Schools: Special Educational Needs

Baroness Stedman-Scott Excerpts

Monday 12th February 2024 Lords Chamber

[Baroness Barran (Con)]

I understand well the point the noble Baroness makes, but I refer again to the very recently published changes that we are making to the initial teacher training and early career framework, which is bringing much more on identification of special educational needs and specific learning difficulties such as dyscalculia into the early career framework. We are also making sure that teachers get the support from their mentor to develop those skills throughout their career.

[Baroness Stedman-Scott (Con)]

My Lords, I declare my interest as a member of the Public Services Committee, which has been looking into these matters recently, and I have a great-nephew who has just had his assessment for autism. If I have understood it correctly, there is a massive recruitment issue in respect of assessment staff. What are we doing in national government and local government to improve the situation? I would be very happy for my noble friend the Minister to write to me on that.

[Baroness Barran (Con)]

As my noble friend knows, for some of the issues with waiting lists for assessment—which I recognise are incredibly worrying for parents and their children in particular—those reasons are complicated. As I have already said, we want to be sure that our mainstream education is inclusive and supports children before they get a formal diagnosis. That is some of the focus of our new national professional qualification for SEND leaders. We are increasing the number of educational psychologists by 400 from 2024. As I mentioned, we are developing the partnership for neurodiversity in schools between local authorities, integrated care boards and schools, supported by £13 million of funding, to make sure that schools respond to neurodiverse children as well as possible.

Teacher Training: Dyslexia and Autism

Baroness Stedman-Scott Excerpts

Thursday 22nd June 2023 Lords Chamber

[Baroness Barran (Con)]

Yes, yes and it depends on what is in the report. The noble Lord brings enormous expertise in this area. Under our universal services contract, there is the opportunity for additional training in autism. We are very focused on this area. I will of course look at the report and consider it very carefully.

[Baroness Stedman-Scott (Con)]

My Lords, has my noble friend had an opportunity to see the Synergy report, which shows that exclusions from school of young people with autism, ADHD and dyslexia have been dramatically reduced due to the impact of additional teacher training in the system? Will she arrange a meeting with the department to discuss this to see whether we can further enhance outcomes for young people?

[Baroness Barran (Con)]

I would be delighted to arrange a meeting with my noble friend to discuss the Synergy programme. She is right that children with special educational needs might have specific academic challenges, but, inevitably, behavioural challenges can be linked to those. We are working very closely with schools to make sure that, in respect of behaviour and attendance, those children feel as supported and included as possible.

Home Education (Duty of Local Authorities) Bill [HL]

Baroness Stedman-Scott Excerpts

2nd reading (Hansard): House of Lords
Friday 24th November 2017 Lords Chamber

[Lord Baker of Dorking (Con)]

My Lords, I warmly congratulate the noble Lord, Lord Soley, on devising the Bill and on securing a Second Reading and debate. Home education is an unknown part of the education system. A debate such as this allows a searchlight to be directed to what is a very clouded, obscure and unknown part of the education system. Very little is known about home education.

It is rather different from Victorian times, when home education was very strong indeed. The only schools that taught beyond the age of 11 in those days were the grammar schools, so, as noble Lords will know from Victorian biographies and memoirs, many middle-class families educated their children at home with the advice of a tutor. A tutor was often employed by them and often lived in the home. It was a career for many thousands of people in Victorian England.

Home education is not like that today at all. In my time it was very small. The only cases that ever came my way concerned special educational needs, where parents felt their children were not getting the proper attention in an ordinary school and they could not get into a specialist school, so they asked what they could do. There were also complaints about the curriculum. In those days there was no national curriculum. Every school could devise its own curriculum. If you had a good school you had a good curriculum, a mediocre school a mediocre curriculum and a poor school a poor curriculum. Some of the curriculums were so poor that parents decided they would do better if they educated their children privately. They were very small in number.

I quite agree that there should be a right for parents to withdraw their children. There might be cases where the children have been bullied at school and it has not been properly dealt with. Parents might be deeply offended by the teaching on a very sensitive matter and withdraw their children. I can understand such cases. Parents have rights, but children also have rights. Children have the right to a well-informed education that goes well beyond reading, writing and arithmetic. That is the first right. Their second right is that they can study in a community, however small or large, that is secure and safe, with safeguarding of their interests.

