Education (Values of British Citizenship) Bill [HL]

Baroness Uddin Excerpts

2nd reading
Friday 18th October 2024 Lords Chamber

[Baroness Uddin (Non-Afl)]

My Lords, I thank the noble and right reverend Lord, Lord Harries. It is a pleasure to follow the noble and learned Baroness, Lady Butler-Sloss.

In 1973, as a secondary school student, in the eyes of all my teachers except one, I was visible only through the ancient, preconceived notion of the cultural and religious oppression of women—that higher education was useless for an Asian girl who, at most, would work in a factory and would certainly be married off at an early age. I did not disappoint anyone, in that I did get married very early, but of my own choosing. It is a fact that the third and fourth generation particularly of Muslim girls and women continue these trajectories of British values.

It is not culture, colour or faith that constrain individuals from reaching their full potential or aiding their sense of belonging; it is history and a legacy of colonisation, racism, anti-Semitism and Islamophobia rooted in our institutions that intrinsically deny citizens equitable opportunities to excel. In 2024, countless UK education establishments continue to fail generations of children who are working class, black British, of Afro-Caribbean descent and of Pakistani and Bangladeshi heritages. We see the grave consequences of prolonged alienation, which leads to distrust in communities and violence on our streets.

It is not just a piece of paper that induces pride in citizenship; a plethora of social actions is required to repair broken communities, with a systemic shift in unbiased education, social policies and investment. I also fear the risk of othering, in the context of redefining new British values, when we prescribe who is worthy of legitimate freedom of speech and assembly, while questioning the inalienable rights of others who are seen through a prism of spreading hate, including the threat of revoking citizenship.

Our conduct at home and our action elsewhere are visible to the global village. Equally, our response to international wars and conflicts, in upholding the values of human rights and international law, is rightly receiving significant scrutiny and eroding confidence and trust in our democratic institutions at home. When we speak of British values, it is impossible to consider their application without the intrinsic hierarchy of the implied legacy of slavery and colonisation and the lenses of culture, religion, racial wars and class divisions. Unless we recognise the complexities of common values, we will not prevail among all citizens equally.

Computer Science Applications to English Universities

Baroness Uddin Excerpts

Wednesday 9th October 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The noble Lord has identified that we need people to be accessing computer science at undergraduate level; we also need people to be accessing the wide variety of other routes into computer science and digital skills. I agree with the noble Lord that the development of homegrown postgraduate study and the expertise that comes with it is also important. This requirement for skills is why Skills England, in its first published assessment of where there are particular gaps in our skills environment, identified digital skills among the top four areas of concern. That is why we are determined to ensure, through Skills England and the policies of this Government, that the country has the skills it needs to grow and succeed.

[Baroness Uddin (Non-Afl)]

My Lords, I declare an interest as a member of the APPG for International Students. Is the Minister aware that there is a significant decrease in the number of applications from international students? Are the Government worried and concerned about that? We have had lots of representations about the fact that many applicants are having to face a cumbersome system of dealing with call centres. In the Government’s review of how to service international students, will she consider this aspect as a barrier and try to address it?

[Baroness Smith of Malvern (Lab)]

My noble friend is absolutely right that international students bring an enormous amount of benefit to the UK higher education system. For that reason, it is a shame that the previous Government decided to use the issue of international students more for political ends than for the good of the country. We know that international students generate over £20 billion of export revenue and that 58 leaders across the world were educated at top universities in the UK. We know the benefits for students of working and studying alongside people from around the world. Therefore, we should do everything we can to welcome international students and to look outward. Unlike the previous Government, that is what this Government are committed to doing.

Coram’s Charter for Children

Baroness Uddin Excerpts

Tuesday 16th January 2024 Lords Chamber

[Baroness Barran (Con)]

There are multiple things that will have effects on gangs, but clearly the engagement of young people is very important, as the noble and learned Baroness suggests. That is why we made the national youth guarantee commitments in 2022.

