Home School Education Registration and Support Bill [HL]

Baroness Whitaker Excerpts

2nd reading
Friday 15th November 2024 Lords Chamber

[Baroness Whitaker (Lab)]

My Lords, the noble Lord, Lord Storey, has form on this. I congratulate him on his determination, ever since he picked up the baton from my retired noble friend Lord Soley to rescue many vulnerable children. Despite the promises of the previous Government, nothing ever materialised, yet the number of children missing from school has clearly significantly increased, even though we do not know the exact number. So, alarmingly, has the number of children recruited on to county lines to deal in drugs under the intimidation and violence of criminal gangs. Was it not a dereliction of duty for the previous Government to abandon these children for so long without recognised education?

I should first say that it is still of prime importance to make it easier for all children to attend proper registered schools and thrive there. That has not always been so, and of course, as has been said, there have always been parents who educated their children at home well—often very well. Such parents have nothing to fear from the Bill, nor will the parents of children in registered religious schools. I hope that, in the interests of the large number of children who have massively missed out by being out of school, all parents will understand the need for the register.

This Bill will provide the lifeline of a proper education for some groups of children in particular. I first mention children of the Gypsy, Traveller and Roma communities, who drop out or are expelled or encouraged out of insufficiently inclusive schools in larger proportions than any other ethnic group. Their parents may have chosen home education because the bullying their children faced is intolerable, but they may not be equipped or have the time to home-educate properly.

However, there are also the children who have been made to attend those unregistered illegal schools whose narrow curricula and harsh punishments do not enable them to thrive. The Independent Inquiry into Child Sexual Abuse found cases of physical and sexual abuse in some of those schools. This also needs to be dealt with

I have a few small concerns with the noble Lord’s Bill. In new Section 436D(1)(a), the obligation on parents to inform the local authority of home education may be impracticable for marginalised parents. Perhaps it should be the schools which inform the local authority, at least in the case of expulsion or the choice of elective home education. Also, I cannot work out what the difference is between new Section 436C(2)(j) and (k). That is only a detail, though.

Finally, a small number of families travel for work and in observance of cultural tradition, but local authority transit sites allow them to stop for only three months at a time, which disrupts their children’s education. They do not want that, but it predisposes them as a family to choose home education when they might not have the capacity. If the Department for Education were to continue its very welcome support for Open Doors Education & Training’s distance learning scheme, partnered with the Traveller Movement, this gap in home education could be filled. Can my noble friend guarantee that?

I hope that our Government can give this Bill a fair wind or provide their own version of its promise.

Education: Early Years Attainment Gap

Baroness Whitaker Excerpts

Tuesday 5th November 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

With respect to services delivering healthcare, my noble and honourable friends in the Department of Health and Social Care are considering the implications and will bring them forward. I point out to noble Lords opposite that there is no point demanding improved provision and arguing for, for example, a childcare entitlement that will involve considerable additional spending—which this Government have found in last week’s Budget—while being unwilling to find the money necessary to fill the £22 billion black hole that we inherited from them.

[Baroness Whitaker (Lab)]

My Lords, there is a certain amount of research which shows that children who attended early years education thrived more. They had higher incomes and they certainly benefited from higher and tertiary education, and I think they kept out of prison a bit more. Will my noble friend keep an eye on the continuation of this research, which might even help her get more funds for early years care from the Treasury?

[Baroness Smith of Malvern (Lab)]

My noble friend is absolutely right that investing money in our youngest children demonstrably improves their outcomes later in life. It is the most effective place in which to invest that money. That is why my honourable friend the Secretary of State has made it her number one priority for the Department for Education and why we were pleased to receive from the Treasury additional money to enable us to make progress in this last week. I will certainly keep an eye on the evidence that my noble friend identifies, and I am sure my noble friends—including my noble friend Lord Livermore sitting next to me on the Front Bench—will be keen to hear about it when they find additional resources for this very important area of work in the future.

