Skill Shortages in Business and Industry
Baroness Wilcox of Newport Excerpts(11 months, 2 weeks ago)
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Baroness Barran (Con)
I am aware that we are doing a great deal of work to try to understand some of the issues that the noble Lord rightly raises, and which are particularly acute in some of our shortage occupations. I am not aware whether we track specifically how to encourage people to return, but I will take that back to the department.
Baroness Wilcox of Newport (Lab)
Apprenticeship schemes are essential for developing vital skills in young people, yet in the last decade apprenticeship starts have fallen by one-third, while over £1 billion raised by the apprenticeship levy goes unspent every year. Does the Minister accept that the apprenticeship levy requires a total revision of how companies are encouraged to offer apprenticeships?
Baroness Barran (Con)
Apprenticeship starts fell because we had to do so much work with what we inherited as an apprenticeship system to make sure that we offered the quality that employers required. I do not agree that the apprenticeship levy requires a major overhaul. In the last two years, the levy has effectively been fully spent; where it is not spent by levy-paying employers, either they can spend 25% of the levy on companies within their own supply chains, so enhancing that productivity, or it can be spent by small and medium-sized enterprises. I wonder what the noble Baroness would say to them if her party was to be elected and go through with its proposed policy.
Ofsted: Pupil Absence Rates
Baroness Wilcox of Newport Excerpts(1 year ago)
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Baroness Barran (Con)
As the right reverend Prelate knows, Ofsted is about to start its Big Listen exercise, so maybe that is one of the questions that could be asked. He asks an important question about how the data will be used. There is more we can do within the department on analysing and breaking down the data into more actionable insight for schools, and we will start engaging with trusts and local authorities on that very shortly. We need to be careful to make sure that children who really have major barriers to coming to school and whose attendance is very poor are not conflated with those who are in school nine or nine and a half days out of 10. It is about how we get those ones, too, over the line.
Baroness Wilcox of Newport (Lab)
We have a crisis of attendance in our schools. Research from the Centre for Social Justice reveals that more than one in four parents think that school is not essential every day. It is essential. What can the Government do to repair the relationship between schools and families, which has deteriorated greatly in recent years?
Baroness Barran (Con)
Again, we have to be very careful not to make sweeping generalisations. We are seeing lots of green shoots in terms of attendance and higher-level attendance, particularly in transition year groups such as year seven, when children go from primary to secondary school. There are important things we can build on, such as having open, honest, regular communication with parents, pointing out if a child has not been coming into school and trying to understand why. But more importantly, celebrating with a parent a child’s attendance or performance in school is to be encouraged.
Schools: Special Educational Needs
Baroness Wilcox of Newport Excerpts(1 year ago)
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Baroness Barran (Con)
I can only refer again to what I just mentioned: the £2.6 billion between 2022 and 2025 to deliver additional new specialist places, which will of course be closer to where children are. I absolutely share the noble Lord’s concerns about children having to travel out of area.
Baroness Wilcox of Newport (Lab)
My Lords, school absences are one of the key issues for our school system, but absence rates are, by one measure, 10% higher for autistic children and even higher for children with a SEND statement? What assessment have the Government made of the interaction between the lack of provision for SEND support and absence rates? How do the Government plan to target the persistent absence of SEND pupils in particular?
Baroness Barran (Con)
The noble Baroness knows that absence rates for children with special educational needs have always, rightly or wrongly, been higher than those for children without special educational needs. In part, there is an assumption that such children may also experience greater incidence of ill health. The Government are focusing on a very detailed analysis, looking at patterns across different schools and identifying which practice is working to make sure that those children are back in school, and then sharing it through our attendance hubs. That is important, because we know that children with special educational needs, more than any other children, thrive when they are in school all the time.
Education: 11 to 16 Year-olds
Baroness Wilcox of Newport Excerpts(1 year ago)
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Baroness Barran (Con)
I respect my noble friend enormously, but I think that the evidence overall does not support that. We need to make sure that children have a really strong grounding in mathematics, sciences, English language and English literature, particularly if we want them to follow vocational courses. We have seen in other countries—for example, in Scotland—what has happened with a very well-intentioned policy. I have no doubt about the motivation of those who introduced the Curriculum for Excellence, which looks very like some of the elements that your Lordships are raising—but look at what has happened to our schools in Scotland.
Baroness Wilcox of Newport (Lab)
Some 80% of secondary schools are not required to follow the national curriculum, which has led schools to prioritise early teaching of GCSE courses over the variety of subjects intended for key stage 3. Can the Minister tell us whether the Government will support Labour’s call to reform the curriculum to deliver a better foundation in core subjects, which will ensure that children do not miss out on creative and practical ones too?
