Creative Industries: Qualifications
Lord Addington Excerpts(4 days, 14 hours ago)
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Lord Addington (LD)
My Lords, I congratulate the Minister on being in her place, although a debate when you have 10 Back-Benchers behind you, all firing shots at the back of your neck, may not be the most welcome way of coming back. They may not all be killing blows, but they are there. There are certain themes that have been clearly established in this debate. We still have our question mark about T-levels and V-levels—we do not really know what they are yet. If the Government are going to get rid of qualifications that work, we would like their replacements to be a lot better presented, and to know a lot more about them than we currently do.
T-levels have not had a great start. When they first came out, I remember there was one course where nobody finished. The fact that you have this big block that means you cannot do anything other than a T-level was one of the scariest things about it. The V-level does not have that; it fits in with the A-level structure. This may be a strength, or it may be a weakness; we do not quite know yet, but it is certainly an idea for a new examination that will come in to do a job and may remove examinations and structures that are achieving. Could it be better? Could it be worse? We do not know.
However, one thing that goes with this change in structure is something that has not been touched on: what is careers guidance going to tell pupils—and, more importantly, their parents—that this will do for them in the future? If you get that wrong, I do not care how good it is; it will fail because nobody will do it, or people will do it only as a last resort. That happens to exams: you come down, and go forward on, the established pathway.
GCSEs and A-levels are your absolute solid standard, and the previous Government’s reforms have made them even more solid. What are we going to do with them? How do they fit into this structure? That is something that I hope the Minister will be able to answer, because unless you know how they work together and what opportunities they are seen to create, you cannot give advice.
I have learned quite a lot in this debate—and not only about the ability of the noble Lord, Lord Knight, to pick a pocket. I am sorry; I could not resist that. Much of the discussion is about how we have a structure that works very well but most people will not hear about it. I am sure that people bypass very good training processes because they do not know what is there. When I looked at this debate initially, I thought about support services for film and other forms of creative activity: the things that go around them—technical support structures and innovations—which I have worked on in the DCMS brief.
How do you get qualified with these universal skills, which can be taken across the world? We do not know how to do that. We have lots of English graduates coming in and having to reskill at, say, levels 4 or 5 and going through. How do these exams allow you pathways to level 4 and 5 skills? That is good old-fashioned technician-level education: the thing we have had a problem with for decades—more decades even than I have been in this House. How do we make sure that that goes through? How will we educate the population about that being the way forward?
This means giving a little more status to further education. Let us face it, at the moment the higher education sector might look back over its shoulder and say that a university will not lose too much sleep if it starts to skill people at levels 4 and 5. We have graduates on level 6 courses in further education colleges, so let the two of them interact, because they will have a connection and will understand what is going on. I have hope for this current Government, with their huge majority and the new saviour from the north—I keep thinking “winter is coming”, but there we are. Unless we get that interaction between the various bits of the education system, it will go wrong, because that is what has happened in the past.
I am sure the Minister would send me rude notes if I did not raise my next subject: special educational needs. I see her nodding. The way forward, the entrance into this, tends to be English and maths at GCSE. I hope that, with the creative industries, we will be a little more flexible about how we allow people in and through. My noble friend Lady Garden, who is now on the Woolsack, mentioned this initially: what are the ways through? If we are still going to be obsessed by the GCSE entrance-level barrier for English and Maths—it used to be C-D and now it is 3-4—we will continue to exclude. I would say that, wouldn’t I? I am a dyslexic who is president of the British Dyslexia Association and who also happens to be chairman of an assistive technology company, Microlink PC. There are ways round and through.
Can the Minister say how we are being actively encouraged to show that somebody can communicate using technology in English and possibly maths? Dyscalculia and dyspraxia mean that you cannot finish exams. If this sector—which should be more flexible, as everybody has said—cannot take the first step forward and say, “Can you demonstrate that you can communicate using this technology?” but not in the conventional exam situation, we are missing an opportunity. Let us make sure that we get people into something that is developing and growing, and make sure that we have a structure in which people can strive. The performing arts are one thing, but it is about the people around the sides—the person who makes sure the set is there; the person who helps at a technical level to make sure the computer graphics work properly—who are there to support them. That is where the big figures for employment are, and it is providing that support that will help.
At the end of this, I think everybody has said to the Government, “Don’t throw the baby out with the bathwater. One size—or even two or three sizes—won’t fit everybody”. How will we get the best out of a sector that is growing and providing economic benefit, and indeed a more pleasant time, for the rest of society? It is a win-win if we can get it working properly. However, that requires, first, knowledge of the opportunities out there and how you get through and, secondly, greater flexibility of approach to get people in. Once you have done that, you can finish it off with a bit of status—and that status also comes with knowledge. This is an opportunity for this Government and future Governments to take. I hope we will embrace it, because it just might make our lives more pleasant.
Music Teachers: Recruitment
Lord Addington Excerpts(1 week ago)
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Baroness Smith of Malvern (Lab)
Every year, we review the recruitment trajectory for different subjects. Given the need to safeguard public money and ensure we are spending it efficiently, and given that we have had a 55% increase in recruitment to initial music teacher training and the lowest leaving rate—8.7%—for music teachers at any point, apart from during the pandemic, I do not think it unreasonable to conclude that, at this point in time, the bursary is not required to bring about recruitment. As I said, we will of course review that every year. We will keep in mind the number of teachers needed to maintain the proportion of hours taught by specialist music teachers in our schools at above 90%, and we will, as we have already proved, pay more if necessary to get the teachers our children need.
Lord Addington (LD)
My Lords, if the Government are serious about expanding arts opportunities, along with other opportunities outside the core curriculum, do they accept that they not only have to be aggressive about recruiting teachers but must make sure that they reach those groups who cannot get there through the private sector? If you want equality, you have to have teachers in schools across the board who are reaching those communities that do not usually access private teaching. Is this a priority? Where does it fit in with the national centre for the arts?
