Children and Families Bill

Debate between Earl of Listowel and Baroness Perry of Southwark

Tuesday 28th January 2014 Lords Chamber

[Baroness Perry of Southwark]

My Lords, I am very much in sympathy with the noble Baroness, Lady Walmsley, in her wish to ensure quality in childminding. That is something that we all endorse and I feel a considerable amount of concern that childminders vary very much in the quality of what they offer and in the integrity of their offering to young children. However, I cannot see how Ofsted could conceivably provide this level of inspection. It would be a huge task. The inspectors who work for Ofsted already number in the thousands rather than the hundreds, and this would escalate matters beyond the possibility of quality in Ofsted itself.

The noble Baroness, Lady Walmsley, and I have shared concerns about quality in Ofsted over the years—and the more its numbers increase, the more evident that concern becomes. I cannot do the sums, but to require inspections of childminders would require another thousand or more inspectors to be taken on by Ofsted. Concern about the quality of what they could offer would escalate. Although I am in sympathy with the spirit behind these amendments, I cannot support them.

[The Earl of Listowel]

My Lords, I am prompted by the amendment of the noble Lady, Baroness Walmsley, to draw your Lordships’ attention again to the widespread concerns about the adequacy of funding for the two year-old and three year-old entitlement. This is a long-standing concern. If it is so important that we have high-quality early years care, certainly the Government and the taxpayer should fund it properly. I apologise that I did not take the opportunity to raise this with the Childcare Minister, Liz Truss, when I last saw her. If it is possible during the passage of the Bill to discuss children’s centres with her, I will certainly take the opportunity to raise the question.

Children and Families Bill

Debate between Earl of Listowel and Baroness Perry of Southwark

Wednesday 9th October 2013 Grand Committee

[Baroness Perry of Southwark (Con)]

I am reluctant to query the noble Baroness because I am aware of her huge expertise in this area and have enormous respect for her, but in my amateur ignorance I do not see in the Bill or the amendment anything which assumes that the local authority must consider adoption. The amendment refers only to where the local authority is considering adoption; it does not say that it must consider adoption. If I have missed the wording somewhere else, I hope that somebody will put me right, but the noble Baroness’s third consideration seems not to appear in the Bill.

[The Earl of Listowel (CB)]

I, too, welcome the Minister to his first Grand Committee day of a Bill and thank him for his time over the summer in dealing with some of my concerns. As I listened to the debate, my mind went back to a meeting four months ago with women whose children had been taken away from them in the 1950s and 1960s. At the time, they were single women and were strongly encouraged to give their child away. Those women bitterly regretted having done so and were campaigning for an apology from government. It is unlikely that this Bill will result in women campaigning in 20 or 30 years’ time for an apology from Parliament for what is being done now, but we really have to raise our game. It is clear that if we took a more consistent approach towards to some of these vulnerable families and helped a few more parents off drugs and alcohol, as we could well do, we would not need to take their children away. We must not be too optimistic and allow children to be kept in those families and be harmed, but we see through the effectiveness of Louise Casey’s focused work with troubled families and through District Judge Crichton’s work in the family drug and alcohol court that, where a real effort is made and where central government is prepared to step up and take responsibility, we can make a difference with those families. I welcome what the Government are doing, but some of these children would not have to be taken into care if we raised the overall quality of our child and family practice.

This debate highlights the great judgment required of child and family social workers. They are in the position of making that lifetime decision: will a child stay with its birth family in kinship care or will it be removed for adoption? I welcome the huge investment that this Government and the previous Government have made in raising the status of child and family social work through the social work college, the new post of Chief Social Worker and the Munro review. Despite those all being very helpful inputs, a social worker who was training in London—an intelligent woman—said to me last week, “I was bitterly disappointed by my training. I didn’t get the feedback. Many of my fellow students felt the same way. I’m now going to Bristol to carry on my training in social work”. There is therefore an awfully long way to go in the nuts and bolts of getting the social work profession to where it needs to be to serve those families properly.

What progress are we making in the retention of child and family social workers? People are saying—I heard it said again recently—that we are getting the best young English social workers into the profession now and have seen a great improvement over the past two years, but are we succeeding in retaining those young people? Are we managing to retain experienced social workers close to the front line so that they can mentor and support those child and family social workers?