Baroness Barran (Con)
There is plenty of room in the curriculum; I refer the House to the 2011 review of these matters by the noble Baroness, Lady Wolf, which made it clear that the curriculum has space within it for all the subjects which the Government value and which the noble Baroness refers to.
Schools: RAAC
Baroness Wilcox of Newport Excerpts(1 year ago)
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Baroness Wilcox of Newport (Lab)
I thank the noble Lord, Lord Addington, for securing this short debate on a most pressing issue affecting our most precious resource—our children and young people.
In the answer the Minister gave to me during Oral Questions last October on this subject, she told me that the Government’s
“overarching efforts are to get children back to normal education as quickly as possible”.—[Official Report, 23/10/23; col. 383]
However, the drip-drip of schools being added to the RAAC list is yet more evidence of chaos from this Government, which have no grip on the extent of crumbling school buildings. One of the defining images of 14 years of Conservative Government is children cowering under steel props to stop the roof falling in. What an unhappy metaphor.
Can the Minister say when a full list of schools affected will finally be available and how much her department expects this remedial work to cost? Parents, children and school staff need urgent reassurance and answers on the steps being taken to support schools, to ensure children can get back to their normal classrooms and to rebuild classrooms riddled with unsafe, crumbly concrete. In early December, the number of schools and colleges with RAAC stood at 231, when the Secretary of State announced that a deadline to remove RAAC from every school would be confirmed in the new year. Is the Minister able to confirm here what the deadline will be, and when will it be announced?
School leaders remain worried about the disruption to learning, with children taught in marquees, portable classrooms, sports halls or off-site. There is a further worry about specialist spaces, such as science labs, drama studios and design and technology rooms. There is a call, as the right reverend Prelate the Bishop of St Albans noted, for examined students to be given special consideration. As a former A-level examiner of some 27 years, I can attest to the disruption that displacement from specialist teaching spaces has on pupil learning. I urge the Government to engage with the examination boards to discuss what we call “mitigating circumstances” for those affected by this disruption.
As noted previously, parents are taking their children out of schools with dangerous concrete and sending them elsewhere. I will give just one example: 100 families have asked a council to move children from two Warwickshire schools affected by unsafe building materials. ASCL said that an unacceptable wait for mitigation works meant that parents were starting to
“lose confidence … and vote with their feet”.
Worryingly, however, RAAC is just one issue affecting schools in England. Some 700,000 children are being taught in unsafe or ageing buildings, according to a National Audit Office report last year. When will this downgrading of the school estate cease? When will real funding be put into making our schools fit for the present and for the future?
I am sure the Minister will expect me to note that, in Wales, we were able to continue with our school building and refurbishment programme over the past 14 years. In terms of RAAC, the situation in Wales was different from that in other parts of the UK, as many schools had been built before RAAC was in use. Since RAAC has stopped being used, we have had 140 new schools built in the first wave, and another 200 schools as part of the current wave of investment by the Welsh Government, in partnership with local government, which runs schools in Wales. This includes both capital maintenance of the existing school estate and a huge transformation programme building new schools and colleges.
In England, I believe there are currently 100 unallocated places on the list for the Government’s 10-year school rebuilding programme, and it is expected that they will be filled by the RAAC situation. The Secretary of State told Members of Parliament earlier this month that she anticipated that there would probably be more than 100 schools that need rebuilding. With schools across England in an urgent state of disrepair and with more than 1,200 originally being considered for this fund, experts are warning that other school building projects are likely to be hit due to the demand from RAAC-affected schools.
The National Audit Office reported that one of the biggest issues facing public buildings is the lack of knowledge of the state of disrepair. The Government have rejected a proposal to have a register of public holdings in a state of serious disrepair. I wonder why the Government are hesitant to have such a register. Last November, the Public Accounts Committee warned that
“the school estate has deteriorated to the point where 700,000 pupils are learning in a school that needs major rebuilding or refurbishment”.
It was shocked and disappointed by the lack of basic information from the DfE on the concrete crisis in schools.
I will end my contribution to this debate by echoing the words of the chair of the Public Accounts Committee, Dame Meg Hillier, MP, who said:
“A significant proportion of children in this country are learning in dilapidated or unsafe buildings. This is clearly beyond unacceptable, but overcoming the consequences of this deficit of long-term infrastructure planning will not be easy. The School Rebuilding Programme was already struggling to stay on track, and DfE lacked a mechanism to direct funding to regions which need it most. It risks being blown further off course by concerns over RAAC, and many schools in dire need of help will not receive it as a result”.
Children’s Care Homes: Private Equity
Baroness Wilcox of Newport Excerpts(1 year ago)
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Baroness Barran (Con)
We have announced our new social care strategy. The noble Lord will be aware of the independent review of children’s social care, which we have acted on. We are now starting to implement the initial pathfinder sites to test our new family-led approach to social care. As he said, these are vulnerable children and families, so we need to do this judiciously.