Safeguarding is critical in education. If a school is found in an inspection not to have done the safeguarding of its pupils, it goes straight to special measures—it is as important as that. I am not at all satisfied that there is proper safeguarding in the present arrangements for home-educated children. Home education is awfully difficult for a family. In every family there has to be a breadwinner, so the breadwinner does not see the child for eight or nine hours a day and it is left to the other parent. It does not matter whether the breadwinner is male or female, the husband or the wife. So it is very challenging, particularly for secondary age children, to secure a really good education.

What stage have we got to at the moment? There was an improvement in the Education (Pupil Registration) (England) (Amendment) Regulations 2016, which ensured that schools have a duty to report to the local authority the names of pupils who are withdrawn. That is quite a big step forward; at least we have the basis of a database, but that is about as far as it goes. There have been two reports recently on this problem—the Casey report and the Wood report. The Wood report made some very interesting recommendations on home education that have not really ever been mentioned by the Government. It said:

“They point to the fact that public agencies do not have the right to gather information on the children in such settings and have no way of assessing the level of risk children face. This issue is not covered in multi-agency arrangements”—


this is not only on the education side but on the side of the social services, the police and others—

“and it needs to be”.

It acknowledged that some parents co-operate very closely with the local authority while some do not. However, the report said:

“In both of these cases the local authority is not able to assess either the quality of education being received by the child or whether there are any safeguarding issues that require attention. This needs to be addressed urgently”.


There has been no comment from the Government on those recommendations in the Wood report, which is very disappointing.

As the noble Lord, Lord Soley, said, there is no real number of those who are in home education. The Guardian did a survey of local authorities and came up with a figure of about 30,000—17,000 of secondary school age and 13,000 primary. These are infinitely higher than any of the figures in the past—there is absolutely no doubt about that. It has become a really big issue and I do think that the Government can remain so ignorant about it as they are at the moment. The Minister who is about to reply answered a Written Question as to how much the Government know about this and the answer was that they do not keep any record at all of home education. That is simply unacceptable.

However, the most devastating evidence of what is wrong comes from the letter that Sir Michael Wilshaw wrote to Nicky Morgan a little over a year ago, in 2016. He was looking to the unregulated schools that suddenly emerge in the background in large conurbations particularly. He said:

“In January, I recruited a team of seven experienced inspectors to work exclusively on this critical area of child safety. Since then, these inspectors, working closely with Department for Education (DfE) officials, have identified more than 100 suspected unregistered schools across the country”.


He goes on to say that the inspectors have already asked for seven to be closed, and I expect that he will ask for more. He said:

“The evidence that they have gathered so far during this short period firmly reinforces my belief that there are many more children hidden away from the view of the authorities in unregistered schools across the country than previously thought”.


Many of the parents of children in home education cannot cope, so they send them to the little school around the corner, which is unregistered. In the work that Sir Michael Wilshaw did examining these schools, he said that the accommodation and the buildings were usually totally inadequate and that staff and volunteers who were working in these schools,

“have not been properly checked or cleared to work with children”.

That is a fundamental need for every school. Every teacher and anybody who comes to work there, even on a temporary basis, has to be cleared. The non-teaching staff have to be cleared but nothing of that happened at all. He went on to say:

“Evidence inspectors have gathered over recent weeks has also reaffirmed my belief that there is a clear link between the growth of unregistered schools and the steep rise in the number of children recorded as being home educated in England over the past few years”.


We could put an equal sign between home education and unregistered schools, as most of them will be in those sorts of schools—and they are pretty grim. I had to close some and I am sure that the present Secretary of State will be closing some.

Sir Michael went on to say this, which is very important:

“I have previously voiced concern that many of those operating unregistered schools are unscrupulously using the freedoms that parents have to home educate their children as a cover for their activities. They are exploiting weaknesses in the current legislation to operate on the cusp of the law”—


a nice phrase, that. He continued:

“Many are charging parents thousands of pounds to send their children to these unregistered schools. In doing so, many are providing a sub-standard education, placing children at risk and undermining the government’s efforts to ensure that all schools are promoting British values, including tolerance and respect for others”.


That series of inspections was very much done in the wake of the Trojan schools issue in Birmingham, where the governing bodies of certain comprehensive schools were trying to turn them into Muslim faith schools. Sir Michael said that that was also happening in home education, so something has to be done.

