Schools: Access to Defibrillators

Earl of Listowel Excerpts

Monday 30th January 2017 Lords Chamber

[Lord Nash]

In 2014, we introduced a new duty on schools to make arrangements to support pupils with medical conditions with such detailed guidance, which was developed in association with stakeholders, including the Health Conditions in Schools Alliance.

[The Earl of Listowel (CB)]

My Lords, this is yet another argument for strengthening personal, social, health and economic education. If children understand their own bodies and are taught well about them, they can respond more appropriately to the issues raised in this question, and more generally, when such health problems arise for them or others.

[Lord Nash]

I agree with the sentiment expressed by the noble Earl. I think I have already said that we are looking at how we can strengthen these provisions further.

Higher Education and Research Bill

Earl of Listowel Excerpts

Committee: 4th sitting (Hansard): House of Lords
Wednesday 18th January 2017 Lords Chamber

[Baroness Cohen of Pimlico (Lab)]

My Lords, I remind the Committee that I am chancellor of the biggest private for-profit university in the country. We gain high marks in student surveys and in terms of employability. However, we regard both these things as at best very partial measures—student surveys, for all the reasons adduced by other Members of the House, and employability because we teach subjects, mostly law, accountancy and nursing, in which employability is slightly easier to expect. However, as part of getting degree-awarding powers, which took us four long years, we were assessed by the QAA. One of the things that was assessed was teaching quality. People who knew what they were talking about in terms of teaching quality, including from the Law Society and the Bar Council, sat in on lessons to see how we taught. When our licence was renewed in 2013, the whole thing happened again: people sat in on lessons and lectures to decide how well we were teaching. We passed with a very high standard. That might be the ideal supplementary measure because it is objective and is done by people who know what they are looking for. With the best will in the world, I do not think one can suggest that students, with their somewhat partial attendance, know what they are looking for. We need people with experience of teaching who know what they are looking for.

That leads me to the observation that the figure of 400 new entrants strikes me as amazingly high. The QAA says that it has passed through somewhere between 60 and 70 of us for degree-awarding powers since 2005, not more than that. Some of us have the title of university, some do not. These figures suggest to me that a much smaller number of higher education providers are outside the university sector than I thought. I wonder whether teaching quality assessment might not turn up as part of the duties of the new quality assessment committee, which appears later in the Bill. Might that not be part of its task, so that you have one expert assessment as opposed to the various useful consumer-type assessments which come from students liking and understanding what they are doing and getting jobs? I do not suggest that we should avoid those elements—they are excellent measures—but we need something objective as well to be sure that we are being fair to all institutions and that teaching quality is assured. I would like to come back to this later in the Bill.

[The Earl of Listowel (CB)]

My Lords, I support what the noble Baroness, Lady Lister, said, which was echoed by the noble Baroness, Lady Warwick. These measures should not be used as a means to punish academics but should rather be used to support them in developing their game. As a trustee of a mental health charity that works with schools, I am well aware of the morale among teachers and head teachers and regret to say that it is very often extremely poor. They are of course at the opposite extreme. As a former Chief Inspector of Schools has said, we have the most measured pupils in the world, and we probably have the most measured teachers in the world. So many of them are worrying, “When is an Ofsted report going to come along to tell me how badly I’m doing?”.

--- Later in debate ---

[Viscount Younger of Leckie]

I reiterate that the main way forward is that we want to link the issues of fees and performance. The TEF is a manifesto commitment, and I know that we are all agreed on the importance of recognising excellent teaching. As I have said very clearly to the Committee today, the Government have consulted extensively on the form of the TEF, and we will continue to listen to and engage with the sector as the TEF evolves. I say again that it is an iterative process, and that is why we do not need in primary legislation the detailed provisions that we have been discussing, as we believe they would hinder the constructive development that is already taking place. Therefore, I hope that the noble Lord, Lord Watson, will agree to withdraw his amendment.

[The Earl of Listowel]

My Lords, is there a risk with the direction the Government are taking that, in supporting the thriving, successful and very good teaching universities and, some might say, putting in a bad light the less well-performing universities, we will move to a culture of universities that is less rich and diverse, with fewer local universities and specialisms, and just a few thoroughbred universities that everyone will want to go to and a diaspora of rather struggling universities? Is the Minister prepared to go away and think about whether that is a consequence that might result from this and whether that would be helpful?

[Viscount Younger of Leckie]

I thank the noble Earl for his point. However, I think it is right that we should be bold and look ahead to bring in the performance-related measures that we have been talking about—the sector has been waiting 20 years for this. We are bringing it in carefully, with some consideration, and I hope the Committee today recognises that there have been a lot of checks and controls in this. I do not think we should stick to the status quo, in which there is no consideration of assessing the performance of universities or teaching. It is very important to be sure that we raise the quality of teaching in this country.

