Education (Values of British Citizenship) Bill [HL]

Earl of Effingham Excerpts

3rd reading
Friday 15th November 2024 Lords Chamber

[Lord Harries of Pentregarth (CB)]

My Lords, I would like to thank the long list of speakers who supported the Bill at Second Reading, as well as the Public Bill Office which helped to facilitate. The long list of speakers is an indication of how necessary it is.

Since Second Reading there are two factors that have increased the importance of the Bill. First, with the move away, in so many countries in the world, towards autocracies, dictatorships and managed democracies, it is more and more vital that pupils in our schools leave school with a sense of why British values, democracy, the rule of law, freedom of religion and the equal worth and dignity of every person matter. It is absolutely crucial that pupils should leave school with a sense of those values and why they need to be supported.

Secondly, I have heard, sadly, that there are moves afoot to subsume citizenship education into what is called spiritual, moral, social and cultural education. That, of course, is absolutely vital, but one of the main recommendations of The Ties that Bind—the report from the committee of which I was a member and from which the recommendation for this Bill came—was that this should not be subsumed in that way but should be taught in its own right. Citizenship education is, at the moment, taught so weakly in so many schools and we need to give it a clear focus. I very much hope that the Government will take this Private Member’s Bill seriously.

[The Earl of Effingham (Con)]

My Lords, again I thank all noble Lords who gave their time and effort to make their valuable contributions to the Bill. I briefly flag the input of my noble friend Lady Shephard of Northwold who drew on her extensive experience in this area, both as former chair of the council of the Institute of Education and, most notably, as former Secretary of State for Education.

His Majesty’s Official Opposition believe that mandating specific values through education risks undermining parental rights and local autonomy. We support the rights of parents and communities to instil their own values, and we fear that a one-size-fits-all approach could impose a government-defined set of values that may not reflect either local or parental preferences. The Bill could be viewed as overreach into the lives of young people, and we advocate for smaller government and less interference in individual choices, especially when it comes to personal beliefs and family matters.

By introducing mandatory teaching on values, time and resource could be taken away from core subjects. Rigorous academic standards should be the focus, with schools lasering in on traditional teaching to ensure that students are prepared for both the workforce and society, rather than on mandated values.

Finally, the term “British values” has been defined differently by many people and may lead to inconsistent interpretations. The Bill could leave room for varied, potentially biased, teaching, depending on who defines these values and how they are implemented in practice, potentially creating division rather than unity.

Higher Education Reform

Earl of Effingham Excerpts

Tuesday 5th November 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The noble Lord is right in his demand and his expectation that universities need to improve the information that they provide for students about the course and about potential progression. That is an important area that we will want to work with the sector on improving.

On international students, I would strongly support anything that enables international students to maintain their contact with the university and with the country. One of the big benefits of our ability to attract international students is precisely that, for example, nearly 60 world leaders are former students at UK universities. That is an enormous amount of soft power, as well as very strong relationships that have been built up, and I would support any initiative that ensures that continues.

On the noble Lord’s final point, one of the first things that we did in government was to ask the Office for Students to focus more clearly on identifying the financial situation of universities. I cannot say that, at this point, we have the metrics around the value for money that the noble Lord is asking for, but that is one of the areas where, in terms of the efficiency work, we need to have much better transparency within the sector about how money is being spent, how it is being allocated, for example, between research and teaching and how that then results in student experience. That will be one of the things we expect to see.

[The Earl of Effingham (Con)]

My Lords, the Statement said:

“We have paused the commencement of the last Government’s freedom of speech legislation”.


It also said that

“universities must be home to robust discussion and rigorous challenge”.

How will the Minister guarantee appropriate freedom of speech, robust discussion and rigorous challenge in those universities?

[Baroness Smith of Malvern (Lab)]

Yesterday’s Statement was less about freedom of speech than about the funding of universities but, to reiterate the point I made when we covered this issue previously, I and the Government are absolutely committed to ensuring freedom of speech and academic freedom within our universities. That is why we continue to consider the way forward, to ensure that this can happen without some of the disproportionate burdens and impact on minority groups that the Act in its totality would have brought to our higher education sector. I will return to the House with a way forward on that in the near future.

Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [HL]

Earl of Effingham Excerpts

2nd reading
Tuesday 22nd October 2024 Lords Chamber

[The Earl of Effingham (Con)]

My Lords, I look forward to hearing the maiden speech from the noble Lord, Lord Beamish. The apprenticeship model is a win-win that builds a skilled labour force while at the same time stimulating local economies and creating jobs. There are surely few better ways to foster innovation, enhance productivity and drive growth. IfATE was part of our commitment to deliver employer-led apprenticeship standards.

Since 2010, 5.7 million people have started an apprenticeship—our system is working, and we were on track to building a skills and apprenticeships nation. We would have increased investment in apprenticeships to £2.7 billion per year by 2025. Leading companies agree with our policy: Amazon, Specsavers and Premier Inn all make the most of their levy funds to recruit talent. In fact, 98% of the apprenticeship budget was spent over the last two years.

More than 690 apprenticeships are now available for a broader variety of jobs than ever before. We train nurses, lawyers and scientists, with around 750,000 people currently on apprenticeships. These apprenticeships are all designed by employers, so apprentices can be confident that they are learning skills valued by businesses. A national survey of apprentices revealed that 92% of respondents felt that the employer-defined knowledge, skills and behaviours they are required to learn through their apprenticeship would equip them to succeed in the future, while 80% said they felt empowered to have successful careers in their industry.

One has only to look to Preston in Lancashire, where BAE Systems has a vast college in which it trains apprentices on its fighter programmes, or to Barrow-in-Furness in Cumbria, where they train on submarines. BAE’s number of apprenticeships has nearly tripled since 2017. Higher apprenticeship levels 4 to 7, from foundation degrees to master’s level, increased from 27,000 to 112,000. These levels give apprentices the opportunity to earn a degree, combined with enjoying many years of work experience at top UK firms, and the benefit of avoiding taking on significant student debt.

In February this year, BAE Systems and the University of Portsmouth launched the UK’s first ever degree apprenticeship in space systems engineering. Not content with stopping at space systems, IfATE is also helping heritage industries such as stonemasonry. In 2020 just one person took up an apprenticeship. Last year, that number jumped to 53. In March this year, we pledged to create a new £60 million investment fund to enable up to 20,000 more apprenticeships, including for young people and small businesses.

Our record speaks for itself, so we have concerns around various proposals in the Bill. It is not yet clear whether Skills England will be established in statute as IfATE was, which raises questions about its independence from the Department for Education and its ability to galvanise other government departments. How will it be able to pitch for the money needed from the Treasury to fund the skills gap that we know we have? Can the Minister please enlighten the House on this?

Clause 4 gives the Secretary of State the power to prepare apprenticeship standards either herself or to commission others. It would therefore technically be possible for an apprenticeship standard to be prepared without the input of employers, providers or industry groups. The Secretary of State could even close down or fundamentally change Skills England without the consent of Parliament. Can the Minister explain what failsafe measures will be put in place to avoid this happening to the detriment of employees, employers and the many people who currently benefit from the apprenticeship programme?

There are concerns that the Bill may decrease the standards of technical qualifications because Clause 6 removes the IfATE requirement that reviews of approved technical qualifications should happen at regular intervals. The reason given in the Explanatory Notes is

“to enable flexibility to review standards according to priorities and employers’ needs”.

But how can the Government guarantee to maintain the high standard required if this clause is left in place? A regular review process significantly improves performance via proactive feedback, identifying areas for improvement and setting clear and achievable goals. We designed an apprenticeship programme to encourage personal and professional growth, which ultimately leads to enhanced productivity and job satisfaction. Will the Minister please explain whether there will be a guaranteed minimum amount of reviews per annum?