The Bill will set up greater surveillance, which I think would work without eroding a parent’s right to remove. As the noble Lord, Lord Soley, has said, the Bill is capable of being amended but the principle is there. I do not expect the Minister to say that he will accept the Bill willy-nilly. But I hope he will not say that nothing should be done, because if we go on as we are, and if one or two really serious cases of sexual abuse of children who are at home occur, that will blow up under the department—and, I may say, under the Minister as well. The line the Government are taking is, “We will wash our hands of it. It is not really part of our job or responsibilities”. That is totally unacceptable, so I hope that the Minister will be able to say that his department will do more work on this. There are three things that we should ask him to consider.

First, he should consider whether to give local authorities the power to see the children and check on them. That is key to safeguarding, probably including talking to the children in the absence of their parents. Secondly, he should give local authorities power to enter homes and assess the standards of education. That would be entirely reasonable. Thirdly, he should ensure that some form of inspection is available.

The noble Lord, Lord Soley, has devoted a lot of his active political life to this issue, apart from being the chairman of the Labour Party in the House of Commons, and I wish him well. He has done good service by presenting the Bill and I hope that it will lead to significant changes.

[Baroness Stedman-Scott (Con)]

My Lords—

[Lord Baker of Dorking]

Before the Minister gets up to say that my speech should have been seven minutes, I remind her—she is a new Minister—that on Second Reading, people can speak for as long as they want. It is not a matter for the conduct of this House or a Minister to intervene at this stage, so I have protected your Lordships’ rights to speak for as long as you wish.

English Baccalaureate: Creative and Technical Subjects

Baroness Stedman-Scott Excerpts

Thursday 14th September 2017 Lords Chamber

Moved by

[Baroness Stedman-Scott]

That this House takes note of the impact of the English Baccalaureate on the take-up of creative and technical subjects, and the case for broadening the curriculum to create a coherent and unified 14 to 19 phase.

[Baroness Stedman-Scott (Con)]

My Lords, I begin this debate by declaring my relevant interests: I am a governor of Bexhill Academy and chair of the Suffolk Youth Pledge. I am grateful for the opportunity to have this important debate and I look forward to all noble Lords’ contributions and thank them for the time that they have invested in preparing to take part. I also thank the many organisations that have sent briefings, which show that they really understand the challenges faced by our education establishments, employers and young people.

Today we will debate the impact of the English Baccalaureate on the take-up of creative and technical subjects and the case for broadening the curriculum to create a coherent and unified 14 to 19 phase. Looking back on previous Questions and debates on this subject, I am mindful that we would do well not to repeat much of those previous contributions. I think, however, that this hope might be too ambitious—so no promises, but let us try. I also hope that we can debate this today in the spirit of how we help, and what is best for, our young people who are either entering, or are already in our education system, to ensure that we are preparing them for a future in which they can compete with the knowledge, skills and confidence to succeed and be full of hope and aspiration. Let us make the facts speak for themselves.

I think it might be helpful for me to outline why I wanted to hold this debate. The economy needs businesses at this time—they are a main contributor to achieving a good economy and, in order to do so, they need people in their workforce who are well educated, both academically and technically, and are motivated and highly skilled. Building such a workforce starts at the earliest point of a young person’s education. Not all pupils—and I count myself here—thrive and succeed in a purely academic environment. Many are suited to one that is more technical and practical. For young people in this category, it can be apparent at a very early stage that it would be helpful for them to start their journey on that route sooner rather than later. Our education system does a good job for the majority but, for those who are not suited to a purely academic future, it sometimes does not do all that it could. Let me say now that I am not knocking the EBacc, but asking for it to be able to accommodate more GCSEs that employers in the creative industries need for their workforce and that, for those who need it, the journey will start sooner rather than later.

Originally it was the Government’s plan for 75% of young people to study the EBacc by 2022, rising to 90% in 2025. I understand that the Department for Education has now confirmed that:

“In the light of the consultation responses, we have also decided that it is not appropriate to expect the same rates of EBacc entry from UTCs, studio schools and further education colleges with key stage 4 provision as in mainstream schools. The pupil cohorts in these education settings will therefore not be included in the calculation of the 75% ambition for 2022, or the 90% ambition for 2025”.


