Core School Budget Allocations
Lord Addington Excerpts(1 year, 2 months ago)
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Baroness Barran (Con)
The noble Baroness needs to forgive me, but I am not familiar with the instances to which she refers. I am not aware of anywhere that there has been an error made by officials and the per- pupil figure was honoured, which would require finding, as I understand it, an additional £370 million. I do not think that is likely. I do not have an exact timeline for the investigation but, clearly, we want to get clarity on this as quickly as possible. We are absolutely committed to publishing the lessons learned from that.
Lord Addington (LD)
My Lords, can the Minister give us some idea of where the lack of spending, shall we say, is affecting the structure of a school? I remind the House once again of my interests in special educational needs. Is it in the capacity to identify those with hidden disabilities? Some 80% of the population who are dyslexic are not identified at school, or throughout their lives. Are we going to find out that there is less capacity there? Will there be less capacity in things such as sport, or art and drama, because we are not undertaking the training? Where will there be some reduction in capacity in schools, because there clearly is going to be some?
Baroness Barran (Con)
I think the noble Lord will accept that schools have significant autonomy over their budgets, and therefore it would not be appropriate for me to speculate on where they will make the savings to meet the shortfall.
Baroness Barran (Con)
I can only repeat what I said to the noble Lord, Lord Addington. Each school, as the noble Baroness well knows, has a deep understanding of the needs of their school community and is best placed to make the decision on where to prioritise spending, including the adjustments that, sadly, have to be made.
Lord Addington (LD)
Given that we still have time, following that answer, could the Minister give me an idea of what will not be cut? When will the planning be honoured? If we know that, we will have an idea of what is vulnerable.
Baroness Barran (Con)
First, I do not accept that we are not honouring our commitment; it was £59.6 billion, and we are honouring that. It is important to have that on the record. The noble Lord will be relieved to know that, as I mentioned in the initial Answer, the high-needs budget for children with special educational needs and disabilities is not affected by this.
Education: Advanced British Standard
Lord Addington Excerpts(1 year, 2 months ago)
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Baroness Barran (Con)
I am slightly surprised by the noble Baroness’s last remark. This programme clearly cannot work without the buy-in, understanding and support of school leaderships, so it would be a short-sighted Government who did not pay attention to their reflections on this. I am also slightly surprised by the noble Baroness’s hesitancy, because this approach was in the Labour manifesto of 2010 and recommended by the Times Education Commission.
Lord Addington (LD)
My Lords, I remind the House of my declared interests. Those with special educational needs, particularly dyslexia and dyscalculia, will clearly be put under a lot more pressure by this approach. When will the Government publish a plan to make sure that these people are not excluded from reaching an A-level standard or put under extra pressure? When can we relate it to the rest of the curriculum, or will we change the law so that you are allowed to exclude people and discriminate against them?
Baroness Barran (Con)
Clearly, we will not do the latter. It is incredibly important that we design this in such a way that we have the right offer for children with special educational needs and disabilities, those who have been in local authority care and those who have come from particularly disadvantaged homes. That is a clear commitment from the Government.
Schools: Music, Art, Craft and Dance
Lord Addington Excerpts(1 year, 2 months ago)
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Baroness Barran (Con)
I very much welcome that initiative. That ecosystem between our different cultural institutions, including charities and, of course, religious organisations, is extremely important. However, in practical terms, local relationships between schools and local cultural organisations can work best, and our music hubs help to link those up.
Baroness Barran (Con)
As the noble Baroness knows, drama is obviously part of the national curriculum, so I do not quite recognise her description that many children receive no exposure to drama at all. There has also been a massive expansion of technical and vocational qualifications. Since 2016, the numbers of pupils taking music VTQs have gone from just over 8,000 to almost 18,000. There was a similar increase, from just under 9,000 to just over 18,000, for speech and drama. Perhaps unsurprisingly in some ways, the huge expansion has been in multimedia studies, which have gone from just over 4,000 students in 2016 to 54,000 last year.
Lord Addington (LD)
My Lords, can the Minister give us an idea of what the Government are doing to encourage people to take up the subjects here part-time or as hobbies, due to the huge benefit you gain from being involved in things like community activity in dance and drama? Where is this being done, how are those hubs being created, and are we sure we have people who know enough to make these things fun for those other than the incredibly talented?