The Bill’s impact assessment states that there may be a drop in apprenticeship starts while IfATE’s functions are transferred to the Secretary of State and, ultimately, Skills England. It states that this will disproportionately impact adult apprentices and disadvantaged learners and regions. AI and technology are transforming the nature of work and the skills people need to be successful. Many older people need help to be better with technology. We have more than 5 million older workers in the UK who are thinking of retiring early and, of those, circa 500,000 said that they could not keep up with the skills needed. These are the people who will be hit, according to the impact statement. What assurances can the Minister give us that this negative impact will be mitigated as much as possible?

There are also concerns that the unions will have a disproportionate influence over Skills England, to the detriment of employers. The senior deputy general secretary of Prospect welcomed the launch of Skills England, but argued that it

“won’t achieve its objectives without engaging and involving trade unions at every level”.

What reassurances can the Minister give the House that there will not be undue involvement of the unions, to the detriment of employers and learners?

The Government have said that they will build 300,000 new homes every year, but we do not have the electricians, plumbers, bricklayers or roofers needed to build that number of homes every year. Their skills cannot be conjured up; they need training and apprenticeships, which take time.

In March this year, the current Secretary of State for Work and Pensions announced that Labour would fund 1,000 new careers advisers in schools and a number of employment advisers in new young futures hubs. The Government committed to 1,000, but what is the timetable for getting them all in place?

In the Government’s manifesto, they set out plans to reform the levy and allow businesses to use 50% of their funds for non-apprenticeship training. But analysis has shown that, if you allow employers to use half the funds for other skills training, you materially reduce the number of apprenticeships. Are the Government still taking this course of action and, if yes, why?

Apprenticeships and technical qualifications are the engine room of the UK economy. A successful programme leads to innovation, productivity and growth. This must work, so that everyone in the country feels the benefits. We very much look to forward hearing from the Minister on our concerns.

Education (Values of British Citizenship) Bill [HL]

Earl of Effingham Excerpts

2nd reading
Friday 18th October 2024 Lords Chamber

[The Earl of Effingham (Con)]

My Lords, this has been an in-depth and wide-ranging analysis of the Private Member’s Bill from the noble and right reverend Lord, Lord Harries. It is a subject of great significance to the future of the UK and the character of all ages, young and not so young. I am conscious that this is an emotive topic and I will endeavour to do everything I can to treat the subject matter with the respect that it deserves.

Democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs—born out of the 2011 Prevent strategy and further enhanced by the 2014 government guidance—are the British values that both independent and state-maintained schools are currently required to actively promote. In line with the Education Act, they should form one part of a broad and balanced curriculum that

“promotes the spiritual, moral, cultural, mental and physical development of pupils”

in our schools.

But education is about much more than just the transfer of knowledge. It is about passing on the sense of identity of who we are as a people, encouraging all ages to be responsible members of society. We should view the holistic education system as the primary driver of informing and enthusing young people about their country. It is crucial that we get this right. British values existed well before 2011 and we must ensure that the Government strengthen the autonomy of parents, schools and communities to deliver that goal.

The current Administration are seeking to centralise and nationalise Skills England and Great British Energy; we should be wary of a top-down, one-size-fits-all approach to an issue as fundamental as moral education. Will the Minister explain to the House how she plans to ensure that British values are passed on through communities and families, not just via the state?

Regarding the values themselves, the Chief Rabbi has expressed a concern that the average person does not know what British values are. The Catholic cardinal the Archbishop of Westminster has criticised the values as being “a bit rootless”. The chief executive of the Refugee Council asked the next Government to

“rebuild a system based on British values of compassion, fairness and respect”,

while, in the other place, British values have been described as decency, tolerance and the rule of law, as well as decency, respect and kindness.

We are incredibly lucky to live in a diverse and tolerant society, but it is important that we as a nation are aligned on what our values are. Does the Minister believe that there is a need for change, and please can she give us details of exactly what the Government’s British values are and which stakeholders are being engaged to ensure we get this right?

Currently, in the form of citizenship education, the British values are taught in a variety of different ways across different schools. Some schools will teach them via PSHE while others will teach them as a stand-alone subject. This is leading to a wide range of both positive and less positive outcomes. Please can the Minister explain the Government’s approach to the curriculum and educating people on British values? How will schools be clearly told to implement the strategy? Pupils are currently not tested on the values, which means that head teachers are much less focused on this. Will the Government start testing?

