Lifelong Learning (Higher Education Fee Limits) Bill

Lord Addington Excerpts

2nd reading
Monday 19th June 2023 Lords Chamber

[Lord Addington (LD)]

My Lords, when you have listened to a whole debate in which various things have been covered again and again, it becomes ridiculous to mention them anything other than briefly. The main point has been that the mechanics of this Bill are largely welcomed. We agree that there is potential for this credit-based system and for lifelong learning. However, I think it was the noble Lord, Lord Johnson, who said to me in a conversation outside, “The Bill’s fine, but what about the big argument?”

It has come across that no one is quite sure how it fits together. People from higher education have looked at that sector; the noble Lord, Lord Watson, was one of those who led the charge on the previous Bill on further education; I looked at the Bill and saw a chance to improve the status of levels 4 and 5 by bringing them into a funding structure that is associated with universities. That may be a good thing. It should give somebody the chance to choose whether they want a three-year degree, the experience and the idea of the expansion, or a way of earning a living that they can top up later. That should come from this Bill, but the colleges and skills colleges would have to buy in and T-levels would have to work to get you ready for it. It is only a part of the system.

In looking at this, we can all point out problems that are not covered and, with new government legislation, what fun we will have with all those SIs. If we get them wrong, who knows where we will end up? Probably remembering the skills Bill, the Minister said that there were no Henry VIII powers in this Bill—I can quite understand why; that was one suicide charge I would not like to have taken.

We will have to get at how this all fits, with a little information from the Minister now and more in Committee. If we do not do so, we will just be saying, “Here’s another toolkit—play with it as you will”. I hope that, as we go through this Bill, we will get an idea of how the Government will use it with other bits of legislation to encourage people to give real options at levels 4 and 5. I say this because I remember being told in my second week here, getting on for four decades ago, that our major skills problem was at technician level. In modern money, that is levels 4 and 5. We have always been bad at this level. We tried to improve up to level 3 and beyond with apprenticeships, but then we discovered that there were limitations with them—primarily, that you need an employer who will pay.

How will we get colleges, even under the new funding regime and with the input of higher education, to make sure that there are real career options? The noble Lord, Lord Stevenson, put his finger on it first—most of us thought that we would do it, but many of us would not have done it as well—in saying that short-term courses to upgrade your skill level will be attractive. Longer-term ones will be less attractive, particularly as you get older and may find that your skills, if they are technical, become outdated. This has always happened in the workplace. At the moment, we are in a green revolution; types of technology and power for technology will change and people will need to reskill. Short, bite-sized courses will be much more attractive for everybody—unless you put your life on hold, and it is very rare that you can do that over the age of 25. I hope the Minister will have some answers and the start of thinking about how that will happen.

I declare my interest as a patron of the British Dyslexia Association and chairman of Microlink plc, which deals with assistive technology and packages it for the disabled in the workplace and education. I hope the Minister can confirm that most of the people brought into these courses will be covered by the disabled students’ allowance or something very similar. If you are expanding their skills base, a system that gives them an individual package of support means that they will do it. You also have to make sure that colleges do something called information capture and the old level 1 DSA from a few years ago. That means that the colleges will undertake to record lectures so that they can be transferred on to different types of technology that people can use. Basically, it is about getting something that you can read yourself, can have read back to you or talk to normally.

I hope the Minister will say, if not now, then in Committee—I will certainly come back to it—what is happening there. If you expand the good news on higher education, you should commit to those people, who are underskilled, underemployed and should be brought in, that they will be assisted. The DSA is a good system for doing this because it gives you an individual package of support. This is required and instituted by having this huge institution buy-in. I hope we can clear this up pretty quickly.

This is an interesting Bill but it has got to be seen as a part of a whole approach that goes forward. It provides opportunities but no real answers to what we are doing here, and suggests that things are going to get better because we will apply it properly. Unfortunately, there are gaps and certain bits are left out, such as distance learning and level 3 and level 7 qualifications. Unless we get answers about those linkages, we are leaving a lot of questions hanging. I hope that some of those will be answered throughout further discussions today and when we are in Committee and on Report. This is something with the potential to be good. I hope the Minister will assure us that some of that potential will be realised.

Assistive Technology: Support for Special Educational Needs

Lord Addington Excerpts

Thursday 25th May 2023 Grand Committee

Asked by

[Lord Addington]

To ask His Majesty’s Government what assessment they have made of the use of assistive technology to support those with special educational needs.