Schools: RAAC
Lord Addington Excerpts(1 year, 2 months ago)
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Baroness Barran (Con)
I am not aware whether there are leisure centres. The decision that we took in relation to schools reflected a number of factors. One was, obviously, the safety of pupils being paramount. Secondly, there was the speed with which we believed we could remediate most cases and, thirdly, the capacity and capability in estate management within the education sector. I am not an expert on leisure centres, but I assume that many will have dedicated expertise or have access to it.
Lord Addington (LD)
My Lords, can the Minister enlighten us as to whether the Government have looked at whether specialist classrooms have been taken out as a result of this, and what effect that will have on the curriculum? For instance, science labs would be an obvious example. Also, in the creative subjects, if you have lost a theatre or an arts room where you were doing ceramics, you cannot complete the course. If the Government are finding this out, what process do they have to try to get some of that information in and, if they cannot do that, what arrangements will they make for people taking those exams?
Baroness Barran (Con)
We have very good information on those issues. The noble Lord is right: it is extremely important that we establish that, and the Secretary of State was extremely clear in taking this decision that our operational response to support schools, which have been presented with a difficult decision at a difficult time in the school year, should be really well supported. For every school, we have a dedicated caseworker who co-ordinates all the strands of work that are going on to mitigate the RAAC. Then every school has a project director who is a technical expert; they will visit the school and work out with it the quickest mitigation plan. We have access to specialist classrooms and temporary classrooms for science. We have worked with the utility companies to ensure that the necessary energy, water and so on can be accessed, but there are some difficult cases. I am going on Monday to see a special school for children with profound disabilities. There are very significant requirements to make sure that those children also get access to the best education possible.
T-levels
Lord Addington Excerpts(1 year, 4 months ago)
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Baroness Barran (Con)
As my noble friend knows, the qualifications were designed very closely with employers. The content of the curriculum reflects what employers, working with the department and colleges, told us that they needed. I remind the House that, historically, we have had over 200 qualifications in engineering and over 200 in building and construction. There has been a complicated, unclear landscape. We will now have a clear and high quality one.
Lord Addington (LD)
My Lords, the Minister talked about the problems with these courses. There are virtually no problems that were not predicted. Could the Minister tell us what we are doing about careers advice for the young people taking these qualifications? Where there are courses which have failed—if everybody fails on the second year, as is pointed out in the report, they have failed—will the careers advice in the local area reflect this, so that those courses can die if they are not delivering?
Baroness Barran (Con)
I do not recognise the examples the noble Lord referred to. When I talk to students who have done T-levels, they are evangelical about the value it has brought them and proud of their achievements and the quality of what they have learned. In relation to careers advice, in spring this year we made available grants of up to £10,000 per provider to boost careers guidance in schools and colleges, so all students have a good understanding of T-levels and their benefits.
Schools: Absenteeism
Lord Addington Excerpts(1 year, 4 months ago)
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Baroness Barran (Con)
I know that the noble Lord will know that the relationship with parents is incredibly important. He is right: it seems clearer, now more than ever, that there needs to be great communication with parents and a high level of trust. We have prepared materials to support parents getting their children into school. The Secretary of State has just written to all responsible bodies, local authorities and trusts about this importance, including highlighting really good, clear communication with parents.
Lord Addington (LD)
My Lords, can the Minister give us some guidance on what progress has been made in making sure that mainstream schools are identifying reasons why children are failing? Often this is because of neurodiversity and special educational needs. What are we doing to improve the awareness of these? I remind the House of my interest in this area.
Baroness Barran (Con)
The noble Lord knows we are working extremely hard, and in our latest publications—both in relation to the commissioning of schools and our description of what a really strong trust looks like—there was a very big emphasis on inclusivity and making sure children with special educational needs are well supported in mainstream education. To give the noble Lord a specific example, we are aware that in some areas children with education, health and care plans have high attendance as a specific objective on that plan. That is not the case in all, and many schools have suggested to me that it should be.
Lifelong Learning (Higher Education Fee Limits) Bill
Lord Addington Excerpts(1 year, 5 months ago)
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Lord Watson of Invergowrie (Lab)
My Lords, I shall speak briefly to Amendments 3 and 6 in my name and those of my noble friend Lady Twycross and the noble Lords, Lord Addington and Lord Storey, whom I thank for adding their names. I shall then speak a little more widely on a closely related matter, after I have given some attention to the per-credit limits issue in the amendments.
