National Curriculum: Animal Welfare

Baroness McIntosh of Hudnall Excerpts

Tuesday 24th February 2015 Lords Chamber

[Lord Nash]

I entirely agree. Children taught properly should be able to balance all these arguments. They should be taught about argument and they should have enough scientific knowledge to understand what is happening.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, would the noble Lord agree that it is slightly unfortunate that he chose to use this really quite innocuous Question to make a very crude party-political point? Would he also accept that, in doing so, he undermines the morale of teachers who have been working in the system for very many years and doing the very best they can, sometimes in quite difficult circumstances? Would he further he accept that the best primary schools have animals for the children to look after and that is how they learn about animal welfare?

Schools: Foreign Languages

Baroness McIntosh of Hudnall Excerpts

Monday 26th January 2015 Lords Chamber

[Lord Nash]

We are very focused on increasing the quality of literacy in this country. Our phonics programme is now acknowledged to have been a substantial success. We have focused the national curriculum, particularly in primary schools, much more on language skills.

[Baroness McIntosh of Hudnall (Lab)]

Will the Minister say whether any resources have been made available to schools to bring in native speakers? It used to be that teaching assistants—for example, French, German, Italian or Spanish assistants—were available and could be funded, particularly in secondary schools. My guess is that in primary schools they would be even more useful. Is there any effort to make that happen?

[Lord Nash]

The noble Baroness makes an extremely good point. We have given the British Council, for instance, £500,000 to recruit foreign language assistants to work in the UK. Currently, some 1,250 foreign language assistants have been recruited for English schools, and the British Council is working with Hanban to introduce a number of Chinese language assistants into the country.

Schools: Arts Subjects

Baroness McIntosh of Hudnall Excerpts

Tuesday 20th January 2015 Lords Chamber

[Lord Nash]

I agree entirely with the right reverend Prelate. A rich cultural education, a knowledge of history and an understanding of British values are all part of a good education and should help combat any temptation to radical ways of life.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, I think that everybody in this House would accept that the Government’s focus on STEM subjects has its merits, but does the Minister agree that the crude distinction made recently by his right honourable friend the Secretary of State between the value of STEM subjects and the value of arts-based subjects is unhelpful and that whatever he says about schools being encouraged to offer the arts, it is almost inevitable that subjects that are not promoted will be marginalised and that pupils will lose out?

[Lord Nash]

On average, pupils take over 11 key stage 4 subjects, so there is plenty of scope for the arts. The Secretary of State does not underestimate their importance, but we need to encourage more young people—particularly young women—to consider widening their options to STEM subjects.

Early Years Intervention

Baroness McIntosh of Hudnall Excerpts

Thursday 8th January 2015 Lords Chamber

[Baroness McIntosh of Hudnall (Lab)]

My Lords, my noble friend has stimulated an excellent debate, for which we should all congratulate her. Coming nearly at the end of the speakers list, the temptation is to spend your time saying how much you agree with everybody else. I would like to do that but I shall not, although I would like to say that I was particularly struck by the speech of the noble Lord, Lord Sutherland, which I hope I shall be able to reflect on by implication in some of what I say. The House will not be surprised to know that I want to talk about the arts in early years provision, but I am afraid that I am going to start on a slightly sour note, which I hope the House will forgive.

On 10 November last year, the Secretary of State for Education made a speech at the launch of the Your Life campaign in which she said the following:

“Even a decade ago, young people were told that maths and the sciences were simply the subjects you took if you wanted to go into a mathematical or scientific career, if you wanted to be a doctor, or a pharmacist, or an engineer”.

I am not absolutely sure that that is true but that is what she said. She went on:

“But if you wanted to do something different, or even if you didn’t know what you wanted to do, and let’s be honest—it takes a pretty confident 16-year-old to have their whole life mapped out ahead of them—then the arts and humanities were what you chose. Because they were useful for all kinds of jobs”.

So far, so good, you might think, but then she went on:

“Of course now we know that couldn’t be further from the truth, that the subjects that keep young people’s options open and unlock doors to all sorts of careers are the STEM subjects: science, technology, engineering and maths”.