Baroness Smith of Malvern (Lab)
The noble Lord is absolutely right. Schools provide children who cannot access it through private means the opportunity to benefit from music and instrumental education. Through the national enrichment framework that the Government recently published, we will make sure there are more opportunities in the school day for children to take part in music and learn instruments.
School Admissions: Selective Inclusion
Lord Addington Excerpts(1 month, 2 weeks ago)
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Baroness Smith of Malvern (Lab)
No, not least because, if we are to put the investment into our state schools that the 94% of children who use them need, we need to ensure that that is properly funded. On concerns about independent school closures, which I understand, I am sure noble Lords will be reassured that in 2025 more private schools opened than closed. There are 41 more independent schools in 2026 compared with 2025 and, in fact, the overall fall in private school pupil numbers reflects demographic change across the whole school system.
Lord Addington (LD)
My Lords, will the Minister enlighten us on exactly how the Government will make sure that there is an aggressive approach under this new SEN system to identify and support students and that this is reflected widely in things such as Ofsted reports? What is measured gets done, and at the moment it is quite clear that many schools are not taking that aggressive approach to make sure the right help gets to the pupils who need it.
Children’s Social Care: Enduring Relationships Strategy
Lord Addington Excerpts(1 month, 2 weeks ago)
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Baroness Smith of Malvern (Lab)
The noble Lord makes a really important point—notwithstanding the fact that my relationship with the Guides lasted about three weeks so could hardly be described as enduring. However, for many people, faith groups and youth groups of the sort that he has identified could well be the types of environments that could provide that support, that external help and some of those long-lasting links. I will certainly take that point back to my honourable friend as well.
Lord Addington (LD)
My Lords, it is quite clear that the Government are taking an important step forward here to support those from the care system and that everybody has recognised the lack of parental support going on into the early years of adulthood, which is incredibly important. Could the Government go a little further in how they are trying to bring these bits together? We have heard about the voluntary sector, schools and possibly even kinship care, but what will be the point at which we identify the hub that will connect these bits?
Baroness Smith of Malvern (Lab)
First of all, there is the structure being put in place through the implementation plans that the Government are producing, through the national framework, which has been relatively recently reviewed, and through the structures being proposed as part of the strategy. The best way to think about this is that what brings all these things together is the child or young person. If we change practice so that, at every point in thinking about decisions that are being made about children who have come into the care system, we ask ourselves, “What is the best way to enable relationships for this young person to be enduring or developed?”, that is the way in which we bring together the range of policy and investment that the Government are putting into this.
Warwickshire County Council (Adult Education Functions) Regulations 2026
Lord Addington Excerpts(3 months, 1 week ago)
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The Minister of State, Department for Education and Department for Work and Pensions (Baroness Smith of Malvern) (Lab)
I am pleased to have the opportunity to ask the Committee to consider these three instruments together today: the Buckinghamshire Council (Adult Education Functions) Regulations 2026, the Surrey County Council (Adult Education Functions) Regulations 2026 and the Warwickshire County Council (Adult Education Functions) Regulations 2026.
These statutory instruments were laid before this House on 25 February 2026 under the Cities and Local Government Devolution Act 2016. If approved, the Department for Work and Pensions will transfer adult education functions and the associated adult skills fund to these local areas for the start of the new academic year, 1 August 2026. These local areas will then have the freedom to use their adult skills fund to help their residents meet their skills needs, fulfil their potential and contribute to the growth of their region.
Since 2018, a portion of the adult skills fund has been devolved to local bodies, which have exercised control over that spending in their area. For the most part, these organisations have been combined authorities, although functions and funding were devolved at Cornwall Council one year ago.
In March 2024, the previous Government agreed devolution deals with the three local authorities we are considering today. Those deals, taken forward by this Government, committed to full devolution of the adult education budget, now called the adult skills fund. This was to be exercised from the academic year 2026-27, subject to readiness conditions and parliamentary approval. It has been judged that all three authorities have demonstrated readiness to acquire functions; therefore, these instruments are the final step in ensuring that they are able to deliver from August this year.
The English Devolution and Community Empowerment Bill will confer the same functions on strategic authorities, to be exercised from at least one full academic year after the authority’s establishment. The package of these instruments, and that Bill, will increase the percentage of the adult skills fund that is devolved from 67% to 76%.
Six further areas agreed devolution deals through this Government’s devolution priority programme. The Government are going through the legislative process to form these areas, with the intention that they deliver adult education functions from August 2027, subject to ministerial approval. Taken together, these actions deliver on the Government’s commitment to empower local leaders and unlock growth.
The specific adult education functions being transferred to these three local areas are under the Apprenticeships, Skills, Children and Learning Act 2009, and will be exercisable by these local authorities. These SIs transfer three specific duties set out in the 2009 Act from the Secretary of State to each local authority. These duties are: Section 86, which places a duty to secure appropriate facilities for education for individuals aged 19 or over, excluding those under 25 with an education, health and care plan; Section 87, which places a duty on the authority to secure the provision of facilities for adults who lack particular skills to obtain relevant qualifications; and Section 88, which places a duty on the authority to ensure that these courses of study are free for eligible learners. The duties above, solely exercisable by the local authority, are subject to an exception in relation to apprenticeships training, persons subject to adult detention or any power to make regulations or orders.
The SIs also confer other powers and duties on each local authority to be exercisable concurrently with the Secretary of State. These are also set out in the 2009 Act and are: Section 90, the duty to encourage participation in education and training for persons aged 19 or over; Section 100(1), provision of financial resources, which is the general funding power for the adult skills fund; and Section 100(1B), provision of financial resources in connection with technical education.
The adult skills fund supports millions of adults across England to develop the skills they need to equip them for work, an apprenticeship or further learning. Local areas are best placed to identify what their local people, communities and businesses need. Strategic authorities decide how they spend their funding to deliver opportunity and growth in their area, and they will be able to respond in a more agile way to local priorities and emerging challenges, and address barriers more effectively.