[Baroness Uddin (Non-Afl)]

My Lords, I acknowledge the Minister’s personal commitment to support children’s services and children themselves, but that is not necessarily the outcome delivered by other Ministers and her government department, as has been stated across the House. Will the Minister look at the practice in Tower Hamlets, which has been providing not only educational support but free meals from age three to senior school years? Will she undertake at least to explore why one authority can make it while others cannot?

[Baroness Barran (Con)]

The department is of course happy not only to look at the ability to provide meals in the way that the noble Baroness set out but to see their impact. A core principle of this Government is to give as much autonomy as possible to schools. They know their children and how to use their budgets; we trust them and back their judgment.

Schools: Safeguarding

Baroness Uddin Excerpts

Thursday 7th December 2023 Lords Chamber

[Baroness Uddin (Non-Afl)]

My Lords, it is an honour to follow my friend, the noble Lord, Lord Shinkwin, and I commend his continual efforts to preserve and safeguard disability rights in this place and outside of it. I thank the noble Baroness, Lady Jenkin, for her leadership in introducing this debate so powerfully on the exponential rise in children’s suffering.

I wish to make some general points about safeguarding, and particularly about the impact of Prevent and the Channel programme on Muslim children. Although not currently practising, I have been a social worker since 1984, qualifying and later working mostly in east London. Keeping children safe and protecting their welfare requires a multiagency response and structures, which includes social workers, police, health visitors, local safeguarding boards and medical staff.

Safeguarding has indeed evolved over the decades—many will argue for the better, while many more will cite inadequate resources constraining the support that families under duress urgently require. Around 3 million cases of child abuse are reported each year, with 5.5 million children involved. NSPCC alone has this year received 22,000 referrals of children deemed unsafe. This House has debated childhood experience of trauma on countless occasions, and we know all too well that poverty, physical and sexual abuse, drugs, caring responsibilities, experience of racism and other forms of discrimination, witnessing violence in their homes, online pornography and bullying cause untold damage to children’s mental well-being.

These facets are common among all our children across the UK. As with violence against women, such experiences are regardless of class, gender, race and faith. As an experienced social worker working with children and families, I am cognisant of the pressures of managing statutory intervention, which is complex. One cannot overemphasise the trauma and anguish of all families, whether a family member is the perpetrator or not. It causes immense turbulence to the child and their siblings. It has to be said that when, on occasions, cases concerning children from minority backgrounds were dropped or closed, this was often due to a profound lack of understanding of family nuances, cultural norms and practices, as well as of languages, and was frequently based on the premise that somehow children, particularly young girls, were more vulnerable, in part to do with their race and/or culture or faith.

In this context, I wish to raise some matters relating to Prevent and Channel, and the duty that requires all education providers to help prevent the risk of people becoming terrorists or supporting terrorism, which then triggers a multiagency approach to safeguarding when children and young people are deemed vulnerable, and at risk of radicalisation and extremism. The Prevent duty extension to public bodies has led to young Muslim children in particular being seen through the lens of security. As a result, social workers, police officers and perhaps even some teachers believe that children as young as four could be radicalised—equivalent to, “In the womb, potential future terrorists lie”. Education institutions have been issued guidance that promotes some mendacious ideas, such as that signs of radicalisation may include references to, “Allahu Akbar”, “Alhamdulillah”, which means praise be to God, and international conflicts, especially Palestine, as we now see. Teachers who do not have the sufficient training or knowledge go as far suggesting to children that prayers are not obligatory, and a Muslim Council of Britain report cites an example of a science class on nuclear fission where making a bomb was discussed and a child of Muslim faith being the only one to be referred for safeguarding concerns when he discussed it.

Prevent has caused much unnecessary misery and suffering for children and families. One report suggests that, of 4,406 referrals to Prevent in the year to March 2022, 76% were deemed unsuitable for Channel consideration and exited the process. The majority of those—77%—were signposted to other services, including educational and health support.

A report by Rights Watch UK concludes, and I agree, that Prevent, and in particular the introduction of the statutory duty on teachers and other public servants to report signs of radicalisation, is stifling children’s fundamental rights and freedoms, including to freedom of expression and belief. It dehumanises many very young children and has a detrimental impact on their mental health, self-confidence and trust in those who have responsibility for their well-being. On many occasions, children are referred without their parents’ knowledge or consent. This is not about child sexual abuse or physical abuse; it is about children’s thinking and behaviour. There is a clear need for safe spaces where young people can express their feelings and opinions without threat and fear of a safeguarding referral.