[The Deputy Chairman of Committees (Lord Haskel) (Lab)]

I call the noble Lord, Lord Addington.

--- Later in debate ---

[A noble Lord]

Hear, hear!

[Lord Addington (LD)]

There is an old joke that when you get applause at the start of a speech, you should sit down and take it.

[Baroness Garden of Frognal (LD)]

No, carry on.

[Lord Addington (LD)]

My Lords, I want first to thank everybody who has taken the time to get here this late on a Thursday when we have a recess coming up. I should also make a declaration of interests, the most important of which is that I am chairman of Microlink PC. It is one of the bigger companies in this country, if not the biggest, dealing with this issue. There are many fields and many pies here; we have fingers in many of them.

My other interest is that I am president of the British Dyslexia Association and dyslexic. My last interest, which I probably do not have to declare but which is relevant to everything else, is that my life was transformed about 25 years ago when I got working assistive technology. I am a severe dyslexic; the way I communicated a written message was to dictate it. Suddenly, when I got assistive technology, I could do it myself, so if I sound a little messianic on this it is because I am talking from my own experience.

That was happening to somebody who had managed to get through the system due largely to the influence—shall we say?—of a tiger parent. It got me through the system, into the university structure and out the other side, because once you get over the first hurdle, people are generally quite willing towards you. Once you have proved you have some capacity, they are there to invest in you.

Unfortunately, most people do not have that support and help, or it is not given effectively, or they are simply missed. The most common experience for somebody with SENs, particularly with a neurodiverse background, is that you are told to try harder and work harder. We need the capacity to spot those with problems and then go to that wonderful and expanding box of tricks, which can help you get through. It is dependent on you having a working platform for it—normally, it is a computer; a tablet or something might work, but you need something to use it on. Once you have that, many things become possible.

So far, I have been talking about things which are to do with the communication of information. There are those Members—I am looking across the Room at two of them—who will have experience of bits of supportive technology that help with movement and other forms of support. I look forward to hearing about them.

I could mention all the areas where assistive technology is used, but we have only an hour. I could also mention the products if we had a couple of weeks—I reckon that there are about 40,000 of them. It is about making sure that people know what is out there and getting the right thing in front of them. The real point of this Question is what the Government are doing to make sure that happens. What the benefit is to the state is a reasonable question to ask on every occasion.

If you have assistive technology, and you need it, you stand a chance of becoming an independent and, one hopes, positive economic influence in your society. It may not be impossible otherwise, but it is much more difficult. Occasionally, you hear people talk about “the exceptional people who get through”. Any system that is dependent on you being either brilliant or lucky has fundamentally failed, so I hope that we will get a better understanding of what the Government are going to do about utilising this box of tools to allow people to go forward. That is really what I am aiming at today.

Look at our current system. I appreciate that the Government are now starting to look at and take some steps on it. The system we devised has a graduated approach up to the education, health and care plan, which replaced the old statement. I know the Government are working on making this an easier process but, let us face it, if it works it will be a little like the cavalry coming over the hill. It has become a legal process and it has probably done more to benefit specialist legal firms dealing with the education sector than anyone else. The Minister was not on that Bill, but I was, so maybe I should take some of the blame: we did not see it coming.

One of the other things that has happened is that the graduated approach that was supposed to come in behind it has become virtually irrelevant for many. The experience of many people I have spoken to is that you need the support of the plan to access help. Assistive technology is potentially much cheaper, if you have identified it correctly and got through. The problem is identifying who will benefit from it, even including those in the neurodiverse spectrum. I am going to talk about the needs closest to me, simply because I understand them slightly better.

For somebody who is dyslexic, identifying their level of need and the problem early enough means you stand a chance of bringing them assistance. The same is true of dyspraxia, dyscalculia and ADHD. There are a lot of devices here that will help all of them. Indeed, the same devices are often used differently. Trying to get them at the right time is about the identification process.

A lot of people are talking about screening programmes. How are we getting these screening programmes to identify people? With the best will in the world, people will be needed to administer them and, at the moment, the consensus is that people in the education sector are not well trained enough. I am sceptical about whether the new level 3 SENCO is the answer. The Minister will undoubtedly tell me otherwise, but are they going to identify and get people in the right way? Do the teachers know how to administer the screening process to identify that group?

