Education Sector: Equality of Opportunity

Baroness Smith of Malvern Excerpts

Thursday 17th October 2024 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I beg leave to ask the Question tabled by the noble Baroness, Lady Wilcox, who unfortunately is unwell.

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)]

My Lords, this Government are committed to promoting equal opportunities and breaking the link between young people’s backgrounds and their future success. Breaking down barriers to opportunity is one of our five missions, ensuring that every child thrives in education and achieves their ambitions, no matter their background. That is why, as first steps, we are committed to delivering 6,500 additional teachers and rolling out free breakfast clubs in every primary school.

[Lord Watson of Invergowrie (Lab)]

I thank my noble friend for that response. She will be aware that education provision all too often does not meet the needs of all children, particularly those with special educational needs and disabilities. The Government are committed to a community-wide approach to school inclusivity, so does my noble friend agree that there is a need for all state-funded schools to be required to co-operate with their local authorities on school admissions, SEND inclusion and place planning?

[Baroness Smith of Malvern (Lab)]

My noble friend is absolutely right that children with special educational needs and disabilities are not receiving the sort of education that they need and deserve, despite the enormously hard work of our teachers and others in supporting them. That is why we are committed to improving inclusivity and expertise in mainstream schools, as well as ensuring that special schools cater to those with the most complex needs. As announced in the King’s Speech, we intend to legislate to require schools to co-operate with their local authority on admissions and place planning.

[Lord Addington (LD)]

My Lords, does the Minister agree that women and girls with special educational needs have a history of being underidentified because they tend to cope in the classroom by hiding and disappearing, as opposed to disrupting? When do the Government reckon they will have enough trained teachers to spot the girl who has her head down and is desperately excluding herself from the classroom by being quiet, as opposed to the boy causing trouble at the back?

[Baroness Smith of Malvern (Lab)]

The noble Lord makes an important point about early identification of children with special educational needs or some form of disability—he is absolutely right. In the early stages, that needs well-qualified teachers, with the support of inclusive practice and expertise developed throughout the school, to recognise that. This Government are determined to improve that provision in mainstream schools.

[Baroness Wolf of Dulwich (CB)]

My Lords, earlier this year, schoolteachers got a fully funded 5.5% pay increase, but no such award was made to college staff, even though most pupil-premium students in the 16-plus age group are in colleges. How do the Government propose to address the impact of this unequal treatment on colleges, including the haemorrhaging of skilled staff?

[Baroness Smith of Malvern (Lab)]

The noble Baroness will understand that in FE there is no pay review body in the same way as in schools. The Government were pleased to be able to fund the 5.5% pay increase for schoolteachers. The noble Baroness is right that, although we recognise the enormous contribution of FE staff, we were not able to match the pay for FE teachers on that occasion. This week, we have for the first time extended the retention incentive to teachers in the first years of their careers in FE. Applications for that opened on Monday, and lots of FE teachers have already applied for that. In our discussions on the spending review, we are thinking about and arguing hard for the support that further education needs and deserves, as the noble Baroness rightly said.

[Lord Howell of Guildford (Con)]

Could this mission to promote equal opportunity in schools include much greater encouragement of teaching financial literacy in schools, in line with several ideas put forward by Members of your Lordships’ House?

[Baroness Smith of Malvern (Lab)]

Having spent 11 years teaching economics and business studies— I am not sure my personal financial literacy quite matches up to what might have been expected from that—I think the noble Lord makes an important point. A whole range of schemes and important initiatives already help in that area, and I am sure that teachers and schools would be keen to support others, as well as what they are able to deliver in the curriculum.

[The Lord Bishop of Sheffield]

My Lords, according to data published by the Education Policy Institute, disadvantaged learners in Yorkshire and the Humber are typically 21.4 months behind their more advantaged learners by the end of secondary school. This is opposed to a disadvantage gap of half that size, at just 10.4 months, in London. What steps will the Government take to reduce such perniciously stubborn regional inequalities in educational outcomes?

[Baroness Smith of Malvern (Lab)]

The right reverend Prelate is absolutely right that regional inequalities at key stage 2, GCSE and A-level are not just persistent but, certainly in some of those cases, have become worse. That is why the Government and the Department for Education are absolutely committed to ensuring that, wherever you live in England and whatever your background, you will have access to the highest-quality teachers and the best possible curriculum. This is the reason for our launching the curriculum and assessment review. That is absolutely at the heart of the Government’s opportunity mission.

[Lord Austin of Dudley (Non-Afl)]

My Lords, the latest figures show that 65% of Asian girls and 61% of black girls on free school meals go to university. That is fantastic, and a credit to them and their parents. But the comparable figure for white working-class boys on free school meals is just 15%. Getting on for 70% of young people from some wealthy London boroughs go to university, but the figure is less than 20% in places such as Barrow, Blackpool, the south Wales valleys and Grimsby, for example. What will the Government do to deal with this massive problem of educational inequality?

[Baroness Smith of Malvern (Lab)]

My noble friend is right that white working-class boys are among the lowest-attaining groups in our schools. That links to the point about regional inequality made previously. It is why the opportunity mission is absolutely clear that we need to break the link between background and success. That means more highly qualified teachers in front of our students. It means making sure that children, whatever their background, get to school, are well-fed and are able to learn, which is the reason for our rolling out breakfast clubs in primary schools. It also means that this Government are absolutely focused on raising standards in all our schools for all our children.

[Baroness Barran (Con)]

The Minister talked about regional inequality. Of course, the region, or country, with a severely underperforming educational system is Labour-run Wales, which has seen standards decline and where the OECD has described the education system as having “lost its soul”. That is in contrast to England, where we have seen international rankings improve in reading, maths and sciences. What will this Government do differently from Wales to make sure that we do not see the same decline here?

[Baroness Smith of Malvern (Lab)]

I am surprised, given the efforts that the noble Baroness made when she was a Minister in the Department for Education, that she is quite as complacent about performance in England as she appeared to be in that question. We are still in a situation, in 2024, where at key stage 2 the gap between the highest-performing and the lowest-performing regions remains the same, at 10 percentage points, and where at GCSE, the distinction between the best-performing and worst-performing regions has grown by 0.7 percentage points. So not only are all standards not high enough but we have ongoing, persistent inequality in our system between regions and between people, dependent on their background. With respect to England, this Government will not rest on their laurels in the way in which the noble Baroness seemed to suggest the previous Government would have done. That is why, as I have outlined, whether it comes to teachers in classrooms, getting children into our schools or making sure that we have a curriculum fit for them, we will take action, which the last Government failed to do.

Freedom of Speech in Universities

Baroness Smith of Malvern Excerpts

Thursday 10th October 2024 Lords Chamber

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)]

My Lords, with the leave of the House, I shall now repeat in the form of a Statement the Answer given by my honourable friend the Minister for School Standards to an Urgent Question in another place. The Statement is as follows:

“It was a Labour Government who enshrined the right to freedom of expression in law, and it is a Labour Government who will again uphold freedom of speech and academic freedom on our university campuses—not through creating a culture war, but through working with academics, students and campaigners to get the legislation right.

The Secretary of State wrote to colleagues and made a Written Statement on 24 July 2024 on her decision to pause further commencement of the Higher Education (Freedom of Speech) Act 2023 in order to consider options. We have heard concerns from minority groups and others that that Act and its implementation may have unintended consequences and result in disproportionate burdens for universities and student unions. Many are concerned that it could push providers to overlook the safety and well-being of minority groups over fears of sanction and costly action.

I want to provide the House with reassurance that this Government believe that higher education must be a space for robust discussion that exposes both students and academics to challenging ideas. The decision to pause the Act was made precisely because of the importance of getting this legislation right. The Secretary of State indicated in her Written Statement that she would confirm her long-term plans for the Act ‘as soon as possible’. Since then, officials and Ministers have engaged with a wide range of stakeholders on the future of the Act. This includes representatives of higher education providers and academics, including those from the Committee for Academic Freedom, Academics for Academic Freedom and the London Universities’ Council for Academic Freedom. They are continuing to engage with stakeholders before any final decision is made”.

[Baroness Barran (Con)]

My Lords, there are a lot of ironies in the Government’s decision to delay the implementation of the Higher Education (Freedom of Speech) Act. First, it was done without any debate in Parliament and, secondly, it was not mentioned anywhere in the Government’s manifesto, despite the decision being taken within three weeks of the election. The failure to commence the legislation that this Parliament passed is resulting, every day, in freedom of speech and academic freedom in our universities being eroded, most recently with an elected MP being unable to speak at a university this evening.

The reasons the Minister repeated relate to the impact on minority groups, so I ask her to confirm that she agrees with those leading lawyers and academics that the new Act does not provide any further protection for those wishing to express hate speech on campus, including Holocaust denial. Can she confirm that it does not change the law in that regard? Will she agree to meet with those Jewish academics who sought a meeting with the Secretary of State and who are calling for full implementation of the Act?

[Baroness Smith of Malvern (Lab)]

The noble Baroness probably understands that the speed with which the decision was made related to the timing of the commencement. It is right to be taking the time now and engaging in the way we are with those on various sides of the argument about the best way of proceeding on this issue.

I have spoken to some of the legal experts that the noble Baroness cites with respect to hate speech and understand their points. The fact that there is debate about the impact of this piece of legislation is part of the problem that we seek to ameliorate through the options we are considering. What I know is real is the strong concern among minority groups that the reality of the impact of the legislation would be to allow on to campuses people whose views would be reprehensible and would potentially constitute hate speech. That is what has brought the fear about. But this is not, of course, the only reason. There has also been considerable concern from universities themselves and from unions representing university staff about the disproportionate burdens. On the Jewish academics, I have met a lot of people already and I am more than content to meet with that group as well.

[Lord Wallace of Saltaire (LD)]

My Lords, I remind the House that the story in today’s Telegraph about the inability of the Cambridge University Conservative Association to have Suella Braverman visit this evening says that it is on advice of the police, due to another MP’s visit to Cambridge, and not that of the university.

I remind the House that we on these Benches were deeply doubtful about the Bill and the disproportionate burdens it would impose. Any decent conservative would believe in the autonomy of civil society and of academic institutions.

This is not a new problem. The first lecture I ever gave as a university lecturer, in January 1968, had a large demonstration—because they thought the dean was giving it—against Vietnam and the then Labour Government. My wife and I, as undergraduates, had taken part in earlier demonstrations about South Africa, which the Daily Telegraph, of course, denounced at the time. We now have a culture war in the United States, in which Republicans are—

--- Later in debate ---

[Baroness Anderson of Stoke-on-Trent (Lab)]

My Lords, I remind the House that this is a repeat of an Urgent Question and is therefore time limited to 10 minutes.