The Prevent process is obstructive and creates significant alienation and lack of faith in the education system. To undermine young minds in such a brutal manner violates trust and may cause their long-term mental well-being to suffer, as well as detrimentally impacting their education. We are familiar with the horrifying numbers: in July 2021 one in six children aged five to 16 were identified as having a probable mental health problem in July 2021; now it is almost five children in every classroom. NHS figures show that more than a million children needed treatment for serious mental health problems in the past year, as reported by the Telegraph earlier this year.

Children are the product of their environment, home and society. Information on international events will be visible to many homes, online, in schools and in playgrounds, and certainly happening in school council debates all over the country. These matters must not shut down children of any backgrounds or faiths. It is incumbent on all of us to encourage children to express their views without fear of punitive measures on them and their families. Building resilient children who are our future is an absolute obligation to which each of us must be united to ensure our common humanity and a peaceful society.

Schools: Special Educational Needs

Baroness Uddin Excerpts

Wednesday 15th November 2023 Lords Chamber

[Baroness Barran (Con)]

If the noble Baroness has specific cases she would like to share with me afterwards, I will be more than happy to take those up and look into them. It is extremely important that children with special educational needs are in schools where they can flourish and thrive. For the vast majority, that will be in mainstream provision, but I recognise some of the pressures the noble Baroness describes and I am very happy to take this issue away and try to address it directly.

[Baroness Uddin (Non-Afl)]

My Lords, I declare an interest in that I have a 45 year-old adult son with autism and learning disabilities, so I know many of the journeys that parents will have made in getting support for their children. What help is available in early schooling to support parents in identifying children with potential learning difficulties? Does she agree that, given the massive underfunding of schools and early years, schools are finding it difficult to cope with any of the demands, including children with learning disabilities?

[Baroness Barran (Con)]

I absolutely do not recognise the picture of massive underfunding of schools. As I have said repeatedly in the House, schools will have the highest budgets per pupil in real terms next year. There have been very significant increases over the last couple of years. Regarding the youngest children, we are funding up to 7,000 early years staff to do a level 3 SENCO qualification, so that we can identify those children at the earliest possible stage.

Cultural Education Plan

Baroness Uddin Excerpts

Tuesday 17th October 2023 Lords Chamber

[Viscount Stansgate (Lab)]

My Lords—

[Baroness Uddin (Non-Afl)]

My Lords, there is no gentlemen’s agreement on this side, so I am going to keep standing. This is another plan with which I am not very familiar. Will the Minister ensure that the plan embeds this country’s rich heritage, which enriches our children’s understanding, knowledge and respect for history, which has been talked about? It created the anti-slavery movement and the movements against colonisation and apartheid, which has resulted in this country becoming a beacon of multiculturalism.

[Baroness Barran (Con)]

The plan is quite clear that cultural education has an important social value, helping children recognise the value and richness of the different communities that make up our great nation.

Education (Non-religious Philosophical Convictions) Bill [HL]

Baroness Uddin Excerpts

2nd reading
Friday 3rd February 2023 Lords Chamber

[Baroness Uddin (Non-Afl)]

My Lords, it is a privilege to follow all noble Lords who spoke. I express my gratitude to the noble Baroness, Lady Burt of Solihull, for this opportunity to share my personal early-morning philosophical contemplations, with none of the expertise or eloquence of my noble friend Lord Griffiths. I thank the Library and particularly Nicole Winchester for her late briefing. I also thank those who have taken time to speak to me—they know who they are.

Despite the decline suggested in this Chamber and elsewhere, we live in a country of faith or faiths. When I arrived in the UK, I already had an understanding of only the most basic elements of my faith. My siblings and I were unable to access any religious studies in schools in London at that time—some 50 years ago. Hardly any masjids or mosques existed in the community, and there was no question that religious practice remained within our four walls. The racism experienced by many families was about colour, culture, clothes and a lack of English—even if you spoke good Queen’s English, it was not good enough. No one ever shouted, “You’re a Muslim” or “You’re a Hindu” as a slur.