Higher Education and Research Bill

Earl of Listowel Excerpts

Committee: 4th sitting (Hansard - continued): House of Lords
Wednesday 18th January 2017 Lords Chamber

Moved by

[The Earl of Listowel]

122A: After Clause 10, insert the following new Clause—
“Fee limit condition: requirement for progressive reduction in fees for older care leavers
(1) A fee limit condition must include a requirement that any regulated course fees within the meaning of section 10 must, if payable by any person falling within subsection (2), reduce by 5% for each additional year of age, over the age of 21, of that person.(2) A person falls within this subsection if they are a care leaver, or an adult who has previously held care leaver status under the Children (Leaving Care) Act 2000.”

[The Earl of Listowel (CB)]

My Lords, I shall speak also to Amendments 138A, 229A, 229B and 449A in my name in this group. All these amendments deal with access to higher education and further education for young people who have been in the care of local authorities.

I intend to be as brief as possible but, before I begin, I thank the noble Baroness, Lady Goldie, for her kindness in making some comments on Monday despite my absence due to ill health. I appreciated what she said. I am grateful to learn that four-fifths of higher education institutions detail in their access policies particular measures for care leavers. Perhaps we might speak before Report about the other one-fifth that do not and what progress is being made in that area. The noble Baroness recognised in what she said that a low proportion of young people from care access university; in 2012 the figure was 5%, down from 8% a few years earlier. The figure in 2012 for all young people was 43% so clearly there is a disparity. She referred to problems about the data about care leavers attending university. I wonder whether it might be possible to anonymise it so that we understand how many care leavers are attending higher education without stigmatising them in doing so.

My amendments are probing. Amendment 122A would reduce annually by 5% fees paid by care leavers over the age of 21 so, for example, by the age of 41, a care leaver or care-experienced adult would no longer have to pay any fees. Amendment 449A would remove all fees for care-experienced adults. The purpose of both the amendments is to make it as easy as possible for older care leavers and care-experienced adults to access higher and further education.

The Government recognise in legislation that early trauma in childhood delays child development. That is why we have the Children (Leaving Care) Act 2000, which provides support for care leavers up to the age of 25, and the Children and Social Work Bill, which extends further rights for young people up to the age of 25. We recognise that early trauma delays development. Foster carers and adoptive parents tell me that many of their young people struggle early on, but in their late twenties, they can be thriving, with a family, being in employment or studying. They just start later.

Dr Mark Kerr, a care leaver himself and an academic, performed a study a while ago of care leavers who were 25 year-olds and found that about 30% had attended higher education. It may not be a particularly robust study, but it indicates that many care leavers and care-experienced adults will return to higher education later, especially if we make it as attractive as possible for them.

Amendment 138A would prioritise care leavers in student protection plans, in particular recognising their vulnerability. The context for this is that young people being taken into the care of local authorities will often have from their early years profound trauma which is continued repetitively over time. They have often had a very difficult start in life. When they enter care, that can also be a traumatic experience. I fear that often, still, despite good work from all Governments to improve the situation, they experience instability in care itself. There is a lack of access to mental health services, which would be very helpful to them in recovering from past trauma. Most of them have been in foster care. Foster parents have often had a poor experience of education themselves, as the academic, Professor Sonia Jackson, has noted. That is another disadvantage for those young people, as what happens in the home is very important in their education.

For example, the mother of a young woman of my acquaintance was a crack addict. When she spoke to her children, she would say, “If you don’t come and see me, I will commit suicide”. She would also say: “Drugs are much more important to me than you are”. She liked this young woman, saying that her father had abandoned her at birth and had never shown any interest in her. Fortunately, thanks to the work of her foster parents, she was reunited at the age of 16 with her father, who disagreed with that view and they have had a good relationship since, which has been extremely important to her success. She went on to university. She made a friend or two at the start of her course but, when they discovered that she had grown up in care, they did not want to know her. She felt stigmatised. She was shunned by them. She was devastated at first by that experience but, fortunately, she met more sympathetic young women, with whom she came to share accommodation, who were immensely supportive, because she experienced bouts of depression during her degree course. She has now graduated; she provides services for care leavers; and she sits on two boards as a trustee. She has recently married an accountant, a professional. My reflection on that is that her experience at university raised her aspirations, introduced her to a whole network of friends whom she would not otherwise have met and has clearly made a huge difference to her life.

Amendment 229A would make it a priority for governing authorities to attract care-experienced young people and provide them with the right finances to be successful in their courses. Amendment 229B would ensure that such students were offered 12 months of accommodation.

These amendments are necessary because in so many ways the lives of young people in care are impoverished—often emotionally impoverished—and there may well be low expectations of what they can achieve. They lack positive role models; the milieu where they grew up may have seen a great deal of dependency on welfare, and drugs and alcohol may have been involved. We need to do all we can to give them positive role models to reach out to them at school, into children’s homes, or wherever, and show them that it is possible for them to go on to university.