[Baroness Smith of Malvern (Lab)]

I thank the noble Lord for his appreciation of our considered approach. I absolutely reiterate that I and the Government believe that there is an issue about freedom of speech and academic freedom on our campuses. It is of fundamental importance, which is why we need to get it right.

[Baroness Stuart of Edgbaston (CB)]

Will the Minister agree that uncertainty sometimes leads to bad decisions? I therefore urge her to take into account the fact that while the process is paused, universities may be uncertain about what is right and what they cannot do. Having that process done as speedily as possible to create that certainty would be helpful.

[Baroness Smith of Malvern (Lab)]

I hope that universities are absolutely certain about both the existing protections for freedom of speech in legislation and their responsibilities to create campuses in which academic freedom and freedom of speech can flourish. Elements of legislation may be necessary to enforce that, but there is no uncertainty in my mind that that is their responsibility and that is what they should do.

[Lord Cashman (Non-Afl)]

My Lords, I welcome the Government’s response, and I say that as a member of a minority and a Member of this House who has expressed concern about the defamation of minorities, which has led to hate crime and hate speech. Will the Government therefore continue on their path to damp down the culture war that was fanned by the party opposite when it was in office, and indeed by some Members of this House? Fanning the culture war impacts on the most vulnerable in our society, and freedom of speech comes with responsibility.

[Baroness Smith of Malvern (Lab)]

I agree with the noble Lord. The position of higher education, support for higher education and the embedding of freedom of speech and academic freedom within our universities are serious issues. This is a serious Government who are interested in finding the right solutions, rather than a political headline.

[Lord Sewell of Sanderstead (Con)]

On freedom of speech, as a former academic, I detect—to put it firmly—a real stitch-up here between vice-chancellors and the Government. Really and truly, they just want an easy time of this and the Government have provided them the convenience of having that. This is not really an issue about freedom of speech because the Government do not believe in it in this context. This is more ideologically driven than anything else.

[Baroness Smith of Malvern (Lab)]

The noble Lord is wholly wrong. We strongly believe in freedom of speech and academic freedom. It was a Labour Government who enshrined freedom of expression in legislation. The discussions I have had have been not only with representatives of higher education but with advocates of this Act and of freedom of speech and academic freedom. I will continue to do that, and I will not be tempted into the sort of political grandstanding that the noble Lord is attempting to get me into.

[Lord Foulkes of Cumnock (Lab Co-op)]

Does the Minister agree that that grandstanding is abhorrent in this House, as is that kind of completely untrue allegation? That kind of misinformation and fake news, which is being perpetrated in so many ways, is causing the problems in the United Kingdom and elsewhere today.

[Baroness Smith of Malvern (Lab)]

I agree with my noble friend. Vice-chancellors say to me that theirs is a difficult job, made tougher by the previous Government’s failure to address the financial challenges that they faced and by their propensity to use universities and higher education as a political battleground, rather than supporting them in the way they need. The previous Government only made this worse, and we are determined not to go down that route.

[Baroness Penn (Con)]

Does the Minister think that seven Nobel Prize winners, one Fields medallist and 650 other academics are engaging in a culture war in calling for the implementation of the Higher Education (Freedom of Speech) Act in full?

[Baroness Smith of Malvern (Lab)]

No, I do not, which is why I did not use that expression.

[Baroness Stedman-Scott (Con)]

My Lords, does the Minister agree that an elected politician was cancelled from speaking at one of our leading universities— supposedly a beacon of free speech? Will she commit to implementing the Higher Education (Freedom of Speech) Act as soon as possible?

[Baroness Smith of Malvern (Lab)]

As the noble Lord, Lord Wallace, made clear, there might be different views about the causes of the particular event to which the noble Baroness refers. For that reason, I shall not comment on the details of that case. I would say that as a student I have been a protestor and as a politician I have been on the receiving end of protests. This Monday at the University of Manchester, where I was speaking, I was interrupted by a protest, which was obviously not ideal. A careful balance needs to be made between the right to protest and the right of freedom of speech, and I think that these things are probably better dealt with in a calm and considered way than in headlines on the front of newspapers.

Computer Science Applications to English Universities

Baroness Smith of Malvern Excerpts

Wednesday 9th October 2024 Lords Chamber

[Lord Mackenzie of Framwellgate]

To ask His Majesty’s Government what assessment they have made of the respective success of (1) UK applicants, and (2) international applicants including in the EU, to study computer science at English universities.

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)]

My Lords, UCAS data for the 2023 admissions cycle shows that of those applications to full-time undergraduate computer science courses made via the UCAS main scheme, around 70% of domestic student applications and around 52% of international applications resulted in an offer from a UK higher education provider. Our higher education sector is one of the best in the world and is a critical part of the system to deliver the skills that we need.

[Lord Mackenzie of Framwellgate (Non-Afl)]

I thank the Minister for her Answer. Following representations by an English A-Level student with three straight As, I looked at the UCAS site for courses on computer science and saw the following notice:

“This course has limited vacancies, and is no longer accepting applications from some students. See the list below for where you normally live, to check if you’re eligible to apply”.


The list of which applicants are eligible is enlightening: EU, yes; Wales, no; England, no; international, yes; Scotland, no; Northern Ireland, no; Republic of Ireland, no. Does the Minister agree that this amounts to selection on the basis not of the applicant’s exam results but of where the applicant lives, and that this is therefore manifestly unfair and discriminates against hard-working UK students and clearly benefits our international competitors?

[Baroness Smith of Malvern (Lab)]

The details of admissions arrangements are for individual universities to determine. However, as I outlined in my initial Answer, a higher proportion of UK undergraduates than international applicants received offers. Although the circumstances that the noble Lord outlined, where people do not get the places that they want, are obviously disappointing, I do not think we can put that down to discrimination on the basis of country. Many noble Lords will recognise that the international popularity and status of our higher education system in this country, and the financial, cultural and social contribution made by international students, directly financially benefit UK students, and the country more broadly.

[Lord Addington (LD)]

My Lords, does the Minister agree that this Question, and the Answer to it she has just given, point to the fact that the fee structure is not allowing the universities to function properly? When will the Government change it?

[Baroness Smith of Malvern (Lab)]

From the very moment we came into government we have been considering how to deliver our objective of a funding system for higher education which provides stability and sustainability for institutions, that is fair for students and recognises the challenges they face, and which enables our higher education sector to continue providing its contribution to economic growth. We are looking at a whole range of options, and we will provide further information about those as soon as possible.

[Lord Tarassenko (CB)]

My Lords, for the UK to remain a leading AI nation we need a reasonable proportion of UK-domiciled computer science graduates to study for a PhD in computer science or AI in a UK university. The Higher Education Statistics Agency’s Graduate Outcomes survey revealed a staggering 39% decrease—in just four years, from 2019 to 2022—in the percentage of UK-domiciled computer science graduates undertaking doctoral studies 15 months after graduation. Does the Minister agree that this is a worrying trend, and will the Government consider introducing measures to reverse it and again make PhDs in computer science more attractive to home students?

[Baroness Smith of Malvern (Lab)]

The noble Lord has identified that we need people to be accessing computer science at undergraduate level; we also need people to be accessing the wide variety of other routes into computer science and digital skills. I agree with the noble Lord that the development of homegrown postgraduate study and the expertise that comes with it is also important. This requirement for skills is why Skills England, in its first published assessment of where there are particular gaps in our skills environment, identified digital skills among the top four areas of concern. That is why we are determined to ensure, through Skills England and the policies of this Government, that the country has the skills it needs to grow and succeed.

[Baroness Uddin (Non-Afl)]

My Lords, I declare an interest as a member of the APPG for International Students. Is the Minister aware that there is a significant decrease in the number of applications from international students? Are the Government worried and concerned about that? We have had lots of representations about the fact that many applicants are having to face a cumbersome system of dealing with call centres. In the Government’s review of how to service international students, will she consider this aspect as a barrier and try to address it?

[Baroness Smith of Malvern (Lab)]

My noble friend is absolutely right that international students bring an enormous amount of benefit to the UK higher education system. For that reason, it is a shame that the previous Government decided to use the issue of international students more for political ends than for the good of the country. We know that international students generate over £20 billion of export revenue and that 58 leaders across the world were educated at top universities in the UK. We know the benefits for students of working and studying alongside people from around the world. Therefore, we should do everything we can to welcome international students and to look outward. Unlike the previous Government, that is what this Government are committed to doing.

[Lord West of Spithead (Lab)]

My Lords, until quite recently, a large number of students doing quantum computing courses, of which we probably have the best in the world, were Chinese students. On analysis of those, we discovered that many were members of the PLA—the People’s Liberation Army. Is this now being monitored more closely and are there any restrictions?

[Baroness Smith of Malvern (Lab)]

The noble Lord is right to identify that where we have world-leading technology, we also need—while encouraging international students—to protect it and ensure that we have the necessary security in place. For example, the academic technology approval scheme is a vetting tool designed to prevent the UK’s academic and research sector being exploited. That applies to individuals who wish to come to the UK to study or research sensitive subjects. Alongside that, the National Protective Security Authority and the National Cyber Security Centre have developed trusted research guidance to ensure that universities can properly assess and develop their research security maturity level to avoid precisely the concerns that my noble friend outlined.

[Baroness Barran (Con)]

My Lords, over the past five years, the number of students studying computer sciences increased by 55% compared with a 20% increase in the total student population. The Minister said that the Government are committed to making sure that we have the skills we need for better economic growth in future. Could she try to justify to the House the Government’s decision to withdraw funding from the national academy for mathematical sciences if they genuinely want to boost growth in this country and encourage cutting-edge research?

[Baroness Smith of Malvern (Lab)]

The noble Baroness is right that we have seen an increase in those studying computer science at A-level and we have seen an increase in those going into higher education. However, having listened carefully to my noble friend, I have to say that we are a Government who have inherited the challenge of a £22 billion black hole and therefore we are having to make some extremely difficult decisions in government.

[Lord Fox (LD)]

My Lords, further to the point made by the noble Lord, Lord West, I was speaking to a Congressional delegation earlier this week. They told me that in the United States they have a dedicated FBI unit that is touring universities and colleges across the United States warning them about the issues that have arisen from their relationship with China, both in students and in research arrangements. Would it not be a good idea if in the United Kingdom we had a similar unit doing a similar job?

