Education: Sex and Relationship Education

Baroness Walmsley Excerpts

Tuesday 18th June 2013 Lords Chamber

[Lord Nash]

I certainly share the concern of the noble Baroness. Young people should not be using pornography to learn about sex. Pornography does not place sex in the context of relationships. I can assure her that the Government are taking a very firm stance on this issue.

We have been working across the department since 2010 with internet businesses, charities and other experts through the UK Council for Child Internet Safety to find the best ways to minimise children’s access to potentially harmful online content and very good progress is being made. Trained teachers should be able to teach issues of internet safety effectively in computing classes, and there will be resources to support them in this. There are also organisations—such as CEOP, the PSHE Association and Teen Boundaries—that can provide resources and advice. However, I agree that we need to improve the focus on this area through teaching, schools and ITT providers, and I agree with her last point that the statutory guidance on sex and relationship education makes it absolutely clear that schools must focus on these areas.

[Baroness Walmsley]

My Lords, is my noble friend aware of the link that Ofsted identified in its report last year between bullying—in particular, internet bullying—and the success of a school’s PSHE programme? Given that link, and given the duties that schools, as public bodies, have in relation to the Equality Act, does not my noble friend think that PSHE should be compulsory in the national curriculum and not just advised?

[Lord Nash]

I know that the noble Baroness and I appreciate the importance of PSHE, but it is not this Government’s intention to make it compulsory. This Government trust schools and teachers to tailor their PSHE support to the particular circumstances in a school, which vary enormously. There are plenty of resources to enable them to do this, and all good school have an excellent PSHE programme.

Adoption: Adoption Legislation Committee Reports

Baroness Walmsley Excerpts

Thursday 16th May 2013 Lords Chamber

[Baroness Walmsley]

My Lords, this debate has been interesting, stimulating and challenging, as was membership of the committee. I am sure that the debate will continue to be as stimulating. Being on such a committee, so ably led by the noble and learned Baroness, Lady Butler-Sloss, was a great honour and pleasure. One felt that one was doing something really worth while. I very much thank her, the members of staff who supported us and all those who gave an enormous amount of time to present us with evidence. It was the evidence to which we listened and responded and which has been produced in our report. If we are interested in evidence-based policy, we should listen carefully to what those people said, which we have reflected in our report.

I have been involved with adoption since I was three years old, because at that point I suddenly acquired a little brother. This was not because my mummy had had a big bump in her tummy. At that age, I did not realise that that was a bit odd. I acquired a little brother through family adoption. A close member of the family died immediately after she gave birth and the baby became my little brother. Subsequently, his older siblings became regular visitors to our house and became sort of second-stage members of our family.

It is because of the great success of that adoption that I very much understand the need and importance of an adopted person to understand their identity, and where they belong in a family and more generally. I very much support what my noble friend Lady Hamwee said as regards the importance of information about the person’s background in aiding their ability to understand their own identity.

I am still involved in adoption because I now have an adopted granddaughter. This is a transracial adoption which so far is highly successful and I am delighted. It has shown me how adoption is a two-way street. The adoptive parents go through all the hassle of being approved and all the decision-making because they want to add to their family. They want to give a child a loving home. However, the child brings something terribly important to that family and we must never forget that when adoptive parents give the wonderful gift of a home to a baby, the child also brings something very important to that family.

It is because of that experience that I shall focus on racial matching. Current legislation on racial matching came in under Section 1(5) of the Adoption and Children Act 2002. It states that consideration has to be given to,

“religious persuasion, racial origin and cultural and linguistic background”,

when placing a child for adoption. Of course, with a baby there is not any language, but there is for most children who are adopted.

That was put in legislation because racial issues are an important consideration in the identity of the child. When the Select Committee was taking evidence, we heard pretty unanimous evidence that people felt that there was not a lot wrong with the Government’s intention when that recommendation was put into what was then the Bill. However, there were a few cases—this should not be overemphasised—where there was excessive delay in the system because the practice was not quite right. Some social workers took that part of the legislation as a message to say that racial matching was an overriding consideration when matching a child with a family. Most people told us that that was not widespread but it was accepted that it occasionally happened.

Clearly, the Government are very keen to reduce delay from whatever cause. Therefore, they have looked at this issue and said, “We are going to cut it out completely from the legislation”. The Children and Families Bill before us, which, I imagine will go through in 2013, has removed that consideration. Our Select Committee recommended something slightly different. Accepting that racial matching is an important factor and that the adoptive family must be aware of the needs of the child because of the racial part of his or her nature, we need to put it in somewhere. It has to be taken account of by practitioners. It should not be an overriding consideration but it is important. We suggested that it should go in the previous subsection, subsection (4) of the Adoption and Children Act, as part of the checklist. But I do not see anything like that in the legislation before us to implement that recommendation.