Such young people also suffer because, as the Government have recognised, the system of personal advisers who hold the pathway plan for care leavers is faulty. There are no real professional standards about who personal advisers need to be; it is pretty much up to the local authority who they are. From my experience and knowledge, those advisers provide a very hit-and-miss service. Sometimes they are very good but they are the ones who help young people into employment, housing and education, so that is all the more reason why universities need to do as much as possible to reach out to them.

Accommodation is necessary, as often these young people have no family to turn to or their relationships may be destructive. Above all things in their lives, they need stability and a firm foundation. That is why having 12 months’ accommodation would be so important to them. There are all sorts of challenges for the future lives of these young people, having left care. They have no family, poor support, as I have mentioned, and they are often caught in the housing trap nowadays as more and more local authorities are without their own local council homes. They may be placing young people in private rented accommodation. Once those young people try to get a job they find that they are trapped because as soon as they start getting into employment, housing benefit reduces and they cannot afford to keep their home.

There are all sorts of challenges for these children. The advantage of access to higher and further education gives them a far better chance of succeeding into the future and avoiding the particular risk that they themselves will go on to be parents who have their own children removed into care and we just repeat the old system. I look forward to the Minister’s response. I beg to move.

--- Later in debate ---

[Viscount Younger of Leckie (Con)]

My Lords, I am grateful for the opportunity to speak to this issue and I thank the noble Earl, Lord Listowel, for raising it. Everyone who wants to and has the ability should be able to go to university, including care leavers. We know that care leavers face specific difficulties accessing and succeeding in higher education; universities take their responsibilities in this area very seriously and progress has been made. Care leavers are recognised as a priority group by universities and a particular focus is placed on supporting them during the admissions process. It is not appropriate for government to interfere in providers’ admissions processes, as they are autonomous institutions. We are, however, introducing the care leaver covenant, so that organisations can set out the commitment that they make to care leavers. We see this as the main vehicle for engaging the higher education sector in the wider effort to improve care leavers’ outcomes. I will not have time to go into all the issues that arise under the covenant but we would like to see some more practical things being offered, such as providing dedicated contact time to support accessing and completing courses of study, and organising outreach activities, taster sessions and staff awareness sessions. We see this as primarily being the way forward.

As the noble Baroness, Lady Brown, said, support for care leavers in access arrangements has grown considerably over the years. Around 80% of the access agreement actions that are agreed between the Director of Fair Access and a provider to widen participation as a condition of charging higher fees include activity to support access and success in higher education for care leavers. These include pre-entry visits to the institution, taster sessions—as I mentioned earlier—summer schools, and academic support to raise attainment. Universities frequently prioritise care leavers for financial and other support for students. Provision often includes substantial cash bursaries and fee waivers, and a named contact to assist care leavers.

As the noble Lord, Lord Watson, said, most higher education institutions offer year-round accommodation for care leavers, as stated by the Buttle Trust. For those institutions that do not offer year-round accommodation, local authorities are required, as corporate parents, to ensure that suitable accommodation is available during vacation periods, as set out in the Children Act 1989. Given that this duty already exists for local authorities, we should not duplicate it for higher education institutions.

I turn to Amendments 122A and 449A. In addition to support for accommodation outside term time, local authorities must provide financial assistance to the extent that the young person’s educational needs require it, as well as a £2,000 higher education bursary. Students defined as care leavers in the student support regulations are treated as independent students when their living costs support is assessed. This means that most care leavers qualify for the maximum living-costs support package for their higher education course. For 2016-17 this was around £8,200 and £10,702 in London. Given the nature and extent of support that is offered to care leavers to equalise support and opportunity, I do not therefore consider it necessary to provide tuition fee reductions or grants for care leavers. Like other eligible students in higher education, care leavers qualify for loans to meet the full costs of their tuition.

I will move on to Amendment 138A. Student protection plans should play an essential role in ensuring that institutions have made the necessary steps to protect all their students, by offering real protection to students should their provider or course close. The OfS will issue guidance on student protection plans, which is expected to include advice on what additional or alternative protective measures should be considered for particularly vulnerable groups of students or those from disadvantaged backgrounds, such as care leavers.

Given the existing measures to support care leavers, the focus on them as a priority group by the Government, universities and the Director of Fair Access, the financial and pastoral support provided by universities, the care leaver covenant, and the progressive and relatively advantageous student finance offering that we have in place, I hope that noble Lords are in no doubt about our aspirations for care leavers to go to and succeed at university. I am not therefore convinced that these amendments are necessary to deliver our goals and I ask the noble Earl to withdraw his amendment.

[The Earl of Listowel]

My Lords, I thank the Minister for his response. I am grateful to all noble Lords who have spoken in this debate, particularly to my noble friend Lady Brown, who highlighted the fact that more care leavers go to prison than into higher education. I imagine that is still the case and it should give us pause for thought. I very much welcome the detail of the Minister’s response. I will withdraw the amendment but may come back on Report with a couple more to press some of these issues a little further. I beg leave to withdraw the amendment.