Education (Values of British Citizenship) Bill [HL]

Baroness Whitaker Excerpts

2nd reading
Friday 18th October 2024 Lords Chamber

[Baroness Whitaker (Lab)]

My Lords, it is always a pleasure to follow the noble Baroness. I welcome this Bill, so comprehensively and eloquently introduced by the noble and right reverend Lord, Lord Harries of Pentregarth. It is indeed time to pay more attention to what citizenship consists of and what our society stands for. We benefit from a diverse society but its cohesion has deteriorated during the past years. The Bill would improve cohesion by affirming common and positive values. In general, it would give our children—and others—firm ground on which to develop the standards of behaviour that we need to live together peacefully and creatively. It covers the important elements that make our social norms.

I would like to highlight one provision. A principle from which we would particularly benefit from promulgating is that underlying the Bill’s inclusion of individual worth: the value of respect for and acknowledgment of the dignity of each of our fellow citizens. We have expressed this in our laws of human rights. They essentially enable tolerance; if we are to be tolerant, we need to be aware of what we tolerate and what the enemies of tolerance are. Both democracy and the rule of law underpin freedom but, without respect for individual worth, freedom is undermined and, in particular, minorities suffer from majority decisions. It is also time, I think we all agree, that respect for the environment took its place among our ideas of how we respect each other.

We should take pride in a degree of ownership of modern ideas of human rights. It is true that the ideas of respect and tolerance have an ancient pedigree—the code of Hammurabi and the edicts of the fifth century BC Indian king Ashoka are often quoted as the origins of human rights concepts; perhaps they are inherent in the way human nature has developed—but the European Convention and the post-war United Nations instruments have had substantial British input. Whatever some eccentric politicians might say, they have been universally adopted and underline our sense of common humanity. I would like to see the words “human rights” on the face of the Bill, therefore; I hope that, nevertheless, our Government can give it, or their own version of it, a fair wind.

King’s Speech

Baroness Whitaker Excerpts

Friday 19th July 2024 Lords Chamber

[Baroness Whitaker (Lab)]

My Lords, I too shall underline the role of further education. I declare an interest as a past chair and current fellow of the Working Men’s College and a former chair of the Department for Education stakeholders’ group for the education of Gypsy, Traveller and Roma people. May I also say, after my new noble friend Lady Smith of Malvern’s inspiring maiden speech, how good it is to see her in Parliament again, and in one of her many areas of expertise: education?

The nation has voted for change. Adult and further education are essential to change. Closing the substantial gap in our level and spread of skills would go far to achieve the improvement in productivity that we need to fund services, security and well-being. Of course we need investment in technology itself but we need, crucially, investment in people. It is no coincidence that our competitors have better productivity, together with higher status and capacity for technical education. I welcome the comprehensive strategy for post-16 education in the Labour Party manifesto, referred to in the gracious Speech.

The British neglect of technical education is long-standing. Changing it requires a new mindset: parity of esteem in engineering, for instance, valuing design and all the skills which require problem-solving, collaboration and multidisciplinary approaches far more highly, as the noble Lord, Lord Baker, noted. We were good at this when our great 18th and 19th-century inventors flourished—though, interestingly, few of them had an elite education—and we remain good at high-level scientific education, invention and discovery. But where technical education kept pace with scholarship on the mainland of Europe, here it lagged, perhaps outgunned by the prestige of classical public school education and ideas about the needs of governing an empire.

In further education, so we have inherited confusion, a welter of qualifications and a failing apprenticeship system. The new comprehensive approach should rely on destination data to monitor that it is getting people into the jobs we need for a modern, high-skill economy.

The personal satisfaction of worthwhile work, cited by our Prime Minister, is also a force for social cohesion. When I was chair of the Working Men’s College, the sense of achievement among students who were retraining, repairing the gaps in their secondary education, or bringing the motivation which moved them to emigrate to the United Kingdom to inspire qualifying for work, brought home how precious personal fulfilment is. Women who had never finished school were able to provide for their families; young men whose school education had left them apathetic and unconfident found their feet in society.

But education think tanks have estimated that a missing third never get on to the skills ladder. Further education can return them to the path to worthwhile work. For that, what goes on in secondary schools is crucial; early careers guidance for all, steering towards examination subjects, the essential ensuring of basic literacy and numeracy to gain entrance to the next stage, bringing back the children who have dropped out—all these are passports to personal fulfilment and economic contribution for the missing third. Can my noble friend assure me that the path to further education will start in schools?

