Technical and Further Education Bill

Baroness Pitkeathley Excerpts

Committee: 1st sitting (Hansard): House of Lords
Wednesday 22nd February 2017 Grand Committee

[The Deputy Chairman of Committees (Baroness Pitkeathley) (Lab)]

My Lords, before we continue, I have a special request. Because the loop is not working, could noble Lords speak up when they are contributing? Thank you.

[Baroness Cohen of Pimlico]

My Lords, I had got as far as noting that the university technical college in Cambridge had encountered major difficulties with recruitment. The jury is still out on this, but the technical college has joined the Parkside multi-academy trust, and we believe that because the multi-academy trust has financial responsibility for all four secondary schools in our charge, it is probably going to be a little easier to envisage recruiting children from one of our schools over into the academy trust, if they would be better suited there. But it seems to me a possible route to help the UTCs, because the money does not go away from the multi-academy trust—it stays in. We hope this will be a little better.

On careers advice generally, I support the amendments. However, I have been wondering, particularly in view of the provisions that make the Institute for Apprenticeships responsible for producing careers advice, whether one ought to take it away from schools. It is very difficult for a school to keep up with its expertise, but then I was horribly reminded by my noble friend Lady Morris that individual teachers at a school are very influential in what their students choose to go on and do. So I wonder whether we could group schools’ careers advice. We could probably do that inside a multi-academy trust, and I will take home from this debate the suggestion that we try. For example, the University of Cambridge provides a perfectly effective careers service, with professional, HR-trained people, who will never have met the people whose careers they are advising on but seem to be doing it perfectly satisfactorily. Providing experts in careers, rather than forcing teachers to become experts, might have legs as an idea. Indeed, I know there are parents paying for professional careers advice because it works better than what they are being offered by the school. I do not want to propose it as a formal amendment, but I would be interested to know the Government’s thinking on that.