We have to remember that where you have an interracial adoption which involves a visible difference between a child and the rest of his or her family, they might as well have a sign on their forehead saying, “I am adopted”. To me, that is a great thing to have because it means that your family has chosen you. You have not just happened. Your family wants you and there is no doubt about that, which is a wonderful thing. Most of these adoptions are highly successful, but really only when the agencies work with the parents to ensure that the parents understand that this is an element they have to take into consideration when bringing up that child.

That is why our committee, which was remarkably unanimous on most issues, felt that this issue should not be taken out completely but should be in the checklist. I am a little confused because I understand that when this was being discussed in a committee in another place the Minister, Mr Edward Timpson, for whom I have a great regard, assured the committee that it was going to be in the checklist. However, it is not being put into the legislation, so I wonder whether my noble friend the Minister can clarify that matter because I think the committee all felt very strongly that while it should not be an overriding consideration, it is a very important one and must be taken into account when finding the right family for the child.

Of course, we have a problem because black and ethnic minority and mixed-race children are overrepresented in the cohort of children waiting for adoption and we do not have enough parents of that kind of ethnicity coming forward and asking to be adoptive parents. One way of solving that problem is to try to get more of those parents to come forward and foster and maybe move on to adoption, or just to go straight to adoption. I am sure that the Government are taking initiatives in that direction, which is very welcome, but we need to do more.

Personally, I think it is quite dangerous because of the message it sends out to practitioners, which has been mentioned. Those practitioners who took the wrong message from the previous legislation might swing in completely the opposite direction and say, “The Government do not want us to take any notice at all of ethnicity when matching children and families”. We know that is not the Government’s intention. The previous Government’s intention was not that it should become an overriding factor but because of what happened, we need to think very carefully about the message if we take it out completely.

Perhaps I could move on to a couple of other issues in relation to overseas adoption. First, I am very disappointed that the Government have rejected our recommendation to extend priority access to schools for children adopted from care overseas. Why not? This is very mean-minded, as we are not talking about a large number of children. These children, as much as any who have been adopted from care in this country, have gone through difficult situations and if the parents have chosen the school they think is most suitable for them, they should be given their wish.

Secondly, there is the visa applications delay. It is complete agony for parents who have gone through all the processes of being approved to be parents of a child adopted from overseas to then have to wait for a visa application. It comes as no surprise when a visa application is put in for a child to be adopted from overseas; the parents have been going through this process for years. Is there no way in which some kind of conditional visa could be issued, subject to the proper approvals and the adoption going through with the authorities both in this country and the country of origin of the child, so that could then be ratified quickly once the adoption has gone through? It is not a good start to the adoption of a child from overseas to have to be separated from the new parents.

Finally, perhaps I might say a quick word about family group conferencing. Again, best practice is something that we as a Government should be doing everything to disseminate. I noticed that where we recommended that family group conferencing should always happen, the Government’s response to our report said that it is not appropriate in some cases and that the family has to agree to it. You could always make it conditional on the family agreeing to it. At the very least, should we not be saying in guidance that family group conferencing should always be considered as long as the family accepts it? It can reduce delays, which is what we all want. We can avoid situations where family members come forward at the last minute, when all the other processes have gone through, so that we have to do all the assessments and there will be further weeks of delay for that child. We have heard that every week’s delay is bad and contributes to the damage that that child suffers. I hope that the Government will consider those few suggestions.

National Curriculum

Baroness Walmsley Excerpts

Tuesday 26th March 2013 Grand Committee

[Baroness Walmsley]

My Lords, I, too, welcome several aspects of the proposals of the new national curriculum. I welcome the idea of languages from age seven. There is evidence that if a child learns a second language early, he will find it easier to learn other languages later and it is generally advantageous to his cognitive development. Is seven too young? No. Many children in my neck of the woods learn Welsh and English at the same time from day one, and my grandchildren learnt English and Chinese from day one. However, how about including language experience courses in primary schools, rather than just forcing schools to choose from a restricted list of languages? That would avoid many of the problems outlined by the noble Baroness, Lady Coussins.

I welcome personal finance in citizenship lessons. At least citizenship is currently statutory, and I hope it will remain so. Also, welcome back to cooking. Cooking is cross-curricular, of course; you can get a great geography lesson out of a good curry.