[Baroness Smith of Malvern (Lab)]

The noble Lord makes an important point, as did my noble friend. That is why I emphasised that through the Protect work we do, alongside our higher education providers, we already use the expertise of, for example, the National Protective Security Authority and the National Cyber Security Centre to work with our academic sector to make sure that we safeguard crucial intelligence and methods, even while we welcome international research collaborations, as well as the benefit that comes from international students. Any student who wanted to study, in this country, an area that could be exploited to support military programmes of concern would have to go through the vetting process outlined in the academic technology approval scheme. That does not mean that there is not more we can do, but we take this seriously, and we will continue to do that, to safeguard this country’s interests.

Higher Education Funding

Baroness Smith of Malvern Excerpts

Thursday 12th September 2024 Lords Chamber

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)]

My Lords, I too am grateful to the noble Lord, Lord Krebs, for bringing to the House’s attention today the important matter of higher education funding. I also very much welcome the noble Lord, Lord Tarassenko, his maiden speech and the considerable expertise as both a student and an academic that he brings to our debate today. I thought I was relatively new, but I am pleased that there are now those who are even newer to this House than I am. I feel confident that he will make a strong contribution.

Our higher education sector is one of the very best in the world, and we are rightly proud of it. I have been very pleased with the tone of the debate today in which that fact has been largely recognised, not least, as the noble Lord, Lord Wallace, said, because a large number of Members of this House have considerable expertise in this area. I think I mentioned that in my maiden speech when I said how much I was looking forward to learning from it, not realising that I would be brought to the House on a very early Thursday afternoon to respond on that. Nevertheless, I welcome the contributions made today.

I welcomed the contribution of the noble Baroness, Lady Barran, in which she talked glowingly about the university sector. I wholly understand that that has been her long-term approach. It is just a shame that it was not so much the approach of the previous Government, who tended, particularly towards the end of their time in government, to see higher education as an opportunity for political point-scoring rather than the enormous benefits it brings to the country.

The noble Lord, Lord Krebs, challenged me on the number of higher education institutions. I have to say to him, “It’s complicated”. The UK higher education sector comprises different types of providers, including universities and university colleges as well as HE providers without university titles, and there are also FE providers offering HE courses. In 2022-23, there were 291 HE providers in the UK reporting student number data to HESA. These figures do not include further education providers that offer HE courses as they report data to the Education and Skills Funding Agency. I hope that has brought some clarity to the debate.

I return to the contribution of higher education. UK higher education creates opportunity. It is an engine for growth in our economy, and it supports local communities. As the Robbins report set out over 60 years ago, and as I believe today, universities have a broader role to play as well in shaping and enriching the society we live in and the culture we enjoy—not just for each of us but for all of us. For that reason, I disagree with the noble Lord, Lord Trees, that we have too many students and too many universities. I do not believe that we should cap student numbers or the number of universities, because of the contribution to individuals and to our society as a whole, and, of course, because of the crucial role they play in promoting economic growth. Universities will have a key role in developing the growth that is so important for this country. For these reasons, I assure noble Lords that this Government are committed to creating a secure future for our world-leading higher education providers, so that they can ably serve and benefit students, taxpayers, workers and the economy.

Several noble Lords emphasised the significant contribution that higher education makes. My noble friend Lord Howarth, the noble Lord, Lord Willetts, and his campaign manager, the noble Lord, Lord Johnson, and the noble Baroness, Lady Clark, are all right that the higher education sector has a huge role to play locally, nationally and internationally in driving growth. Teaching and research activities are estimated to generate £158 billion total economic impact for the UK, with a further £37 billion in value from education exports.

The right reverend Prelate the Bishop of Sheffield and my noble friend Lord Watson identified the substantial contribution made throughout all regions and locally in the UK, and although economic and employment impacts are the largest, in absolute terms, in London and the south-east, the sector’s proportional contribution to employment is between 2% and 4% in all individual regions and nations. It is an integral part of our landscape at a local level as well. Why do so many people—colleagues in the other place, for example—campaign for university campuses in their constituencies? It is because they understand the economic, social and cultural power they can bring to the communities that they represent.

I did not agree with everything that the noble Baroness, Lady Bennett, said about universities, but where I do agree with her is that they are a public good as well as autonomous organisations and that they owe a duty to students and staff. Given this enormous contribution, we may ask ourselves—as the noble Lord, Lord Krebs, did in introducing the debate—why we are facing such a very worrying financial position in the higher education sector. I agree with him: whether or not we call it a crisis, it is enormously challenging for our higher education sector.

The Office for Students has identified that 40% of higher education institutions will be in deficit this year. For that reason, I understand why the noble Baroness, Lady Clark, and my noble friend Lady Warwick urged speed in addressing this issue. This Government did act quickly: we refocused the Office for Students on to the issue of financial sustainability; we brought in the interim chair, David Behan, who is helping to ensure that we have that focus through the Office for Students; and we have already started reviewing options to deliver a more robust higher education sector. It will take some time to get right but I do not believe that it will take as long as some people fear. We are determined that the higher education funding system delivers for our economy, for universities and for students. I look forward to bringing further information about this to this House.

I also recognise, as noble Lords have identified, the impact of the current situation on both courses and staff, although I say to my noble friend Lord Hanworth that I think that is an impact on all staff. Trying to create a distinction between academic staff and those who support them to deliver their work is not particularly helpful.

The noble Lord, Lord Krebs, suggested that I was relaxed about higher education providers closing. I am most certainly not relaxed about that, but I recognise the autonomy and independence of higher education institutions. That is the point that I was making.

The noble Baroness, Lady Barran, asked what we would do in the event that a provider was at particular risk. We would work enormously closely with the Office for Students, the provider and other government departments to ensure that students’ best interests were protected in those circumstances. Students will always be our priority.

Several noble Lords, particularly the noble Lord, Lord Willetts, have identified the range of funding that needs to be part of a response to this challenge: the contribution of tuition fees, the importance of research funding, the grants that the Government provide and of course the contribution of international students. I will talk briefly about each of those.

The noble Lords, Lord Mair and Lord Johnson, my noble friend Lord Watson and the noble Duke, the Duke of Wellington, all identified the challenge with student fees and the fact that in real terms they have reduced in value in funding the teaching that they are aimed at helping to provide. That is of course a challenge as part of the funding arrangements that the Government are thinking about, but we also recognise that students have been particularly badly affected by the cost of living crisis. It will be important to find a funding arrangement that is fair to both institutions and students. That is at the heart of the very hard thinking that, I assure noble Lords, the Government are doing.

The noble Baroness, Lady Barran, asked about progress on alternative student finance. I assure her that we will be restarting the work on that and bringing together the stakeholder group to make progress. She also mentioned franchising, which for some higher education institutions is a source of funding and provides high quality, but she is right that in some cases there are concerns. We will monitor that very carefully.

The noble Lord, Lord Krebs, and the noble Baroness, Lady Garden, talked about the challenge of research funding. The noble Lord referenced a deficit in research funding of £5.3 billion, and that is a number that I recognise. The Government recognise the importance of research and development to our national success. We are determined to work with the sector to transition to a sustainable research funding model, including by increasing grant cost recovery. Of course universities will also need to take their own steps to ensure that they are working as efficiently as possible and, where necessary, make difficult choices. Across all the areas that we are talking about, we need to find a suitable balance that provides stability for our higher education sector.

On the point about the Government’s strategic priorities grant, raised by the noble Baroness, Lady Wolf, I recognise her concern about the levels of government funding, but the strategic priorities grant is particularly focused on those subjects that are expensive to deliver, which she identified. The Government will keep that under review in order to support teaching and students in particularly expensive subjects such as medicine, science and engineering. That is important in terms of the contribution of HE.

Several noble Lords spoke about the importance of international students, sometimes as contributors to the finances of higher education. I have to say I do not accept the use of the expression “cash cow” that was used by several noble Lords. Some have feared that international students are somehow displacing domestic students but, actually, international students have made a very important financial contribution to the teaching of domestic students. They make a broader contribution than that, and we recognise the vital contribution that they make.

I want to make the Government’s position clear, as my noble friend Lady Warwick asked. We are committed to a UK that is outward-looking and welcomes international students, who make a positive impact on our higher education sector, our economy and our society as a whole. Our top universities benefit from strong international ties, as many of our universities do—so much so that, as noble Lords mentioned, we have we have educated 58 current or recent world leaders. As the noble and learned Lord, Lord Thomas, identified, we have educated top lawyers as well.

International students enrich our university campuses. They forge lifelong friendships with our domestic students. They become global ambassadors for the UK and for too long international students have been treated as political footballs, not valued guests. This Government will take a different approach and we will speak clearly about that. Noble Lords should be in no doubt that international students are welcome in the UK.

Several noble Lords challenged me on the position of the Home Office with respect to international students. I do have the benefit, although it was some time ago, of understanding some of the challenges and interests of the Home Office. On the cost of student visas, the Home Office keeps fees under review. It also does not, as some have suggested, make a profit from fees. Any income from fees set above the cost of processing is utilised for the purpose of running the migration and borders system.

There is, of course, despite some threats, the maintenance of the graduate route to enable students to come to this country and stay after their period of study. This is an important way of recognising and welcoming international students, but I have to say that the Government do not have any intention at this time of removing the restrictions on dependants that were introduced by the last Government.

Several noble Lords identified the range of provision and different ways of learning. That is important for both our higher education sector and its relationship with further education. I do not see a distinction. I do not think it is helpful to see a university education and a vocational contribution of the further education sector as being in conflict. We will be successful when we manage to find the successful links between them, not least because it will provide better access and give different routes depending on the strength of the students and it will be good for the economy. So we will continue to support degree apprenticeships, which we know can deliver excellent outcomes.

We are working to ensure that the approach to lifelong learning will be as effective as possible, enabling people to gain the skills that they need to support their careers, and to do that in a way that enables them at different times in their life to benefit from education. I want to come back to this House to update it on the issue of the lifelong learning entitlement. I hope noble Lords are in no doubt that we consider the objective of lifelong learning to be a very important one. That was an important point raised by the noble Baroness, Lady Garden of Frognal, and my noble friend Lord Watson.

On the subject of freedom of speech, I have to say that the noble Baroness, Lady Fox, wholly misrepresented the position of my right honourable friend the Secretary of State for Education. In actual fact, she said at Questions in the other place earlier this week that of course, it was a Labour Government who enshrined freedom of expression in law. The recent decision to pause further implementation of the freedom of speech Act at this point was made precisely because we believe in the importance of freedom of speech and academic freedom, and it is crucial, therefore, to make that legal framework workable. My officials and I are meeting with a range of stakeholders, including academics concerned about their free speech being protected, and their views will form part of our consideration of options for protecting freedom of speech and academic freedom in future. On that too, I shall want to come back to the House to update noble Lords on our proposals.