Let us face it: no system is perfect, certainly not in its first phase. What will we do afterwards? The noble Baroness was instrumental in making me have a discussion with those providing alternative provision—AP. The one question that I asked them, which I was worried about, was what they were doing about screening when people get into AP. They said, “We are relying on the rest of the education system”. The noble Baroness said, and everybody agreed—when everybody agrees in politics you know something will go wrong—that most people in AP have a special educational need, almost by definition. Relying on the rest of the education system to spot it cannot be right; you will need another degree of assessment, because presumably somebody has already been missed.

If you can get assistive technology to somebody, they will have something that they can take with them to deal with things in a certain way, or at least to stand a chance. The identification of need tells them another thing: you can succeed; you can take part and join in. That is why I am trying to find out what the Government’s policy is. It is about that degree of training, support and structure: “Here’s a tool; get in there”.

It is also an opportunity to break the cycle of depending on a tiger parent. This is why, for instance, dyslexia was thought of as the middle-class disease—“exam-passing disease” would probably be a better term. Parents who have aspiration and have got through themselves ask, “Why is my child not the same?”

All the conditions that I have spoken about today have similar stories attached to them. There is a very black-humour joke: if you want to be a successful disabled child, choose your parents correctly. That has been true until this point and it is another condemnation of the system we have at the moment; you have had to fight to get through it.

Are we going to train teachers well enough to use this and give it to a person so that they can act on it for themselves for the rest of their lives? We should remember that most of these children are going to grow up. I have concentrated on education here but, hopefully, the workplace is waiting. What are we going to do? Can we make sure that people are prepared to take on this role?

I hope the Minister has some good news for me about the process and access to it, and can tell me that schools understand it and will bring it in. It should give independence, be cheaper and allow that person to have a model of process that is relevant outside the classroom. Traditional types of help, such as 25% extra time, are not going to be a great deal of help for you if you have to fill out a form at work under pressure, or if you have to complete a task on time. We need skills that are transferable. Assistive technology has the capacity to take on at least some of that role.

I hope the Minister and indeed all others here will put pressure on the Government to ensure that we take advantage of this, because if we do not we are missing a trick that can make people’s lives better, save money in the long term and improve the strength of our workforce. This is one occasion when the ha’porth of tar should be put on the boat.

Water Safety (Curriculum) Bill [HL]

Lord Addington Excerpts

2nd reading
Friday 19th May 2023 Lords Chamber

[Lord Addington (LD)]

My Lords, this is one of those debates in which you agree with everybody who has spoken. Usually, there are patches and caveats, but I do not think there are any today. The fact is that safety around water is essential. The first building block is probably learning to swim, and you must have somewhere you can learn to swim. The reason we do it in swimming pools is that they are warm, safe and monitored. Some people will get into trouble in swimming pools, but it is probably not the most dangerous place. A dangerous place might be the sea or a river you have accidentally entered, where there are tides or, more importantly—I do not think anybody has mentioned it—where it is cold.

Hypothermia connected to water makes everything so much more dangerous. Indeed, when you are walking, there is an old adage “Cold and wet equals dead.” Hypothermia kills; if you go into hypothermia you cannot swim. The Bill gives us a chance to look at the whole thing. If there is a cold, tidal river, or something with steep banks and you are walking along it and fall in fully clothed, particularly in winter clothing, your situation is incredibly dangerous. What does the person in the water know? What do the people outside know? How do they deal with this? How do they enter into it? That is the sort of knowledge that is required.

I too suffered the pyjamas while swimming. It might have given a rough idea, but it was probably not the best procedure. There are so many sports—this touches on the comments made by the noble Baroness, Lady Berridge, about the social divide attached to this—you cannot do if you cannot swim. Canoeing, rowing or any form of yachting—you are not going to do these without some knowledge of swimming or of what to do when things go wrong. Most sports would do some teaching on it, but we need to get that basic knowledge.

There is even something called dry drowning. If you get water in your lungs, it restricts the lungs, and you can have a bad reaction up to 72 hours later. I thank my researcher Ella Gibbs, a qualified lifeguard, for pointing this out to me. If we know about these risks and somebody has a splash in the water and they feel fine, but then they have a bad reaction and we know what is going to happen, we can react properly. That package of knowledge is what we have to take on board. If we do not have that, we are going to miss things and these incidents are going to happen.

You may never stop an idiot teenager dancing around the edge of a river, but at least you can make sure the others will know how to react, where to call for help and how to shout advice. If they know it is simply a case of trying to float, that you will not beat the current so do not try because you will get exhausted and cold, and that type of knowledge is there, then everybody stands a better chance of either getting themselves out or someone getting to them in time.