I welcome computer science to replace IT and its place in the EBacc. Ian Livingstone, the co-founder of the Games Workshop, said recently:

“You know something is wrong when you have a million young people unemployed, and 100,000 jobs vacant in IT”.

Employment in the IT industry is expected to grow at nearly five times the UK average over the next decade, but there is a major and growing skills gap that, unless addressed, will damage the UK economy. So it is great that we are switching to proper computer science.

However, unless at the same time we also address the lack of careers advice about opportunities in the industry, young people will still not choose the subject. Where will the teachers come from? The main problem is a lack of enough teachers with the right knowledge and experience. Here there is good news. Last week I went to a presentation, hosted by the noble Lord, Lord Empey, at which a presentation was made by major players in the industry, and it became clear to me that there is enormous enthusiasm and desire to help schools and universities produce appropriately qualified young IT specialists. The Government must harness this enthusiasm. Indeed, there is no other way of staffing schools and universities to do the job, so there must be a true partnership between the Department for Education, BIS and the industry.

The rest of the science curriculum must also be relevant to the major global issues of our time. Why cut out debate about climate change from geography and put a mere mention of it into chemistry? This aspect of the proposals was criticised by Sir David King, the former Government Chief Scientific Adviser. That is not all, though; food security is mentioned only in passing. Why not include issues about the catastrophic effects of the loss of biodiversity? This serious global problem, usually caused by habitat destruction, is responsible for poverty; the loss of food security, water security and many valuable medicinal plants; the loss of sustainable livelihoods for some of the world’s poorest people; the reduction in the ability of the natural world to adapt to the inevitable climate change; and much else. In other words, it is an absolute disaster, the scale of which we have yet to see but will come to regret, and there is no mention of it in the science curriculum. Neither is there any mention of engineering, which we are told will solve the energy crisis. I hope that creative science teachers will use their newfound freedoms to introduce these enormously important subjects into their teaching. The science curriculum is one that I would have recognised when I was at school more than five decades ago.

I also regret the absence of PSHE. How can a school offer a broad and balanced curriculum and prepare a child for the challenges and opportunities of life without the elements of PSHE? However, at least science is statutory, so it is important that science includes the most important elements of PSHE, including relationship and sex education—and note that it should be that way around. The science curriculum should teach pupils about growing up and cover sex with honesty and confidence. It should adopt clear, open language and a positive tone relating to human reproduction and health, and should include young people from the gay and lesbian community without embarrassment.

Of course parents should be engaged with this part of the curriculum and it should be age-appropriate, but it should certainly be timely. Children should know about puberty before it happens to them—that is, at key stage 2. At key stage 3, the current content on sexual health and disease, contraception and adolescence should be retained and information about hormones and abortion should be added. However, it is difficult to include in science those parts of a good PSHE curriculum that foster self-respect, confidence and the respect for others that cuts down bullying in schools and makes children their own best protectors. Now is not the time to squander the opportunity of ensuring that all children are given the sort of education that will enable them to protect themselves.

Schools: Academies

Baroness Walmsley Excerpts

Thursday 14th February 2013 Lords Chamber

[Lord Nash]

I can confirm that we are not moving these schools into the private sector.

[Baroness Walmsley]

Will the Minister say how many academy schools are fulfilling their duty to support other schools to improve? Is he satisfied with that number? I have an indication that not all academy schools are doing that.

[Lord Nash]

All good and outstanding schools that have chosen to convert to academies are expected to support other schools. More and more academies are taking this further and sponsoring other academies. Eighty-nine converter academies are now sponsoring other schools and providing support by sharing innovative ways of thinking and clear examples of what works, and we are working hard to encourage more to do so.

Education: English Baccalaureate Certificate

Baroness Walmsley Excerpts

Thursday 24th January 2013 Lords Chamber

[Lord Nash]

The Government do recognise the importance of creative skills. As I have said, we are keen for all pupils to have the cultural capital that enables them to compete. As my old friend Sir Peter Lampl at the Sutton Trust has pointed out, 7% of the population of this country go to independent, private, fee-paying schools and get 44% of the top jobs. Some 4.9% go to grammar schools and get 27% of the top jobs, while the rest, 88%, get less than 30% of the top jobs. In order to enable our pupils to compete both in this country and internationally, they need a broad curriculum and they must have that cultural capital. However, I hear what the noble Lord says and I will take these matters away for consideration.

[Baroness Walmsley]

Does my noble friend the Minister accept that assessment only by examination at the end of the course discriminates against girls and some pupils with particular disabilities, who find that they can demonstrate their learning more effectively through coursework? If there is some concern about cheating in coursework, surely there is another way to deal with that problem, rather than just disposing of coursework as an assessment tool.