The noble Lord, Lord Krebs, asked us to take a strategic approach. He is absolutely right, but stable funding has to be at the heart, and the basis going forward. Many of the things that noble Lords have argued for—considering the diversity of the sector; better access; ensuring progression for students; the contribution of our higher education sector to growth, skills and innovation; the local and regional contributions; and the quality of teaching and the student experience—all require that stable funding basis; but we are also committed to making progress on all those areas.

I close by thanking noble Lords for their contributions. I assure them that the Government will consider many of the excellent points made in this debate. As I said in my maiden speech in this House, our higher education sector is one of this country’s greatest enablers. It provides opportunities for people to follow their passions and expand their horizons; through research and teaching, it enables us to challenge our understanding and develop new ideas. In many communities, higher education provides a vital anchor for wider economic development and progress. That is why this Government are committed to creating a secure future for the sector.

Erasmus+

Baroness Smith of Malvern Excerpts

Thursday 12th September 2024 Lords Chamber

[The Earl of Clancarty]

To ask His Majesty’s Government whether they intend to negotiate the United Kingdom rejoining the Erasmus+ Programme.

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)]

My Lords, the Government have not proposed any plans for rejoining the Erasmus+ programme. However, we will work to reset the relationship with our European friends, strengthen ties, secure a broad-based security pact and tackle barriers to trade. We will look forwards, not backwards, by improving our trade and investment relationship with the EU while recognising that there will be no return to the single market, the customs union or freedom of movement.

[The Earl of Clancarty (CB)]

My Lords, does the Minister agree, nevertheless, that if the Prime Minister wishes to reset our relationship with Europe, there would be nothing more germane to this project than rejoining Erasmus+ and enabling the cultural exchange which, through its reciprocity, is at the heart of that programme—an essential element that the Turing scheme lacks? The EU Commission says that it is open to discussion. We have done this for research by rejoining Horizon; we now need to do the same for education but, most of all, for widening the opportunities in Europe for our young people.

[Baroness Smith of Malvern (Lab)]

The Prime Minister and the Government are working hard to reset our relationship with our European friends. The Prime Minister hosted the EPC at Blenheim Palace, where he was able to engage with all our European friends, and he has recently visited Germany, France and Ireland to progress that positive bilateral work. I think the noble Earl slightly underestimates the impact of the Turing scheme, which has enabled considerable numbers of young people to go overseas to work and study. The Government support it and will want to think about how we can develop it.

[Lord Wallace of Saltaire (LD)]

My Lords, I understand that one of the objections to rejoining Erasmus+ is the imbalance between the flow of students coming into Britain and those going out. Would it not be sensible, given the crisis in modern language learning and teaching in English schools, to link the negotiations to rejoin Erasmus with a deliberate scheme to improve the learning and teaching of French, Spanish, German and Italian in British schools, and to encourage British students to go across to those countries and develop fluency in those languages? That would help the British economy and our relationship with other countries and would have a whole host of other benefits.

[Baroness Smith of Malvern (Lab)]

The noble Lord makes an important point about the significance of languages. I am not sure that we are presently in a position to advise or inform in detail on the UK’s negotiating strategy. But, notwithstanding that, he is of course right about the significance of languages. That is why in the department we have, for example, a very good scheme for language assistants, which enables people from the UK to travel overseas to work as language assistants and those from overseas to come to the UK. It has been successful in helping to promote language learning. We are also very committed to ensuring that the great benefits that come for younger people from being able to take part in school trips, for example, are also facilitated despite the additional barriers that have been put in place by our decision to leave the EU.

[Baroness Coussins (CB)]

My Lords, following on from the last question, will the Minister acknowledge that it has been shown that the reciprocal element of Erasmus made a positive contribution to the supply chain of modern language teachers in our schools? Given the critical shortage of qualified language teachers—second only to maths, according to the DfE’s own figures—does she agree that rejoining Erasmus would be a sensible move and that it would help the Government achieve their stated aim of recruiting more teachers for shortage subjects?

[Baroness Smith of Malvern (Lab)]

As the noble Baroness identified, as did the noble Lord, Lord Wallace, there was a considerable asymmetry in the Erasmus+ scheme. Of course, I accept that there is considerable benefit from welcoming students, teachers and others from overseas into the UK. That is why the Government have given a much warmer welcome to international students into our higher education institutions than was the case with the previous Government. Erasmus is not the only way in which we can help support language learning. That is why, as I outlined to the noble Lord, the English language assistants programme, which is delivered by the DfE and the British Council, makes an important contribution to enabling paid teaching placements overseas for UK residents to improve their language skills, as well as placements in the UK for non-UK residents to assist with teaching, for example, French, Spanish, Mandarin, German and Italian. All of those—I accept the noble Baroness’s point—are important in our schools and further education institutions.

[Baroness Smith of Llanfaes (PC)]

My Lords, next year, the EU-UK Trade and Cooperation Agreement is due for review. It is essential that we consult and acknowledge the views of young people about their aspirations for our international relationships. Will the Government explore the needs and aspirations of young people and future generations ahead of the trade and co-operation review?

--- Later in debate ---

[Baroness Smith of Malvern (Lab)]

The noble Baroness makes an important point about the aspirations of young people for our relationships internationally, and particularly with our former EU colleagues. The Paymaster-General, who is also the Minister for the Constitution and European Union Relations, is leading the reset of the UK-EU relationship in the negotiations that the noble Baroness outlines. I will pass on to him her concern that young people are involved in the preparations and the process of that negotiation so that their aspirations can be met by the negotiations that the Government will undertake and the review of the trade and co-operation agreement.

[Baroness Barran (Con)]

My Lords, the last Government introduced the Turing scheme with three very clear principles in mind: first, to make sure that disadvantaged pupils and students had greater opportunities to access it; secondly, to give the scheme a truly global focus; and, thirdly, to ensure value for money for taxpayers. I would be grateful if the Minister could reassure the House that she agrees with those principles and set out how she plans to build on the success of the scheme so far, and indeed give us a clear assurance that the Government plan to continue with the scheme.

[Baroness Smith of Malvern (Lab)]

The noble Baroness is absolutely right about the objectives of the Turing scheme but she will also be reassured by the results that we have seen this year. For example, we have seen an increase in the proportion of people from disadvantaged backgrounds taking part in the scheme—60% compared with 51% last year. We have also seen a broadening of the possibilities for those who take part in the scheme. Whereas five out of 10 of the most popular destinations under the Turing scheme are within the EU, the other five are outwith the EU, so it is widening the opportunities for young people and those looking to both work and study. The Government have committed £110 million of funding for this academic year, and we will certainly review the success of this scheme and, in the context of the spending review, think carefully about its future.

[The Earl of Kinnoull (CB)]

My Lords, while the Minister is reviewing the Turing scheme, I wonder whether it would be worth reviewing at the same time the success of the Taith scheme in Wales. It sits alongside the Turing scheme and is given to Welsh schoolchildren, and is a better approximation of the Erasmus+ programme.

[Baroness Smith of Malvern (Lab)]

The noble Earl will be pleased to hear that in preparation for answering this question I have been able to learn about the success of the Taith scheme. I will certainly want to build on the relationships that we have across the devolved Administrations in thinking about the most effective way to secure what the Foreign Secretary has been very clear about: we need to do more to champion ties between our people and culture across the European Union. We will learn from all the good experiences and schemes that exist across the whole of the UK.

[Baroness Smith of Newnham (LD)]

My Lords, the initial Question was very much about Erasmus and the importance of rejoining. The noble Baroness, Lady Smith of Llanfaes—a trio of Smiths is speaking—talked about taking on board the views of young people. What are His Majesty’s Government doing to look at ways of strengthening the opportunities for young people to live and work in Europe? Erasmus provided fantastic opportunities for British students but also helped British soft power, because we had students from other European countries coming here. The long-term benefits of that are profound. Do the Government have a vision that we should be rebuilding relations in that sort of way?

[Baroness Smith of Malvern (Lab)]

I can reassure the noble Baroness that the resetting of our relationship with our European friends has been very clearly identified by the Prime Minister and the Foreign Secretary as being about trade and security but also about building on our ties of friendship and ensuring that opportunities will exist through school trips and our welcoming of international students into the UK. This Government have very much improved the welcome to international students after the very unwelcoming approach that the last Government took, as well as developing the Turing scheme in the way that I have outlined.

Independent Review of Children’s Social Care

Baroness Smith of Malvern Excerpts

Monday 9th September 2024 Lords Chamber

[Lord Wood of Anfield]

To ask His Majesty’s Government what plans they have to implement the recommendations of the 2022 Independent Review of Children’s Social Care.

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)]

My Lords, reforming children’s social care is critical to giving hundreds of thousands of children and young people the best start in life. It is also necessary to achieve financial stability for local authorities. The previous Government oversaw the Independent Review of Children’s Social Care in 2022. This Government have already moved quickly to set out our legislative programme. The children’s well-being Bill will deliver on our manifesto commitment to ensure that all children can thrive in safe, loving homes.

[Lord Wood of Anfield (Lab)]

My Lords, I thank the Minister for that Answer and say “Hello” to her with her new hat on. All of us know that the state of our children’s care system is totally unacceptable. It is a system with growing financial shortfalls, where rising numbers of placements squeeze spending on prevention and, most importantly, where the most vulnerable children in our country are, for cost reasons, being sent sometimes hundreds of miles from their home and their kinship circles. Can I ask the Minister about regulation in response to this? Last week, Ofsted said that it should be given the powers and resources to stop unregulated children’s homes, where hundreds of children currently reside, and to equip Ofsted to regulate private equity-run companies that increasingly dominate children’s care services, often based overseas and facing little regulatory oversight. Can the Government commit to meeting these important Ofsted demands?

[Baroness Smith of Malvern (Lab)]

My noble friend is right, I am afraid, in his description of the enormous challenge in children’s social care at the moment, particularly by identifying the role of Ofsted. As I outlined in this House last week, Ofsted will be working closely with the children’s social care sector to determine how it can protect children in the way that he described. Also, on the particular challenges in the children’s social care placement market that my noble friend outlined, local authorities are facing enormous rising costs for these places and, as my noble friend says, for places which increasingly are not serving the needs of children. This Government are clear that excessive profiteering from vulnerable children in care is unacceptable. Through the legislation that we will bring forward, and through the regulation that he described, we will tackle this.