Views on Islam have fundamentally changed, framing perspectives that have shaped worldviews through the falsified prism of 9/11. It is difficult to compare my experience to that of my children and grandchildren now, albeit that their experience appears to be similar when it comes to religious abuse and discrimination, although this is much more subtle.

Religious education in school is as diverse and varied as the number of schools that exist and the way they are managed, as well as their cultural context and leadership. This is despite countless instances of extreme reporting that one religion or another dominates in certain geographical areas, as though these schools are not under the strictest national curriculum guidelines. The facts speak for themselves, if anyone wants to delve deeper into the realities of students’ experience of religious studies, which are generally not fit for purpose.

My 40-year experience of sending children and grandchildren to Church of England schools is that parents of students whose families may be practising one faith or another experience few interactions on, and have little choice about, how their children are taught religion or religions. I sent my children to a school across the road and, as the years have gone on, I have concluded that many schools appear to have become more inflexible and polarised about teaching other religions in any meaningful way. I cannot imagine that many parents would go into a Church of England school and ask, “Are you teaching my children about Hinduism, Islam or Judaism?”, for example, regardless of how legally agreed the syllabus may be.

I would go as far as to say that only faith schools that are not Church of England schools are more unfavourably scrutinised at the moment. Some faith schools are deliberately depicted in fearful ways, while very little attention is paid to the overall impact of Church of England schools on the experiences of religious education of the high percentage of non-Christian children who attend them. Many faith schools with an emphasis on one faith tend not to provide an adequate standard of teaching of other religions, which must be devastating for children’s mental well-being and their development of confidence in themselves as young minds. The impact of not being recognised, if they come from a family that practises a different religion from that of the majority of other students, must be detrimental to their personal growth and development. Denying a young student an aspect of their identity, such as religion, may impede their education and constrain their understanding of what valuing and respecting others means in their daily experiences in the community.

I cannot prescribe what a good religious education is, but it is my considered view that should religion be taught in a school, it cannot choose one particular religion over another. It has to be within an agreed context that values the faiths of all students in that school. How can that be possible if there are thousands of different schools? I cannot answer that alone. Our school system teaches a national curriculum based on consensus, so why can we not make religious studies more inclusive? The fact remains that religion is taught throughout primary and secondary schools, and we can make significant improvements to the materials that we currently use within set boundaries and with learned teachers who have been taught to respect all faiths of all peoples. I appreciate and acknowledge that those balances are difficult to address, but that is not a good enough rationale not to encourage and promote wider learning of all faiths while respecting pupils from families who do not practise any religion.

For this debate, I spoke to several young people about their experiences, and I will share a small snippet. One of the points made was that discussion of their faith was narrow, with a series of generalised and often inaccurate statements which children are not often able to relate to, empowered to challenge or to ask for clarification on in case they are chastised. Some comments came through about children feeling fearful about challenging their friends and teachers in case they were reported. Young people often feel under pressure to represent the whole of their community even though they themselves may have unanswered questions about their faith. Some feel isolated having to navigate their personal belief in a majority Christian learning environment. I worry about the gravest impacts of such marginalisation arising from religion being taught without adequate training, knowledge and expertise.

The whole world is in some turmoil or other. Conveniently, in recent contexts, religion has been cited as the reason for many conflicts. Young Muslims in particular are left disenfranchised, experiencing the wrath evident in the perplexing terminologies of fundamentalism as well as the pathetic concept surrounding the long disreputable and Islamophobic application of the so-called Prevent and Channel strategies, which have demonised even young primary school children, who allegedly are under watch if they refer to God too many times or, in secondary school, raise concerns about the Middle East.

England need not look too far for good practice if it is minded to be inclusive in providing religious education. We have distinguished experts and scholars in this very House. Following the 2015 judgment already referred to, the Welsh Government introduced the Curriculum and Assessment (Wales) Act 2021, which ensures that RE is inclusive in those ways in Wales. Our Government are committed to

“promoting respect for human rights, including freedom of religion or belief, and pluralistic and peaceful societies, where all people are … respected, regardless of religion, ethnicity, gender, disability status or other characteristics”.