Local areas can apply the flexibility that devolved adult skills funding offers to identify adults in their region who are most in need and invest more funding to support those groups, to work directly with employers, training providers and other local partners to commission new provision to meet local needs, and to set funding rates that incentivise delivery of provision that offers the most positive impacts for their region. Within this local flexibility, strategic authorities must offer free courses for adults to deliver national statutory entitlements in English, maths, digital courses, level 2 and 3 qualifications for those who do not yet have those skills, and free courses for jobs. This funding provides an essential stepping stone for adults with the lowest skills.
I recognise that the nature of skills challenges and the solutions will be different in every region. That is why I am pleased that three new areas are poised to take the opportunities and to develop new thinking and priorities for the adult skills fund in their areas. If the draft statutory instruments are approved, Buckinghamshire, Surrey and Warwickshire will be responsible for managing their adult skills funding allocation efficiently and effectively to deliver for their local residents. The DfE and the DWP have worked closely with each area over the last two years to ensure that they are ready to take on these functions and have provided implementation funding to help them to prepare effectively and support a smooth transition.
Each area has consented to the transfer of these powers and the making of these statutory instruments. They have also provided assurances that a permanent skills team is in place to manage delivery effectively. They have each developed a strategic skills plan setting out how they will use their devolved adult skills funding to meet key priorities, and I can confirm that, on the basis of the evidence submitted, Ministers have concluded that the statutory tests have been met. Each area has given its consent and demonstrated that devolution is likely to improve the economic, social and environmental well-being of people who live and work in the region, and a report has been laid before Parliament explaining how these conditions have been met.
To support future devolution and identify best practice, the Department for Work and Pensions will continue to hold constructive conversations with existing strategic authorities, other local areas and our colleagues in the Ministry of Housing, Communities and Local Government on how devolution can help to shape future skills provision to meet local needs. I take this opportunity to thank all our partner organisations, particularly colleagues at Buckinghamshire Council, Surrey County Council and Warwickshire County Council, for their expertise and input in getting to this important milestone.
These statutory instruments will give those three authorities the opportunity to shape their adult education provision, address local barriers, focus provision to meet local needs, enhance economic growth and bring greater prosperity to their areas. I commend these regulations to the Committee.
Lord Addington (LD)
My Lords, I thank the Minister for giving us that introduction. It is nice to have her back, and I hope she is fully recovered. The most pedantic thing I could think to say is that the Minister said Buckinghamshire, Surrey and Warwickshire but the regulations are in a different order on the Order Paper, which says Warwickshire, Surrey and Buckinghamshire.
Having got that out of the way, my main question is this: we are in a situation where we are reforming local government involving different groups. Could she give us a slightly better idea, as I may have missed this in her initial statement, of how this actually transfers? Which authorities are expected to take it on once the county councils change? That is something that I would like to hear because it would give us an idea of what is going on. I remember from when we discussed this that the idea is that authorities will respond to local needs in their training. I had reservations because I am not quite sure how you define that, who should be moving on and what the structure will be, but that is for another day. Could we have an idea of which group will be taking charge after we have had the changes to local government?
I do not really have any other fundamental objections to these instruments, but I will add that the Minister spoke about those with low attainment. I wonder if one day I will get up in a debate on education and not mention special educational needs—I suppose it is quite possible—but what about identification of those who would benefit from this support and structure in acquiring these local resources? Do we have any development plans for it? That is a speculative question. If the Minister has any information that could be sent to me then I would be grateful to receive it, and if she has it now then I would be grateful to hear it.
Viscount Younger of Leckie (Con)
My Lords, I am very grateful for the opportunity to speak on these regulations, which transfer adult education functions to Buckinghamshire, Surrey and Warwickshire councils from the 2026-27 academic year and, as the Minister said, from 1 August 2026. I am very grateful for the detail that the Minister has given in setting out these measures.
The principle of devolution in adult skills is well-established and enjoys cross-party support. Bringing decisions closer to local labour markets and employers makes intuitive sense and these regulations build on that foundation. I do not oppose them; indeed, this policy is in line with the principle that we established during our time in government of devolving the adult skills budget. However, I would welcome the Minister’s reassurance on a number of points.
First, on funding, the Department for Education has cut the adult education budget by 60% for this academic year. Devolution is of limited value if it simply transfers responsibility without the resources to deliver. I know that the Minister gave some details on this, but can she confirm the indicative allocations for these authorities and explain how the Government will ensure that funding keeps pace with local demand? What data will the Government collect on devolved adult skills fund money spend and how this is being translated into outcomes? I am aware that industry experts have expressed some concerns about this.
Secondly, on accountability, the noble Lord, Lord Addington, raised this point, but I want to go a little bit further. One of the long-standing concerns with devolved skills funding is the absence of consistent comparable outcome data. Will the Government commit to publishing performance information at local authority level across both devolved and non-devolved areas so that Parliament and the public can assess whether the model is actually working? Can the Minister please tell us more about the lines of accountability and reporting? Who will have oversight of how adult education services in these authorities are performing, and how often will they be kept abreast of outcomes?
Thirdly, on structural stability, Surrey County Council is due to be abolished in 2027. Warwickshire is expected to be reorganised in 2028. The Government have indicated that functions will transfer to successor bodies, but I would welcome further clarity on the providers during this period of change. I know the noble Lord, Lord Addington, raised this issue. To go further, what safeguards are in place to protect learners and providers during this period? More broadly, why have the Government chosen to devolve these powers to local authorities now on the eve of their abolition?
Finally, on coherence, with some areas now holding devolved powers and others not, there is a real risk of a patchwork system emerging with uneven provision, inconsistent entitlements and fragmented oversight. How do the Government intend to maintain a coherent, national skills strategy while pursuing this localised approach? I am certain that the Minister is well placed to cover this area with her portfolio profile.
These regulations change not what adult education is provided but who controls it. That shift can bring real benefits, but only if accompanied by adequate funding, robust accountability and, of course, stable governance. I look forward to the Minister’s responses to the points I have raised but, as I have said before, we are broadly behind the measures that are being taken today.