[Lord Young of Cookham (Con)]

My Lords, the MacAlister review described foster carers as the bedrock of a social care system. However, in the last five years we have lost 1,000 foster carers, with 5,000 more children in care. For many children, a children’s home with dedicated staff is the right answer, but living with a family in foster care may provide a more stable environment at a quarter of the cost. What is the Minister doing to encourage more foster carers to come forward and provide that care for children?

[Baroness Smith of Malvern (Lab)]

The noble Lord is right: for many children the stability that comes from being in a loving family with foster care is absolutely appropriate for them. Therefore, it is disappointing that, since 2019, the number of mainstream local authority foster carers has dropped by 11%. We will continue the policy of foster care hubs to provide support and resource for local authorities and foster carers in 10 different places—covering 64% of the country—and, where those hubs do not have impact, we will also develop the foster link resource to support children’s social care services in other parts of the country. There is a role to play for all of us and all local authorities in celebrating foster carers and encouraging more people to think about doing it.

[Lord Laming (CB)]

My Lords, does the Minister agree that there are two main thrusts of this report? First, there needs to be a huge increase in family support services to prevent, as far as possible, children being removed from their parents. Secondly, for the children that are in care, the state has a responsibility to be a good parent and that means helping these children fulfil their full potential. Does the Minister think that the Government have the ambition to achieve these two things?

--- Later in debate ---

[Baroness Smith of Malvern (Lab)]

Given the noble Lord’s enormously distinguished career in this area and his contribution to ensuring that children are kept safe, I think the whole House will listen to what he has to say. He is right that the objective of the MacAlister review and this Government is to bring timely support to children and families that need help; evidence shows that preventing problems from escalating leads to better outcomes. We will build on the work of the Families First for Children pathfinders, which, unfortunately, are only in 10 places at the moment, to think about how we can develop that early help. The noble Lord also makes the very important point about all our responsibility, as corporate parents, to ensure that children who have to come into the care system get the same very best care from us that we would expect for our own children. That is certainly something that this Government will pursue and think about how we can embed that even more broadly in the public sector and in our communities.

[Baroness Tyler of Enfield (LD)]

My Lords, I will pursue the point made so eloquently by the noble Lord, Lord Laming. Last week, the children’s care coalition of charities highlighted that, for the first time, more is being spent on residential care placements than on early intervention. Can the Minister say how the Government plan to rebalance that spending, given the current tight fiscal climate, including in the upcoming Budget and spending review, to ensure that families, children and young people get the support they need before reaching crisis point?

[Baroness Smith of Malvern (Lab)]

The noble Baroness makes a very important point. The Local Government Association also found that, whereas in 2022-23 91% of councils that responded spent at least £10,000 per week or more for one placement, in 2018-19 that had only been 23%. Not only does the position in the placement market disadvantage children in not being able to find those loving and stable placements that they need, but it is also an enormous burden to local government. That is why, as she said, we have to build on, for example, the £45 million invested in the Families First for Children pathfinders this year to help families get support earlier. Where there is clear profiteering from some providers in the placement market—evidence of this has been discovered—we need to take action and we will do so.

[Baroness Barran (Con)]

My Lords, I recognise the Minister’s sincerity and that of her colleagues in addressing this issue, but we know that when we talk to children with personal experience of the care system, what they tell us is how many different social workers they interact with. I am not sure what the opposite of stability is, other than instability, but it is a series of fractured and fragmented relationships. Can she update the House on how the Government plan to address this?

[Baroness Smith of Malvern (Lab)]

The noble Baroness is right. I have recently been in a position to talk to children in social care in Sandwell and she is absolutely right, as one of their top concerns is not having continuity of social worker. That is why it is so worrying that local authorities are becoming even more reliant on agency social workers, as 17.8% of all local authority child and family social workers are agency workers currently. There are many good and high-quality social workers who come through the agency route, but their position is more likely to be unstable than it would be with a permanent worker. That is why the department is already building a new relationship with the children’s social care workforce and is looking at how to improve support for workers in children’s social care. Thinking particularly about working conditions as a key factor in keeping social workers in the profession, this autumn we will release resources to support local authorities with best practice to retain social workers. We will continue the work of the national workload action group, which will make independent recommendations on acting on workloads by January 2025.

[Lord Sikka (Lab)]

My Lords, between 2011 and 2023, 816 care homes were involuntarily closed by the regulator. Of these, 804 were operated by for-profit organisations. They profiteered from regulation and safety breaches, low staffing and harms to residents. Local authorities and not-for-profit care homes provided the best care. In the light of this evidence, can the Minister say when the Government will end the running and operation of care homes by for-profit organisations?

[Baroness Smith of Malvern (Lab)]

My noble friend has certainly identified a challenge, where providers of placements and homes for children focus more on profit than on the quality that is being provided to those children. Local authorities are currently providing 45% of looked-after children’s placements and the private sector is providing 40%, some of which offer stability, high-quality and loving care for our children. However, where it is clear that placement providers are profiteering from the most vulnerable children in the country, this Government are absolutely committed to taking action.

Independent Schools: VAT Exemption

Baroness Smith of Malvern Excerpts

Thursday 5th September 2024 Lords Chamber

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)]

My Lords, I thank the noble Lord, Lord Lexden, for opening this debate, and I am grateful for the many contributions. I will do my best to respond to as many as I can in the time available, and I undertake to write to noble Lords on those that I am not able to get to.

I put on record that I share the view of the noble Lord, Lord Lexden, that there are many excellent schools in the private sector, as there are in the public sector. My mother taught at one of them in Malvern. I spent time during my teenage years washing up in the kitchen of another. I know that excellent education is provided in those schools, which is why the department will continue to have, I hope, an important and constructive relationship with the ISC and the ISA in thinking through the whole range of issues that relate to independent schools. But some people listening to this debate might have thought that the intention was to completely do away with the private sector. The noble Lord, Lord Naseby, described how independent education has been with us for centuries. It will be with us for centuries more. People will continue to have a choice of whether they want to educate their child in a state or a private school. I will return to that in a moment.

I was a teacher in one of the excellent state schools which educate more than nine in 10 of our children, and I now discover that I attended the same state school as the noble Lord, Lord Hampton. So I will be crystal clear about the focus and priority for this Government. We are determined in government—on these Benches and in the other place—to drive up standards in those schools for the overwhelming majority of the children in this country, so that they may receive the opportunities that, too often, have been the preserve of the rich and the lucky, as many noble Lords have demonstrated.

There has been an assumption from some contributors that only some parents have aspirations for their children. As the mother of two children, of course I understand the absolute passion of parents to do the best for their children—to find the place that suits their children the best. That is not confined to people who choose to educate their children in private schools and are able to. As my noble friends Lord Davies and Lord Griffiths made clear, it is an aspiration shared by many parents around the country and one that this Government are determined to meet. Private education is not an option—

[Lord Forsyth of Drumlean (Con)]

Will the Minister give way?

[Baroness Smith of Malvern (Lab)]

No—the noble Lord has had the opportunity to have his say, and I want to respond to as many of the points that have been made as possible.

Private education is not an option for most of those people and, unlike the last Government, we will not build public policy around the expectation that public services will fail our children. Most parents need local state-funded schools to support them in meeting these aspirations. It is therefore right for the Government to focus on improving those schools—a public good that will benefit all of us.

Several noble Lords, including the noble Lord, Lord Forsyth, have identified the significance of education and the contribution that investment in that education makes. My noble friend Lady Ramsey identified the gap between that investment provided to our state schools and that provided to private schools: there was a 40% gap in 2010 and there is a 90% gap now. The noble Lord, Lord Bilimoria, said that we should spend more on state schools. The noble Lord, Lord Winston, talked about the deprivation and impact on aspiration of those who do not get the education that they deserve, and argued for more investment. That is precisely what this Government want to do—but we arrived into government to discover a £22 billion black hole and, unlike the previous Government, we are determined to make that investment in our schools but make it on a sustainable basis whereby we can outline where that money is coming from. That is why ending the tax breaks on VAT and business rates for private schools is a tough but necessary decision. It will generate additional funding to help to improve public services, including the Government’s commitments relating to education and young people.

VAT will apply to tuition and boarding fees charged by private schools for terms starting on or after 1 January 2025. I assure noble Lords that the impact of those changes has been assessed and that the Office for Budget Responsibility will certify the Government’s costings for those measures at the Budget.

Several noble Lords have asked what the impact will be of introducing the change on 1 January. We are impatient in this Government to ensure that we can start funding the improvements that so many noble Lords have argued for—that is one reason. It is also worth while, when thinking about the impact of the changes, to recognise that, for many pupils, the change should not mean that parents will automatically face 20% higher fees—nor do we expect pupils to move immediately. Most of the analysis suggests that that will not happen to the extent that pupils move at all—and I shall return to that point.

The Government expect private schools to take steps to minimise fee increases, including through reclaiming the VAT that they incur in supplying education and boarding—so the estimate is that the real VAT impact will be 15%. We think that that will happen, because we have seen what has happened in recent times. There have been above-inflation increases in private school fees for very many years. There has been a 55% increase since 2003 and a 20% increase since 2010, and there has not been a large exodus of pupils from those schools, which of course suggests an inelastic demand for private school places. It is reasonable for the Government to model and think about future impact based on previous experience.

We have provided considerable information around the proposal—both in the technical note and the draft VAT legislation. The technical consultation remains open until 15 September, and I encourage those who are interested to contribute to that as well.

The noble Baroness, Lady Monckton, raised a specific issue about the support to implement the VAT regime. The Government recognise that this will be the first time for many schools that they will need to register for VAT, and HMRC will publish bespoke guidance. It will also contact private schools directly with information about support sessions that will help them to go through this process.

The noble Lord, Lord Lucas, and the noble Baroness, Lady Barran, raised issues about what potential there is to raise revenue here. This will of course be part of the OBR assessment that will be published alongside the Finance Bill at the time of the Budget, which will enable us to consider the broad impact of this—not just the taxation impact but the broader cost impact as well. The IFS estimates that it will raise an extra £1.3 billion to £1.5 billion per year in the medium to long term. As I say, these points will be certified by the Office for Budget Responsibility. The Treasury is doing an economic analysis of the impact of this policy change and the interaction with other behaviours that might come about because of the introduction of VAT.