Amendment 122A withdrawn.

Children: Safeguarding

Earl of Listowel Excerpts

Wednesday 11th January 2017 Lords Chamber

[Lord Nash]

Again, we do not have any evidence that they are any more at risk than other children but we are considering this whole area of home education carefully.

[The Earl of Listowel (CB)]

My Lords, can the Minister give a picture of the extent of the increase of the home education of children? I think the noble Lord, Lord Storey, referred to 40%. How are the changes progressing?

[Lord Nash]

We have fairly limited visibility on this but I will write to the noble Earl with any up-to-date figures.

Higher Education and Research Bill

Earl of Listowel Excerpts

Committee: 2nd sitting (Hansard): House of Lords
Wednesday 11th January 2017 Lords Chamber

[The Earl of Listowel (CB)]

My Lords, I am grateful for the amendments grouped here on access and participation, and follow the noble Baroness, Lady Blackstone, and the noble Lord, Lord Willetts, in thinking about how we support students from disadvantaged backgrounds to sustain and succeed in higher education. Meeting from time to time with care leavers, I hear about the excellent support that some get—meeting their need, for instance, for 12 months of accommodation because they have nowhere to return to in the school breaks. When we come to my amendments on care leavers later in the Bill, I should be grateful if the Minister could tell me the latest information he has on how successful universities are in helping care leavers to complete their university courses.

I ask the Minister about one other specific point now, and would be grateful if he would write to me on it. It is about bright children and young people from low-income backgrounds who might be great scientists, mathematicians, engineers or technicians we may just miss because we do not reach out to them enough to draw them in to science. I taught science in a primary school many years ago for a very brief period. What struck me was the enthusiasm of those primary school-aged children to learn about science. I remember from my experience as a primary school child that, when teachers talked about atoms and how matter worked, I was so enthusiastic for it. The noble Lord, Lord Winston, spoke recently about engaging not only secondary but primary school pupils in what universities do, particularly in science. That is so important.

I know from my experience as a trustee of a mental health charity for children that, in child developmental terms, it is the period between the ages of six and 12 when the child’s curiosity is really alight. Unfortunately, when they enter adolescence, it is often subdued. I was very pleased recently to meet a 10 year-old who had been to Sheffield University to attend a lecture on science and was really enthused by it, but his mother told me that funding for transport had to be paid by the school, so this was something that only the more well-heeled pupils could afford to do. I would be grateful if the Minister would take this point away and consider guidance to the director on encouraging universities to reach out to primary schools to support science teaching. There is real concern that primary school teachers are often not equipped to teach science in the way we really want. Universities might have a role in reaching out more to the most disadvantaged boys and girls in primary schools to get them engaged in science early on and spark their interest.

[Baroness Quin (Lab)]

My Lords, I did not speak at Second Reading, so perhaps I should begin by declaring some non-financial interests. I was a university lecturer before entering full-time politics, I am a member of the Court of Newcastle University and am associated, through honorary fellowships, with the Universities of Durham and Sunderland.

This issue is dear to my heart. I certainly know through contact with the University of Sunderland, of which my noble friend Lord Puttnam was chancellor, that it has a good record on participation and access. What advice is the Minister taking from those institutions that already have a good record in this field? Their work should be associated with the development of the Bill’s provisions. Having said that, I endorse the point made by my noble friend Lady Blackstone: having a good system of participation and access across the board does not limit the choice for students and gives them the knowledge they need to find the most effective course and most appropriate institution to meet their needs. That is also very important. I also warmly endorse the opening remarks made about this amendment by the noble Baroness, Lady Brinton.

Social Mobility Committee Report

Earl of Listowel Excerpts

Tuesday 20th December 2016 Lords Chamber

[The Earl of Listowel (CB)]

My Lords, I feel somewhat uncomfortable following two former Secretaries of State for Education. I hope that the Minister will take this debate very seriously given that it features such senior figures from the educational world. I look forward to the maiden speech of the noble Lord, Lord Fraser of Corriegarth, and add my thanks to those expressed to the noble Baroness, Lady Corston, the chair of the committee, and the committee members for an excellent report.

The noble Lord, Lord Baker, expressed concern about the lack of continuity on this matter, there being no further committee to look at social mobility. I remind him and your Lordships that 22 December is the deadline for proposing ad hoc Select Committees for next year. If any of your Lordships wished to propose a committee on such a subject, I would certainly support it. Social mobility is so crucial when one considers the increasing development of China and India and the advent of automation. As the report clearly lays out, we cannot be so wasteful of so much of the potential of our young people. This matter is crucial to the future of this nation.