I have one final question for the Minister, which he might care to write to me about. It is a concern raised in the past by the noble and learned Baroness, Lady Butler-Sloss, and raised today by the noble Baroness, Lady Hughes of Stretford, about the outcomes for children in adoptive placements. We need robust evidence about outcomes for children in adoptive placements. We have them already for children in kinship placements. We need to compare, contrast and make good policy decisions based on those. I hope that the Minister can give an assurance that, if that cannot be produced at the moment, research projects will be put in place so that in future we know how stable those adoptive placements are. The worst outcome would be for a child or children to be placed for one or two years, to be settled, and then to be rejected again by their new family. I am sorry to have gone on so long.

Education Bill

Debate between Earl of Listowel and Baroness Perry of Southwark

Monday 18th July 2011 Grand Committee

[Baroness Perry of Southwark]

My Lords, I know that we are short of time, but I would like to interject that when we talk about giftedness, we are not just talking about academic ability. Schools should be urged to recognise that some children are immensely gifted with their hands, with technology, at sport, in music and so on.

[The Earl of Listowel]

My Lords, I recall articles published in Scientific American and New Scientist not so long ago which looked at chess grandmasters. The articles identified that they had spent so much of their lives playing chess that they had become geniuses in the chess arena and suggested that genius derived from people spending an awful lot of time doing whatever they were most passionately interested in. I should be grateful for an assurance from the Minister that, for example, a young man who is passionate about science can have the opportunity to study science at playtime and after school, and that the staff within the labs will make the equipment available for him to use. I should like an assurance that, where young people are passionate about using their hands or whatever, there will be the necessary flexibility and resource in schools for them to follow their passion and spend a lot of time doing it.

Education Bill

Debate between Earl of Listowel and Baroness Perry of Southwark

Monday 11th July 2011 Grand Committee

[Baroness Perry of Southwark]

My Lords, my name has also been put to the amendment moved by my noble friend Lord Lucas. I am delighted with the first report of what the guidance says because it is very much what I had hoped we would hear—a very strong message to teachers that their normal, instinctive behaviour is not somehow criminalised or disapproved or a cause for complaint in any way.

Dealing with this particular issue leads me to say that, looking through the Hansard reports of the last two Committee sittings, I am genuinely concerned that the picture we seem to give of teachers is a wholly negative one, as if they needed to be controlled and regulated otherwise they would be aggressive or in some way behave improperly towards the pupils in their care. I have spent most of my life working with teachers. I have enormous respect for them—for the way in which they entered the profession because the wanted to make children’s lives better, the way in which they work sometimes very long hours in order to bring that about; for the care and the thought that they put into the preparation of their classes and their relationships with children. I worry about the way in which the Committee has been talking, as if there was a whole generation of vulnerable children who were under threat from teachers who were going to behave badly towards them. Anyone who doubts what I say should read back through some of the speeches in Hansard. I hope that we can correct that impression because I know that it is not one that, at heart, this Committee believes. We have all declared our respect for the teaching profession, but I think that we should begin to show it in the way that we deal with some of these amendments.

[The Earl of Listowel]

My Lords—

Education Bill

Debate between Earl of Listowel and Baroness Perry of Southwark

Tuesday 28th June 2011 Grand Committee

[The Earl of Listowel]

My Lords, I support what has been proposed. I put my name to this amendment because I have spoken on a number of occasions with the manager of a Montessori nursery and been impressed with what I have heard from her about her work. Indeed, she is a very impressive individual, having worked in the private business sector before coming into nursery teaching. Recently she was telling me about her experience of continuing professional development, where she had a senior practitioner observe her in the course of a whole day’s teaching, taking careful notes of what she and the children were doing and of the interactions between the teacher and the children. She learnt from this. The senior practitioner said, “Very good, but you do tend to lift your finger a bit too much”. She said, “Yes, this is what my mother did to me. Aha; I am bringing it into the nursery classroom”. That is the sort of model that I think the Government are proposing more widely in schools generally in their White Paper: classroom-based learning. I would regret if anything were done to the detriment of such a good approach, so I hope that the Minister can be reassuring in his response.