While there will be more detailed information about the revenue raised by this measure, this seems like a reasonable estimate of the revenue that will be raised. Unlike some other noble Lords, I do not see that amount of money as being inconsiderable. Of course there is more that I would certainly hope that we as a Government will be able to find to invest in education, as previous Labour Governments have, but this is an important contribution to some very important changes that we wish to make.

The noble Baroness, Lady Finlay, asked about the devolution consequences of VAT receipts. I assure her that additional funding provided for schools in England will be matched in the devolved Administrations in line with the Barnett formula.

I move to the issue of special educational needs. Understandably, this has been raised by many noble Lords this afternoon, in particular the noble Lord, Lord Shinkwin, in his contribution about the enormous significance of the independent special school that he identified, and the noble Baroness, Lady Monckton. Once again, I say that there is excellence in the private sector in independent special schools. Such excellence is the reason why, when there is a particular need for a pupil educated in the state sector to benefit from that excellence and its provisions for their education, health and care plan, that place is paid for by the local authority. The local authority will have the ability to reclaim the VAT placed on that fee, so there will be no impact on the parents of those children with the most acute special educational needs. I can also confirm, in answer to questions from the noble Baroness, Lady Barran, that further education institutions will not be affected by these provisions, and non-maintained special schools are exempt as well.

I can understand the concern of parents—given what I said previously about everybody’s aspiration—particularly where their children have special educational needs that have not been met or assessed through an education, health and care plan, in wanting to think about the best place for their children to go, but we cannot organise policy on the basis of the broken state of public provision for children with specific learning needs. This is a government failure long in the making. I share the passion of the noble Lord, Lord Addington, about the way in which the current system is working. In fact, the former Secretary of State for Education, after 13 years of her party’s approach to special educational needs, rightly described this issue as “lose, lose, lose”. One reason for needing the additional investment that this provision will provide is to help begin turning round the special educational needs system, which I wholly agree currently fails too many of our students.

In response to those who have asked for further discussions about the position of independent special schools, we are happy to continue having those conversations. However, I reiterate that, for those children with acute needs who are being educated in independent special schools with an EHCP, there will be no impact on them from this VAT change. We will actively listen to the questions and concerns being raised and will meet with our colleagues.

Several noble Lords, including my noble friend Lord Hacking and the noble Baroness, Lady Barran, raised the impact of these changes on state schools. The Government believe that the number of pupils who may switch schools as a result of these changes represent a very small proportion of overall pupil numbers in the state sector. As I have already outlined, those parents paying to send their children to private schools have already experienced considerably above-inflation increases and have not chosen to move their children, but we will of course monitor local demand to ensure that appropriate measures are taken to increase capacity where required.

I take the noble Baroness’s point about the differential impact, potentially, on different parts of the country, and DfE officials will monitor that very carefully, but children move between the private and state sectors every year and local authorities and schools have processes in place to support their transition. In terms of places, of course we are going through a period of demographic change. Even if the pupil displacement is above the estimate of the independent Institute for Fiscal Studies, which suggested that up to 40,000 might move over a period of time, that is still likely to represent less than 1% of the more than 9 million total UK state school pupils. The latest figures published showed that 83% of primary schools and 77% of secondary schools have one or more unfilled places.

I turn to the issues raised by the noble Baronesses, Lady Fraser and Lady Bull, about the enormously important contribution of Music and Dance Scheme schools. We can all see, in the talent of the noble Baroness, Lady Bull, the significance of those schools. We are continuing to engage with the schools currently within the Music and Dance Scheme project. As has already been outlined by noble Lords—and I wholly agree that, for the good of all of us, we need low-income families to be able to send their children to those schools when they have that talent—the children of parents who cannot afford the fees are funded by the Music and Dance Scheme. We will consider, in the light of the VAT charges, how and whether we can change that scheme to compensate for the VAT issue. We are willing to carry on talking, as we have done, to representatives from the Music and Dance Scheme schools about the impact of this change of policy. The same goes, as the noble Earl, Lord Clancarty, raised, for the dance and drama awards, where we will also continue having discussions that we have already started with the schools in that category.

Noble Lords, including the noble Lord, Lord Kempsell, the noble Baroness, Lady Garden, and the noble Earl, Lord Devon, raised the issue of military families. I reiterate that the Government recognise the enormous sacrifices our military families make; of course, that is why the Ministry of Defence and the Foreign and Commonwealth Office provide the continuity of education allowance to eligible officials and service personnel. It is also worth pointing out that very many military personnel send their children to state schools and want to benefit from the improvements that will happen in those state schools. However, the Government will monitor closely the impact of these policy changes on affected military and diplomatic families. The upcoming spending review is the right time to consider any changes to this scheme, but we will continue to look very carefully at that.

Several noble Lords talked about the contribution of private schools, and the defence was that because they contribute through partnerships with state schools or by providing bursaries, we should not interfere with that. I welcome the contributions private schools make to cross-sector partnerships, as outlined by the noble Lord, Lord Maude, my noble friend Lord Winston and the noble and learned Lord, Lord Etherton; I hope that will continue. Certainly, for schools with charitable status, as charities, and in line with legislation passed by the last Labour Government, they must continue to demonstrate public benefit. I hope they will continue to do that through the provision of a small number of means-tested bursaries and through partnership with local state schools. I think they will continue to demonstrate their broad public benefit through those wider contributions.

On the legal position, raised by the noble Lord, Lord Alton—channelling the noble Lord, Lord Pannick —and my noble friend Lord Hacking, I am not going to speculate on the outcome of the ongoing technical consultation. However, legal considerations have been incorporated into the process, as is standard for all legislative changes, and we are confident that the measures are compatible with the Human Rights Act 1998.

I know I have not managed to cover all of the wide range of issues that have been raised, and I undertake to write to noble Lords, but I assure the House that private schools will remain part of our education system. The choice to send your child there will remain. However, most children are educated in the state sector and that is where we must target our support and resources most. We will work closely with schools and local authorities to make the implementation of the new tax rules as smooth as possible. I thank noble Lords for their contributions this afternoon.

[Lord Hacking (Lab)]

Before my noble friend sits down—

[Baroness Smith of Malvern (Lab)]

I have sat down.

[Lord Hacking (Lab)]

These are therefore imaginary words being used in the House of Lords. My noble friend was kind enough to mention the first protocol of the European Convention on Human Rights, but I would be very grateful if she could send a letter, particularly to myself and the noble Lord, Lord Alton, on the advice the Government are receiving relating to that very important issue. I remind her that it was a Labour Government, in 1998, who brought that provision into our law under the Human Rights Act 1998.

[Baroness Smith of Malvern (Lab)]

My noble friend is right, and I am very proud of that. Our position, as I said, has been tested in the legal advice in the consideration of these changes. Our view is that being charged at the standard rate of VAT paid by millions of businesses across the UK is not discriminatory and is clearly proportionate to the objective of better funding for state schools. To the extent that I am able, I will certainly ensure that I write further about that issue to my noble friend and to others.

[Baroness Butler-Sloss (CB)]

May I ask the Minster, before she sits down, about the children taking GCSEs and A-levels? What are the Government going to do to help them where there will be changes in the programmes they are doing?

--- Later in debate ---

[Baroness Smith of Malvern (Lab)]

I apologise to the noble and learned Baroness: with respect, I was showing my inexperience in this House and asking my Whip about the situation. If the House will allow, could the noble and learned Baroness repeat her question?

[Baroness Butler-Sloss (CB)]

I was asking about children taking GCSEs and A-levels when this starts in January.

[Baroness Smith of Malvern (Lab)]

I think I covered that point in talking about the arguments for introducing this in January, while also making it clear that it is the Government’s view that introducing the VAT liability does not necessarily imply that a sudden increase in bills will arise; nor does it imply that the whole of that increase in VAT will be passed on in fees. In fact, if we look at the behaviour in the private school sector, we see that, despite very large increases in fees—well above inflation—parents have tended, where they have made that choice, to keep their children in the private sector anyway, and I am sure that the vast majority of parents will continue to do that. The analysis, including that carried out by the Institute for Fiscal Studies, suggests that, even if there is going to be a movement of pupils away from the private sector, that will tend to be not immediately in January but over a much longer period, and I imagine that will be the approach that most parents take.

[Lord Forsyth of Drumlean (Con)]

Before the noble Baroness sits down—since she is now giving way—she made a very passionate point about how all parents have aspirations for their children, wherever they are educated. She has not explained why she wants to tax that aspiration.

[Baroness Smith of Malvern (Lab)]

I explained that, to improve state education—where 93% of our pupils are educated—and meet the aspirations of the parents who send their children to those schools, we need to find the funding. Unlike the previous Government, we are not willing to make uncosted commitments or run this country’s fiscal position into the ground. We are not willing to risk our pensions and our reputation as a fiscally prudent country in the way that the last Government were. Therefore, to make and deliver the range of commitments we have set out, we will be clear about where that money is coming from. This is part of the honesty and transparency around fiscal prudence that the last Government so patently failed to deliver.

Ofsted

Baroness Smith of Malvern Excerpts

Thursday 5th September 2024 Lords Chamber

[Baroness Barran (Con)]

The improvement in our schools under the last Conservative Government reflected a combination of high autonomy—we trusted our school and trust leaders to know the answers for their school and their community—and high accountability, so that the interests of children are protected and clear action is taken if a school is underperforming. That action is led by our best school trusts, and that is why our international rankings in England in reading, maths and science have all risen, while in Labour-run Wales they have sunk. It feels like these principles, which have driven success and opportunity for our children, are being eroded, and the changes being proposed to Ofsted inspections require further explanation.

I acknowledge that the Government say standards will rise as a result of the changes they are proposing, but school leaders and parents need to know how. Can the Minister explain what will actually be new on the new school report cards? There is an enormous amount of information and publicly available data on schools, and there is obviously a great deal of detail in the existing Ofsted reports. What is the gap that the Government have identified and what is the problem they are trying to solve? What evidence does the Minister have that the regional improvement teams proposed by the Government will be more effective than strong academy trusts in turning around underperforming schools? Finally, how will decisions on interventions in underperforming schools be taken between now and September 2025?

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)]

In response to the noble Baroness’s first remarks, I agree that teachers and school leaders deserve enormous congratulation on the improvements that they have made in schools, and this Government are committed to supporting them to achieve even higher standards for all our pupils.

The announcement that the Government have made alongside Ofsted is the removal of the single headline grade for Ofsted inspections, something that provided a relatively low level of information but of course had enormously high stakes for schools. In doing that, we are absolutely committed to ensuring that parents have the information they need to be able to make decisions for their children, and that schools have the information to enable them to improve. That is why we will work with schools, parents and young people themselves, and Ofsted will lead this to help to develop the report cards that will provide more useful information.