Baroness Smith of Malvern (Lab)
We could argue about the figures but, in the academic year 2025-2026, it was the case that the Government made a small cut to the adult skills fund in the very challenging fiscal context that we inherited. There have been no further reductions, nor will there be for this forthcoming academic year.
I do not want to get into a row about this, but adult skills funding has seen a considerable cut, along with its predecessor funds, from 2010 onwards. The job for this Government is to at the very least stabilise this important contribution to developing skills and providing opportunities for adults. We will determine the proportions of funding for each of these areas using historical spending from 2017-2018, with each area’s share calculated as the proportion of the ASF spent on local learners prior to devolution. We will continue to work closely with devolved areas to support them and to ensure efficient use of funding and the long-term sustainability of skills provision.
Noble Lords understandably asked how that accountability and reporting will work. Accountability arrangements for devolved organisations are set out in the British devolution accountability framework. As part of this, local areas with devolved powers are required both to submit annual assurance reports to the Department for Work and Pensions and to publish them on their own organisation’s website. They will set out what a devolved area has delivered against its strategic skills priorities over the previous academic year; that will include an assessment of key outcomes, local partnership work, achievements, challenges and lessons learned. Key data against which local areas are expected to report include adult skills fund data on spend and data on the number of learners in their local areas who are taking up their statutory entitlements. Skills England uses the information in each of these reports to undertake annual skills stocktakes with each local area in order to discuss key findings, including how any issues can be addressed.
Finally—I would have been disappointed if the noble Lord, Lord Addington, had not raised special educational needs and disability—I reiterate the point I made on devolution when I talked about the exception being for young people with education, health and care plans up to the age of 25. Those young people will still be funded through the 16-to-19 funding and will still have the provisions in their education, health and care plans delivered through that funding; the responsibility will remain.
More broadly, the statutory national entitlements focus in particular on those people who, perhaps by virtue of special educational needs or disabilities, have not been able to get a grade 4 in their English or maths GCSE, for example; have not had the opportunity to get to a level 2 or level 3 standard of education; or have not been able to develop digital skills up to level 1. They have a statutory national entitlement that must continue to be funded, regardless of the devolution of funds here. I hope that that provides some reassurance.
Lord Addington (LD)
What I would like to extract is the identification of those who have a learning disability or special educational need and who will require slightly different learning patterns to get the best results. More of the same in a system in which you have already failed will probably lead to more failure. That change in style requires some identification. It is something that we are told we will talk much more about in the next parliamentary Session; I just wondered whether there is any information available to us today about that.
Baroness Smith of Malvern (Lab)
Much of what we will be talking about in the next parliamentary Session will obviously relate to special educational needs and disability funding and provision in schools, both in early years and post-16. What we are talking about today is adult skills funding, which, as I said, for those with special educational needs, will be above the age of 25.
This does not mean that I do not think the noble Lord is making an important point. One of the things that devolution enables authorities to do—and one of the things that the adult skills fund already does—is provide opportunities for people who are a very long way away from the labour market, perhaps by virtue of disability, to get the necessary training for that. Perhaps I could write to the noble Lord about the other routes supported by DWP that would help enable people with learning disabilities, for example, to access work and get the sort of development that they might need in order to succeed in life. I will provide some more detail about that.
I reiterate that this fund carries out a very important function: supporting adults with the skills and learning they need to equip them for work, an apprenticeship or further learning. It can provide a stepping stone to progression and prosperity, particularly for disadvantaged adult learners. We believe that it can be delivered to greater effect, more efficiently and in line with local priorities through these devolution proposals. For that reason, I commend these regulations to the Committee.
Children’s Wellbeing and Schools Bill
Lord Addington Excerpts(4 months ago)
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Lord Addington (LD)
My Lords, to sum up this debate briefly, I have nothing new to add. I merely agree with certain noble Lords who have already spoken. As for the Government’s approach, Henry VII’s son is all over it, and that is never a good thing for a Bill. I agree with the noble Lord, Lord Pannick, on that. The approach I and many on these Benches would have preferred is that of the noble Baroness, Lady Kidron, but what we are dealing with here is something that the noble Lord, Lord Nash, has done with considerable success and skill: namely, seize the argument and throw it back to the Government to see what they are going to do. I suggest that the Government listen very hard to us. What they have proposed is not meeting it for this House. What we want to do is to get something effective in play. I hope the Government will listen. We will be supporting the noble Lord, Lord Nash, in the Division Lobby if he decides to come forward.
Baroness Barran (Con)
My Lords, I will be brief. I shall say a few words on smartphones and Motion N1 in my name. I acknowledge that the Government have made efforts in their new guidance on mobile phones, but their approach does not go far enough to meet the needs of pupils, parents or teachers—hence the need for my amendment. I thank Generation Focus and Health Professionals for Safer Screens, who have helped many of us have the privilege of listening to a range of head teachers and educational psychologists who have been able to share their experience.
Their views are absolutely clear. First, they are calling for a statutory ban so that they can be clear with the minority of parents that smartphones have no place in school. Evidence from the University of Birmingham shows that head teachers are spending literally hundreds of hours that they do not have dealing with the implementation of individual school policies. Clearly, that is not a good use of their time.
Secondly, they want a clear focus on smartphones. I noted that the Minister referred to my amendment as the “mobile phone amendment”. Of course, that was the slip of the tongue, but it is important because it is the connection to the internet in general and to social media in particular that is causing such a huge problem in relation to safeguarding incidents and suspensions in our schools.
As I said on Report, smartphones are the gateway drug to social media. One head teacher reported in a round table that we held recently that prior to having a ban in their school for children in year 7—that is, children aged about 11—almost a quarter of all suspensions in the school were for children in year 7, and they were linked predominantly to smartphone use. That is unrecognisable from a few years ago, when it was an exception to suspend a pupil in year 7.