One particular revelation in the report was the quality of careers advice. For many years, I have heard concern expressed in your Lordships’ House about the quality of support for the development of careers advisers. Only this weekend, I was speaking with an administrator who has regular contact with careers advisers. He highlighted to me his urgent concern about the deficits in their knowledge. In his line of work, but also more widely, the world is changing very quickly and careers advisers are not being trained to keep up with it. He argued that they should have annual training in his specialism to be able to keep abreast of what is happening. I welcome what the Government have said in response to this issue, but I hope they can go further and meet the concerns raised today.

The noble Baroness, Lady Tyler, referred to this but I would like to focus on care leavers—young people leaving care—and their transition from school to education. One issue that has not been raised so far today is their housing needs. There has been much welcome progress from successive Governments in better meeting the needs of those in care and leaving care. I pay tribute to politicians on all sides for making those in care and care leavers a priority. However, housing for care leavers remains an issue. The challenge here is that often nowadays, they are placed in private accommodation and receive housing benefit to sustain that. Yet when they seek work, their housing benefit is reduced or removed so they are caught in a trap. Every incentive they have is to stay on benefit and not get into work, because they will have a secure home. Of course, these are young people who have experienced insecurity in their home lives. We disincentivise them engaging in the work market by not finding secure housing for them.

I was approached a couple of months ago by a care leaver, Jordan Morgan, who is a very successful specialist in foreign affairs. He struggled greatly with this issue of the housing trap for care leavers. He consulted various care leavers and produced a report about these issues, which I am glad he raised with not only me but Edward Timpson, the Minister for Children. He also introduced me to ambassadors from a charity, the Drive Forward Foundation, which supports care leavers, at a meeting two or three weeks ago.

I was introduced there to someone I will call Yasmin, a remarkable young woman with an apprenticeship in a City firm. She had to downgrade her accommodation to manage doing the job she wanted. She moved into private accommodation and just about made enough each week to sustain herself and pay the rent, but she had to not tell the truth to her landlord. She could not tell him that she was on housing benefit because he would not have such people in his property. However, recently he discovered this and gave her notice to quit. Last Thursday, I had an email from Drive Forward saying, “What can you do to intervene for young Yasmin because she will be made homeless very shortly?”. Fortunately, I had another email saying she had taken the initiative and found accommodation through an application called SpareRoom. The only response the local authority gave to this young woman was, “Wait until the bailiffs arrive and then you can be statutory homeless and we can help you”. A further issue with this poor young woman is that she suffers from a disability—macular degeneration. She is a remarkable young woman, struggling against all odds to get into work and further herself.

I was pleased to meet recently with Crisis and to hear of its campaign, Home – No Less Will Do, which is for the generality of single homeless people but would particularly help these young care leavers. The campaign is supported by London Councils, the National Landlords Association and the Residential Landlords Association. It calls for the Department for Communities and Local Government to fund help-to-rent projects across England. It asks the DCLG to establish and underwrite a national rent deposit guarantee scheme to support homeless people to rent in the private sector. A help-to-rent project supports tenants and landlords to set up, de-risk and sustain tenancies. There has been some piloting of this. From 2010 to 2014, with the help of the Government, Crisis ran the private rented sector access programme. A rent deposit guarantee offers a written commitment from a private help-to-rent project which covers certain types of costs that the landlord may incur at the end of a tenancy, including damages and in some cases rent arrears. Some 59% of landlords with experience of letting to homeless people said they would consider letting to homeless households only if backed by such interventions.

Will the Minister seek to persuade the Treasury and DCLG to furnish the House with their view of this approach and campaign from Crisis? Will they give us information on whether they are considering funding these two initiatives? Finally, would the Minister or the noble Lord, Lord Bourne of Aberystwyth, or both noble Lords, consider visiting a help-to-rent scheme with me? I am sure that any noble Lords interested in joining us would be welcome. I warmly welcome this crucial report on social mobility and helping young people who are overlooked and left behind. I hope we can have a further Select Committee on social mobility soon in this House, and do even more to help care leavers better themselves and make better prospects for their children, in full recognition of the great work successive Governments have done in this area. I look forward to the Minister’s response.

Independent Schools: Free Places

Earl of Listowel Excerpts

Wednesday 14th December 2016 Lords Chamber

[Lord Nash]

The purpose of these proposals is to ensure that the public benefits widely from that charitable status. It is clear that many independent schools are possibly putting back into the system more than they are getting in charitable status, but it is also clear that some are not. As I said, we want to see a bigger effort on a wider front.

[The Earl of Listowel (CB)]

Can the Minister say what progress has been made in developing boarding school places for young people in care and on the edge of care? He may wish to write to me. Does he think that this offer from the independent schools sector is a possible opportunity to develop that approach?

[Lord Nash]

The noble Earl makes an extremely good point—one that is very close to my heart. I have initiated a campaign to try to encourage more local authorities to send young children who are on the edge of care to state boarding schools and independent boarding schools. It is an area where there is quite a shortage of information. We have a new project that is providing a website essentially to market to local authorities the opportunities of sending some of their children on the edge of care to state boarding schools and independent schools very cheaply because they may qualify for full bursarships.