The noble Baroness was, understandably, particularly interested in the impact on intervention. To be absolutely clear, where Ofsted identifies serious concerns with a school, the current situation whereby the Secretary of State can ensure that a maintained school becomes an academy or a failing academy is forced to become part of an academy trust remains. There is no change there but where schools could benefit from improvement, the development of regional improvement teams, apart from an early structural intervention in the management of schools, gives us an additional way to promote improvement in our schools and make sure that all children, wherever they are learning, are gaining the highest standards and schools are being held to account for delivering those.

[Lord Storey (LD)]

My Lords, these Benches welcome the changes to Ofsted inspections and applaud the Government for the speedy way they have acted. Following the tragic suicide of Mrs Perry, noble Lords will recall that the review of what happened found that Ofsted had acted in a way that was

“defensive and complacent rather than reflective and self-critical”.

For us, school improvement is not about wielding a big stick—it is about collaboration, support and valuing schools and helping them to get better. How does the Minister see well-being and mental support of staff being provided during an inspection?

[Baroness Smith of Malvern (Lab)]

The noble Lord is right to outline the comments made by the coroner in the case of the tragic death of Ruth Perry and by the Education Select Committee in another place about the impact of the single headline grade in those circumstances. That is part of the reason for the Government’s decision to remove that single headline grade, while maintaining a wealth of information from the Ofsted inspection in the report card that is being developed.

I will be frank with the noble Lord. Having been on the receiving end of an Ofsted inspection both in schools and children’s social care, I think the inspections will always bring pressure on to schools and other settings, and so they should. The point is whether they are bringing pressure to good effect. During its Big Listen process, Ofsted has also had the opportunity to consider how to maintain that rigorous inspection and accountability process but to do that in a way, as the noble Lord says, that focuses on accountability and improvement but does not put undue stress on to schools and head teachers.

[Baroness Blower (Lab)]

My Lords, does the Minister agree that considerable good practice is available internationally on how best to inspect and evaluate schools and that there is enormous understanding within the profession about how best to improve our schools? On that basis, I congratulate my Government on making this early decision. In response to the noble Baroness opposite about what question the Government are trying to answer with this, I think they are trying to answer that question of unrealistic, unreasonable pressure on individuals in schools from that headline judgment. If it did nothing else other than prevent any other head teacher taking their own life, it would be absolutely worth doing.

Having been a teacher myself, I know that all teachers welcome engagement with those authorities which seek to assist them to improve in their practice. I am confident—and I hope the noble Baroness agrees—that a move towards a balanced scorecard, engaging the profession and looking at best practice internationally is absolutely the way to ensure that we have an increasing number of self-improving schools for all our young people.

[Baroness Smith of Malvern (Lab)]

I strongly agree with my noble friend, particularly on the points about how very good existing school leaders can support school improvement more widely and about learning from international experience. I know that Ofsted, in its consideration of improvement of the education inspection framework, will reflect on that, as will the Government. One reason for saying that it is a good idea to introduce the regional improvement teams in the way in which the Government are suggesting is because that enables us to build on the expertise of leaders in academies and other schools to support those schools which need to improve to be able to do so. In some cases, it will be necessary to change the management arrangements of schools but, short of that, much can be done to bring good practice to bear on those schools that need improvement, and we should make use of that capacity across the system.

[Lord Deben (Con)]

Does the Minister agree that sometimes too much information makes it very difficult for people to understand what the situation is? I am not particularly one way or the other about a single word, but I think it is very important for parents to see in very short terms what they can help with. I have to say to the previous questioner that I do not believe that all teachers are always happy about pressure to improve the circumstances. Can the Minister assure me that the reports will now be written in such a way that there will be a couple of lines which emphasise the things that need to be done; otherwise, I fear we will be messed up by too many words?

[Baroness Smith of Malvern (Lab)]

The noble Lord is absolutely right, and I suspect Members of this House understand the danger of being messed up by too many words. This is the beginning of a process, so the removal of the single headline grade still leaves four subheadings in the important areas of quality of education, behaviour, personal development, and leadership and management. The process for developing the single report card will, as he rightly argues, involve parents alongside teachers and others in determining the information they really need and how it is presented in a digestible and understandable way. I can assure the noble Lord that this will also, as will Ofsted’s broader reports, include areas where the school needs to improve so that everybody can be clear about what needs to happen and there is that maintained accountability for schools to continue improving.

Schools: Mental Health and Poor Attendance

Baroness Smith of Malvern Excerpts

Wednesday 24th July 2024 Lords Chamber

[Baroness Tyler of Enfield]

To ask His Majesty’s Government what assessment they have made of the links between rising levels of mental health issues among school age children and poor school attendance; and what steps they are planning to take to address the situation.

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)]

My Lords, mental ill-health and inadequate access to support are real challenges facing children today and have a detrimental impact on their school attendance. This is despite the excellent work done by education and health staff across the country. Poor mental health and low attendance are mutually reinforcing barriers to opportunity and learning. That is why we are committed to providing access to a specialist mental health professional in every school and developing new young futures hubs.

[Baroness Tyler of Enfield (LD)]

My Lords, I thank the Minister for her Answer. As she has acknowledged, the evidence increasingly shows a clear link between school absences and poor mental health. There is also a growing recognition of the gap in mental health support available to children who need a greater level of support than is currently available in school mental health teams but do not require specialist treatment from CAMHS, and that this gap is best filled, as happens in Scotland and Wales, by school counsellors and suitably qualified practitioners. She talked about providing specialist mental health support for every school, mirroring my recent Private Member’s Bill, and I very much welcome that. Could she confirm when these proposals will be brought forward and whether they will include primary as well as secondary schools?

[Baroness Smith of Malvern (Lab)]

My Lords, I know that the noble Baroness has done much work in this area and, obviously, has had a Private Member’s Bill on it. Access to mental health professionals will be for all schools, secondary and primary. We are working with the Department of Health and Social Care to ensure that we get that model right and that we can, as she emphasises, provide that early support to alleviate the need for more acute mental health provision for young people, I hope.

[Lord Touhig (Lab)]

My Lords, I welcome my noble friend to her position and congratulate her on her appointment to the House. Research by the Disabled Children’s Partnership found that only one in three disabled children receive the support they need in education, and only one in five receive the support they need within the health service. In the light of these findings, it is unsurprising that mental health issues prevent many disabled children continuing their education. Can she assure the House that these two barriers in particular will receive urgent attention from the Government, because they are destroying lives?

[Baroness Smith of Malvern (Lab)]

My noble friend identifies particular issues around mental health and special educational needs and disability. There are 1.6 million children identified with SEND. Unfortunately, outcomes are poor and confidence in that provision is declining. That is why we are working hard and, as I mentioned in my speech last week, are willing to engage widely to provide ways in which we can support those children and improve a system that is currently failing too many of them.

[Lord Farmer (Con)]

My Lords, schools are called the fourth emergency service by the Association of School and College Leaders. They often help parents with benefit applications and mental health support so that their children will attend school. However, disrupted home environments, as well as mental ill-health, drive persistent absenteeism. Family hubs in Sefton, Salford, Kirklees and Bury St Edmunds are lifting this burden, freeing schools to teach. Will the new Government continue to support the growth of family hubs?

[Baroness Smith of Malvern (Lab)]

The noble Lord is right, of course, that, for many children, schools are the stable part of their lives, but teachers, although they provide enormous levels of support along with other school staff, need to be able to focus on teaching children. Family hubs indeed play an important role in helping families to access vital services to improve the health, education and well-being of children and young people. We are already considering the overall approach to early childhood and family support, and how it can support this Government’s opportunity mission. That includes reviewing the future vision and intentions for family support, including the core role played by family hubs.

[Baroness Bull (CB)]

My Lords, may I press the Minister on what the Government will do to ensure access to mental health support for those children with disabilities and special educational needs? We know that they are disproportionately represented in absence and persistent absence figures, and that mental health is often a contributing issue. She spoke in her Answer about the evidence link between absenteeism and life chances. Does she agree that failing to address this risks widening even further the existing gap between attainment and life chances for those children who live with disabilities and educational challenges and those who are fortunate not to live with those challenges?

[Baroness Smith of Malvern (Lab)]

The noble Baroness is absolutely right that, where special educational needs come alongside mental health problems and other issues in children’s lives, they are more likely to be absent from school. Of course, while they are absent from school, they are not learning and it is also likely that mental health issues will increase, not reduce. That is why, for the vast majority of children with special educational needs who are being educated in mainstream schools, early intervention through the use of access to mental health support workers will be an important first way to support them and prevent conditions from becoming worse.

[Baroness Barran (Con)]

My Lords, improving attendance is the most urgent and important priority to support our children’s well-being and their academic attainment. There is rightly a focus on the most vulnerable children who are severely absent from school, including those with mental health issues. They represent about 2% of school-age children, but there is a much larger group—about 37% of our children last year, or 2.7 million pupils—who miss between 5% and 15% of school, with all the impact that has on behaviour and attendance, and the pressure it puts on teachers. What are the Government planning to do to help schools to improve the attendance of those children?

[Baroness Smith of Malvern (Lab)]

The noble Baroness has done considerable work in this area, as I was reminded while being briefed for this Question. In particular, the whole range of work outlined in the updated Working Together to Improve School Attendance guidance, which of course becomes statutory in August, is important in outlining the responsibility of schools to develop a policy and the support that needs to be available to children and young people to enable them to attend. She worked carefully on improving access to data, so that schools can have a more granular approach to the reasons why individual children or cohorts of children may be missing from school, and can put tailored interventions in to support them. She will know that 93% of schools already provide that data to the department, and from September that will be compulsory for all schools.

[Lord Meston (CB)]

My Lords, will the new Government seek to address the severe problems of child and adolescent mental health services coping with increased referrals and lack of staff? As reported by the Centre for Young Lives and others, there are now quite unacceptable delays in obtaining appointments, assessments and necessary treatment. Giving priority to children and families needing intervention will reduce much misery and save costs in the long run.