The Bill from the noble and right reverend Lord, Lord Harries, elaborates on the definition of “freedom” to include “freedom of expression”. Would the Minister agree that freedom of speech is a non-negotiable universal principle that should apply to everyone in this country? Can she explain to the House how freedom of speech will be taught in our schools to guarantee that the principle is strengthened and not undermined in the future?

The Bill also refers to British values being renamed as the “values of British citizenship”. We look forward to hearing the Government’s stance on that.

Of the UK’s 10 best state secondary schools, based on 2024 GCSE results, Cardinal Vaughan Memorial School came in first place with 57% of GCSEs graded 7 to 9. The report notes that the school

“consistently performs well academically while also placing a significant emphasis on moral and spiritual development”.

The Chief Rabbi believes that tolerance is

“the symphony orchestra in which we have separate instruments, each one making its own unique sound and, under the baton of the conductor, blending together to produce perfect harmony”.

Every successful enterprise has a mission statement. We need to know what mission statement the Government will assign to the education system for “British values”, and how exactly they will benchmark their success to prove that those values are being retained and understood for the benefit of everyone.

King’s Speech

Earl of Effingham Excerpts

Friday 19th July 2024 Lords Chamber

[The Earl of Effingham (Con)]

My Lords, it is a great privilege to participate in this debate on His Majesty’s gracious Speech. I congratulate the noble Baronesses, Lady Monckton and Lady Smith, on their excellent maiden speeches. The noble Baroness, Lady Monckton, is a leading force in her work for children with disabilities, and I am sure they will both make extremely valuable contributions to your Lordships’ House.

The premise of my desire to speak in this debate is that I truly believe we can create life-changing opportunities for all families through simple and inexpensive tweaks to the education system, with the desired knock-on effect into healthcare. The children’s well-being Bill will require free breakfast clubs in primary schools. The phrases “You are what you eat” and “Healthy body, healthy mind” ring true. Food education is critical, so if we can teach children from a young age the necessity of eating well and enjoying a balanced nutritional diet, that will be the cornerstone for them to reach their full potential in every aspect of their lives.

While it is essential for children to have breakfast, they must also learn the difference between what is good and bad for them. Ultra-processed foods currently account for around 80% of calories in packed lunches and 65% of calories in school meals, so providing children with more ultra-processed food at breakfast must be avoided at all costs.

The manifesto also refers to the national curriculum and flags

“protecting time for physical education”.

This is a welcome commitment, as currently only 47% of children and young people are meeting the Chief Medical Officer’s time guidelines for taking part in sport and physical activity, despite every set of medical research proving that the benefits of exercise are huge.

The children’s well-being Bill also refers to one in four children living in poverty, which is a shocking and unacceptable statistic for a developed economy. Generational poverty can be solved. Basic financial education would help and demonstrate that just £6 per week invested from the age of 18 at a 7% annualised return would produce a tax-free lump sum of £135,000 by the age of 68, which could then fund the stability of a home purchase for the next generation.

On healthcare, the Secretary of State has correctly said that the health of the nation and the health of the economy are inextricably linked. If we put into place the right plans for food education, physical education and financial education, the NHS crisis will be over and gross domestic product will increase incrementally.

So I ask the Minister: who will run these breakfast clubs and how can we ensure that the breakfast offered is nutritionally excellent and not high in sugar? Can the current daily mile programme in schools become the daily three miles and made compulsory for every school in the country as part of the curriculum? It would ensure that all schoolchildren meet the Chief Medical Officer’s guideline of 60 minutes of exercise per day. What steps will the Government take to ensure that there is an appropriate element of investment in financial education in the curriculum?

From a healthcare perspective, for both physical and mental health, prevention is better than cure. If we can instil in our schoolchildren a love of good food, a love of exercise or team sport and the desire to invest for their and their families’ future, the majority of issues that people have to deal with on a regular basis disappear.