Those remarks are deeply disappointing and wrong on so many counts and in ways which go directly to the heart of this debate. As we know and as we have heard, children are capable, if they are encouraged, supported and educated thoughtfully from early on, of learning many different things in many different ways. The flexibility of mind that comes from a broadly based education is exactly what employers look for in all fields. I thought that we had left the idea of two cultures far behind but apparently not. It is profoundly unhelpful for such simplistic distinctions to be made.

Many of your Lordships—perhaps most in this House—are parents. Some of us are lucky enough also to be grandparents. Over the past few weeks lots of us will have had the pleasure, albeit occasionally a mixed one, of taking young children to arts events and/or of just sitting on the sofa with them reading, or watching, for example, “Frozen”—a cultural reference for those of your Lordships who have very young daughters or granddaughters in particular. We will have observed their joy and their absorption, and the way in which that kind of experience moves them on. They find new language, new questions to ask and new ways of thinking about the world—even the very little ones do. However, as we have heard, not all children are lucky enough to get this kind of stimulation as a natural part of their family lives, which is why it is so important that we understand and value how it can be incorporated into other areas, particularly school.

I want to mention briefly one organisation which is contributing magnificently to this important work. Artis Education has been in business for 10 years. I stress the word business for it is not a charity. Schools have to pay for its services, which they do. Nearly all its schools are in the maintained sector. I was until recently a director and the noble Lord, Lord Bichard, who is not able to be in his place today, was involved in setting it up. Artis trains specialists from performance backgrounds to deliver inspirational cultural enrichment which can be, and often is, directly related to national curriculum requirements. Its programmes are of particular benefit in raising levels of confidence and self-esteem in young children, and are recognised by head teachers and other educationalists for contributing to increased concentration, improved behaviour and overall eagerness to learn.

I recommend the Artis website to your Lordships and especially to the noble Lord the Minister. It is an inspiring read. On it you will find, for example, a wonderful blog from the noble Lord, Lord Bichard, entitled “I am not an artist”, which gives 10 excellent, evidence-based reasons why arts education is so important for young children, for society and for the economy. You will also find details of Artis’s 10 tools for transforming the new science curriculum, which set out how teachers can use arts-based techniques to address science topics. Artis says:

“This sense of wonder and fascination with the surrounding world is as important in performing arts as it is in science, and the two disciplines have many points in common”.

Well, who knew? How very true and how very obvious, but not, apparently, to the Secretary of State. Perhaps her noble friend the Minister will put her straight after this debate.

Schools: Academies

Baroness McIntosh of Hudnall Excerpts

Monday 27th October 2014 Lords Chamber

[Lord Nash]

Where we receive an instance of fraud we immediately investigate. The EFA has investigated 35 cases of fraud in academies in two years. That compares with 191 reported in maintained schools over one year. If we feel that there are causes for concern we will inform the police or, in more minor cases, introduce a financial notice to improve.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, can the Minister tell the House how many of the cases of fraud that have been alleged were uncovered by investigation by his department or by Ofsted, and how many by whistleblowers?

[Lord Nash]

I do not have the exact answer to that question, but it is likely that a high proportion of all cases of fraud, whether in academies or in local authority maintained schools, will be uncovered by whistleblowers.

Schools: Class Sizes

Baroness McIntosh of Hudnall Excerpts

Wednesday 15th October 2014 Lords Chamber

Asked by

[Baroness McIntosh of Hudnall]

To ask Her Majesty’s Government what action they are taking to reduce class sizes, particularly in primary schools.