On the wording of these amendments, I do not doubt that either part-time or distance learners—in some cases they will be the same person—will be treated less favourably in terms of credits than those engaged in full-time face-to-face teaching. It would be helpful to have from the Minister confirmation that there will be a single per-credit fee limit that applies to the whole system and will not vary depending on the mode, subject or method of study.
The main reason for submitting these amendments, apart from that issue, was to facilitate a debate on maintenance support for distance learners. Given the narrow nature of the Bill, an amendment referring directly to maintenance support was ruled out of scope by the Public Bill Office; none the less, its staff then assisted me in putting this wording together. Currently, part-time students studying face to face are entitled to receive maintenance support. However, with the exception of those with a disability, the vast majority of part-time distance learning students are not entitled to maintenance support. The introduction of the lifelong learning entitlement offers an opportunity to make this important change—one that would facilitate greater access to and flexibility around lifelong learning, which is surely something that the Government want.
However, the Government’s response to the lifelong learning entitlement consultation made it clear that, while maintenance support will be extended to all designated courses and modules that are studied face to face, distance learning courses will continue to be denied maintenance support. There is no further detail to explain the reasoning for such a decision. I very much hope that the Minister will provide that information to noble Lords today. As I said at Second Reading, this decision flies in the face of the DfE’s own policy impact assessment for the Bill showing the extent to which financial concerns are a key reason for part-time learners—in particular mature learners, who are naturally more debt-averse—not accessing higher education study. When I asked the Minister at Second Reading why that assessment appears to have been ignored, she declined to provide an answer; I hope that she will do so today, because it is essential that the lifelong learning entitlement extends maintenance support to all learners.
Together with my noble friends Lady Thornton and Lady Wilcox, I raised this issue at Second Reading. Unfortunately, in her reply, the Minister danced around the question, linking it with the status of online learning, which is of course part of distance learning, and making sure that these courses work for those leaving school or those who are already in employment and have this flexibility. Yes, the fact that the maintenance offer will now be available for face-to-face part-time study below level 6 is a welcome step forward for many learners at levels 4 and 5 but it still stops short of including distance part-time learners. My question for the Minister is this: why should distance learners be discriminated against in this way?
The Tory Government have previously signified their support for the introduction of maintenance loans for part-time distance learners. That was in 2017, but, unfortunately, the measure has never been introduced. At that time, it was stated that, subject to satisfactory controls, part-time maintenance loans would be extended to distance learners with effect from the 2019-20 academic year. However, this commitment was abandoned in March 2019 on the basis that demand would not be high enough to make the distance learning loans viable. No evidence was offered to support that claim; again, I hope that the Minister will be able to fill that information void today.
The question needs to be asked: how could it have been known that there would be insufficient demand if that demand had never been tested? Ah, but it has been tested—just not in England. There is solid evidence that introducing maintenance support for part-time and distance learning students makes a difference; its introduction in Wales in 2018-19 illustrates the significant impact on demand for part-time learning. Surely the time has come to learn from Wales—not something that comes easily to DfE Ministers or officials, I suspect. At the very least, this Government owe it to distance learners in England to offer them the opportunity and then assess the results. Extending maintenance loans to distance learning students would help mitigate the current cost of living pressures facing distance learners, which, as I said, are beginning also to have an impact on mature students and discourage them from entering study.
I believe that it is vital to promote lifelong learning by providing greater access to financial support to meet existing financial commitments for distance learners, such as caring responsibilities. I know that the Minister genuinely wants to see the reach of the lifelong loan entitlement extend as far as possible and to secure the best learner outcomes. Extending maintenance loans to distance learners would enhance those aims. I look forward to hearing assurances from the Minister as regards the per-credit fee limit being applied equitably, irrespective of the mode of study. I beg to move.
Lord Addington (LD)
My Lords, I do not think I have to add much to what the noble Lord, Lord Watson, said as he is a man who never leaves you in any doubt that he has done his research. However, distance learning should be part of the network and structure of how you acquire qualifications and carry on doing so, updating them as you go through your working life. There cannot be much doubt that it is a good idea, so making sure that alternative forms of study, including distance learning, are covered in the Bill is—well, blindingly obvious comes to mind. We need to have this structure to make sure we are reaching the people we need to get at to improve their lives and, indeed, GDP—that wonderful thing—and productivity. You name it, training is a key component. Making sure it is more easily accessible in a way that is convenient to people, even if it messes up the paperwork a little, has got to be an advantage. I hope that the Minister will say “Yes, we are going to deal with this in another way”, but unless we have something that gives us some assurance here, the Government are missing an obvious trick. I hope that I and the noble Lord, Lord Watson, will go away suitably chastised that of course the Government are going to do this; they just have not told us how yet.