Baroness Wilcox of Newport (Lab)
The Minister previously spoke of bringing in financial oversight to children’s social care. Figures from PoliticsHome show that the average placement now costs £281,000, which has risen by 25% over the last two years. Clearly, swift steps need to be taken to bring down those costs. She has previously alluded to the money going in, but can she be clear about the timeline for a new financial oversight regime and how it will help?
Baroness Barran (Con)
As I said, bringing forward the legislative changes necessary to implement a new regime depends on parliamentary time. However, we are not wasting any time in trying to support the foster market, for all the reasons that noble Lords have already set out.
Coram’s Charter for Children
Baroness Wilcox of Newport Excerpts(1 year, 1 month ago)
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Baroness Barran (Con)
I thank my noble friend for his question. Of course, he is right about the number of closures, but overall, the workforce has increased by 4% in the last year. My noble friend asks about action now: we have announced an increase in the hourly rates paid to providers, to £5.88 for three to four year-olds, and up to £11.22 for the under twos. We are allowing parents to register their interest early in the new free childcare provision, allowing nurseries to expand. We have increased the flexibility for childminders to deliver their services outside the home.
Baroness Wilcox of Newport (Lab)
Improving children’s lives should centre on ensuring that we deliver high standards for all children in all schools. According to an IFS report released last month, schools serving more disadvantaged pupils have seen larger spending cuts since 2010. How do the Government justify this gap in pupil spending?
Baroness Barran (Con)
I do not fully recognise the figures that the noble Baroness refers to. As she knows, we have been adjusting school funding to try to move towards a national funding formula. We have also invested increasingly in the pupil premium to support precisely the children whom she and the Government are most concerned about.
Universities: Nuclear Energy Sector Skills
Baroness Wilcox of Newport Excerpts(1 year, 2 months ago)
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Baroness Barran (Con)
I absolutely do not accept that the UK Government are not on track to meet their climate targets. We are ahead of every other major nation, as the noble Earl knows. We are also doing a lot of work in relation to green skills. Again, we will publish a green jobs plan in the first half of 2024, but we have very attractive green skills offers across every level, from skills boot camps up to the highest possible qualifications.
Baroness Wilcox of Newport (Lab)
My Lords, when I questioned the Minister on skills on 27 November, she replied that the Government had announced £200 million of funding for local skills innovation funds. Are the Government aware of any examples of these local funds being available or currently used in the nuclear energy sector?
Baroness Barran (Con)
It depends what the noble Baroness means by the nuclear energy sector. There are some big and strategic employers, and we can see regionally—in places such as Cumbria, unsurprisingly, and Bridgwater—that there is a concentration of activity, particularly in higher education and apprenticeships. If we think more broadly of the supply chain for nuclear, I can be very confident that it is included.
Schools: Safeguarding
Baroness Wilcox of Newport Excerpts(1 year, 2 months ago)
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Baroness Wilcox of Newport (Lab)
My Lords, it is a pleasure to follow the noble Baroness, Lady Walmsley, and I associate myself with much of what she said, including on the importance of the United Nations Convention on the Rights of the Child. I would also like to congratulate the noble Baroness, Lady Jenkin, on securing this debate on such an important subject: safeguarding children in schools. Safeguarding has a set of specific meanings regarding the protection of children and vulnerable adults from abuse, neglect and harm. Although I am no longer a working teacher—unlike the noble Lord, Lord Hampton, who made many excellent points in his speech—I did do 35 years at the chalk face, so I know a little bit about it.
The Times Educational Supplement recently identified seven key safeguarding areas that schools should be concerned with now, as mentioned earlier by the noble Baroness, Lady Brinton. On child sexual abuse material, a recent report from the Internet Watch Foundation found a 64% increase in reported webpages containing confirmed child sexual abuse images in 2021 compared to 2020. Almost seven out of 10 instances involved children aged 11 to 13, and 97% of the images were of girls. It is absolutely vital that everyone working with children is aware of the online risks, has appropriate training and ensures that children have suitable routes to support and reporting.
Next, there is child-on-child sexual violence and harassment. The excellent organisation Girlguiding released figures in 2021 stating that two thirds of their members who were girls and young women experienced sexual harassment in school. Schools should maintain the attitude that such behaviours could already be taking place, and foster environments where children feel safe and empowered to report abuse.