[Lord Nash]

As well as seeking views through our public consultation, we have also held focus discussions with a number of disability and SEN expert groups and are reviewing a wide range of views covering the proposals for all pupils. The assessment method should be suitable for the knowledge in schools, and be fair and practical. The noble Baroness is right to point out the potential for unfairness with coursework but I know that many schools feel that controlled assessment, which was introduced to combat parents doing their children’s coursework for them, is burdensome and takes up a substantial amount of time that could otherwise be used for teaching.

I will consider the point the noble Baroness raised about girls. Although many people believe anecdotally that coursework favours girls, the evidence is mixed. I know she is not suggesting that it is acceptable to discriminate against boys, who, after all, generally do worse than girls in many subjects.

Schools: Parenthood Education

Baroness Walmsley Excerpts

Tuesday 13th November 2012 Lords Chamber

[Lord Hill of Oareford]

The noble Baroness is right that the trend has been falling. As she says, the figure is at the lowest level since 1969. That is very welcome and I recognise that it is obviously in part down to the work of the previous Government. It is obviously important that the work delivered through PSHE and sex and relationship education is carried forward. That is something we are reviewing as part of that broader review to which I have already referred. Also, on the delivery of these services, and the progress that has been made on bringing down teenage pregnancy rates by local authorities, the Government think that the local authority is the lead on this. There is a quite a variation between different local authorities across the country but I am certainly in agreement with the noble Baroness that we need to make sure that that work continues.

[Baroness Walmsley]

My Lords, will my noble friend look at the work being done by David Lammy MP with teenage fathers from the Afro-Caribbean community, with a view to learning whatever lessons are appropriate from that work? Is this not an area where we ought to be able to work cross-party?

[Lord Hill of Oareford]

I agree. I would be keen to know more about the work that Mr Lammy is taking forward.

Education: Early Years

Baroness Walmsley Excerpts

Thursday 8th November 2012 Lords Chamber

Moved by

[Baroness Walmsley]

That this House takes note of the importance of early years education.

[Baroness Walmsley]

My Lords, many years ago someone described this country as an island standing on coal and surrounded by fish. Nowadays the treasure of our country is our people and our future fortune is our children. That is why the way in which we nurture and teach them, especially in the early years, is so important to their and our economic future. But we must not just talk about economics. One of the greatest human pleasures is to hear a happy child giggle or to see healthy children running about and playing sociably together. How sad, and what human waste, when we see children arrive at school undernourished, dull-eyed and stressed and when we see children from less fortunate countries struggling to stay alive, with bellies swollen from malnutrition. So, while we talk about how to look after our own children, let us not forget those for whom to sit down with a glass of milk and an apple in a well equipped nursery would be unimagined luxury.

I am sure noble Lords are all familiar with the mountains of evidence that proved the long-term benefit in human and economic capital of high-quality early years provision based on a social pedagogy model which integrates educational and social development. It pays back six or sevenfold in cash terms and who knows how much more in human happiness and well-being.

So I would like to start at the very beginning: with parents. Parents are the first educators, and we need to do everything we can to ensure that they are well informed and helped to do the world’s most difficult and important job. None of us would dream of taking on a difficult task without some appropriate training, so there should never be any stigma attached to parenting classes. Earlier this year my honourable friend Sarah Teather, then the Minister of State for Children, announced a pilot in three areas offering free parenting classes for all who wanted them. I wonder whether my noble friend the Minister can tell us how well these classes have been taken up and received by the participants.

Of course, babies are learning every hour of every day, faster than they will ever do again in their lives, and their development proceeds at a most rapid pace until they are three. That is why I believe that what we sometimes call “childcare” is really “early education”, albeit informal education. But they prepare for learning initially through their experience with their principal carers. A child who does not have strong, safe attachment to the principal carer will not be so resilient and able to control his feelings as another child who has been well nurtured. Midwives and health visitors, whose ranks are swelling under this Government, have a key role to play in helping parents who struggle with attachment. Can the Minister say how we are getting on with our target of recruiting an additional 2,500 health visitors?

When young children first enter early years settings, they vary enormously: physically, emotionally and intellectually. Their development may have been impeded because of neglect, ignorance, parental substance abuse or downright cruelty, or it may simply be because of poverty. There is much evidence of the effects of poverty on child development. For example, it has been shown that children from privileged backgrounds hear 23 million more words than those from deprived backgrounds, and this has a profound effect on their communication skills and their ability to learn to read. That is why the Government’s efforts to get families out of poverty through universal credit is so important. An additional £300 million has been secured under universal credit to help with the cost of childcare, and the rules of working tax credit have been changed to remove the 16 hours a week minimum in order to qualify for support with childcare costs. These things will surely help.