I will leave noble Lords with a statistic: a 20% reduction in the six major disease categories that keep people out of work could raise GDP by £26 billion annually within 10 years and produce fiscal savings from increased tax revenues and reduced benefits payments of £13 billion annually, again within 10 years. That is £39 billion saved every year.

Skills: Importance for the UK Economy and Quality of Life

Earl of Effingham Excerpts

Thursday 9th May 2024 Lords Chamber

[The Earl of Effingham (Con)]

My Lords, I thank the noble Lord, Lord Aberdare, for raising this important debate and I congratulate both my noble friends Lord Marks of Hale and Lord Elliott of Mickle Fell on their maiden speeches; I look forward to hearing more of their valuable contributions.

Reading the newspaper headlines this week illustrates the seriousness of the situation in which we currently find ourselves, with regard to the quality of life for many in the country and the real need for skills for the success of the UK economy. We are told that there are a record 2.8 million people off work with long-term illness; that thousands of youngsters appear to have given up on school since the pandemic, with the highest number of so-called “ghost children” being recorded; and, to top it off, that almost a quarter of children aged 10 and 11 in British primary schools are clinically obese and that, for pupils in the poorest areas, the figure rises above 30%. However, with the right life skills for both young and old, this can be turned around.

We need only to look at further headlines to see think tanks calling for a wholesale curriculum and assessment review of the education system to add new topics such as financial education and mental health. The advanced British standard may indeed be an improvement on the current framework, but it is years away. The existing status quo is centred on teaching for exams that students will sit, but that is not necessarily what will help them in real life.

A few weeks ago, I had the privilege to visit a school academy in one of the most deprived boroughs of London. The academy is the envy of its peers in both the public and private sector, boasting an Oxbridge acceptance rate of 15% and a Russell group acceptance rate of 64%. I asked the principal how she achieved these results. Her response was that “Everyone, both teachers and pupils alike, wants to be here”. The same message came across in a business session recently, when discussing culture and values. The adage “If you love what you do, it is not a job” could not be more true. If we can create an environment where people feel good about multiple aspects of their life and in control of their situation, that will give them the confidence and ability to find a job that they love, grow the economy and attain a high quality of life.

The skills that make a difference can be narrowed down to four key pillars: food education, physical education, financial education and social education. Food education is paramount because you are what you eat; your gut is your second brain and what you put into it matters. Physical education follows, as it boosts energy, confidence and sleep quality, as well as reducing anxiety and stress. Financial education will then enable you to live the life that you want within your means. The right basic knowledge and small regular savings can create a potentially life-changing sum over the long term. Lastly, I will concentrate on social education, which is becoming increasingly vital as smartphones take over our lives.

During my visit to the same academy, the principal flagged that one of the few issues that they did experience was poor social interaction, and I noticed that some of the pupils, when they talked to me, did not look me in the eye and had trouble engaging directly. I think about my own career and consider myself extremely fortunate to have worked in the same room, paradoxically, with individuals who left school at 16 with no qualifications, all the way to rocket scientists with PhDs in astrophysics. The glue that bound us together was confidence and self-belief in what we were doing, which was derived purely from real, in-person, human interaction.

However, in the current day, by the age of 11 some 91% of children in the UK own a smartphone. The restaurant chain Prezzo has found that its customers between the ages of 12 and 27 suffer from “menu anxiety” and are too socially nervous to engage in a conversation with a waiter, preferring to order by QR code. The most truly shocking statistic is from a recent survey which found that a quarter of 18 to 34 year-olds have never answered their phone. This surely must be addressed as a top priority.

It will not surprise the Minster to hear me ask the Government how they will increase awareness on food education, physical education and financial education—but I would like to ask something else. Please can she update the House on the expected timeframe for a compulsory ban on smartphones in schools, to address the clear and present danger of in-person social interaction, which is arguably the most important life skill, becoming a thing of the past?