Finally, a shameful reason for dropout is the alienation which comes from discrimination and prejudice. The proportions of some black and minority-ethnic groups who enter and complete further education are far below the numbers of their populations. This is starkly obvious for Gypsy, Traveller and Roma people and I am grateful to the noble Baroness, Lady Barran, for her support for efforts to tackle their disadvantage. I have been working with the Association of Colleges on a campaign to widen access to all black and minority-ethnic people. Since April, 40 colleges have pledged action, which we shall celebrate in Parliament on 9 September. Will my noble friend join with me in congratulating those colleges and the association on a project which will improve lives and help to power our economy?

Ethnicity Pay Gap

Baroness Whitaker Excerpts

Thursday 25th April 2024 Lords Chamber

[Baroness Barran (Con)]

The Government agree that it is worth while but not that it should be mandatory. We have developed clear guidance for employers and are seeking case studies from employers monitoring ethnicity pay data—but also, crucially, their diagnosis of any gaps and their action plan to address those gaps—so that other employers can benefit from their experience.

[Baroness Whitaker (Lab)]

My Lords, one of the ethnicity pay gaps is the difference in income that arises from art awards. Will the Minister join me in congratulating Delaine Le Bas, who has just been put on the Turner Prize shortlist for her art deriving from her Romani heritage, as well as the other distinguished members of the shortlist from minority-ethnic backgrounds?

[Baroness Barran (Con)]

I am delighted to celebrate with the noble Baroness.

Schools: Admissions

Baroness Whitaker Excerpts

Monday 17th July 2023 Lords Chamber

[Baroness Barran (Con)]

As I tried to set out in my initial Answer, we believe that all children have equal access. Only when a school is oversubscribed can the admissions authority introduce additional restrictions. Indeed, many faith schools do not restrict on the basis of faith.

[Baroness Whitaker (Lab)]

How does the Minister respond to these remarks from a parent in Oldham who told Humanists UK that

“the 2021 Census found that those of no religion, and those of other faiths than Christianity, now form a majority of the population in our town. So it is a great injustice that one of the best schools in Oldham actively prevents local children from benefiting from its excellent teaching”?

[Baroness Barran (Con)]

If there is a specific example where the noble Baroness believes that the admissions code is not being followed by a school, I will be delighted for her to refer it to me.

Unregistered Schools

Baroness Whitaker Excerpts

Wednesday 5th July 2023 Lords Chamber

[Baroness Barran (Con)]

The noble Lord raises a number of important points, and I think he would agree with me that the vast majority of religious schools deliver a safe and very valued service to the children and families they work with. But of course he is right that there will be safeguarding exceptions in every setting and every community, and we are determined to address those when legislative time allows.

[Baroness Whitaker (Lab)]

My Lords, I add to the plea for urgency by drawing attention to recent media coverage of former pupils from such settings. Some did not speak any English at school and others had no English, maths or science taught to them, only a very narrow religious curriculum. It is very important to rescue those children; surely they deserve an urgent response from the Government.

[Baroness Barran (Con)]

The Government need to strike a very delicate balance. I think we in this House would all agree that parents are ultimately responsible for ensuring that their children get a good education. Local authorities already have significant powers to check the quality of that education, and we are working closely with them and with parents, updating our guidance in this area, because we are all committed to making sure that every child has a safe and suitable education.

Free Music Education

Baroness Whitaker Excerpts

Monday 12th June 2023 Lords Chamber

[Baroness Whitaker (Lab)]

Did the Minister take note of the report some years ago by Darren Henley, which gave evidence that music education opens a door to all other kinds of learning? Should not all children have this benefit?

[Baroness Barran (Con)]

I completely agree, which is why all children do have this benefit and why music education is part of the national curriculum from key stages 1 to 3.

Schools: “Ghost Children”

Baroness Whitaker Excerpts

Tuesday 2nd May 2023 Lords Chamber

[Baroness Barran (Con)]

I thank my noble friend for his work in this area and I agree with him that very often persistent absence will not be the only issue that is going on in a family; therefore, the nature of family hubs is ideal to address this. The department has commissioned a team of 10 expert attendance advisers who are working with every local authority and with multi-academy trusts to help address issues of persistent absence. As part of that support, those advisers strongly recommend and encourage engagement with family hubs.