I thank the Government and congratulate them on taking account of this issue raised in the consultation and on their decision. I also take this opportunity to thank the Minister and his colleagues for all their efforts to ensure that we have a system that is fit for purpose. On the face of it, I think the decision means that UTCs, studio schools and further education colleges are now exempt from this performance measure. It would be helpful if the Minister could confirm that I have understood this correctly and that performance at these establishments will be reported on the basis that they are exempt, because, if not, they will appear to be failing when they are not.

I used to be a patron of a studio school that tragically closed. There were many reasons for that, not just one. However, if the change in reporting to which I have previously referred had been in place, the school’s success would have been more appreciated. In fact, for every year that the school operated as a studio school, every single one of its graduates went on to higher education at the establishment of their choice: none went into clearing. In 2016, the studio school was the 15th in the country for pupil progress from 16 to 19, and in 2017, every student got A* or distinction in theatre arts. As I understand it, it was the best in the county.

Studio schools were established to be industry-facing schools and align their curriculum with the needs of the current and future labour markets. The creative industries have long been recognised as a sector which can provide rewarding careers for young people, and many studio schools have focused on these industries. Subjects taught at these schools have been carefully selected with significant input from the creative industries, both nationally and locally. If I have understood the position correctly, there has been no demand from employers to teach the EBacc. Indeed, often there is resistance rather than demand. However, I acknowledge that many students studying EBacc at A-level have found that that opens up a wider range of opportunities as regards their choice of university.

I know that all noble Lords are distressed, as I am, that our noble friend Lady Fookes has been very unwell for such a long time. In fact, at one point I thought that we were going to lose her, but noble Lords would expect her to fight back and that is exactly what she is doing. I know that she is on the mend because she sent me a message this morning to tell me that she was very sorry she could not be present for this debate but that, if she could have been here, she would have said the following: “The point I would make is that discovering and encouraging artistic talent in unlikely places is extremely difficult and does not lend itself to the methods used for measuring intellectual ability. It’s like chasing a will o’ the wisp”. I am sure that we wish my noble friend a continued recovery.

Across the country, the engineering, manufacturing and creative sectors are critical to the success of our economy. Combined, they are worth more than £500 billion—29% of the overall economy. The challenges facing our economy need no repeating in this debate. We know that we need to develop our home-grown talent to ensure that we produce a highly motivated and skilled workforce. We need to build on the progress made on the skills agenda and we need to make sure that the EBacc reflects the needs of the industry and fulfils the aspirations and abilities of young people so that they can play their part in this critically important workforce.

I am very sad to say that between 2010 and 2017, total entries for GCSE creative subjects have fallen by 28%. I do not want to be too dramatic but I shall provide some context for that. It equates to about 181,000 GCSE entries. The most dramatic drop is in design and technology, which shows a drop in take-up of some 116,000 entries, equating to 43%.

It is argued that the EBacc is just a core and that pupils are able to study creative and technical GCSEs in addition. For most young people who study nine to 10 GCSEs, this may well be true. However, the lowest quartile of attainers take an average of six to seven GCSEs each, ironically making the narrow academic EBacc the whole diet for those young people, who are more at risk of disengagement but may be wholly suited to a career in the creative industries if they follow the right route.

While 40% of young people across the country are now entered for the EBacc range of subjects, just 26% pass it—I understand that is increasing—so we run the risk of creating a generation of young people who either have a narrow range of academic skills or will feel that they have already failed at the age of 16. We cannot have that and we must avoid it.

I looked at what other people have said, as that is important. As the Social Mobility Commission has recognised, the EBacc is a recipe for some young people’s disengagement. In my time at Tomorrow’s People, I saw the impact this had on the lives of young people. There is a solution worthy of our consideration. I would like us to broaden the EBacc to include a creative and a technical subject to give every young person a truly broad, relevant and balanced curriculum.

In preparing for this debate, I looked at what works well in other countries. There is evidence from Germany that a more academic curriculum resulted in an increase in disengagement with school and attendance drop-off. This led me to look at what was happening around the world. I thank the Edge Foundation for giving me some very good information. In a passage from one of its papers headed, “Learning from world leaders”, we read:

“England is one of a handful of countries where 16 is the strict dividing line between lower and upper secondary education. Elsewhere in Europe, choices are usually made earlier”.


One example of this is Austria. The facilities in Austria for young people to enter an engineering career cover the following: classroom tuition, practical experience in workshops, a range of equipment for manufacturing and measuring metal and plastic components, IT and computer-aided design. This has contributed to Austria having one of the lowest youth unemployment rates in the EU. In countries where a high proportion of students choose a technical and vocational path, there are often lower rates of youth unemployment and vice versa.