I hope the Minister will respond positively here to Members. The amount of educational knowledge in the Chamber is quite frightening, but there is the idea that a school can do something in this field. It can also not do something and not be pulled up on it. In this day and age, that is fairly shocking and really should not be happening.

I hope the Minister can give us a positive answer. It is a small step but one that could be added to the education system quite easily. I know everybody says that about 100 different things, but this is one that carries its weight. Can the Minister say how, if we are not going to do these things in the Bill, which would be a good vehicle, we will do it otherwise? How will we stop these gaps in knowledge and reporting? That is essential to this.

I thank my noble friend for bringing this forward, and noble Lords who have given him formidable support here. I am very proud to associate myself with this cause. The Bill might be the easiest way forward on this occasion, and we need to do something.

Performing Arts: GCSE and A-level Qualifications

Lord Addington Excerpts

Wednesday 26th April 2023 Lords Chamber

[Baroness Barran (Con)]

I just do not fully accept the deficit that the noble Baroness describes. I absolutely agree with her that arts organisations bring an important, valuable and different perspective, but schools themselves are also doing an extraordinary job. As we can see from our incredibly successful creative industries, we are getting something right.

[Lord Addington (LD)]

My Lords, the Minister has given responses that say, “Yes, we like the things outside the formal GCSE structure”. Will the Government go a step further and identify those who are interested in arts activity—that is, performing—and positively channel them towards those who are doing it outside? If you are not going to give exams or structure, you must at least help people get to those who will do it voluntarily.

[Baroness Barran (Con)]

If I may, the Government like “both/and”. We have the arts clearly in the national curriculum and over half of children in schools are doing either GCSE or a vocational technical qualification —but, in terms of the richness of children’s education, the opportunity to engage outside brings a great deal of added value.

Special Educational Needs: Employment Support

Lord Addington Excerpts

Monday 24th April 2023 Lords Chamber

Asked by

[Lord Addington]

To ask His Majesty’s Government what plans they have to ensure that anyone identified as having a Special Educational Need in the education system is passported through to the appropriate support when looking for employment in adult life.

[Lord Addington (LD)]

My Lords, in begging leave to ask the Question standing in my name on the Order Paper, I remind the House of my declared interests in the register.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, we recently set out plans in the SEND and alternative provision improvement plan to ensure that every young person with special educational needs and disabilities achieves good outcomes and is prepared for adulthood. As part of this, we are developing good practice guidance to support consistent, timely, high-quality transitions for young people with SEND, including into employment. We are also supporting the Department for Work and Pensions to pilot an adjustments passport, which will to help smooth that transition.

[Lord Addington (LD)]

My Lords, I thank the Minister for that response; I appreciate that she is primarily answering for a department that is not her own. At the moment, if you talk to anybody in employment going through this, they will give you a list of things that do not happen: people do not know what an adjustment is or how to find out what it is, and employers do not know exactly what they are supposed to do. Can we have a guide to what will happen when somebody goes into employment and, for instance, goes for Access to Work, where they are not required to get the job first, apply and then require the employer to ensure they are prepared to sustain them, without being at full capacity for a period of time before they get the benefit of it? Unless people can get some form of passporting or labelling system that says that they are entitled to it as they go to work, they are going to be in trouble.

[Baroness Barran (Con)]

The Department for Education is piloting the use of the adjustment passports in a number of settings. We started with higher education, and we are now looking at supported internships and apprenticeships. We need to understand how useful they are in that setting, and then we will look at whether they will apply more widely in future.

SEND and Alternative Provision

Lord Addington Excerpts

Thursday 9th March 2023 Lords Chamber

[Baroness Twycross (Lab)]

My Lords, I am grateful to the Minister for the Statement. There is much to welcome in this long-awaited SEND improvement plan. Children and young people with special educational needs, as well as those with disabilities, all too often have to battle an unwelcoming and sometimes unsupportive world, including at school. Labour has some concerns, however, which I would be grateful if the Minister could address.

First, as your Lordships might be aware, the Children’s Commissioner has raised concerns that much of the substance of this plan, including the welcome new national standards, is not coming into effect until 2025 or even 2026. Children needing SEND assessments cannot put their lives on hold. Can the Minister reassure the House that this delay will not subject children, in the words of the Children’s Commissioner, to years of a vicious cycle of poor outcomes?

