring Professionals Programme is open to ambitious students who may not have family members with relevant educational achievement. The Amos Bursary, of which I am a supporter, enables ambitious black boys to achieve through a mentoring system and other support. Some banks have teamed up with the Sutton Trust to boost access to careers in banking through training and support. Future First connects students to successful role models—people who went to their own school and are now at college, university or in jobs. It builds communities of former students around the school, most of which have twice the national average of free school meals, to provide support through mentors and work experience. The programme has had a significant impact. Eighty per cent of students say that they feel more confident that they can succeed in the world of work and 75% say that they have been encouraged to work harder.
The word “support” has occurred many times in my previous sentences. I wish that all means of support could be drawn together. Every child who could benefit should have a mentor from outside the school, someone who will push and encourage. More industries and communities could be encouraged to supply such people. Will the Government survey mentoring and support schemes to see whether they could be extended? I know that good practice in PSHE is being surveyed, thanks to the Minister’s intervention on the Children and Families Bill but, as I said, it is not emphasised by Ministers.
Social mobility is indeed a complex issue. It is societal as well as individual. All children deserve opportunities to succeed, and we are up against some enormous barriers. We must get the 14 to 19 offer right. We must increase mentoring and ensure that PSHE is integral to every school. I hope that some of the thinking in this debate will have an impact on improving systems to enable children to achieve their full potential in their lives.