Our Government’s technical education reforms are to be welcomed and built on, but, in summary, the impact of the EBacc could be seen as not meeting the needs of employers in a market with great economic growth and potential; not preparing some young people to meet their aspirations and potential in a predominantly academic system; a significant reduction in GCSE take-up, which has a negative impact on employers having the highly motivated and skilled workforce they need; and not starting early enough for many young people, thus making them follow a route which, for them, is not fit for purpose.

There is much to be proud of with the EBacc. Let us build on what we have to ensure that we give up the best to get the better and have a system that includes high-quality employer engagement and careers advice and provides a broad and balanced curriculum which suits all young people. It needs to culminate in a coherent and wide-ranging true baccalaureate and be judged on the strength of young people’s successful destinations into apprenticeships, university and work.

A cross-party group from this House meets informally to discuss this issue. Would the Minister like to join us for one of those meetings? I do not say that because we want to put on a performance, bang the table or jump up and down; we are way past that sort of thing. However, I think that we would all find the Minister’s comments helpful and would hope that they would move us forward. I beg to move.

[Viscount Younger of Leckie (Con)]

My Lords, there is an advisory speaking time of seven minutes for Back-Bench speeches for this debate. However, there has been a reappraisal in the Whips’ Office of the mathematical formula and I am pleased to inform the House that the speaking time is now eight minutes. However, speeches should be wound up as the clock reaches eight.

--- Later in debate ---

[Baroness Stedman-Scott]

My Lords, first, I thank all noble Lords and the Minister for their efforts and contributions today. I hope that everybody has found an opportunity to put forward their views and for those views to be responded to. I hope too that they feel, as I do, that our hearts all beat in concert, in that we want our young people to have the best, as the Minister said.

I have just a few points to make to the Minister. We talk about broadening the age range and the subjects in the curriculum, but nobody wants to do subjects which are of no use to them at all; they want to do those that help them ensure that they meet the needs of employers and our economy, as well as ensuring that they can have a good and fruitful career. The Minister’s point about numbers and percentages was well made, but however you add it up or take it away, there is still a decline, and we want to stop that if we can.

We have covered a great deal of distance today and have probably given the Minister an action list that would put most people off. I am always told not to try to boil the ocean, which is probably what we have wanted to do today, but we are going to have a go—we are, I hope, going to turn the heat up.

I thank all noble Lords for their excellent contributions and for their balanced and measured thoughts. It would be wrong of me to thank everybody individually but I promise to write to all noble Lords to thank them and tell them the nuggets that I have extracted from this debate. I also thank the Minister for agreeing to join our informal group. I think that the membership will now go through the roof, which will be no bad thing. As the Edge Foundation hosts us, the refreshments alone will be worth coming for. I also thank the Minister’s team for their efforts, help and support.

Sadly, we recently lost one of the great icons of the creative industry. His success in his career brought joy to people, and I am sure that it increased the revenues in box offices and television companies. Sir Bruce Forsyth was just a great entertainer. He might not have been everybody’s cup of tea but he succeeded, and I am sure that we all wish his family well.

The noble Lord, Lord Young of Norwood Green, is my friend. When I asked him to speak in this debate, I told him that he would be my best friend if he did. Sir Bruce Forsyth, when begging someone to do something, said, “You’re my favourite”. My Lords, you are all my favourites today. I thank your Lordships very much for taking part in this debate—I greatly appreciate it.

Motion agreed.

Technical and Further Education Bill

Baroness Stedman-Scott Excerpts

2nd reading (Hansard): House of Lords
Wednesday 1st February 2017 Lords Chamber

[Baroness Stedman-Scott (Con)]

My Lords, I draw attention to my interests in the register. Like many people, I was really pleased to hear our Prime Minister state in her speech about global Britain on 17 January at Lancaster House that our new modern industrial strategy is being developed,

“to ensure every nation and area of the United Kingdom can make the most of the opportunities ahead ... we will go further to reform our schools to ensure every child has the knowledge and the skills they need to thrive in post-Brexit Britain”.

I see the Bill as a building block to achieve this, which is why I am pleased to give it my support.