[Baroness Perry of Southwark]

My Lords, I support the amendments. We are not talking here about some new provider on the block with bright ideas. Montessori is an established, tried and true, long-lasting provider of education. It is of a high quality. In days long ago when it was inspected regularly by HMI, inspectors always came back with very high-standard reports of what was going on. Montessori also has its own system for training its own teachers and staff, which again is of a very high quality and thorough, and produces people who are well versed in the Montessori way. There are many people of all ages, some probably now in their 80s and 90s, who have been through the Montessori experience and can testify to its importance in their own lives. I hope, as others have said, that the Minister will at least give a warm response to the amendments.

Academies Bill [HL]

Debate between Earl of Listowel and Baroness Perry of Southwark

Monday 28th June 2010 Lords Chamber

[Baroness Perry of Southwark]

My Lords, I am unhappy about these amendments on several counts. First, they seem to impose, again, external restrictions on academies, whereas the whole object of the Bill is to take away all the impositions that have been put on them. Secondly, Amendment 72 would give the local authority an overriding say in the exclusion of pupils. Surely, if a school is to be free and able to manage its own affairs, it should not have to operate in partnership with a local authority that no longer has any statutory or financial authority over it.

I have discussed these amendments with the principal of one academy, who assures me that academies are happy to operate independently and in informal collaboration with other schools in their area, though not necessarily within the same local authority, particularly over aspects of their work which might well affect those other schools. For example, if a pupil is excluded from an academy, it might well be that another school would be the better and right place for that pupil to go. In that case there is nothing to stop Fred, the principal of one academy, calling Mary, the principal of a maintained school, and saying, “Look, we’ve got a lad here who isn’t fitting into the academy well and is behaving very badly. We’re intending to exclude him; would you be willing to take him on?”, and so on. Trusting professionals in the service to do sensible things and work together on a collegiate and happy basis is far more likely to work than all this imposition of things from outside and putting them in legislation. I hope that the noble Baroness will reflect on the lack of trust which this kind of amendment suggests.

[The Earl of Listowel]

The reassuring words of the noble Baroness, Lady Perry of Southwark, are very helpful. When I visit special institutions for children with emotional and behavioural difficulties or children’s homes, I am concerned that often one finds that the children with the most severe difficulties are pooled together in one place. They become difficult to manage, difficult for each other, and difficult for those who are caring for them. When comparing Denmark and this country, one of the differences is that Denmark intervenes and takes children into care earlier. Children’s homes are used more and there is more of a mixed bag of children in them. Thus, the temperature of the place is lowered. As a result of this provision, I would not want to see the most difficult children pushed into one place. I hope that the Minister can reassure us that further thought will be given to how we can support head teachers in academies and non-academies to work together. For example, a small amount of resources could be put into a yearly local get-together where such people would be able to speak to and to meet each other.

--- Later in debate ---

[Baroness Perry of Southwark]

My Lords, perhaps I may say how much I agree with what my noble friend Lady Williams said about the perverse effect of league tables. The good instincts of many school heads that I advocated in response to what the noble Baroness, Lady Morris, said have been stifled by the imposition of league tables. The heads want to help these disadvantaged children but dare not do so in case it pulls them down the league tables, with all the perverse effects that that would have on their finances, reputation and everything else. I hope that we can continue to have faith and trust in the good instincts of those who run schools and that we can release them from the perverse effects of collecting detailed information and statistics simply for league table purposes.

[The Earl of Listowel]

Again, I support what the noble Baroness, Lady Perry of Southwark, has said. As far as I know, the best performing country, Finland, does not have league tables but relies on excellent teachers and trusts them to make the right decisions for children. As I recall, Finland also does not have exclusions, but has smaller, very mixed-ability classes.

Two things come to mind in this debate. The two amendments in the group are well related. There is the danger with academies that they will not be so well supported by, for instance, the good approach of having a child psychotherapist working regularly with teachers to talk about particular problematic children. That is a good approach, but it is easy to think that it is too expensive and a bit of a luxury and that an easier option would be to move a difficult child somewhere else. I have sympathy with both sides of the argument. Given that these things are already established, I would prefer to keep the status quo, because league tables have a perverse influence. I look forward to the Minister’s response. If he could say a little more about the plans for league tables and how they will be improved, that would be helpful.