Baroness Wilcox of Newport (Lab)
My Lords, I declare my interests as noted in the register. As my noble friend Lady Twycross has already stated, the Labour Party supports the financial funding for students as evidenced in this legislation. However, as we have already seen in this debate, we have grounds for exploring further clarity and to probe the details so that we can put the best possible version on the statute book. That is what is behind these amendments from my noble friend Lord Watson and other noble Lords.
It is essential that the decline in higher education is reversed. It requires a funding and regulatory system that supports and encourages lifelong learning. The LLE could be transformative in revitalising flexible higher education and reversing the sharp decline in adult learners. It could also incentivise alternative, flexible pathways that support people to access learning throughout life. However, its detailed design will be key in determining how it will work in practice.
My noble friend Lord Watson’s amendment recognises that the regulations do not currently provide for credits to be differentiated according to whether the learning time is in person or distance learning, and Amendment 6 highlights that different per credit limits may not be prescribed according solely to whether the learning time is spent on in-person learning or distance learning. Flexible and distance learning is the key to lifelong learning and to making courses accessible to people who may not otherwise be able to take them.
As my noble friend Lord Watson has already noted, the current progressive system of student finance we have in Wales means that Welsh undergraduate students have on average less to repay than their English peers, as we continue to provide non-repayable grants and students receive a guaranteed level of maintenance support. In England, currently, part-time students studying face-to-face are entitled to receive maintenance support, but the vast majority of part-time distance learning students are not entitled to maintenance support.
The introduction of the LLE could be a real opportunity to make this important change. It would bring greater access and flexibility to lifelong learning. It is a worthwhile goal that would make all the difference. Maintenance support is crucial to learners from disadvantaged backgrounds to prevent further hurdles to them taking up study. Many adults will otherwise be unable to take up these opportunities. These people would be prevented from transforming their life chances and being part of the skilled workforce that employers, the economy and the GDP need. Many people have existing debts, financial commitments or caring needs. If lifelong learning is to succeed, the system must recognise these differences. Furthermore, an extension to distance learning students would help mitigate the current cost of living pressures facing them, which are beginning to impact on mature students, discouraging them from entering study and threatening continuation rates. This would help to widen participation and support by allowing students to take unpaid study leave or to reduce their hours of work to focus on studying.
Lord Addington (LD)
My Lords, I have added my name to the noble Baroness’s amendment. I have my own amendment in a similar vein in this group. It is probably about time that I reminded the Committee of my declared interests. I am chairman of Microlink PC Ltd, which supports those with disabilities, and president of the British Dyslexia Association.
The idea of reviewing legislation is sound, particularly so with this Bill because we all basically agree that it is the basis of a good idea; it is useful. It is fundamentally the fact that we are going to address skills in a more flexible manner. More importantly, the real revolution here is going down to level 4. This means that we are looking at a new structure for supporting people to get skills and make themselves more productive, blah blah blah. We have a structure going forward.
My amendment would add two big changes. One is on sharia law. We have spent a great deal of time talking about getting loans that conform to sharia law. We have a spent a great deal of time talking about it in Committee. A great many ideas have come up. There are people who have invested far more in it than me. I do not think that any of them are in the Room now; they are possibly sitting in a corner, quietly crying when it is brought up again. The fact of the matter is that we should have done something by now. It is not beyond the wit of man to do it, apparently, so why has it not happened?
On the second change, I have to apologise to the Committee because it has become one of the little bees in my bonnet: special educational needs. The Minister may have sneakily put in her previous response an answer to some of my concerns around whether the disabled students’ allowance will cover everything in the Bill. I take it that this Bill will expand the DSA down to cover all level 4 courses; if so, we will need a review to look at how it is helping and what it is covering. However, there are odd things about the DSA. A few years back, higher education institutions took over what had been the first tranche of it; that was providing information capture within all the institutions in which there was teaching.
I raised this issue at Second Reading. I understand that I did not get a response due to the scope of the Bill and the limits of time, but we will need to look at how that whole picture of support is worked in or, indeed, whether it does not need to go in. That would come as a surprise. Is it better to have individual support packages for those who have disabilities, for example, to capture what is said in lectures and transfer it to something that can be either read later on or played back? That is a pretty basic function of assistive tech. You get the information presented to you in a form in which you can absorb it.