When I think about the Bill, I also think about some of the young people I have met over the years. The ones you remember are the real gems and those who have managed to achieve something. I remember being called to a police station to see a young lad we were trying to help. He had been getting himself into trouble with great regularity. I remember the policeman saying, “If we don’t do something with him, he’s going to have a career path that we don’t want”. I asked the lad, “What are you going to do with your life? What job are you going to do?”. He replied, “All I ever wanted to do was crazy paving”. When I asked why he was not doing that, he said, “Because people have said it’s not serious enough”. I went out and talked to builders, saying, “Come on, will you do this?”. There was a builder who employed the lad and he never put a foot wrong again. Whether that was careers advice, I am not sure, but he understood what he wanted to do and, once he got the opportunity to do it, he thrived. I just hope we can find a way to remember him as the Bill goes through this House.

I am very grateful to numerous organisations for the briefings they have provided. I cannot refer to them all but will mention the Edge Foundation, the AELP and the Centre for Social Justice.

Much has been said and promised about improving the life chances of those who for too long have not been able to fulfil their potential and for whom social mobility is something that people talk about but not something that they have experienced. I have tried to avoid repeating what others have said or pre-empting what some might say today, but I must reinforce the point that, as far as education is concerned, not everyone is suited to an academic route, and the emphasis in the Bill on the technical route is very welcome.

When I asked my father whether he thought I should go to university, his careers advice to me was, “No, Debbie. People in our family don’t do that. Join the WRENs or the police force. You’ll get a good pension and have a good time”. I did not take that advice. I did not go to university either but, without being arrogant, I like to think that I have not done too badly.

One of the recommendations from the Independent Panel on Technical Education, established by the noble Lord, Lord Sainsbury, states that two education routes into employment should be provided to students at 16—the academic and the technical—with the potential for students to move between the two. The noble Baroness, Lady Morris, did not like that concept, but when you do something technical or practical, sometimes the light comes on and you suddenly realise that you can do something that you did not think you could. I agree that there should not be any hokey-cokey between the two, but we should keep our minds open on that. The report recommends that the technical route be improved so that it becomes as clearly delineated as the academic route. We need to do that and we need to help parents understand that. Parents think they are letting their children down if they do not go to university, when sometimes it is quite the opposite. I do not have children myself, so I had better not make judgments about parents in that way.

There is a concern that apprenticeship providers are seeing the majority of the apprenticeships on offer go to older people rather than to 16 to 18 year-olds. I am quite sure this is not the intention, but I would be grateful if my noble friend the Minister could tell the House what measures will be put in place to monitor this. I am a fully paid-up member of the idea that the earlier the intervention, the better. We need more apprenticeships for young people entering the labour market for the first time. Of course those who are already employed should benefit from apprenticeships and further training, but not to the detriment of our younger people.

I understand that, initially, 15 types of technical routes will be established. It is quite understandable that we have to start somewhere, but if young people are to take advantage of the apprenticeships on offer, they need both the technical and creative skills that employers are looking for. A purely academic curriculum at school, such as a narrow EBacc, will not provide this. A broader baccalaureate is required, featuring slots for both technical and creative subjects, to help young people develop these skills. Although the EBacc consultation is not specific to this Bill, it would be helpful to have some idea of where the Government stand on this and when they will publish their response the EBacc consultation.

At the end of the day, we must create the talent pipeline that new industries and technology demand. To do this we must offer all young people the opportunity to study practical and technical subjects from an early age. Both the EBacc consultation and the ad hoc Select Committee on Social Mobility, of which I was a member, recommended that this should start at the age of 14. I am well aware that I am known as somebody who pushes my luck sometimes—well, I am going to push it again. I ask that we really think about starting this process for young people at the age of 14. It would enable them to develop the project management and problem-solving skills, the capacity for team work and the resilience that employers are crying out for. Will my noble friend the Minister give us his and the Government’s thoughts on this?

The business case for the Bill is beyond question. We live in a great country, which, despite the challenges we face, can have a great future, not just for business but for its citizens—for all our young people. Our Prime Minister made her commitment to this quite clear in the speech I referred to earlier. According to the ONS, the UK productivity gap is approximately 17% with the G7, 12% with Germany and 39% with the USA. We need to work hard to close the gap. This will be done through a robust industrial strategy and business and government working together to innovate and deliver, but, most of all, by making sure that our human capital—I include everybody in that—can play their part in our success.