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

My Lords, we are making every effort and are investing heavily to address the unprecedented increase in pupil numbers. The average class size remains below the statutory limit, despite a massive population increase. We are investing £5 billion of capital funding, which has already enabled local authorities to create 260,000 additional pupil places between May 2010 and May 2013. This includes 212,000 primary places. There are 300,000 more places in the pipeline for September 2015.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, I thank the Minister for that reply which, although welcome, strikes me as just a tiny bit complacent when we see that the figures for primary school children being taught in classes of more than 30 have gone up more than 200% between 2010 and 2014. Does he agree that most educationalists and teachers consider that, generally speaking, children do better in small classes? Indeed, that is what people who can afford to pay for their education are generally looking for. Will he say what he and the Government regard as the optimum primary school class size and on what evidence he bases his view?

[Lord Nash]

I would be interested in the noble Baroness’s definition of complacency because, despite the massive population increase, the previous Government cut the number of primary school places by 200,000 and the money by 26%. We have more than doubled the amount of money invested in class sizes. The relevant figures are that the class size in key stage 1 is 27.4 this year as opposed to 27.3 last year, a tiny increase. The pupil-teacher ratio is 21 in primary schools. Of course we would all like smaller class sizes, although the OECD and the EEF toolkit tell us that a reduction in class size gives a very poor return on investment and that increasing teacher quality and training is much better. It is true that some private schools have very low class sizes, but generally they are not as low as people think.

Music Education for Children with Physical Disabilities

Baroness McIntosh of Hudnall Excerpts

Wednesday 30th July 2014 Grand Committee

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

I thank all noble Lords for participating in this debate and in particular I thank the noble Lord, Lord Lipsey, for securing it. When this debate first came on the agenda, I was concerned, not so much because of its timing, but because I do not know a great deal about the subject matter. However, I have greatly enjoyed reading myself into this debate and listening to the eloquent speeches, which I found extremely interesting. I have been frankly humbled to learn about how much is going on in this area and how powerful music education can be, particularly for children with physical disabilities.

The Government have the same ambition for children with disabilities as they have for all children. We want pupils to achieve well at school, lead happy and fulfilled lives and have choice and control. I have no doubt that music is a key way of achieving this, particularly for pupils with disabilities and SEN. Several noble Lords attested to that today. I remember vividly that when I was doing research into the academies programme I visited a KIPP charter school in a particularly deprived area of New York City where every child is in an orchestra which travels across the United States to perform. It is renowned for its success.

Music has been confirmed as a statutory subject for children between the ages of five and 14 in the new national curriculum, which comes into force in all maintained schools from September. The revised programmes of study for music have an increased focus on the need for activities to be undertaken musically, with reference to all children learning to play a musical instrument. The new, slimmed-down curriculum provides greater freedoms for teachers to use their creativity and professional judgment in how they teach to meet the needs of the pupils in their class. At key stage 4, the arts are one of four entitlement areas within the national curriculum. Maintained schools must provide all pupils with access to at least one course in the arts entitlement area, which includes music, art and design, dance, drama and media arts.

The Equality Act places a duty on all schools to support disabled children and young people. It includes making reasonable adjustments to prevent them suffering discrimination and supplying additional aids and services. Schools must have also accessibility plans which set out how they will improve access to the curriculum, improve the school’s buildings and environment to enable disabled pupils to take better advantage of the school and improve the availability of accessible information. This includes academies and free schools. Additionally, to make sure that all teachers know how to adapt teaching to respond to their pupils’ needs, part 5 of the teachers’ standards requires teachers to,

“have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these”.

To support and encourage all children to experience excellent music education, the Government have set up 123 new music education hubs. Since August 2012, these hubs have been working to drive up the quality and consistency of music education across the country, with an emphasis on forging new partnerships. Hubs are required to develop four core roles, which include ensuring that every child aged five to 18 has the opportunity to learn a musical instrument through whole-class ensemble teaching and providing opportunities for them to play in ensembles and perform from an early stage. They are also expected to ensure that clear progression routes are available and affordable to all young people, and to develop a singing strategy so that every pupil can sing regularly in a choir or other vocal ensembles in their area. In addition, hubs may provide other services, such as professional development for teachers.

In answer to the question asked by the noble Lord, Lord Aberdare, about participation, I am pleased to say that 5% of pupils who participated in instrumental ensembles or choirs in 2012-13 had a statement of special educational needs, compared to 2.8% nationally.