I hope that the Minister will be able to confirm the comments that she made in her earlier answer and build on them here, as well as confirm that the structure—the institution itself—will bring this in. We are talking about a few microphones, digital recording and going back to platforms that are readily available now. They already exist. Half of these institutions, if they provide higher education, should be doing this anyway. The big difference is in whether they switch the machine on or off, depending on the course level. I cannot see why they would ever switch it off but, hey, I am here and they are there.
Could we have a few clarifications from the Minister about what we are doing and how we are going to observe information, store it and act upon it in the future? We need to do that in order to be sure of the areas that we are talking about. I do not think it would do any harm at all to take both lists and put them together. Please could we have answers?
With regard to both the amendments, mine and that of the noble Baroness, Lady Twycross, I would particularly like to know what we are going to do about sharia law, something to which we should have had an answer a long time ago. The cock-up school of history has probably been active here, but we can do something about it. Making sure that all the provisions of the DSA get in would put my mind at rest on this.
Having a very good system only for those at the top of the education tree by definition excludes quite a few. By bringing it slightly further down, you will expand the number of people who acquire qualifications, which means they will be financially independent and have a good standard of living. Surely that is not too much to ask of a piece of government legislation.
Lord Aberdare (CB)
My Lords, I support Amendment 7, looking to review how the Act is working. I regret that I was not able to speak at Second Reading.
I shall mention some specific issues that I hope such a review would include, reflecting some of the briefings that I and, no doubt, other noble Lords have received. The list of items to be covered mentions the provision of courses offered by higher education and further education providers, but nowhere in the amendment or indeed in the Bill is there any reference to independent training providers, one of my hot buttons. Yet ITPs are likely to play an important part in delivering LLE-funded courses and indeed modules.
There are two specific issues relating to ITPs. The first is that the process for applying for and gaining recognition as a provider in this field needs to be straightforward and efficient. It is good to see the idea of the third recognition route for providers via the Office for Students.
The second, which I suspect the Minister will have less flexibility in responding to, is that, for many of the courses they offer, independent providers have to charge VAT, even though FE colleges providing very similar courses do not, so there is a fundamental issue of fairness there. I know that VAT is largely untouchable, but the advantage of a review such as this is that it might highlight some of the impact of that competitive disadvantage.
The second concern that has been raised is the possible impact on creative subjects. They can be expensive to deliver, requiring extra resources and facilities, and are often seen as less valuable in the world of employment and work, although that is something I would strongly dispute. It would be welcome if the Minister could reassure us, or if the review could help to demonstrate, whether creative subjects are playing their fair part in terms of the courses being offered and taken up.
The third issue is a robust system of information, advice and guidance to support the LLE in general, both to ensure that young people—indeed, all people—considering taking up courses by using the LLE should be clear about what the opportunities, impact, risks and costs are, and to provide good information to potential providers. I am thinking specifically of SMEs, which, again, have an important role to play but may need lots of support and information in order to know how to play it.
That would all feed into the various uptake headings—the first three all relate to uptake by learners—so a review as proposed by the amendment would be really helpful in making sure that the aims of the Bill, and indeed of the lifelong learning entitlement as a whole, are being met. I hope the Minister will be able to tell us something about how the Government are planning to review these issues anyway with or without the amendment, but the amendment is a jolly good idea.
Lord Addington (LD)
I think the Minister covered my questions, but just to make sure that bears of little brain have no confusion about this: all the provisions for anyone entitled to the DSA are now available at level 4, and the responsibilities of the colleges and universities providing this are the same as they would be for those on the traditional undergraduate course. So information capture and structuring are required to be there, and if they are not then there are consequences. Is that right?
Baroness Barran (Con)
That is the basic principle we are following but I will set it out absolutely accurately in a letter to the noble Lord.
Lord Addington
“Guidance in relation to the provisions of this ActIn section 2 of the Higher Education and Research Act 2017 (general duties), after subsection (1)(e) insert—“(ea) the need to provide information to students about changes made by the Lifelong Learning (Higher Education Fee Limits) Act 2023.””Member’s explanatory statement
This amendment amends the Higher Education and Research Act 2017 to require the Office for Students to provide information to students about the changes made by the provisions of this Act.