I leave the House with one more anecdote. I knew a young man who was a member of a dysfunctional, non-traditional, chaotic family—noble Lords get the picture; it was not good. We discovered that he had a great talent for art. He did his foundation course in a studio school and is now studying at—I am going to need help here—the École des—.

[Noble Lords]

École des Beaux-Arts.

[Baroness Stedman-Scott]

Thank you; my French is not that good. His aspiration is to work in the Musée d’Orsay. That is the kind of excitement and aspiration we want for our young people. The Bill is a good start to that process and I hope it succeeds.

Higher Education and Research Bill

Baroness Stedman-Scott Excerpts

Committee: 6th sitting (Hansard): House of Lords
Wednesday 25th January 2017 Lords Chamber

Amendment 361 agreed.

[The Deputy Chairman of Committees (Baroness Stedman- Scott) (Con)]

My Lords, if Amendment 362 is agreed to, I cannot call Amendment 363 by reason of pre-emption.

Amendment 362 not moved.

Armed Forces: Capability

Baroness Stedman-Scott Excerpts

Thursday 12th January 2017 Lords Chamber

[Lord Robertson of Port Ellen]

It is difficult to mount any form of attack on the noble Earl who is so gentle and so apparently reasonable that we are all disarmed at the end. But there is a long-standing belief that no plan survives the first engagement with the enemy. Since the SDSR was published last year, we have had the Brexit referendum, with profound implications for the direction of British defence policy.

Secondly, Donald Trump has been elected as President of the United States of America, with all the statements that he has made about NATO undermining, in many ways, a lot of the solidarity that is there. So there is a genuine reason for looking at SDSR 2015, if only to look at the activities of President Putin now that he is a major player in the Middle East.

I asked a question in the middle of my speech which the noble Earl may have missed. What will be the cost of the devaluation on the defence budget? Perhaps he could write to me.

[The Deputy Speaker (Baroness Stedman-Scott) (Con)]

My Lords, the time allotted for this debate has now elapsed and I must put the Question. The Question is that this Motion be agreed to.

Motion agreed.

Children and Social Work Bill [HL]

Baroness Stedman-Scott Excerpts

Tuesday 14th June 2016 Lords Chamber

[Baroness Stedman-Scott (Con)]

My Lords, I draw attention to and declare my interests as laid out in the Members’ register of interests. Along with other noble Lords, I welcome the Bill and the steps that the Government are putting in place to improve the life chances of children in care and care leavers, an aim which all our hearts should beat in concert to achieve. It is tragic when any young person is taken into care, and this Bill should enable us to redouble our efforts to give those young people an opportunity to have a second chance to have stability in their life and, most importantly, to succeed.

The human cost of not doing this is vast. If I understand it correctly, 11% of all homeless people have been in care. Of those who end up in adult prison, 25% have been in care. I really hope I have got this figure wrong, but 70% of those involved in the sex industry have been in care. Of teenagers who become pregnant, 22% have been in care. In addition, 39% of those in care end up being NEET. These are hardly the outcomes we want for these young people, and I do not think any one of us would want to tolerate such bad performance.

My contribution to this debate is based around the commitment to offer all young people in care and care leavers a personal adviser from the age of 18 to 25—an extension to the existing commitment to the age of 21. However, I have said this many times and will say it again: this is too late. My experience, and the experience of others, is that where this support service can be brought forward to the age of 14, the outcomes achieved are beyond question.

The other point is that we are going to offer this to them if they want it. Young people have their moments. Sometimes their judgment is not quite what we would like it to be, and no matter how much we sing to them, they do not take our advice. I do not agree that they should get this support only if they want it, and fully agree with the noble Baroness, Lady Hughes, that we need to encourage them all to take up the offer. Reflecting on the stats I quoted earlier, I hope we have it in our power, capacity and commitment to these young people to make sure that they do. I have seen for myself the difference that this support can make. If we could get it to them earlier, we could prevent so much of what we have talked about this evening. Early intervention is best.

The Bill is set to encourage new ways of working, delivery and true innovation, and I hope that local authorities will look at the complete set of offerings before deciding how best this can be achieved. What would the personal adviser ideally be? They would not just ring the young person up now and then and see how things were going. They would not just write now and then but would be in face-to-face contact—weekly would be the real offering. As for funding, I am not quite sure how we are going to pay for this; I live in hope that there will be some additional funds to do this. The whole sector would work with the Government, because this is ripe for social investment and for a social impact bond. I am looking forward to the launch of the life chances fund on 4 July, because it will take away all the protests about how we cannot do this or cannot do it properly—I think we can. My noble friend Lady Shephard referred to ThinkForward; Tomorrow’s People was fundamentally involved in its delivery. All young people aged 14 who need it— not just those who want it—should have a personal adviser.