Thirdly, those schools which ban smartphones are seeing a delay in the age at which a child receives one. Brick phones and Balance Phones do not pose the same threats to attention, concentration and safety. This has implications not just at school but on the journey to and fro, and at home. The noble Lord, Lord Addington, rightly raised concerns about children with special educational needs. The evidence from the medical profession is that it is precisely these children who are made most vulnerable by having a smartphone, and teachers are quite clear that it is not appropriate for a child’s special educational needs to be met with a personal device. I shared that with the noble Lord before this debate.
I am absolutely baffled by the Government’s resistance to my amendment. I am grateful to all noble Lords across the House who have supported it so far, and I hope that the Government will change their mind.
I turn to the amendments relating to social media and children. Some of your Lordships will have read the extraordinarily brave letter this morning from Ellen Roome, mother of Jools Sweeney, and other bereaved parents, many of whom are behind me in the Chamber tonight. Given the weakness of my tear ducts, which some of your Lordships have already witnessed, I will not attempt to read any of it out, but whatever noble Lords’ views, I commend it to them to read it. It is one of the most dignified and brave letters noble Lords will read.
On these Benches, we stand firmly behind my noble friend Lord Nash and his Motion G1. His Motion establishes unequivocally that there should be restrictions on harmful social media for children under 16. It leaves the details of implementation to secondary legislation and, of course, the results of the Government’s consultation could be put to good effect in informing these regulations. It places the onus on the social media companies to change their products to being safe for children to use rather than leaving everything to an already overwhelmed regulator to resolve.
I recognise and welcome the spirit in which Motion G2 is framed, building on the great expertise of the noble Baroness, Lady Kidron, and the other now affectionately known “tech Lords”—not to be confused with the tech bros—and other noble Lords. This expertise has been forged over many years of working on these issues, showing the Government how they can improve on their current approach.
During the passage of the Bill, the House has shown great collaboration across all Benches and yet the Government appear unwilling to engage with any of us. The Minister has access to extraordinary legislative and sector expertise and to all the most expert stakeholders, who are coalescing around a proactive and effective approach. I urge her to use us.
My noble friend Lord Nash mentioned Bill Ready, CEO of Pinterest. In closing, I would like to pick out some other remarks that he made. In May last year, he said:
“Now is the time to apply the same creativity and innovation that built the social media ecosystem to the vital task of protecting kids online. And if we can’t do this effectively, we lose any credibility to oppose a ban. As both a tech CEO and a parent, I know that legal compliance is not the same as safety … Our industry has had years to mitigate these harms, but has time and again failed. The time for self-regulation has passed, and if tech companies don’t change, then the path should be obvious to lawmakers. We need a clear standard: no social media for teens under 16, backed by real enforcement, and accountability for mobile phone operating systems and the apps that run on them”.
This evening, that path is obvious. It points directly to supporting my noble friend’s amendment.
Further Education (Initial Teacher Training) Regulations 2026
Lord Addington Excerpts(4 months, 1 week ago)
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Baroness in Waiting/Government Whip (Baroness Blake of Leeds) (Lab)
My Lords, I thank the Secondary Legislation Scrutiny Committee and the Joint Committee on Statutory Instruments for their scrutiny of this instrument. These draft regulations were laid in Parliament on 22 January 2026.
As noble Lords will be aware, the quality of teaching is critical to securing the best outcomes for pupils, learners and students in all parts of our education system, from early years right through to adult education. In October last year, the post-16 education White Paper set out an ambitious vision for the future of our skills system in England. The further education sector is the driving engine of that vision. We must ensure that high-quality teaching is hard-wired into our colleges and training providers.
We are taking decisive steps now to improve and secure the quality of teacher training for the FE sector. Ensuring that there is an accessible, attractive and high-quality training offer for new teachers will help improve the recruitment and retention of teachers in the FE sector, contributing to the Government’s commitment to recruit an additional 6,500 teachers for our schools and colleges. It will also send a clear message about our focus on securing high and rising standards of teaching in our colleges.
This instrument marks an important step towards creating a regulated system of teacher training for FE, covering the full range of providers delivering relevant courses across the sector and based on clear, evidence-based quality standards. It dovetails with the focus on quality that comes with the new Ofsted inspection framework for initial teacher education, which will now encompass significantly more FE teacher training providers than it previously did.
For many years, successive Governments have focused efforts on securing standards of teacher training for our primary and secondary schools—with considerable success—but, until recently, that focus had not been extended to how well our FE teachers are being prepared. There is excellent practice in parts of the system, and regulation must not constrain or discourage innovation and excellence. However, there is too much inconsistency across the sector, and some deeply concerning examples of poor practice in FE teacher training have emerged in recent years. Trainees have not always been guaranteed a high-quality training experience that prepares them to be great FE teachers, and employers have not always been assured that teacher training courses are equipping new teachers with the skills and knowledge they will need.
The regulatory system created by these regulations will place new requirements on all providers of specified FE teacher training courses in England. This includes universities, colleges, training providers and any other organisations delivering such courses. These providers will be required: to have regard to guidance issued by the Secretary of State on the curriculum content of FE teacher training programmes; to have regard to guidance on delivery standards for FE teacher training courses; to register with the Department for Education as a provider of FE teacher training courses; and to submit regular data and information to the Department for Education relating to any specified FE teacher training courses provided.
These measures are proportionate but significant in their intended impact. For the first time, we, employers and potential new teachers will have clear sight of what teacher training provision is being offered, where and by whom. Such transparency is a key ingredient of a quality-focused system. That focus will be enhanced further by requiring all providers of specified courses to have regard to clear, evidence-based standards on course delivery and curriculum content.
DfE officials have worked closely, over a sustained period of time, with stakeholders from the FE provider and teacher training sectors. There is widespread consensus that the approach we are pursuing will deliver a clear, positive dividend in driving up standards, while ensuring that providers continue to have the flexibility they need to exercise their own professional and expert judgment.
These measures have been shaped by public consultation, a formal call for evidence and sustained engagement with professionals from across the sector. I record my thanks to all those who have contributed their time and expertise to the process.