Childcare (Early Years Provision Free of Charge) (Extended Entitlement) Regulations 2016

Earl of Listowel Excerpts

Monday 12th December 2016 Grand Committee

Together these offers will amount to funding worth £6 billion per year by 2019-20. This is a major package of support for working families and is higher than any Government have committed to this sector previously. That brings me to the conclusion of my introductory comments, and I hope that the Committee will support these regulations.

[The Earl of Listowel (CB)]

My Lords, there is much to welcome in what the Minister has said. He may well recall the graph of disadvantage, where an intelligent boy or girl from a low income family will start high on the graph but over a period of time will decline and a less intelligent and less able middle-class child will rise past that child. As the Minister so eloquently put it, “High quality early years childcare and education can make a huge difference and promote the social mobility of such young people”. So I welcome the extension of the funding.

As the Minister is aware, I am concerned that future costs, such as the new cost of the minimum wage—a welcome addition, but challenging for childcare providers—is something that the Government need to take into account in future funding arrangements. I am grateful to the Minister for indicating that he and his colleagues will be monitoring this very closely and I recognise that this is the most that any Government have invested in high quality early years childcare.

I have two questions for the Minister. One relates to the penalties part of these regulations. I do not know how they will work in detail and there may not be grounds for concern, but I am thinking again of homeless families. I thank the Minister for ensuring that the piloting of these arrangements has ensured that homeless families are given attention and reached out to. I am concerned that with their movement, they can be hard to communicate with, that they might miss letters, and I would not wish to see them penalised because they missed some correspondence that they should have responded to—the Minister might like to write to me on that particular point.

The second point is in regard to foster children. I am sure that we discussed this at length during the course of the Bill, but I cannot recall why it is that foster children are excluded from this; perhaps the Minister could remind me of that. Since we discussed the Bill, we have had a report from the Family and Childcare Trust highlighting that 14% fewer looked-after children access high quality early years care than the general population. I think that emphasises how more needs to be done to ensure that they do access it. It may be that their access needs to be kept under review. I have nothing more to add and I look forward to the Minister’s response.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for introducing these regulations. It goes without saying that we welcome the extension of free childcare to 30 weeks from next September and it is helpful to have these regulations as the route map to delivering that—or at least in theory. I suspect that the practice will be more challenging and that the Government will, I fear, face real difficulty in meeting the demand unless greater resources are committed to that end.

My fears on that score stem from the current difficulty in ensuring uniform delivery of 15 hours a week and from what we hear of the plans for the future. Indeed, the Government have been accused in some quarters of “raiding the budgets” set aside by local authorities to help disadvantaged children in order to fund the doubling of free childcare for working families, some of them relatively well-off families. Local authorities currently receive government funds for 15 hours of free childcare for three and four year-olds. Under the present system, local authorities have been able to pay extra cash to schools with nurseries from that budget because they employ qualified teachers and are used disproportionately by poorer families. They have also been able to set aside extra funds to ensure that children from the most disadvantaged families get more than 15 free hours. However, local authorities will now no longer be able to offer additional funding above a set hourly rate per child. Instead there will be a requirement to pass on 95% of centrally provided funds directly to childcare providers.

The new offer of 30 hours of free childcare is of course available only to working families, so any child from an unemployed family currently getting more than 15 hours will lose that extra support. About 80% of three year-olds from the most disadvantaged areas currently attend childcare with a qualified teacher or early years professional. By preventing local authorities from continuing to offer what are known as “quality supplements”, it is likely that schools will need either to reallocate funds from the main school budget, which is already stretched to breaking point in many council areas, or reduce the status of their school nursery. This policy threatens to take cash away from disadvantaged children to pay for the childcare costs of better-off families. I am confident that the Minister will use this opportunity to deny that that was the Government’s intention, and I am not suggesting it was, but if that is the outcome then will he commit to finding a way of ensuring that children from disadvantaged households do not become the victims of unintended consequences that could seriously hamper their development?

The significance of this issue cannot be overstated. We know that the Government are struggling to find the resources to finance 30 hours of free childcare, but targeting non-working families or those who are disadvantaged should be off the agenda. This is because investing in early years is not just about quality childcare for working parents. It is also critical to closing the education inequality gap, which can already be very wide before children arrive at school. I suspect that the Minister will respond by saying that local authorities are able to offer additional cash to childcare providers from their wider budget, but the reality is that few local authorities have the flexibility to do that, and even where they do, it may not be on a sustainable basis.