I agree wholeheartedly that religious education in schools must reflect respect, taking into account students’ lived experience, and must be inclusive.

I am conscious of what happens in religion-based education. I sent four children and grandchildren to a Church of England school fully aware that only one religion would be pervasive, without any evident, conscious efforts to include, inform and educate children within the context of all their faiths. The message to many children may have been that those attending one type of religious school cannot be expected to be enlightened equally about other faiths.

No matter what our liberal views of the world may be, religious education has never been more relevant, engaging or challenging, as religion and religious issues are ever present in our lives. Religious education may provide students with valuable insights into the diverse beliefs and opinions that may inform their personal development and understanding of the spiritual, moral, social and cultural questions that are ever present in their lives. Thoughtful lessons may assist pupils to gain insights that can help to challenge stereotypes, promote cohesion and encourage them to value themselves and respect others.

I have taken the liberty of this debate to share some of my experiences and observations. I thank all noble Lords for their patience. Surely we agree that much of these discussions are the purview of the scholars and experts who may be more equipped to enlighten us. In principle, I support the premise of this Private Member’s Bill and wish the noble Baroness, Lady Burt of Solihull, well.

Young People: Skills (Youth Unemployment Committee Report)

Baroness Uddin Excerpts

Wednesday 23rd November 2022 Grand Committee

[Baroness Uddin (Non-Afl)]

My Lords, I am someone who often goes over and tests the patience of the House. I thank the noble Lord and the members of the committee for enabling us to participate in this discussion. It is an incredible report and everywhere I touched, I wanted to read more, but I confess that I have not finished it. I want to refrain from detailing statistics as noble Lords are all too conversant about the level of disparities in Newham, Barking and Dagenham, Brent and, indeed, Tower Hamlets, which are the areas I want to concentrate on, as a result of the significant effect of the lack of opportunities for young people to be meaningfully engaged in education, jobs and training,

I wish to raise two points particularly about Tower Hamlets and more generally on the impending explosion of emerging technologies and our unpreparedness to ensure that a generation of young people profit from opportunities and to consider how we mitigate the gaps which are profoundly highlighted in this report. Tower Hamlets’ young people are encircled within Canary Wharf, Broadgate and the City of London, where the majority of employees commute long distances for work. For the citizens of places such as Tower Hamlets, employment prospects remain at the periphery of hospitality or the food and catering sector. Even graduates are stacking shelves in the retail industry. I urge urgent action to address the skills shortage. How can IT and technical education be intensified in schools, colleges and universities to meet the imminent demand? What assessment have the Government made of the number of skilled graduates employed in the retail sector and the evident overrepresentation of graduates employed in basic positions on the floor and at checkouts? Do we know what the barriers are that prevent their progress to management? What action is being taken to ensure that employers are keeping their commitment to create local jobs and that pathways are in place for graduates to retrain and transfer their skills to meet employers’ needs in, for instance, data management, automation, digital technology and related sectors?

In my long-standing community experience, 30, 20 and 10 years ago employers used to claim that our kids could not speak good English or were not educated to high standards. This rationale is no longer valid, so why do so many large employers continue not to reflect the borough’s population? In financial, health and education institutions, visible representation remains unequal. School, university, health and local authority leadership does not reflect the local highly educated, trained and fit population. What policy changes are required to address these unequal balances and disparities?

A dizzying array of government and think tank reports highlights the gaps and action required, so we cannot say we lack awareness or evidence. This report is a prime example. Walking in any part of Tower Hamlets, night or day, indicates that countless young people do not have sufficient options for activities outside the home, school or college, after a decade of government and local systemic dismantling of youth provision, career mentoring and leisure facilities. Not enough of our young people are gainfully engaged, employed, training or undertaking apprenticeships, and they lack access to adequate community facilities, sports and other services, resulting in devastating social and mental health consequences.