Particular thanks are due to the expert group convened by the Department for Education, chaired by Anna Dawe OBE, principal of Wigan and Leigh College, one of the first technical excellence colleges, which has played a pivotal role in advising on the evidence for high-quality content in FE teacher training. I beg to move.
Lord Addington (LD)
My Lords, as the noble Baroness, Lady Blake, has just said, this statutory instrument is probably well overdue. It is something that we have not looked at, because Governments of whatever colour or combination really just did not get around to it. So, I congratulate the current Government on having taken this first step.
Being as fair as I possibly can be, they are starting on a process that may not get the standards we want consistently for something like a decade. There are existing staff structures going through and there is the institution of training. Every standard will take time to bed in and normalise, and it will take time to find out where it has have worked and where it has not. This is not so much a criticism as an observation of what is obvious. It will take time.
Having said that, I do not have any objection to the SI, but it would be interesting to hear some of the things that will be needed to speed up the process of guaranteeing the quality. One is continuing professional development and how we are going to bring up the standards of those teachers already in place, who may be below the standard of what we would want. What is going to be done to intervene to do that? This will vary across the board.
We are dealing with a huge number of students here, every bit as wide as the school system. Their degree of success or failure has probably meant they have ended up in the further education system. Let us face it: as both the previous and current Government have said, even with improved career information and guidance, people are ending up there because they have not succeeded or have not been perceived to be succeeding to the highest level. How are we getting through to these students who may not have succeeded very well?
This brings me on to the subject—which I am sure the noble Baroness would have been disappointed if I had not raised—of special education needs. The new White Paper talks of early identification. The fact that it is being said that this needs to be improved means that people going through this system stand a very good chance of not having their needs identified or having the support structures there. It is a historical problem, and this Government just happen to have been brave enough to hit the wave and go through with it. So, what will they do to improve that structure to get these students through?
A high percentage of people on level 1 or 2 courses will almost certainly have special educational needs. What are we doing to identify these and make sure their teacher has the access to both the knowledge and in some cases the technology—I remind the Grand Committee of my interest with Microlink—so they use the right stuff and identify the right assistive technology to get their students through? Recognising there is a problem and not giving them more of the same is very important for these groups, because they have failed with more of the same already—so you need to work smarter to deliver.
Making sure that is done will mean we stand a better chance of getting people who are in the training phase of their lives, getting ready to go out and earn a living, to actually benefit from this. It would be normal to expect those providing this training to be able to identify whether people can do this. It also means that other support provided in adult life to enable people to do this can be identified through jobcentres et cetera. Whatever people are doing out there, it has to be identified, and they need to be accessed.
We are dealing with a historical problem here; it has been recognised by the previous Government, and we have started taking steps, but what is going to be done? In other words, we thank the Government for this, but what are we going to do to bring the rest of the staff up to the standard? When it comes to special educational needs provision, what are you going to do to identify those on the margin in particular, who are failing—often just failing—because they are not getting that little bit of help?
Baroness Garden of Frognal (LD)
My Lords, further to what my noble friend has just said, can I say that there used to be a very highly regarded City & Guilds qualification for teachers in further education, which virtually all of them held? Of course, teachers in FE are nearly always also practitioners, so they spend time actually doing the thing that they are teaching about. It is really important that that is reviewed as well.
I agree with what the Government are doing, but the biggest worry about FE is with the scale of pay. FE teachers are paid considerably below schoolteachers; they often have a bigger burden to bear—they have a very wide variety of students of different ages, and they get landed with things like the resits for GCSE maths and English, which is just iniquitous. What are the Government doing to address the pay of FE teachers, who are fundamental if we want to upgrade the skills of the country?
Lord Addington (LD)
Actually, there is quite a lot of good practice and basic support in virtually all further education institutions. For things such as information capture, there is a standard for everywhere. It can be used in a few ways; for example, lectures and so on can be taped and transcribed into any digital or written format you like. Have the Government looked at using this more roundly in colleges—especially those colleges that also provide higher education—as an extra way of supporting people who have problems with, for instance, note-taking? Dyslexic and dyspraxic people would be the classic example of that.
Schools White Paper: Every Child Achieving and Thriving
Lord Addington Excerpts(5 months ago)
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Baroness Barran (Con)
My Lords, I start by thanking the Government for the Statement and the publication of the schools White Paper, the SEND consultation and the update on teacher recruitment. I also acknowledge the time taken by the Secretary of State and her ministerial colleagues in communicating in particular the Government’s proposals in terms of reforming support for children with special educational needs and disabilities, including taking time to talk to parents. This is a very important and sensitive area, and that is appreciated by all.
The Government have been very clear about their intent with these reforms, but I will ask the Minister some questions, particularly on realigning the incentives in the system. Before the Minister points out any of the mistakes of the previous Government, I will be absolutely clear that there was an issue with the 2014 reforms in relation to incentives. The principles that underpinned the Children and Families Act, which introduced education, health and care plans, were not flawed. The aim of creating a tailored and comprehensive single plan for a child was not a bad one; nor was the requirement for local authorities and partners to jointly commission services and to focus on outcomes and participation of children; and nor was the extension of rights and support into further education and training, so that young people with SEND were better prepared for adulthood.
The problems came with the incentives, which ended up unintentionally pushing parents to seek specialist and, in many cases, very expensive support for their child. Every one of us, as a parent, would seek the best possible support for our children, but it ended up driving up costs in a way that no one anticipated. I hope that the Minister can set out how the incentives will work in the proposed system, because the existence of earlier intervention support, which is very welcome, does not equate to parents believing that it is sufficient for their child.
It would help to understand how the department and Ministers have thought through the incentives for parents and for mainstream schools to intervene and improve outcomes. If the Minister could walk us through an example, it would be very helpful. Perhaps she could expand on the plan set out on page 84 of the consultation to redirect more money into the core budget and say how much the Government anticipate will be taken out of education, health and care plans to make that happen.