There are some excellent examples of hubs working with children who have disabilities. Telford music education hub offers a bespoke version of its whole-class ensemble tuition programme for special schools. Camden hub integrates pupils from local special schools into the Camden music festival and Surrey music hub, with partner Rhythmix, has run a sound and motion lab looking at how digital technologies can aid music-making for children with movement impairment at the Orpheus residential centre for children with disabilities. In Telford, the hub’s Kreative Kidz programme offers specialist out-of-school arts and music sessions for young people with severe physical needs, under the short breaks duty introduced to local authorities in April 2011. The Staffordshire and Stoke-on-Trent hub’s strategic partner, Make Some Noise, runs training and mentoring programmes for musicians and teachers wishing to improve their skill set and confidence in delivering music activities for children with SEN and disabilities, through the use of assisted music technology specialists and equipment. Bradford music education hub offered training events for teachers of children with SEN and disabilities between November and March last year, covering topics such as song-writing, composition and developing choirs.

As my noble friend Lord German mentioned, schools are also demonstrating innovative practice in this area. At Great Oaks, a special needs school in Southampton, all students learn to use mobile devices to make music. In October 2013, the school held a mobile device concert for students to perform arrangements of popular music songs independently in iPad bands. Bradford music has also established a singing choir at Hanson secondary school, drawing on specialist expertise and advice from Music and the Deaf, a unique charity based in Huddersfield that helps people suffering hearing loss to enjoy music. In Ealing, a partnership on music and autism with the Orchestra of St John’s led to securing funding to develop a series of workshops and performances, led by members of the orchestra, in all the borough’s specials schools.

In response to the comments of the noble Lord, Lord Lipsey, I am delighted to say that the Government appreciate the benefits of the music and this type of work. I am very happy to make that statement. The Department for Education will look to publicise work of this type, whether it is led by music hubs, charities or schools, to help to give due recognition to these extremely worthwhile projects, and it will encourage other organisations to emulate this good practice in their work.

I am grateful for the comments from the noble Lord, Lord Lipsey, the noble Baroness, Lady Jones, and my noble friends Lord Jenkin and Lord German about the announcement on 22 July that our music budget will increase by £18 million in 2015-16, with most of this money going to the hubs. This will bring the total that this Government are spending on music education for the period between 2012 and 2016 to more than £390 million.

Other programmes include In Harmony, which we sponsor alongside Arts Council England and others. In Harmony is transforming the lives of children through community-based orchestras for music-making in six areas of exceptional deprivation. Again, we are aware of excellent inclusion practices. For example, in a participating Nottingham school, a child with muscular dystrophy has had a half-size guitar adapted so that it can be tuned to the correct pitch, enabling her to carry out pizzicato alongside her classmates. In Newcastle, In Harmony has helped a child with a very severe speech disability to excel on bassoon. He has performed solo at Newcastle’s Literary & Philosophical Society and is now attending the Sage Gateshead centre for advanced training.

Our funding for Music for Youth is also enabling children with disabilities to attend and perform at regional and national festivals at world-class venues. Sixteen children and young people with additional needs from Beacon Hill Academy in Essex, a specialist college for sensory and physical needs, performed in a mass ensemble showcase performance at the Royal Albert Hall for the Schools Prom in 2013. This was part of an exclusive music project in Essex, delivered by Music for Youth in partnership with three music education hubs.

I thank the noble Lord, Lord Lipsey, for drawing our attention to the achievements of one-handed musicians and the extraordinary and pioneering work of the One-Handed Musical Instrument Trust. The Government have been clear that all pupils, whatever their individual needs, should benefit from an education in music, and through our work with the Arts Council and others we will continue to make sure that providing opportunities with SEN disabilities is essential to the work.

I enjoyed the comments of my noble friend Lord Jenkin about Douglas Fox and his wonderful work. I also thank him for highlighting the commendable work of Jessie’s Fund in helping seriously ill and disabled children through the therapeutic use of music. Through its Soundtracks programme it is running creative workshops in more than 80 schools for children with special needs. It is doing excellent work in supporting children to take part in the musical process.

