Erasmus+
Debate between Baroness Smith of Malvern and Baroness Barran(3 weeks, 3 days ago)
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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.
Independent Review of Children’s Social Care
Debate between Baroness Smith of Malvern and Baroness Barran(3 weeks, 6 days ago)
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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.
Ofsted
Debate between Baroness Smith of Malvern and Baroness Barran(1 month ago)
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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.
Schools: Mental Health and Poor Attendance
Debate between Baroness Smith of Malvern and Baroness Barran(2 months, 2 weeks ago)
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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.