I would also be grateful if she could set out how confident the Government feel that the new funding for inclusive mainstream provision and for the specialist workforce will be sufficient. At first sight, the figures do not look sufficient when one thinks about them at an individual school level, although I appreciate that they are very large in relation to any negotiation with His Majesty’s Treasury. Unless they are sufficient, parents understandably will seek to revert to specialist support as the only route to adequate help for their children.
The same is true when one looks at the numbers set out in the document in relation to the specialist workforce, where I see that the plans of the previous Government, particularly in relation to educational psychologists, are being continued at a rate of 200 a year. I appreciate that it is difficult to recruit and find these staff but, again, they need to be there in sufficient numbers.
I apologise if I missed this in the document, but I wonder whether the Government considered using approaches that I think are used quite frequently on the continent, where funding is given to a local area and all schools can benefit from provision for the children with the most complex needs where no individual school has sufficient children to make it viable to support them. Finally, will the Government be piloting these approaches to test how they work in practice, so we avoid unintended consequences?
Apart from incentives, can the Minister address some of the concerns that have been expressed by parents who are worried that their rights will be eroded? I hope that this will be an opportunity for the Minister to reassure those who are listening. There are many areas that have been highlighted: I will pick just a couple. First, education, health and care plans were set with a legal test of whether it “may be necessary” for provision to be secured through a plan, not whether a child has “complex” or “severe” needs. That appears to be changing. The document says that education, health and care plans
“will be developed with the setting, and in consultation with parents, after the Specialist Provision Package and placement decisions have been made”.
The Minister will know that parents are worried about that.
Finally, can I give her the opportunity to answer the question that her colleagues have so far declined to answer? Could any child who currently has an EHCP lose it in future?
Lord Addington (LD)
My Lords, the first thing to say is that I have been asking for this to come out for a long time, so I thank the Government for getting there eventually. The document does accept that it is a difficult and slow process that we are starting, and anybody who kids themselves that it is not will be doing a disservice to everybody involved. We are talking about 2030 for getting some structure in place. You have to train people, to get other people used to being told that they are operating differently in the classroom, and to get schools to re-incentivise, with an inclusion strategy and individual support plans. This is a cultural shift which will take real effort and time to push through. If we accept that, how will we make sure that everybody in every school understands that they have a duty and the ability to identify and tell parents what the problem is? That is where it all starts to go wrong.
At the moment, there is a disincentive for anybody to be identified by a school as having a special educational need, because you have got a budget that comes from the main school budget, which means you have got a choice between four kids getting their dyslexia support or help for autism or ADHD, or the roof leaks. How is that to be squared? It is not just more money; it is the allocation of money, and it is the duty. If you have an individual plan going through, are you flexible enough to allow that to be implemented?
There has been an acceptance in this Chamber every time I have spoken that you do not work harder; you work smarter. Individual groups will have a different take on this. I am a dyslexic, and I declare my interest as the president of the British Dyslexia Association. I use technology and I work with people who use technology—I declare my interest as the chairman of Microlink PC. The incentives I have there and the problems I square up to are different to those in the autism sector, which is probably one of the most vocal groups. How are we going to work these two in together? How are we going to have the flexibility to allow a school to actually undertake these different types of approach?
If you have that, if you make that an incentive, you stand a chance of getting a better situation, but only if you have identified that you can get the right help to the right person. Take dyslexia—I will cling to mother and talk to the one I know about. If it is not just the English teacher but the maths teacher who realises bad short-term memory means these individuals will not remember formulas and equations, bring those two together so everybody knows you will work differently. You can go into dyscalculia and others. The noble Baroness, Lady Bull, is not here but she has actually raised this and done a great service in bringing it further forward. When these groups come through, how are we going to get the capacity into the school to identify and bring it forward?
The reassessment of all plans and support structures when you get to secondary school is a natural break—you go from acquiring basic skills to acquiring knowledge to pass exams. But how are we going to make sure that is not something where somebody says, “Right, you are doing this here”; it should be about how you continue, not how you stop. There is a fear, and it has become very apparent. I recommend the “Woman’s Hour” podcast if noble Lords want to have a definition of the fear that has come out about this. How are we going to deal with that? These are the sort of questions we are going to have to start to answer today and carry on with.
I welcome the approach here, but unless you actually get a more coherent pattern that reassures those who have fought to get their EHCPs, spending time, blood and not a little money on them, what are we going to do? Can we also have a commitment from the Minister that the Government will be looking at how to remove lawyers from the system? In many cases, there are a lot of very second-rate lawyers who have taken this work on and are milking the system. We cannot go back to this. We cannot go back to this situation where only the articulate and well off are getting the help they need.
I applaud the attention towards subjects like sport and music, because it helps with special educational needs if you have got some positive attitude towards them. How are we going to bring this together? How is the flexibility and that inclusion pathway going to be put down so that the rest of this can be put on? If you get that right, you stand a chance of making a real improvement here. If we do not have that and we do not have the identification capacity, you will not achieve that much.
The Minister of State, Department for Education and Department for Work and Pensions (Baroness Smith of Malvern) (Lab)
My Lords, our White Paper, Every Child Achieving and Thriving, sets out our ambition to improve the lives of all children and young people, combining the support they receive at home with a school experience that is challenging, enriching and inclusive.
First, we will broaden children’s experience of education with a knowledge-rich curriculum, smooth the transition between phases, and introduce an enrichment entitlement for every child and accountability changes that promote breadth.
Secondly, we will ensure that children who have been sidelined for too long are fully included. We want every child to have the best start in life, with support available earlier and locally. Deprivation funding will be targeted to boost outcomes for the most disadvantaged children, and we are launching two place-focused missions to provide a blueprint for national change. Our ambitious SEND reforms will support mainstream inclusion so that children can access help without waiting for lengthy assessments or having to engage with lawyers—including from our £1.8 billion Experts at Hand programme, wrapping professionals such as speech and language therapists around schools, and removing the incentive that both the noble Baroness and the noble Lord have identified for parents, who are desperate for the support that they need and want for their children, to have to fight through a lengthy process to get an education, health and care plan. But for those with more complex needs, new specialist provision packages, designed with experts and parents, will define the support required. All this is backed by £7 billion more for SEND in 2028-29 compared with 2025-26.