[Baroness Smith of Malvern (Lab)]

The noble Lord is right that there is a considerable problem with access to child and adolescent mental health services, at a time when one in five eight to 16 year-olds have a probable mental health disorder, it is suggested, and are seven times more likely to be absent for extended periods of time. When the median wait for these services for children is 201 days, there is clearly more that needs to happen. Alongside access to mental health professionals in all schools, my colleagues in the Department of Health and Social Care are also committed to recruiting an additional 8,500 mental health staff, with a priority for enabling them to work with children and young people.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, will my noble friend the Minister comment on what further work the Government plan to do specifically for young people with spectrum disorders, such as autism and ADHD? They can do well in mainstream schooling, but often do not because their needs are not recognised soon enough, and they can then present with mental health disorders on top of their spectrum disorders. What is being done to help teachers understand how to manage those children and keep them in the classroom, which is often not easy?

[Baroness Smith of Malvern (Lab)]

My noble friend is of course right. There are a whole range of reasons why children may be absent from school. Special educational needs and particular disabilities, as she identifies, are a key reason. That is why, in a system that is not properly serving children, this Government are committed to improving that and working to ensure, across the whole spectrum of special educational needs and disability, that children get the support they need to remain in mainstream schools. As she also rightly says, teachers are getting the support they need, along with other staff within the school, to both identify and then support those children, so that they can achieve and succeed in a way that will be an important foundation for the rest of their lives.

King’s Speech

Baroness Smith of Malvern Excerpts

Friday 19th July 2024 Lords Chamber

[Lord Reid of Cardowan]

That an humble Address be presented to His Majesty as follows:

“Most Gracious Sovereign—We, Your Majesty’s most dutiful and loyal subjects, the Lords Spiritual and Temporal in Parliament assembled, beg leave to thank Your Majesty for the most gracious Speech which Your Majesty has addressed to both Houses of Parliament”.

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab) (Maiden Speech)]

My Lords, it is an enormous honour to deliver my maiden speech in introducing today’s debate on creating opportunity through education and skills, early years, children’s social care and healthcare. When I first entered the other place, I determined to spend a considerable amount of time in the Chamber. My sudden and surprising appointment as a Minister last week, with my introduction only yesterday, means that I have not been able to absorb quite so much here. I can assure noble Lords that I have given it a go with the methods available to me, but I am in absolutely no doubt that YouTube, and even the excellent parliamentary TV, cannot possibly emulate the vivid reality that I am now experiencing. I look forward to learning quickly, not just about the ways of working in this place but also from the enormous range of experience that I know rests with your Lordships.

In my ministerial portfolio, however, I am blessed with some prior experience. It is 25 years, almost to the day, since I first entered the Department for Education as a Schools Minister. In that role, I could reflect on my previous teaching career of 11 years, in Worcestershire schools and at Worcester Sixth Form College, and on the experiences of those close to me. I am surrounded by educators: both my parents were teachers, my father being both a head teacher and the principal of an adult education college; my sister has just finished a distinguished teaching career, while my son is just starting his; and my partner is a senior university academic. Colleagues have told me that I can expect forensic and informed but civil challenge in this Chamber. As noble Lords can see, I also get that at home—just without the civil bit.

Of course, I will miss the other roles that I have played since my last ministerial career. I chaired the Jo Cox Foundation, where I am particularly grateful to the wonderful staff and the board as well as to both the noble Baroness, Lady Bertin, and my noble friend Lord Coaker, who chaired our Civility Commission to tackle the abuse and intimidation that blights our democracy. I also chaired the Sandwell Children’s Trust, where I worked with committed social workers and other staff safeguarding the most vulnerable children and families. Of course, there is also the “For The Many” podcast, which I have been doing with LBC’s Iain Dale for seven years—starting long before others jumped on the bandwagon of doing a podcast with two opposing political views.

As the former chair of two internationally recognised health trusts, in University Hospitals Birmingham and Barts Health, and of the Barking, Havering and Redbridge University Hospitals NHS Trust—the most improved NHS trust last year—I will listen with interest to both my noble friend Lady Merron and other noble Lords, as we discuss the challenges for our healthcare and the commitment from this Government to mend a broken system.

Before I go further, I pay tribute to my predecessor, the noble Baroness, Lady Barran, who has shown a tireless dedication to reducing the number of children in underperforming schools. I thank her for her work and wish her well.

We will create a new era of opportunity, especially for those who have seen nothing but dead ends and closed doors—like the parents who are struggling to pay for childcare; like the children whose life chances are damaged through persistent absence from school; or like the workers who are sidelined by technological whirlwinds that have left them wondering what has happened to their jobs. Whatever the source, we will work to break down these barriers to opportunity and deliver greater economic growth, better health and education excellence for everyone.

I will start with the most important people in society, the youngest and the most vulnerable: our children. A children’s well-being Bill will ensure that the first years of a child’s life give them the best start possible. We will ensure consistently high and rising standards across the whole education system. Early years are a vital period for children to flourish and they are not going to do that if they are not in school or able to concentrate when they get there. This is why we will introduce universal breakfast clubs in every primary school for all children. This will help children learn, help get them into school and into school on time. Funded breakfast clubs can help boost attendance, and we know that persistent absence can cripple a child’s learning and long-term life chances. It will also help their families cope with cost of living pressures. On that, families will be further supported to make ends meet by ensuring the affordability of school uniforms, building on the good work started by my noble friend Lady Lister of Burtersett.

We want to see more children in school for more of the time but, wherever they are, children need to be kept safe and have the best chance of learning. So we will create registers of children not in school and expect local authorities to maintain them. We will also expect parents to do their bit by keeping local authorities informed. Your Lordships have already shared your thoughts on children not in school in the previous Schools Bill. It has greatly strengthened the work that we are doing now and I thank you. There will also be a duty on local authorities to provide support to families who choose to educate children at home. In this way, fewer children will slip under the radar when they are not in school and more children will reach their potential through suitable education.

We will make changes to the regulation and inspection of independent schools, including by providing Ofsted with stronger powers to investigate the offence of operating an unregistered school. We will move to enable serious teacher misconduct to be further investigated.

We are committed to the highest possible standards for every child, wherever they are or whatever their circumstances. This is especially important for children with special educational needs and disabilities. I know that there is a great deal of interest and expertise in this place, and I can assure you that I will be looking to harness your collective wisdom as we drive the change that is needed.

Many academy trusts have vastly improved school standards, particularly in the poorest-performing schools in the country. We want to work collaboratively with them to make decisions that best enable schools to support their pupils. In the case of the curriculum and qualified teachers, we think it is right that we require a high-quality national curriculum to be taught in all schools by qualified teachers. We will continue to explore other ways to raise school standards and improve fairness for every child. Today, we have delivered the Government’s commitment to an independent, expert-led review of curriculum and assessment to ensure high standards in the curriculum in England, greater attention to breadth and flexibility, and that no child or young person is left behind.

Our responsibility is greatest where children cannot depend on their own families for their safety and opportunity. We will extend the protections that exist for the most vulnerable children and those in care. I know from my recent experience chairing the Sandwell Children’s Trust that, despite the excellent work of our children’s social care workforce, we are not doing well enough for the most vulnerable children and families. In particular, it is difficult to find the right, loving places for children to live when they cannot stay with their family. This is devastating for children, but this market failure has also driven enormous cost for children’s social care. Profiteering in the children’s homes market is totally unacceptable and we will crack down on it. We will also strengthen the regulation of the sector and ensure that the people who are working so hard for children in care and those who need our protection get better support. This is part and parcel of making this a fairer society for everyone, where excellence is something for all, not just the most fortunate.

All our missions are driven by the need for economic growth, and it is no secret that growth and the opportunities that flow from it are being held back by a yawning skills gap. Growth and skills go hand in hand, which is why we are building a coherent, joined-up plan for the future. This will be a major focus for me personally: I have taken on the skills, further and higher education brief, and I will be working across government to make sure that we have the commitment and collaboration that we need to drive growth and secure opportunities for all. We will launch “Skills England”, which will drive forward the Government’s plans to tackle skills shortages and support sustained economic growth. It will unify the skills landscape, bringing together employers, trade unions and training providers to ensure that skills policies align with the broader economic ambitions set out in the Government’s industrial strategy. It will be able to identify where skills gaps exist now, what we need for the future and how we can plug those gaps.

Our university sector is one of this country’s greatest enablers. It provides opportunities for people to follow their passions and expand their horizons. Through research and teaching, it enables us to challenge our understanding and develop new ideas. In many communities, it provides a vital anchor for wider economic development. Our universities are vital engines for economic growth and opportunity for everybody throughout their lives. I am well aware that many of your Lordships are leaders within the higher education community, and I know how interested and concerned you will be that we have plans to safeguard it for future generations. I will not be shy about seeking your considerable wisdom as we work through our plans to deliver this.

On healthcare, healthy lives are the bedrock of opportunity throughout our lives, and we now have a considerable bank of evidence to guide us in the next steps to take. It is a terrifying thought that in just the time I have been speaking, around 16 people in England will have been admitted to hospital because of smoking. The strengthened tobacco and vapes Bill will be a landmark step in creating a smoke-free UK. It will introduce a progressive smoking ban, gradually ending the sale of tobacco products across the country. When I was last in government we raised the legal age at which people can be sold cigarettes and banned smoking in pubs and restaurants. We now have the chance to finish the job. Vapes have a key role to play in helping smokers to quit, but where vape manufacturers deliberately target and market vapes at children we will put a stop to such advertising.

Healthy habits that are built in childhood will pay dividends as children get older. Our children need protection and support for the best start in life. More than one in five children in reception class is currently overweight or obese. By year 6, that figure has shot up to one in three, with grave repercussions for their future health and for the NHS. Through the child health action plan, we will cut the amount of TV and online advertising of less healthy food to children and ban the sale of high-caffeine energy drinks to under-16s. These measures will contribute to the Government’s commitment to raise the healthiest generation of children ever.

Poor mental health can be a massive barrier to opportunity and learning at any age. We are working hard to promote good mental health and well-being for everyone: from the earliest stages, with a specialist mental health professional in every school, and with young futures hubs, which will offer additional access to mental health support workers for young people at a time when they so desperately need that intervention, when they will have to wait too long for other mental health services.

It is a sad fact that rates of detention under the Mental Health Act have nearly doubled since it came into place in 1983, so the mental health Bill will deliver our manifesto commitment to modernise the Mental Health Act. It will give patients greater choice, autonomy, enhanced rights and support, to make sure that everybody is treated with dignity and respect during their treatment.

My professional life has been about ensuring opportunities for learning and for better, safer and healthier lives. I know that this mission is shared by this House. It is an enormous honour to now be able to work alongside your Lordships to ensure that this Government can translate our shared objective into opportunities for all to flourish, and so that all can succeed in their lives, regardless of where they start and the hurdles they need to overcome.