Educational Trips and Exchanges

Earl of Effingham Excerpts

Thursday 25th April 2024 Grand Committee

[The Earl of Effingham (Con)]

My Lords, I thank the noble Baroness, Lady Coussins, for raising this important debate.

It is increasingly apparent from reading the newspapers that our current generation of schoolchildren live in a challenging world. Most recent research from NHS England found that 20%

“of eight to 16-year-olds had a probable mental disorder in 2023”.

Today’s front page of the Times warns us:

“England is worst in the world for under-age drinking”.


It is therefore essential that we do everything we can to help our schoolchildren understand that there is a big world out there that offers amazing learning opportunities away from their smartphones and peer group pressure.

I will offer some examples. Households in India spend roughly double the amount of time cooking at home versus the UK. Some 58% of households in America own listed company shares, versus around 20% in the UK. The Dutch and Germans spend approximately twice the amount of time that the UK does doing physical exercise per week. Food education, financial education and physical education should be three of the four pillars of a child’s learning, so giving our children exposure to how other nationalities operate is key. Learning a language also improves brain and memory functions; it boosts creativity and self-esteem and helps with future career opportunities. Probably most importantly for these trips, social interaction with new people in a fresh environment challenges us to step outside our comfort zones, which is a foundational life skill for the future.

I had the opportunity to visit an academy recently in one of the most deprived parts of the UK. It is achieving 15% Oxbridge entrance and 65% Russell group entrance. However, one focus area that the principal flagged and that I picked up on was that a lot of these pupils did not make eye contact when engaged in a conversation. Thrown into an overseas exchange, however, they would have no choice other than to do that. By giving our schoolchildren this opportunity, they can take away the positives of the experience and build on it incrementally. There will be less pressure on schoolroom disruption and a greater desire to learn, which will rub off on fellow pupils. In later life, with a better education under their belts, there will be less pressure on the NHS and the state.

I look forward to hearing from the Minister how the Government aim to ensure that we maintain the momentum of these overseas trips and exchanges, aside from responding to requests to continue collective passports and to win agreement to replicate the list of travellers scheme.

School Meals for Children

Earl of Effingham Excerpts

Wednesday 20th March 2024 Lords Chamber

[Baroness Barran (Con)]

The Government believe that the school food standards are very clear. Schools must ensure that they provide children with healthy food and drink options, that they get sufficient energy and nutrition across the school day, and they clearly restrict foods that are high in fat, salt and sugar.

[The Earl of Effingham (Con)]

My Lords, in 1825 the great politician Jean Brillat-Savarin coined the phrase “You are what you eat”. It is concerning that, according to research, ultra-processed food makes up 64% of the average UK school lunch. What is the Government’s strategy to both teach and empower children to make the right food choices?

[Baroness Barran (Con)]

Cooking and nutrition are firmly within the national curriculum: in design and technology they are compulsory between key stages 1 and 3, they aim to teach children how to cook and the principles of healthy eating and nutrition. It is also picked up in the science curriculum; indeed, through the Oak National Academy, we funded a module on cooking and nutrition that will equip children leaving school to be able to cook at least six predominantly savoury recipes that will support a healthy diet.

Earnings: Mothers and Fathers

Earl of Effingham Excerpts

Wednesday 13th March 2024 Lords Chamber

[Baroness Barran (Con)]

I think the noble Lord might want to look again at what I said. I absolutely did not say that the Government do not gather any information on discrimination. Our domestic law on maternity discrimination is absolutely clear: discriminating against women in the workplace because they are pregnant or new mothers is unlawful.

[The Earl of Effingham (Con)]

To paraphrase Christine Lagarde from the European Central Bank, if Lehman Brothers had been “Lehman Sisters”, we may have avoided a global financial crisis. We need more female representation on boards of companies and we need more female CEOs. Can the Minister say what focus the Government are placing on a voluntary, business-led approach to setting targets that will see more women in leadership roles?

[Baroness Barran (Con)]

I thank my noble friend for his question. We can all imagine how successful “Lehman Sisters” would still be. The Government have long supported an independent, business-led, voluntary approach to increasing the participation of women in senior roles, both in relation to start-ups, with the Rose review, and, most recently, with the FTSE Women Leaders Review, which has set new voluntary targets for the FTSE 350 for both board and leadership representation.