I will share some good statistics with your Lordships: 96% of 17 and 18 year-olds are currently in education, training or employment; 60% of school leavers achieved at least 5 GCSEs at grades A to C; and 85% of 14 to 16 year-olds have shown statistically significant improvement in attendance at school and in behaviour—the very fact that they have turned up has made people’s hearts sing.

I have tried to find stats for the effectiveness of the current personal adviser role. I do not wish to make negative judgments about things I do not have the facts on, but the only thing I could find out was that 25% of care leavers have lost contact with their adviser by the time they reach 21. We need some benchmarks for what our personal advisers will do. If we get this offer in the Bill right, it will make significant changes to the life chances of our young people, who are precious to us and who deserve the very best we can give them.

Education and Adoption Bill

Baroness Stedman-Scott Excerpts

Wednesday 16th December 2015 Lords Chamber

[The Deputy Speaker (Baroness Stedman-Scott)]

There being an equality of votes, in accordance with Standing Order 56, which provides that no proposal to amend a Bill in the form in which it is before the House shall be agreed to unless there is a majority in favour of such amendment, I declare the amendment disagreed to.

Amendment 15C disagreed.

Childcare Bill [HL]

Baroness Stedman-Scott Excerpts

Tuesday 16th June 2015 Lords Chamber

[Baroness Stedman-Scott (Con)]

My Lords, I am pleased to speak on the Bill. I applaud the Government for bringing it to the House, as it is so important for working families, but also, most importantly, for children. The Bill honours the Government’s manifesto pledge to provide 30 hours of free childcare for working parents of three and four year-olds. We all know the value of work and its importance for the financial stability of households, as a result providing a more secure environment for families and children. I thank the organisations that have provided briefings on the Bill. From what I can see the issues raised are broadly consistent, and I am sure that by now the Minister will understand where his homework on the Bill needs to be done.

Rather than me setting that exercise, I will give my view of what the Bill needs to do. While increasing the capacity of childcare provision, we need to ensure that quality is delivered consistently across the country; the increased capacity can only be achieved by investing in a highly skilled and motivated workforce; and we need to make sure that the review of cost and funding required to do the job properly will be undertaken and measured in the way we contribute to that in every sense. The Government are making a huge commitment to double free childcare from 15 hours to 30 hours, which will be a real help to working families. That will generate some long and intense debates in the consultation period and will help the Bill in its passage through the House.

When introducing Bills such as this, I expect that there is an element of “not being able to do right for doing wrong”. I have been involved in a number of things where people have almost set the answer before the questions have been debated. Therefore, as questions have already been asked about the lack of detail, I congratulate the Minister on setting out the Government’s intention to consult with parents and the childcare sector on how the extra hours will be delivered and funded. With added input from this House, I am sure that the detail will become clearer.

I was disturbed to read in the briefings I received from Save the Children that one in four children arrive at primary school with poor language and communications skills, which rises to one in three children in the poorest communities. As we all know, that has a knock-on effect, because it leaves children in a position where they struggle to progress at school, and if it is not dealt with it has a further negative impact on their continuing educational attainment and working lives. I understand that almost half of independent nurseries do not employ a single early years teacher. Such a role would go a long way to help with the development of language and communication skills. Therefore, can the Minister say whether that issue will be given due consideration in the review of quality and funding? We all know and sign up to the value of early intervention, and such an investment at this stage in a child’s life would generate significant returns and save costs further down the line.

Another point, which was already raised by the noble Baroness, Lady Howarth, is that we must ensure that childcare services for children with special educational needs and disabilities are given due consideration in the Bill. I understand that many childcare providers give excellent services to children with special educational needs and disabilities, and I know that all of us want to see those standards of excellence consistently provided across all provision. I hope that we can work to get the Bill to do that. Can the Minister ensure that that will be an important part of the review?

I support the aim and principles of the Bill and look forward to the dialogue that we will have as it progresses. I hope that we will all be mindful of the opportunity we have to increase and improve the childcare that children will receive as a result of the Bill.