Incidentally, I welcome the latest Tower Hamlets initiative to reinstate the education maintenance allowance, which was summarily annulled by the previous administration, despite tangible effects on educational attainment in Tower Hamlets in that 10-year period. This is good news for young people who wish to pursue education and not feel the pressure to work. It is worth pointing out that this borough has a proud tradition and history of pioneering activism and visionary entrepreneurship, which is responsible for the curry industry, the gentrification of Canary Wharf, the hipness of Shoreditch and trendy Spitalfields Market, and a growing band of IT technology geeks setting up offices.

The immense physical changes to the area have not necessarily improved the lives of the majority, who live squashed between the many offices and residential blocks of highly prized buildings which look sideways to continuous deprivation, poverty and, crucially, young people’s inevitable cycle of lacking opportunities and, therefore, aspiration. This is the reality of the vast and significant population of families who can only look into the distance of so-called social mobility aspiration.

My proposition is simple: we know the issues for young people up and down our country. Tower Hamlets is no different from Cumbria or Cardiff, where there are unacceptable pockets of disparities regardless of the glaring fact that we are the sixth-largest economy in an ever-shrinking world where young people are aware and connected to others through emerging technologies. The revolution we see elsewhere may come to our shore if we do not create a pathway for their meaningful participation in our economy and empower their fullest potential.

PwC and McKinsey highlight the profound shift towards automation and its disconnect to the job markets. We need to address these gaps early in education and careers advice, as well as creating community services which provide support and mentor young people into the lucrative career opportunities that exist within the emerging technology and digital sectors.

Lately I have had the privilege of working with colleagues from across the House, considering the effect of emerging technology as the chair of the APPG on the Metaverse and Web 3.0. I have met significant numbers of stakeholders and leaders in this space. Again, we need to assert those opportunities and ensure that this space does not continue to be the purview of the elites. We must be prepared to assist the innovators to develop in this space, which includes the creative industries, fashion, AI, robotics, digital currency and so on.

There are new sectors that are also disenfranchising communities and not integrating, although I wish to highlight the Surrey Academy for Blockchain and Metaverse Applications and Durham University Business School, which both reach into the community. Both institutions are looking to work with local communities and schools in order to improve people’s understanding of the potential benefit of explaining a new career choice.

I come to my final point, with noble Lords’ indulgence. I know some fantastic local schools that are working in this field. I commend Miss Nina Morris-Evans, who brought a fantastic group of young people from Haverstock School in Camden to meet us at the APPG on Women and Work. I hope their experience will be a long-standing one and will profoundly impact their choice of careers.

Education: Philosophy

Baroness Uddin Excerpts

Tuesday 1st November 2022 Lords Chamber

[Baroness Barran (Con)]

The noble Baroness makes a serious point, and there is an important balance to be struck in terms of leadership, sense of direction and the values on which that direction is based. But the openness to listen, change and adjust is needed.

[Baroness Uddin (Non-Afl)]

My Lords, I wholeheartedly agree with and support the noble Baroness, Lady Bennett of Manor Castle. In light of the deeply unwise comments by the Home Secretary in the other place, will the Minister and her department consider how to encourage the promotion of a cohesive society through critical thinking, for the well-being of our future young generations?

[Baroness Barran (Con)]

Research shows that having a consistent core curriculum and a consistent set of values, which we have in this country, are fundamental to making sure that our young people can connect and have a sense of mutual respect and understanding.

Disabled Children: Support Services

Baroness Uddin Excerpts

Thursday 23rd June 2022 Lords Chamber

[Baroness Uddin (Non-Afl)]

Short and long-term care services are broken according to organisations led by the Disabled Children’s Partnership, which is reporting families suffering a litany of physical and mental health issues as a result of the adversarial system we have talked about. Can the Minister assure the House that parents will not be forced to supplement health authorities and local authorities with funding of the advocacy services during the SEND process?

[Baroness Barran (Con)]

I am not able to reassure the noble Baroness at the Dispatch Box because her question covers such a multitude of different potential situations, but the spirit of our reforms is that we have heard loud and clear from parents about the stress and pressure that this causes them, sometimes including financial pressure, and we are absolutely committed to addressing it.