However, good quality childcare costs money, so I was delighted recently to receive a letter from the leader of the Liberal Democrats, Nick Clegg, in which he assured us that he is working hard within government to ensure that good quality childcare becomes more affordable for parents, but not at the expense of quality. There are many ways of doing this, and my honourable friend Steve Webb, the Pensions Minister, is working hard with Elizabeth Truss MP in the childcare commission to find the right way. I was very interested in the Resolution Foundation’s recent proposal that after the 15 hours free entitlement, the next 10 hours could be made available at a subsidised rate of £1 per hour. Twenty-five hours care would make it more worthwhile for mothers to work part-time, so I hope the commission is looking seriously at this. Currently the workforce is losing an unnecessary number of talented women because of the cost of childcare.

However, we must not undervalue those dedicated people who work with our children. They need to be highly qualified and properly paid, so more money needs to be found. The report by Cathy Nutbrown on the early years workforce and the current programme to improve the qualifications of that workforce is a very important factor in ensuring our children get the foundations for good life chances. Can my noble friend the Minister say anything about progress in improving the qualifications of the early years workforce?

We know that the best way of getting a family out of poverty is to remove the barriers preventing parents, who wish to, raising their family’s income by going to work, at least for part of the week, but there is much more to it than just providing affordable nursery places. The right to request flexible working is important, as are counselling to help troubled couples stay together so that they can share the load, employers who allow job-sharing, and adequate shared parental leave after the birth of a child. All have their part to play, and Governments have a role in encouraging all these things and legislating where necessary.

However, especially for struggling families, good quality early years care is essential if their children are not to suffer for the rest of their lives. Graham Allen MP outlined in his report Early Intervention: The Next Steps how a child’s development score at just 22 months can serve as an accurate predictor of his educational outcomes when he is 26 years old. Liberal Democrats have always been vocal on the need for high-quality early education, and that is why I was delighted when Sarah Teather, when she was Minister, announced 15 hours of free early years provision for deprived two year-olds. This will take children into a more stimulating social background where they can learn through play with a much wider variety of toys than they have at home. Initially aimed at the most deprived 20% and later to move to 40% of two year-olds, the programme started this September. This is one of the most significant achievements of the Liberal Democrats in the coalition Government, but we do not stop there. Our 2010 manifesto outlined a plan to move to 20 hours free childcare for all children over 18 months as soon as the nation’s finances will allow. This may be an aspiration, but it is a good one because quality early years provision benefits all children, but it benefits the poorest the most.

Of course, the Sure Start children’s centres are one of the key achievements of the previous Government, and I hope that my noble friend the Minister will be able to reassure the House that tales of the demise of these centres are premature. Sure Start centres are a valued resource and, although some local authorities have merged or moved centres, only 18 have been closed outright, despite the austerity under which most authorities work. The great virtue of these centres is their ability to wrap services around the child. I would contend that one of their most important functions is also to engage with parents, because children should be seen as part of families whenever possible. At the very least, early years settings should be ensuring that parents understand how they work with the children, how the child is progressing and how they can continue the work at home. Some of them also have toy libraries and other services such as English classes, help with benefit or housing queries and help to find a job. Some are the location for parenting classes and mother and baby groups. They understand that help for the family is help for the child. I would encourage my Government to continue to support these centres and help them to develop their reach, especially into the hard-to-reach groups. Perhaps my noble friend the Minister can say something about this.

Some of the centres are now concentrating their services on the poorest families and, although I would ideally like to see a universal service, in times of economic austerity this is right. The Government's social mobility strategy—a high priority of Nick Clegg—has data showing that high ability children from lower social backgrounds are overtaken by children of lower ability from higher economic backgrounds between the ages of five and seven unless there is some intervention to ensure that all children fulfil their potential. This is a waste of human capital that we can ill afford.