At the beginning of this month the Early Years Minister, Caroline Dinenage, announced that councils will receive a minimum rate of £4.30 an hour in the new early years funding formula. This came in response to the consultation which was carried out over the summer and the DfE has now found an extra £30 million in its budget to support the introduction of this rate. While any extension of the supplement is welcome, the Government’s funding plans still fall well short across the sector of what is needed to deliver on their promise of 30 hours of free childcare. It has to be said that their record is one of closed Sure Start centres, rising childcare costs and parents waiting for much-needed support. The Government have also announced an extra £50 million for councils to build nursery schools, which is of course an important part of the whole process, but last week the shadow Early Years Minister, Tulip Siddiq, released figures that show a huge black hole in the Government’s nursery building programme which is needed to provide for the new demand. With only one-third of councils having submitted their bids, the total asked for has already exceeded £55 million, which suggests that there could be a shortfall of around £100 million if all local authorities are to have their needs met.

It is all very well promising free childcare, but we need assurances on the infrastructure and resources to back it up. Even if the Government dispute the figure of the shortfall, there will be one, so where do they intend to make it up because surely they did not intend that local authorities which apply for this funding should be turned away empty handed? If they are unable to get the funding, that will underline the evidence that the Government’s funding plans fall short across the sector of what is needed to deliver on their promise of 30 hours free childcare a week from September next year. At the same time, the childcare profession faces a recruitment crisis, with the nursery sector struggling to pay staff even the national minimum wage.

Caroline Dinenage announced that the increased rate in the early years funding formula will be made up of a base rate, plus an uplift for additional needs, based on measures for free school meals, disability living allowance and, as the noble Earl, Lord Listowel, mentioned, English as an additional language. The Minister also said that the disability access fund would provide £615 a year for every eligible child. That, together with the recognition in paragraph 9.8 of the Explanatory Memorandum to these regulations, is welcome. Currently, children with special educational needs or a disability are not adequately supported, and it is hoped that this additional funding will, to some extent, address that.

The response from providers and sector organisations still suggests that the latest offer from the Government is unlikely to be sufficient to achieve the requirements set out in the regulations and to deliver the policy more broadly. When these regulations were considered in another place last week, my colleague Tulip Siddiq asked the Minister whether such concerns over the latest funding announcement were well founded. She did not receive a response, so perhaps the Minister will be able to oblige today. I heard his opening remarks but, given the concern in the sector, I think that that point needs to be reinforced.

The doubts about sufficient resources remain. Sir Michael Wilshaw’s annual report notes that the current increase in early years places has not kept pace with the increase in the early years population. So, again, I invite the Minister to assure us that he is confident that there is sufficient capacity to meet demand.

I thought that last week the Early Years Minister sounded somewhat complacent, saying that she did not expect the 30 hours of free childcare offer to double the demand for childcare places, because many parents already access more than the 15 hours a week and pay for the additional hours. That may well be the case but surely, human nature being what it is, these parents will now cease paying for it themselves as they will be entitled to have it covered by government—within earning limits, of course. Therefore, why the demand is unlikely to double is at best unclear.

I have one final point of clarification to put to the Minister. A new organisation called Childcare Works is to be established. It is intended to be a conduit between the DfE and local authorities to ensure that there will be sufficient 30-hours places from September next year. I wish it, and the local authorities involved, well, but the DfE website describes the new organisation as a consortium consisting of two companies of consultants and a charity. I am happy for this to be done in writing but can the Minister outline some details of the kind of assistance—I assume it will not be handing out cash—that Childcare Works will provide to local authorities to meet the demand for 30-hours places?

I hope that the Minister will accept that I have no interest in scoring points at his expense—at least, not on this issue. Naturally, I wholeheartedly welcome the introduction of 30 hours of free childcare, but I repeat that it will be meaningless for many parents if it is not fully funded.

--- Later in debate ---

The noble Lord also asked about Childcare Works. The consortium includes a number of people including Mott MacDonald. It has built both capacity and demand successfully so that 68% of disadvantaged two year-olds are now taking it up. Together with Action for Children, it offers a wealth of experience supporting local authority childcare providers to respond to the expansion of free entitlements. I think that that covers most of the points raised by noble Lords, but I will check Hansard carefully and write to the noble Lord, Lord Watson, if there is anything I have not covered.

[The Earl of Listowel]

I thank the Minister for what he said about examining the case of looked-after children in early years provision. I have a couple of supplementary questions, on which he might write to me. The report, Starting Out Right: Early Education and Looked After Children, has four recommendations, and I mention two. One was improving national data on the attendance in pre-school of looked-after children. It would be helpful to have those data kept in future. Another recommendation was for a pupil premium plus for looked-after children in pre-school care just as there is in primary and secondary education. Perhaps the Minister will write to me about those two things.

[Lord Nash]

I will certainly do that. Having made those comments, I hope that noble Lords will support these regulations.

Motion agreed.

Coasting Schools (England) Regulations 2016

Earl of Listowel Excerpts

Monday 12th December 2016 Grand Committee

[Lord Nash]

They are not going to be named publicly but the schools will be able to work out from their results whether they are coasting.