I am grateful to my noble friend Lord German for his comments about the benefits of music as therapy and its ability to break down barriers. This is evident in the work of programmes funded by the department. In Cambridgeshire, there is an established music therapy programme providing clinical interventions, while Telford and Wrekin’s In Harmony programme has a specialist nurture group.

I noted comments about establishing an international paramusic competition, and I will discuss it with DCMS, as it seems like a very good idea. Technology is also crucial. I have already pointed to the innovative work with mobile devices at Great Oaks School in Southampton.

The noble Lord, Lord Aberdare, and the noble Baroness, Lady Jones, emphasised the importance of making sure that the money we have provided is well spent and reaches students with disabilities and SEN. We have been working with the Arts Council to support and challenge hubs. We have introduced a new requirement for hubs to develop school music education plans. They must clearly demonstrate how they are connecting with all the schools in their area and how they are planning to provide targeted support to schools where necessary. We have also set up a new hubs advisory group, which is providing strategic advice to the DfE on the effectiveness of hub networks. Members are drawn from organisations with an interest in the performance of hubs, including representatives from schools, music hubs, Ofsted and other music stakeholders. There is an SEN teacher on the hubs advisory group.

The Arts Council also analyses the data from hubs to ensure that children and young people with SEN and disabilities are engaged. Several hubs are currently undertaking specific research and activity with children and young people with SEN, and we will share this across the network as appropriate. The Arts Council runs a flagship Artsmark programme to enable schools and other organisations to evaluate, strengthen and celebrate their arts and cultural provision. Artsmark is nationally recognised as demonstrating excellence in arts and cultural provision, and any school, college or young justice organisation can apply. It is open to SEN schools. A specialist leaders in cultural education course has been developed by one of ACE’s bridge organisations and this is open to special schools.

The noble Lord, Lord Aberdare, asked about the national plan for music education’s monitoring board and whether this will continue. It continues to meet termly as the cultural education board, chaired by Ministers from DfE and DCMS, and Darren Henley. I will ask my officials to investigate the use of technology in music GCSEs and will write to the noble Lord on that issue.

I am very grateful to my noble friend Lady Nicholson who spoke so powerfully about the power of music for deaf children. She highlighted the excellent Mary Hare School for the deaf. I was very impressed to hear about the school and its arrangements in Romania. Schools with real expertise can make significant contributions by sharing their knowledge internationally. I would be very pleased to discuss this with my noble friend. I should be grateful if she could keep me informed and would be delighted to meet representatives from Romania when they are here.

The noble Baroness, Lady Jones, made the point that top-performing schools in music are often independent schools. Sadly, that is true. As we all know, the top-performing schools in this country absolutely, and in many areas, are disproportionately represented in the independent sector, which is why this Government are so determined to increase the performance of the state education sector.

I believe that the policies and programmes that I have described demonstrate our desire to ensure that no child is excluded from receiving a high-quality music education due to a physical or other physical disability. I am sure that noble Lords will agree that the impact of our programmes on disabled young people is evident from the examples that I have given throughout the country.

[The Deputy Chairman of Committees (Baroness McIntosh of Hudnall) (Lab)]

My Lords, that concludes business in Grand Committee this afternoon. The Committee stands adjourned and I take this opportunity to wish all noble Lords and others a very pleasant recess.

Committee adjourned at 2.38 pm.

Schools: Teachers

Baroness McIntosh of Hudnall Excerpts

Tuesday 24th June 2014 Lords Chamber

Asked by

[Baroness McIntosh of Hudnall]

To ask Her Majesty’s Government whether they have any plans to encourage the retention and development of experienced qualified teachers in maintained schools.