One of the Liberal Democrat policies to improve social mobility is the pupil premium. This is about to rise to £900 per qualifying pupil per year and, although the accountability of schools as to how they spend this money clearly needs to be fine-tuned, it is already showing results. But it starts at five. I have often found it odd that we have for years spent more on the education of teenagers than we do on young children where the cost-effectiveness of spending has so clearly been shown to be greater. This is a topsy-turvy way of doing things. That is why my party carried a motion at our party conference in September to extend the pupil premium into the early years as soon as resources allow. It is more expensive, because it requires greater professional expertise, to help children disadvantaged by poverty or disability than fully able children from comfortable homes. But if we are not prepared to pay for that expertise, it will not happen. Interestingly, Barnardo's has just published a report called Mind the Gap which shows that the amount of financial uplift available to help disadvantaged children varies substantially at different stages of their educational journey. The biggest gap is exactly where the Liberal Democrats have proposed to provide more funding; that is at ages three and four. How prescient we were—or was it well informed? As Barnardo’s points out, it would be a pity if all the good work done with disadvantaged two year-olds was allowed to slide when they get to three and four. To enable us to get the best out of the policy on two year-olds, we must be consistent and provide for the most disadvantaged three and four year-olds too.

That brings me nicely to the issue of the transition between early years settings and primary schools. One of the most important issues is summer-born children and “school readiness”, as yet an undefined concept. There has been much research about the birthdate effect; for example, Sykes, Bell and Rodeiro in 2009 and Sue Bingham and David Whitbread published this year by TACTYC. The evidence shown by the Government's recent phonics screening check illustrates the problem very simply. In a single year, the percentage of those born in September reaching the “required standard” is 68% and the percentage born the following August reaching that standard is 47%. It would be helpful to have a similar analysis of the early years foundation stage profile, which does compare boys and girls but does not take account of age differences. I put that to my noble friend the Minister as what would be a welcome development.

These children are not stupid. They are just young. Summer-born children are more likely to be identified as having special educational needs than older children in the same class. In many cases this is wrong but it follows them through their school career leading to a poverty of expectation. Sykes et al also showed that summer-born children are not progressing onto certain routes and into certain levels of education. Although those who get through to the highest levels of education do well, fewer of them ever actually get there. This is serious and it means that we need to take a close look at how we can adjust our early education system to mitigate this disadvantage. It may mean having several entry points into school through the year instead of one. It may mean a different approach to teaching and learning in the first few years of primary education, a social pedagogy model rather than a curricular straitjacket. It should certainly mean understanding how children learn through play and having early years qualified specialists in the classroom who know how to guide children at all stages of development. It may mean looking again at the age at which formal education starts. In those countries where children do not start formal schooling until they are six or even seven, the educational attainment results are better than ours. It is clearly worth looking at their model which places equal value on their care, upbringing and learning. What is sure is that formal education should not start too early, whatever the setting.

In ending, I can do no better than describe my aspiration for our children in the mission statement of the British Association for Early Childhood Education. It says:

“Members … actively promote the entitlement of every child to developmentally appropriate early years provision which underpins their emotional, social, physical and cognitive development in order to become learners for life”.

I think that is a splendid aspiration and one which I hope my Government will embrace.

--- Later in debate ---

[Baroness Walmsley]

My Lords, I thank the Minister for his very full reply and all noble Lords who have taken part in this very wide-ranging debate. We have had everything from brain development, early intervention, the international perspective, parenting and preparation for parenting, to funding issues, the connection with social mobility and well-being, communication skills and the all-important qualifications issue.

If you are given the last word, you are crazy if you do not use it. Here is my last word. I would counsel caution about this concept of school-readiness. Schools must be ready for children and they will only be ready for children when the classrooms are filled with highly qualified early years experts with the freedom to use their professional judgement. That brings me to the issue of assessment and tests. There is no place for summative assessment in the early years. Formative assessment, yes—as long as it is done sensitively and the purpose is to inform the practice of the professionals who work in the early years. But please let us not go back to curricular straitjackets—and certainly not league tables.

Motion agreed.

Education: English Baccalaureate

Baroness Walmsley Excerpts

Monday 22nd October 2012 Lords Chamber

[Lord Hill of Oareford]

My Lords, I do not accept the basic premise that the Government are concerned only about academic qualifications to the exclusion of all else. I agree with the noble Baroness, and with the party opposite, on the importance of vocational and technical qualifications. One of the very first things that the Government did when coming into office was to commission the Wolf review into vocational qualifications. However, with regard to the EBC, the amount of time that is likely to be taken to teach those core subjects will still leave plenty of time for the important subjects that she mentions, such as art, music or design, which I agree one would want to continue to be taught. I do not think it is a narrowing of the definition of excellence to want to set a higher bar for more children from a whole range of backgrounds, particularly the most disadvantaged, to get good academic qualifications that will get them into further or higher education, apprenticeships or work.

[Baroness Walmsley]

Is the department considering including computer science in the EBacc certificate? I mean real computer science and not just how to use applications.