Lord Addington (LD)
My Lords, this is a fairly straightforward issue. It is about making sure that people are adequately informed about the changes to the way courses are funded. There are two primary targets. One is the institutions themselves; the other is pupils and those providing educational support to get them ready. My primary aim is the school structure, which is dominated by A-levels. Let us face it: we are a group that is probably rather dominated by those who decided that level 6—degree-level traditional learning—was for us. We aspired to it. We all know that what we did was right so expecting teachers to do something other than that will require intervention and periodic reminders.
Let us face it: the figures I have in front of me show that, from 2008-09 to 2019-20, there was a 72% drop in people taking non-degree level courses. In that age group, it has become very unfashionable. We have a skills gap that is decades old. It used to be called technician level but it is where we have always had a skills gap. We know how to push people into degrees but there are dozens of stories—I have been provided with many from the creative industries—about people effectively having to retrain at a lower level of skill on an ad hoc basis to fulfil job roles. People take exams for degrees to get a job. It may well be that everybody would be a damn sight happier—and it would be quicker and cheaper—to make sure they can see levels 4 and 5. Possibly this Bill provides reskilling and skills updating; maybe it is not perfect but it should provide that model. I hope that we will all get behind making sure that we have enough knowledge to get the best out of this change because there is no point in doing it if people do not know it is there.
I have just had it confirmed that one of my little pet hates on this has been removed, which is great. So there is a chance for just about everybody to go through and—I am waving my dyslexia flag here—a lot of that group might be better off taking on something that is not so language-based or report-based. We need a further commitment to making sure that everybody knows about this new option because it addresses a historical problem—I say “well done” to the current Government for grabbing hold of that—and means that people will get what they want from it. If you want the level 6 experience, which we all know is wonderful because we did it, that is great. However, at the moment, people do not know about the other options, especially in terms of the level 3 T-levels and whether they work. I should have said something nice about the amendment tabled by the noble Lord, Lord Watson, in the last group, but I forgot; I apologise. We should make sure that something happens there and that we have reassurance that people are informed about their options because there is not much point in doing it if nobody knows about it. I beg to move.
Baroness Wilcox of Newport (Lab)
My Lords, Amendment 9 simply asks for more information and guidance. The Bill has been drafted incredibly narrowly in comparison to the full scope of the LLE. I often told my students when they were performing in their examination pieces that less is more when creating a character on stage but, in terms of the detailed guidance in the Bill, we are left with many questions about how it will work in practice. All we want to do is try to ensure that greater substance and practicality is put into the Bill, thus lessening the need for secondary legislation.
Stakeholders have brought up concerns about not yet knowing the details that, when taken together, will make or break whether the LLE will help more people to enter education for the first time later in life; help them to build on existing skills; or allow them to spread that learning over their lifetime. There are uncertainties around the range of courses, the LLE’s role within the wider funding context and its relationship with minimum entry requirements. More detail needs to be included to ensure that it will be effective in boosting lifelong learning. We need greater clarity on the concepts at the centre of the Bill.
There needs to be strong information, advice and guidance campaigns targeted towards both prospective students and employers, which are vital to the success of the LLE. Prospective students of all ages will need help to navigate the widening pool of options and opportunities available to them, and employers will need support to understand and recognise the various qualifications of potential employees.
Baroness Barran (Con)
My Lords, Amendment 9, tabled by the noble Lord, Lord Addington, would require the Office for Students to have regard to the need to provide information to students about the changes made by the provisions of the Bill. The noble Lord set out clearly the skills gap that the Bill seeks to address and the flexibility it seeks to introduce as an Act, if passed. He is right that this is a significant change that we need to communicate effectively.
I can assure your Lordships that the Government understand the critical importance of ensuring that students are aware of the benefits of the lifelong loan entitlement, including the fee-limit system. Ongoing sector engagement has been, and will continue to be, an integral part of delivering the transformation of student finance that the Government aim to achieve. The Government will work with key organisations and delivery partners, including the Student Loans Company, to support providers in implementing the changes, learners in making informed decisions and employers in recognising the value of the LLE. This information, advice and guidance will be supported by stakeholder engagement, targeted communications and promotion to future learners and others, ensuring that the right information is communicated at the right points to aid delivery of the LLE.
The noble Baroness, Lady Wilcox, stressed the need for clarity. I remind the Committee that prospective learners will have access to an LLE personal account—I think they will be able to get it on their phone—which will support them to make choices on how they spend their entitlement. This will change the way in which they interact with the student finance system and make it simpler, easier and more accessible for those who, previously, never thought that higher education might be possible for them.