[Baroness Whitaker (Lab)]

My Lords, following the question from and answer to the Liberal Democrat Benches, the Secretary of State very helpfully replied to a letter signed by Peers all around the House saying that she would like to find the time to create a local authority register. When is that time going to be? Quite apart from home-educated children, where, as the Minister says, standards of education vary from good to non-existent, there are a large number of excluded children who make very good targets for recruitment into gangs and other criminal activities.

[Baroness Barran (Con)]

As I said, we would need primary legislation to bring in statutory registers; until a legislative opportunity is available, we will work very hard to make the voluntary registers work. There are very high rates of return from local authorities—over 90% of them are returning their data on a voluntary basis.

Schools Bill [HL]

Baroness Whitaker Excerpts

Report stage & Lords Hansard - Part 1
Monday 18th July 2022 Lords Chamber

[Lord Blunkett (Lab)]

I support the noble and right reverend Lord, Lord Harries, and declare my interest as the honorary president of the Association for Citizenship Teaching—and I put on record that I will adhere to normal sartorial values on Wednesday.

I will speak very briefly, because there is still a long way to go this evening, in support of the amendment. It follows on from the Ties that Bind recommendations of the Select Committee chaired by the noble Lord, Lord Hodgson, back in 2018; the Justice and Home Affairs Committee’s investigation into the “life in the UK test”, published just a few weeks ago; and the ongoing desire to align the Department for Education—sadly now without the guidance of Robin Walker, who was deeply committed to citizenship and who was actually shifting the templates a little—and Ofsted, which is not aligned at all with what the DfE says or what we thought Ofsted had understood four years ago. It is a very strange juxtaposition.

I just want to put on record that we need to understand and be clear about the difference between personal development and citizenship education, which incorporates an understanding of the broad values of being a citizen in the United Kingdom, as well as the practical measures that make it possible for our democracy to function properly.

At this moment in time, given the clear need for respect from one politician to another, whether it is on ITV or Channel 4, we need to reinforce with our young people one simple message. We may, as your forbears, have got into a terrible mess and our democracy may well be extremely fragile—as I was saying last week, quoting the noble Lord, Lord Hennessey—but the future is in your hands, as the next generation, and beyond. Unless we guide and provide a framework and a landscape by which those young people understand what is happening in our democratic process, we will have let them down, because they will think that what they see on their televisions and what they read in their newspapers at the moment constitute the values that we espouse. They do not.

[Baroness Whitaker (Lab)]

My Lords, I offer very strong support for Amendment 101, so eloquently moved by the noble and right reverend Lord, Lord Harries of Pentregarth, and spoken to by my noble friend Lord Blunkett. It offers a coherent system we can unite around. Other countries have their written constitutions; we do not. The Americans also have the Gettysburg Address—easy to teach, easy to understand. In this amendment, we have a coherent system of basic principles of democracy, human rights and equality and the modern imperative of care for the environment. This whole subject, taught as a unity, is particularly important for non-faith schools also, which have a less coherent framework than the faith schools. We are a diverse society. We have several faiths and beliefs and we need a framework that we can cohere around, such as the values of British citizenship in this amendment. The Minister would be doing the children of this country a great service if she were to accept it.

[Lord Knight of Weymouth (Lab)]

My Lords, I will briefly add to the chorus of approval for this amendment moved by the noble and right reverend Lord, Lord Harries. He talked about the problems attached to British values and how they have appeared to exclude some people. What he is trying to achieve is truly inclusive.

I add my voice in particular on sustainability. All of us in this and the other House have been circulated Sir Patrick Vallance’s briefing to MPs on the challenge of climate change. Looking at that, and at the scale and urgency of the challenge from those presenting, it was clear to me that what is missing is public behaviour change. I am absolutely convinced that the key to unlocking that lies in our schools and with our young people, as the demographic which is most enthusiastic about this and can reach into everyone’s home and start to shift our behaviours.

The education company Pearson recently published its School Report, which showed that 50% of school leaders want to teach this—a glass-half-full/glass-half-empty figure. We have had a strategy from the Government which said they wanted schools to do this. Only half of school leaders are planning to do so. We need to do more, including this.