As for the resources available to the regional schools commissioners, they started with very small offices of around six or eight people, but they have all now been substantially strengthened to an average of more than 40 people. We are satisfied that they have the resources in place. One thing that they are working on closely, as the noble Lord mentioned, is ensuring that we have enough capacity in the system and enough MATs to sponsor any failing schools where required.

I will write to the noble Lord in some detail on the other matters to which he referred. I am sure that all noble Lords support our ambition to ensure that all pupils, whatever their background and wherever they live, have the opportunity to go to a good school. I therefore hope that noble Lords will support our proposals and these regulations.

[The Earl of Listowel]

On the issue of the context of the schools, will the level of English spoken in families also be looked at? I imagine that that may have an impact on a child’s learning and it might be helpful when it comes to the read-across with Louise Casey’s work on integration.

[Lord Nash]

The noble Earl makes a very good point. That is something we are looking at, and certainly increasingly seeing in some schools. The definition of EAL is sometimes a little loose, because there are plenty of people who speak fluent English but would be defined as EAL because it is their second or third language. However, in parts of the country an increasing number of schools are having to cater for a sudden influx in different year groups of pupils who do not speak any English at all. Certainly, the regional schools commissioners will take this into account.

Higher Education and Research Bill

Earl of Listowel Excerpts

2nd reading (Hansard): House of Lords
Tuesday 6th December 2016 Lords Chamber

[The Earl of Listowel (CB)]

My Lords, when the noble Lord describes how he has schoolchildren visit his fantastic facilities so that they can enjoy and appreciate them, I delight. What a fantastic experience for pupils to access such great equipment.

I also thank the Minister for helpfully introducing the Bill. I thank the Government for the welcome additional significant investment in research. I declare my interest as a trustee of the Brent Centre for Young People, a mental health service for adolescents—one of uniquely high quality. I am also a patron of the Who Cares? Trust, which works with universities to ensure that they sensitively deal with young people from care.

I join the Minister and other noble Lords in paying tribute to our research assets in this country, the treasure trove of our holy curiosity. Researchers have had a huge impact. Since becoming vice-chair of the All-Party Parliamentary Group for Looked after Children and Care Leavers, I have seen the huge impact of social research on improved outcomes for such children. Professor Sonia Jackson, Dr Cameron, Professor Petrie and the Thomas Coram Research Unit at the Institute of Education played a huge role in such improvements. I pay particular tribute to the late Professor Meltzer of the University of Leicester, who led research in the early 2000s that was the first national assessment into the mental health needs of looked-after children. That informed the Office for National Statistics report in 2004 which identified 78% of children in children’s homes and 45% of those in foster care as having a mental disorder, compared with about 10% of the general population. That successfully highlighted the issues, which I am afraid we have been slow to address, but I am grateful for the work of the Minister’s colleague, the Minister of State, Edward Timpson, in really getting a grip on this issue now. I am also grateful to the noble Baroness, Lady Tyler of Enfield, for her campaigning on the mental health of looked-after children.

In Committee, I will look at access for disadvantaged and BME children, particularly care leavers. In the early 2000s, 2% of care leavers accessed university. About five years ago we reached a high of 8%. The latest information I have is that the figure is now 6%. I would be grateful if Minister could let me know the very latest information on care leavers’ access to higher education. He might care to write to me.

I pay tribute to the Frank Buttle trust, particularly the chief executive, Gerri McAndrew, who introduced a kitemark which identified the universities that were most successful at supporting care leavers and has proved to be a real trailblazer in improving the quality of care for care leavers. It has been an honour for me fairly frequently to meet care leavers in higher education or who are graduates. I hear about the challenges but also some of the excellent pastoral care that universities offer. I am grateful to have colleagues who are graduates; one of them has just received a doctorate for his work.

Returning to research, it demonstrates that the most effective intervention we can make is in the earliest years. The longitudinal research of Professor Melhuish of the University of Oxford and the University of London—the EPPE research into the impact of high-quality early-years education and care—demonstrates the huge benefits of that care, particularly for disadvantaged children, for their education but also their non-cognitive skills. That is an area that we really need to concentrate on. I know the Government are attending to it but I have a suggestion for the Minister and particularly for his colleague, the noble Lord, Lord Nash. An inexpensive, effective way of ensuring that more disadvantaged and BME children get to university is to ensure that children who have not had preschool experience are identified as they come into primary school. Schools arrange a day or two before they start primary school and teachers spend time with those children and simply explain the rules, because often these children have had no rules explained to them. They have no idea how to behave and when they encounter other children who have been to preschool they simply do not know how to interact with them or their teachers. The risk is that their behaviour becomes bad and the further risk is that they may eventually be excluded. I ask the Minister to take that suggestion back to the noble Lord, Lord Nash. I look forward to working in Committee with your Lordships, particularly on this issue of access. I look forward to the Minister’s reply.