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

My Lords, through our 548 teaching schools and teaching school alliances we are developing a truly school-led system providing a wide range of CPD opportunities for schools across the country. This is substantially enhancing the career opportunities for teachers. Some 74% of trainee teachers now hold a 2:1 degree or better—the highest proportion ever. Teaching is the most popular career choice for Oxford graduates and Teach First is Britain’s biggest graduate recruiter. Vacancy rates are declining and 78% of new teachers are teaching after five years, which represents a considerably lower number of career changes than in many other jobs.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, while I thank the Minister for that—encouraging on the surface—reply, will he confirm that many teachers regularly work 60 hours a week and in school holidays and find it very difficult to make time to develop their own practice? Coming from a family that is richly endowed with teachers, I see these pressures close up. I believe that he gave some figures from his department showing that 74% of newly qualified teachers now stay in the profession for five years. Recent figures showed the rate as being closer to 50%, which, if true, would certainly be a terrible waste. Will the Government ensure that boards of governors and head teachers take seriously the well-being of teachers, including the need for them to be good parents to their own children, and pay attention particularly to the need for mentoring and professional development?

[Lord Nash]

The noble Baroness is quite right; as I have said before, teaching is the noblest profession and, at this time in our history, is one of the most important jobs in the country. The figure is actually 78%, not 74%, and the recently reported figure of 50% is inaccurate. We applaud what teachers do. We know that they consistently go the extra mile to help their pupils. We take their responsibilities very seriously and we constantly exhort governing bodies to focus increasingly on CPD opportunities for teachers.

Schools: Arts Subjects

Baroness McIntosh of Hudnall Excerpts

Wednesday 12th February 2014 Lords Chamber

[Lord Nash]

I know of the contribution in this area of the Liverpool Institute for Performing Arts, which the noble Lord knows well and whose lead patron is Sir Paul McCartney. Indeed, we have approved it to open a primary free school, which will use the creative and performing arts to encourage a lasting enthusiasm for learning. Pupil premium funding is allocated to schools to decide how to improve the outcome for disadvantaged pupils. Ofsted now inspects against this and it will be very difficult for schools to get an outstanding rating if they are not making good progress for their pupil premium pupils. All schools have to publish online how they are spending their pupil premium money and its impact.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, may I recommend to the noble Lord that he looks at a report from Professor Ken Robinson that was co-commissioned by his department, as it then was, and the DCMS more than a decade ago? In the report Professor Robinson explained in great detail the value of creative education, broadly, both educationally and socially. Can the noble Lord tell the House how relations between his department and the DCMS currently are, because I am afraid that Professor Robinson’s report fell slightly foul of a lack of co-ordination between them at the time? Can he say whether his department is well acquainted with the wide range of educational opportunities provided by arts organisations to enhance the curriculum in the way that he seeks?

[Lord Nash]

The noble Baroness raises a good point. I am not aware of the report, but she is of course vastly experienced in this area as a former chief executive of the Royal Opera House and principal of the Guildhall School of Music and Drama. Cross-departmental working is never a smooth affair. We had some success with my noble friend in the Children and Families Bill, and I would be very interested to look into this in more detail. The noble Baroness is absolutely right that all schools should engage with wider organisations. My own school engages with a wide range of charities and organisations to enhance our arts and drama offer.

Schools: Pupil Premium

Baroness McIntosh of Hudnall Excerpts

Monday 3rd February 2014 Lords Chamber

[Lord Nash]

The noble Lord is absolutely right. Of course, given his background, he is vastly experienced in this. I could not agree more. Ofsted is doing an outstanding job. It is our sharpest tool. The first thing that the chief inspector did was to abolish the appalling and mediocre term “satisfactory” that had been allowed to exist for years. That shows where he is coming from, and he is having a great effect. Indeed, Ofsted reports that last year our schools improved at a faster rate than any other time in history.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, will the Minister remind the House what the key measures of deprivation are against which the allocation of the pupil premium is measured? To go back to the question from the right reverend Prelate, are those standard measures applied consistently across the whole country?

[Lord Nash]

The noble Baroness has asked me a question that has a very detailed answer. There are about six key measures. We attempt to apply them equally across the country, but the answer is so complicated that I will write to her, if I may.