Thirdly, we will move from children and communities withdrawing from school to engaging with a new pupil engagement framework. Improved behaviour and attendance support and clearer information for parents will help strengthen relationships between families and schools.
Finally, we are building the strong foundations needed to deliver this change—more expert teachers, better training and improved maternity provision, deeper school collaboration through a trusted model and innovation powered by data, AI and regional RISE teams. These reforms, shaped by the largest national conversation on SEND, put children, families and inclusion at the heart of our system, and together they will ensure that every child in every community can achieve and thrive.
To give more detail on the incentives and funding point raised by the noble Baroness, Lady Barran, we have been clear that we will reform the system through the addition of £4 billion over the next three years, including the £1.6 billion for the inclusive mainstream fund, because we must get to a position where more parents feel confident that their children are receiving the support that they need in schools, alongside their friends and as part of their communities. We will provide £1.6 billion for that fund over three years, with over £500 million per year over the next three years to mainstream schools and other educational settings. That fund will give schools and other education settings direct responsibility over funding to empower them to deliver for children and young people with SEND. Over time, there will be a rebalancing of funding from the high needs budget into schools’ budgets, in line with new accountability arrangements—funding in schools where it needs to make the difference.
In addition, our £1.8 billion fund will enable there to be what we are calling Experts at Hand—speech and language therapists, educational psychologists, occupational therapists and others supporting children and teachers before the point at which children need to get to have an education, health and care plan. That funding will provide, for example, the equivalent of 160 days’ worth of support in a secondary school and 40 additional days in primary. We will expect schools to work in groups in order to ensure that, where it does not necessarily make sense or is not possible to provide that provision in one school, they can work together in order to ensure that that provision is available.
The key point here, as we think about education, health and care plans, is how we move to a system where children will not need an education, health and care plan to get support in the first place. Although, to be clear, education, health and care plans will remain for children with complex needs, they will be based on evidence-driven, expert-determined, specialist provision packages, which will enable better and more effective commissioning by local authorities of the provision that is most likely to provide support for children. They will back up the education, health and care plans, which will remain for those children with complex needs.
We are clear that we need to transform the system before we change the EHCP system. That is why we have been clear that no child will have their EHCP renewed before 2028-29 and that it will be only those children who are currently in year 2 or below, who will come to the end of their primary, at which point it would seem appropriate to review their education, health and care plan. Many of them may well continue with that plan; for others, the transformed system and the development of individual support plans for every child with special educational needs may provide a better opportunity at that point.
The noble Lord, Lord Addington, is right. We need to train people and teachers in order to be able to deliver the inclusive education that is at the heart of this reform. That is why we have already announced the £200 million additional support for every teacher and educator, from early years through to colleges, to get training in special educational needs and the type of teaching required to support children and young people. That is why we will make additional support and practitioners available in early years to help to identify those children who need additional support, and it is why we will invest in research to find the most effective ways of doing that throughout the system.
To conclude, our ambition is clear: to build an education system that enables every child, wherever they live and whatever their needs, to achieve and to thrive. These reforms will deliver earlier support, stronger inclusion, broader opportunities and higher standards for all. They are shaped by parents, grounded in evidence and backed by significant investment. Most importantly, they place children at the heart of every decision that we make. Working together, we can create a system that is fairer, more ambitious and fit for the future. That is how we will ensure that every child can achieve and thrive.
Post-16 Education and Skills White Paper
Lord Addington Excerpts(5 months ago)
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Baroness Smith of Malvern (Lab)
I am very happy to write to the noble Baroness, and I am kicking myself for not knowing the numbers which will be in a position to offer modular provision in January 2027. We have taken quite a careful approach to ensuring that those which are able to do that will be offering high-quality courses at that point. We have had a very good response to that.
We are working now to determine how, as the noble Baroness says, we can enable there to be break points in degrees so that people can, at both level 4 and level 5, in some ways bank the learning that they have done and then possibly return to it later in life. I know she will push me to say that it is also important that we expand the numbers of students who are taking level 4 or 5 courses on their own as well.
Lord Addington (LD)
Following on from the emphasis on level 4 and 5 courses, what are we doing to encourage parents and pupils to accept that going on to level 4 and 5 courses after A-levels is a socially acceptable option, and one which schools should encourage? This cultural barrier is clearly one that has to be scrambled over.
Baroness Smith of Malvern (Lab)
The noble Lord is right. When we were talking yesterday about the opportunities provided by V-levels and T-levels, I also talked about the way in which they would increase the numbers of people who would take level 4 and 5 courses. We all have a responsibility to show the credibility and the currency that both vocational and technical education can provide for young people.
V-levels
Lord Addington Excerpts(5 months ago)
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Baroness Smith of Malvern (Lab)
As a former head of department, I am not sure that I completely agree with the noble Lord that all the important decisions are made by heads of department, but it is certainly the case that quite a lot of them are. That is why it is important for us to provide clarity for schools about the responsibility to provide work experience for all students and that we make industrial placements—for example, for T-levels—more deliverable on a larger scale than they are at the moment. It is why we need to continue the work in careers education to ensure that there is greater awareness and understanding of the range of options available to young people. Having clarity about the three routes for further study alongside apprenticeships for those aged 16 to 19 will help make that route for young people clearer.
Lord Addington (LD)
My Lords, the main problem with communicating exactly what these exams are and how they fit into the employability of a person can be addressed only by better careers training. Can the Minister point out now how this fits into careers advice given to children, probably as young as primary school age, and their parents, so that they will be able to start to plan?
Baroness Smith of Malvern (Lab)
The noble Lord is right that good careers advice is important. Some 96% of secondary schools and colleges are now in careers hubs, connecting them to employers and apprenticeship providers in their areas. Over 3,500 business volunteers work with schools and colleges to inspire young people about career opportunities, including the vocational and academic pathways into their sectors.