Pupil Mental Health, Well-being and Development

Earl of Effingham Excerpts

Thursday 22nd February 2024 Lords Chamber

[The Earl of Effingham (Con)]

My Lords, I thank the noble Baroness, Lady Bennett of Manor Castle, for tabling this important debate.

We have been presented with some alarming statistics. One in five eight to 16 year-olds has a probable mental disorder. There has been a 53% increase in the number of children in mental health crisis over the past four years. We understand that the Government want to establish mental health support teams, which will undoubtedly help, but I suggest that prevention is better than cure. It should be possible to prevent manifold mental health problems among our schoolchildren before they become major issues. The foundation of that well-being is based on the four pillars of the school education system, in this order of priority: food education, physical education, financial education and academic education.

I have intentionally left academic education as the last pillar because being academically capable does not necessarily mean that you will be happy and make a success of your life. However, being well educated on key life decisions involving food choice, physical health and financial matters will incrementally increase your chances of a fulfilling life.

I am sure that many noble Lords are familiar with the phrase “gut instinct”. The gut is our second brain. It uses the same chemicals and cells as our main brain. Food changes our mind and our mental health; there is a direct correlation between a healthy diet and cognitive learning. Food education should therefore be the cornerstone pillar of a decent school programme to promote good mental health.

The beauty of this is that we already have a strategy in place which works. Charities such as Chefs in Schools have a mission to transform school food and food education and are training kitchen teams to serve fine school lunches. The benefits to schools are wide-ranging. The charity states that

“research shows great school food makes obesity fall, while health, wellbeing and attainment increase”.

This is a tried and tested opportunity that is there for the taking by the schools; all they need to do is reach out. For the benefit of the register, I should say that I have no association with this charity, but my beliefs and its aims are aligned.

When it comes to physical education, Sport England’s latest survey estimated that only 47% of children and young people were meeting the Chief Medical Officer’s guidelines of taking part in sport and physical activity for an average of 60 minutes or more every day. Sport and physical activity can change children’s lives. It improves cognitive abilities, boosts concentration and improves classroom conduct and behaviour—not to mention physical and mental health, which in turn encourages their development as community and family members. Physical exercise should be the second pillar of their education.

Schools must involve parents and the community in this journey. They need to understand the benefits of physical exercise if they are to enforce home rules on limiting screen time and taking exercise outside, as well as doing more physical exercise at school. Teacher training is key. We have to help the teachers themselves learn how to best promote an active lifestyle, make physical education engaging and how to combine learning with physical activity.

Children can benefit from physical exercise even before their first class of the day. The central target in the Government’s second cycling and walking investment strategy is that half of urban journeys should be walked or cycled by 2030. Cycling to school is a fantastic way for children to exercise and contribute to those required 60 minutes per day. It can be a community event involving both parents and classmates.

The third pillar is financial education. In a recent survey, 47% of children from low-income families said that they worry about their family’s finances, which is adding to their stress levels and in turn presenting itself through challenging behaviours at home and at school. Financial insecurity leads to anxiety, stress and depression but financial education at an early age will help to mitigate these risks.

I believe the recently issued guidance on mobile phones in schools, which backs headteachers in prohibiting the use of mobile phones throughout the school day, can play a key part in caring for the mental health and well-being of schoolchildren. The school environment should be a place for the learning of the four pillars, as I have outlined, and for face-to-face social interaction—not mobile to mobile.

I therefore ask the Minister what the Government are doing to educate both children and schoolteachers on how to cook, how to eat well and how to make healthy food choices. What can the Government do to work with charities such as Chefs in Schools?

On physical education, what are the Government doing to involve parents and the community in journeys? What teacher training is taking place? Will the Government commit to revisiting the decision to cut funding for walking and cycling schemes as part of the cycling and walking investment strategy? With financial education, how will the Government make this a cornerstone of a school education?