Turning to extremism and radicalisation, the number of children arrested in relation to terrorism offences has reached its highest level since records began. According to the Home Office, 16% of arrests under the Terrorism Act 2000 in the year ending 2022 were of people aged under 18. Young people are particularly vulnerable to radicalisation, and schools need to be aware of key factors: social isolation, precarious emotional ties, and violent peers. Labour have called on the Government to provide an update to the counter-extremism strategy because it has not been updated since 2015. Although the Prevent strategy has been updated, there is a need for a wider counter-extremism strategy.
A growing issue, one that we have talked about many times in this place, is domestic abuse. It has been reported that 62% of children living with domestic abuse are directly harmed by the perpetrator of the abuse, while one in five children has lived with an adult perpetrating domestic abuse. By witnessing the abuse of others, or by being harmed directly, children may experience a wide range of severe and long-lasting effects. All school staff must follow their school’s child protection policy and contact the police if they suspect that a child is in danger.
A term that has become increasingly used to describe safeguarding issues but did not exist when I began my teaching career in Brixton in the 1980s is “adverse childhood experiences”, usually shortened now to the acronym ACEs. These include a range of experiences, such as being the victim of abuse or neglect, parental abandonment through separation or divorce, or having a parent with a mental health condition. Several studies have shown that if a person has experienced four or more ACEs, compared to someone with none, they are more likely to experience poor health and well-being into adulthood.
Another safeguarding issue is trauma, which can occur when a child witnesses or experiences overwhelming negative events. Developmental trauma includes children who are neglected, abused or forced to live with family violence, or who experience high parental conflict. It affects all aspects of a child’s development, including the brain, body, emotions, memory, relationships, learning and behaviour. Schools provide the opportunity for children to experience safe and predictable environments and to interact with staff and peers with kindness and compassion.
Another issue that has grown hugely in the past decade, particularly during and after the experiences of the pandemic, is mental health issues in children and young people. In July 2021, the NHS identified one in six children aged five to 16 as having a probable mental health problem—an increase from one in nine in 2017 and equivalent to about five children in every classroom. Schools should help children develop good relationships and build resilience when dealing with setbacks, and all staff need to be given training on common issues, including anxiety, low mood and depression, self-harm and conduct disorders. The Government’s education plans aim for mental health support for children in only half of their schools, but Labour’s plan is to ensure specialist mental health support in every school to stop problems before they escalate.
Five years ago, the Government committed to producing guidance for schools to support children who are questioning their gender. There are a range of views about how best to support young people, and we have heard them here today, but the clear consensus is that guidance is needed, as mentioned by my noble friend Lady Morris and, in fuller detail, by my noble friend Lord Cashman. I support many of his comments, particularly his observations about his personal experience, of which he spoke most movingly.
During the passage of the Schools Bill, which did not complete its journey through the legislative process, one area that should have made it into law was the provision of a home-school register, a long overdue addition to the safeguarding measures. During the passage of the Bill, I spoke about the increasing number of children receiving an education outside the classroom and how they could be missing out on the benefits a school environment brings. Safeguards are vital in helping to make sure children are not being taught in unsuitable or dangerous environments. Allied to the register is the large numbers of children who have not returned to school since the pandemic: last year more than one in five children were persistently absent.
It was therefore quite disturbing to hear on Tuesday from a Permanent Secretary in the Department for Education that Downing Street blocked its legislating for a register of children not in school. This Government have consistently failed to get them back to school, even though every day of learning matters. It appears that the block on this legislation came directly from No. 10, despite cross-party support and a request from the DfE.
I can clearly state that the next Labour Government will legislate to identify children out of school, and ensure that families and schools get the support needed to guarantee an excellent education for every child and seek to safeguard those children and young people. We will bring an annual safeguarding review in for schools in England, as concerns about children’s safety and well-being are being missed due to infrequent Ofsted inspections. There has been a promising, positive reaction to this idea of annual safeguarding reviews and we will consult closely with the education community. Safeguarding is the number one priority of everyone in education.
Jobs Market: Graduates
Baroness Wilcox of Newport Excerpts(1 year, 2 months ago)
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Baroness Barran (Con)
The Government are committed to the development of apprenticeships at all levels, including, for example, degree apprenticeships for nurses in the NHS. In relation to the earlier question, we are also exploring teacher apprenticeships. I will have to write to the right reverend Prelate on the specifics of the funding of backfilling.
Baroness Wilcox of Newport (Lab)
Can the noble Baroness tell us why the Secretary of State has cut the higher technical education skills injection fund by one-third, down from £32 million to £21 million, at a time when the country is facing major skills shortages? It is just another example of short-termism, selling the country—and graduates—short.
Baroness Barran (Con)
The noble Baroness talks about £32 million; our skills reforms are backed by an investment of £3.8 billion over the course of this Parliament to strengthen higher and further education. In particular, we announced £200 million of funding for local skills innovation funds, supporting the local skills partnerships led by employers.