The Government will work closely with the regulators to ensure that providers understand how fee limits apply to their courses and modules. As is the case currently, providers will take responsibility for making clear to students what the cost of each course will be. I can assure your Lordships that the Government will keep the available information, advice and guidance under review to ensure that learners have what they need to make informed choices. I stress that, ahead of the introduction of the LLE in two years’ time, a great deal of work will go into ensuring that learners have the information they need.
I thank the noble Lord for his amendment and strongly agree with the spirit and intentions behind it, but as the Government are already focused on the range of information, advice and guidance that will contribute to the successful delivery of the LLE, the Government cannot support the amendment.
Lord Addington (LD)
A hint of agreement, my Lords, but the main thing here is finding out what so that we can figure out how it is being done. Can the Minister at some point give us some form of guidance about the level of preparation for what is to happen? When it is going to happen would seem to be the next question. If the Minister is in a position to answer now, I shall give way.
Baroness Barran (Con)
I shall be delighted to keep the House updated as we progress in whatever form is most useful.
Lord Addington
Mentally, I had about another five minutes on this, but as somebody who did not read the review, it would probably be churlish to say other than that I thank the Minister for her response and hope that everything she said would be provided by the department will come through regularly. I promise that if it does not, we will be back do it. Let us hope we do not have to do that. I beg leave to withdraw the amendment.
Unregistered Schools
Lord Addington Excerpts(1 year, 5 months ago)
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Baroness Barran (Con)
The Government need to strike a very delicate balance. I think we in this House would all agree that parents are ultimately responsible for ensuring that their children get a good education. Local authorities already have significant powers to check the quality of that education, and we are working closely with them and with parents, updating our guidance in this area, because we are all committed to making sure that every child has a safe and suitable education.
Lord Addington (LD)
My Lords, will the Minister take this opportunity to take back to the Government the fact that we did not object to the part of the Bill that had this capacity in it? We did not like the first bit but we did like the second, and the Government dumped it all. Can she take back that we will probably help as much as we can to get that legislation on the statute book as soon as we can?
Baroness Barran (Con)
The Government absolutely recognise that there was cross-party support for this element of the Bill.
Teacher Training: Dyslexia and Autism
Lord Addington Excerpts(1 year, 5 months ago)
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Lord Addington
To ask His Majesty’s Government what level of support is required for a teacher trained under the existing initial teacher training regime to support and educate any person attending a mainstream school with a diagnosis of dyslexia or autism.
Lord Addington (LD)
My Lords, I beg leave to ask the Question standing in my name on the Order Paper. I remind the House of my declared interests.
The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)
My Lords, initial teacher training is designed to ensure that all qualified teachers can teach pupils with special educational needs and disabilities. High-quality teaching is central to ensuring that pupils with SEND, including those with autism and dyslexia, are given the best possible opportunity to achieve at school. All new teachers now also benefit from a two-year induction, underpinned by the early career framework, which includes specific focus on teaching pupils with SEND.
Lord Addington (LD)
I thank the Minister for that reply, but most such children are still identified on the initiative of their parents, not the school. Does that suggest that there is a lack of knowledge of these conditions and of other special educational needs in the teaching profession, particularly as we are losing qualified teachers at an alarming rate? Will the Minister consider making it a mandatory requirement that all educational establishments have level 5-qualified teachers who are able to give the necessary support to a front-line teacher, particularly an inexperienced one?
Baroness Barran (Con)
Our most recent guidance on initial teacher training, published just a few weeks ago, recommends two work placements during that period, stressing that one could be in a special school and the other could involve mentoring by someone with specialist skills. In addition, we have updated the SENCO qualifications so that every teacher has a specialist to whom they can turn for advice.
School Buildings: Safety
Lord Addington Excerpts(1 year, 5 months ago)
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Baroness Barran (Con)
I thank my noble friend for her question. I hope it reassures her to know that I have met twice already the leading structural engineering firms. We have looked at different ways that we can accelerate the pace of surveys and are very confident that we will have carried out at least 600 surveys by the autumn.
Lord Addington (LD)
My Lords, will the Minister give us an assurance that any new school is constructed with a material that we expect to have to pull down and will not fall down before we get there?
Baroness Barran (Con)
I can give the House that reassurance. Not only that but any new school we construct will be net zero in operation.