[Lord Hill of Oareford]

As my noble friend knows, we are looking at how to ensure that computer science is taught well. A consultation is out at the moment and the precise composition of the EBC is something that I am sure my right honourable friend will continue to reflect on. I will relay my noble friend’s point about the importance of computer science to the Secretary of State—I know it is a point that he shares.

Education: Development of Excellence

Baroness Walmsley Excerpts

Thursday 18th October 2012 Lords Chamber

[Baroness Walmsley]

My Lords, I, too, congratulate my noble friend Lady Perry on introducing this important debate. I am sure we all want the outcomes she described, but we may not all believe in the same methods to achieve them. To my mind, there are two requirements before an excellent education can be achieved: the first is excellent teachers and the second is eager children who have been prepared through their experiences in the early years to be able to make the most of their education. Notice that I did not say anything about structures, and notice also that I did not mention the idea proposed by Mr James O’Shaughnessy of Policy Exchange, the Prime Minister’s former policy chief, that we should allow for-profit companies to take over schools which only recently were considered satisfactory. There is no place for the profit motive in state schooling during the compulsory years. Money is too tight to siphon some of it out of the classroom and into the dividend cheque. To quote one of my noble friend’s colleagues, “No. No. No”. I hope that the Secretary of State is not tempted to go down that path.

My second requirement is a little more controversial than it might sound. We have heard a lot recently about ensuring that children are school ready. On the contrary, I think we should ensure that schools are ready for children and should take account of research when we are considering how best to help our children benefit from their schooling. Work by Dr David Whitebread and Dr Sue Bingham of the University of Cambridge was published only yesterday by the Association for the Professional Development of Early Years Educators, an organisation dedicated to raising the standards of those who work with very young children in all settings. They brought together various studies to question whether the earlier-is-better approach to early years provision is the best way forward. They have concluded that it is not. I should clarify that they are not against provision for two year-olds. It is the date when formal teaching commences that is in question. For example, in 2007 Suggate et al looked at a large sample of children, some of whom started to learn to read at five and others at seven. They discovered that by the age of 10, those who started at seven had not only caught up but had better comprehension of the text.

Another piece of evidence comes from what we know about summer-born children. We know they are disadvantaged in our system, both academically and socially, in that they are 50% more likely to be diagnosed with special educational needs. Research shows that birth date differences even up quite quickly in countries where children do not start formal learning until they are seven. Surely this indicates the damage that can be done to children who are only four for the majority of their year in the reception class. It is alluring to believe that early reading and early academic success are beneficial, but Kern and Friedman in 2009 discovered that early reading often leads to less life-long educational attainment, worse midlife adjustment and worse mortality. This aligned with the findings of the famous HighScope project.

Subjecting children too early to a lot of direct instruction forces them to use parts of the brain that are immature and this can be damaging. It has also been shown that if children are asked to learn things by rote or repetition, they can do it, but they are using the lower, less sophisticated limbic parts of the brain. Later, when asked to do tasks that need the more complex parts of the cerebral cortex, they have a tendency to use the lower parts instead. We need a social pedagogy model rather than an inflexible, time-limited, curriculum model. Can the Minister assure me that the roll-out of early years provision for two year-olds will take account of this and other research?

Education (Amendment of the Curriculum Requirements for Fourth Key Stage) (England) Order 2012

Baroness Walmsley Excerpts

Monday 23rd July 2012 Grand Committee

[Baroness Hughes of Stretford]

I thank the Minister for that detailed explanation of why the Government are proceeding in this way. I would not argue with Professor Wolf’s recommendation that a blanket one-size-fits-all approach to work-related activities has served its time, as I think she said. I also agree that work-related activities should remain a key priority for schools and colleges, including, I would argue, for those key stage 4 pupils who would benefit. Accepting those conclusions, though, is not an argument for abolishing altogether the statutory duty to provide work-related activity and for absolving schools from that provision. The definition of work-related activity in the legislation that the Minister read out remains even more relevant today.

It is instructive to hear what employers have to say. Recently I attended a listening event with small and medium-sized enterprises in Manchester. I declare an interest as a policy adviser to the Chambers of Commerce. It was salutary how many of those owners of businesses complained about the preparedness of students now for the workplace, not in terms of being prepared to do the specific job that the workplace was doing but simply in terms of getting there on time, being expected to work perhaps from 8:30 pm to 4.30 pm and the general, basic teamwork skills that you need to deploy to be successful in the workplace. They were arguing that many schools prepare students very badly for that, even with work-related activity as a statutory duty.

Today I was sent some comments about this proposal from the Federation of Small Businesses. It says that it is disappointed at the proposals to remove the statutory duty to deliver work-related learning at key stage 4, and argues that the concept of work-related learning should be broader than purely work experience placements and should encompass helping students to gain a range of experiences and skills that they will need in the workplace, such as writing job applications, and work-based skills of the sort that I mentioned, such as timekeeping and so on, improving young people’s understanding of potential careers and jobs. In fact, the FSB argues that work-related skills and an understanding of business and enterprise should be gained at as early an age as possible. The statement that it put out today repeats the contention that we should start early with work-related learning, maybe in small doses, in order to embed some of those skills and knowledge about the workplace in our young people.

The FSB goes on to say:

“This is not to say that work related learning and work experience for young people is perfect and cannot be improved but in our view we cannot see any significant justification for its removal which outweighs the benefits of introducing young people to work related knowledge and experience at Key Stage 4. In our view this is an area of learning that needs to be strengthened rather than watered down”,

and it is concerned that:

“Removing it from the statutory curriculum will inevitably lead to it being sidelined”.

The British Chamber of Commerce has said that it endorses the FSB’s statement, so there is a range of concerns from employers and it would be good if the Minister addressed them when he replies.

A second concern is the consultation, which produced the result that 89% of the just short of 600 respondees said that they were opposed to the change that the Government are making, and gave various reasons for their concerns, which we can see in the consultation document, all of them reflecting some of the points that I have just raised and which the FSB has talked about. I found it rather—I was going to say “insulting”, and I am sure that the Government do not mean to do that. There is a great deal of detail about the kind of responses that people gave and their reasons for opposing this measure. Yet the consultation document simply says, in terms of next steps, that the Government have decided to proceed with removing the duty, without engaging in any way with the concerns that people have expressed and the reasons why they are opposed to the action that the Government are taking. That is something that the Minister may want an opportunity to develop.

There is a range of concern in the world outside, and I would like to bring all that down to four questions for the Minister, if he would be kind enough to think about them. First, if work-related activity continues to be important to the Government, as the Minister says that it is—I understand about the evaluation work that is going on, and the models that are being tested by colleges—why, then, are the Government abolishing the statutory duty to provide it rather than amend that duty to allow schools to be more flexible and to extend it for 16 to 18 year-old, for example? I know that the Minister has said that abolition fits in with the Government’s mantra about liberating schools and freedoms, but a lot of people are concerned that anything that is not in the national curriculum will be sidelined, as the FSB contends. Therefore it would be possible for the Government to have amended the duty rather than abolish it altogether. Why have they chosen abolition?

Secondly, why are the Government ignoring the overwhelming views of the people who took the trouble to respond to the consultation with very little explanation? Thirdly, will Ofsted specifically report on the extent to which schools are providing effective work-related activity, and on the quality of those experiences that the students are getting?

Finally, given that the Government are undertaking this evaluation and working with colleges to experiment on different models, at least for 16 to 18 year-olds, will they at some point produce guidance to illustrate what that best practice has been found to be? When the results of those projects are available to inform ideas about best practice, will the Government consider making that guidance statutory, so that schools and colleges at least have to follow what has been discovered to be the best alternative way of doing them? I would be grateful if the Minister could address those points in his reply if at all possible.

[Baroness Walmsley]

My Lords, I preface my comments on the order with this: when one sits in this Room, sometimes, listening to the debate on an order that has been listed prior to one’s own, one often hears interesting things. I heard of something today called “rural proofing”, which I had never heard of before. It struck me that about 18 months ago, the Minister for Children, Sarah Teather, hinted that we might get child-rights proofing of policy before very long—or at least before this government comes to an end. Will my noble friend write to me to say how that is progressing?

On the order, I do not agree with the noble Baroness, Lady Hughes of Stretford, that early experience of these issues is necessarily the best. They become more relevant later to the young person, when they get a bit nearer to leaving school and considering whether they are going on to further or higher education, or some training in employment. Of course, that is not going to happen before the age of 17 next year, and before the age of 18 a couple of years after that. Schools really struggle to find enough places for 14 year-olds. Many employers do not see it as terribly useful to have 14 year-olds knocking around their place of work.

I, too, received a briefing from the Federation of Small Businesses. I do not think any of us would disagree with the list of knowledge sets and skills that the federation wants young people to have before they leave school. However, having had a number of teenagers doing work experience with me for a couple of weeks, I do not think that young people really get those skills. I did my best to give them the best experience that I could, but they were certainly not training to become Peers of the realm—unless they would be prepared to stand for election.