In particular, when will the initial teacher training review conclude? For the new area SEND inspection framework, we are told that timeliness will be assessed. What amount of time will be considered timely to have a SEND assessment initiated and completed? This involves pupils and parents who have spent their school lives waiting for appropriate assessments and subsequent placements, so time really is of the essence for this pupil group. The focus on additional skills in the workforce to improve SEND provision is welcome, as is the commitment to review the initial teacher training and early career frameworks. However, the timeline is not clear. Can the Minister advise this House when the review will be completed?

I note that Speech and Language UK is keen that the review of teacher training should also include how to support children with speech and language challenges, from early years and throughout school. Will this be included?

I would particularly like to highlight paragraph 75 of chapter 2 of the plan, which refers to data on inequalities

“in relation to certain characteristics such as place, gender and race”

and is the only paragraph that refers to gender or race. This is unduly light on detail, given that black children with special educational needs are increasingly likely to be permanently excluded from school for behaviour due to their condition, rather than malicious intent. Can the Minister assure the House of the Government’s commitment to addressing disproportionality?

Looked-after children also face particular issues in accessing SEND provision; this is referred to in the plan. As the Children’s Commissioner also highlighted, there are

“serious gaps in the Plan”.

She continued:

“Much of the Plan assumes that children will have familial support and does not consider how children in the care of the state will be represented and supported”.


References to looked-after children in this plan are limited. Can the Minister provide a timeline for when the work referred to in the plan to ensure that looked-after children get the best provision will be complete?

Finally, the plan sets out the aim of reducing the number of children with education, health and care plans. If this reduction is made through improving support in mainstream schools and getting better support in place early, it would be welcome. But the reduction must not be a means of reducing costs or making it even harder for children and young people to access support, and to access an education, health and care plan if required. How will the newly forming ICBs bring together health and education to support SEND children?

Parents, guardians, carers and, critically, children with special educational needs and disabilities are crying out for a more sustainable solution to the current patchwork of SEND provision. I had hoped this plan would be more ambitious in seeking to provide that. As yet, regrettably, I am still sceptical.

[Lord Addington (LD)]

My Lords, I should first declare my interests: I am president of the British Dyslexia Association and chairman of Microlink, which is an assisted tech company that works in the education sector. I also realised when preparing for this debate that I made my maiden speech almost 35 years ago on special educational needs.

When we look at the Statement, the most important bit is really where it says that:

“we know that the system has lost the confidence of parents and carers. We need to regain their trust by improving the support that is ordinarily available.”

That is the essence of it. We have a system that has got bogged down in legalese, buck-shifting and dodging. With the best of intentions, what was set up under the 2014 Act—I was involved in that, so I take a share of the blame—is not addressing need and is chasing itself around. The big beneficiaries of the education, health and care plans have been lawyers. The appeals procedure has become ridiculous, and I thank the Government for recognising that. There are also other structural changes.

A school is expected to have £6,000 to support a person going through. If you are planning a budget in a school, you actually have a disincentive to identify needs and get help and care through. That money could be far better spent on improving your staff structure to deal with the problems as they come through and on making sure the system can give support, particularly to those with commonly occurring conditions. Therefore, you would actually have something which means people do not go through the legal process of the plan, for the simple reason that a structure would be there to deal with it.

The best way to get high needs, if you have one of the commonly occurring conditions, is not to have them addressed for several years, so you are behind the curve, have not acquired the skills and have therefore got problems. It is also important to remember that, with the education system, you are only there for a fixed period of time. You are on a conveyor belt of acquiring skills to acquire more knowledge to pass exams. It should be more than that, but I am afraid that is the essence of it—and it has become more so of late.

I ask the Minister—I feel that she is a little bit like the poor infantry on this, but there we are, I am still going to shoot at her—if this is coming forward, how are we going to make sure that teachers are properly trained and have the support to intervene? We talk about better training here and about educational psychologists. An educational psychologist said to me in the all-party group on dyslexia, “We usually rely on people having failed for X number of years before we intervene.” Think about it: that is guaranteeing more failure. Are we going to get to something with better assessment and planning? There are tools in planning and screening tools available that can help with identification, but people need to train to be able to interpret results. Level 3 is not enough; they need to be at level 5 or level 7 to make these assessments. Are we going to passport this identification forward so that help can be accessed more quickly? That would be a huge change.

In the Commons, a great deal of attention was paid to special schools. I think 83 schools were promised—some now and some planned in future. Special schools, hopefully, should be for high-need pupils. They should not be for ordinary problems, or for people waiting to acquire high needs by failing. This was very common and many of the Government’s own supporters raised this. If you have got these special schools, how are you going to make sure people get the right one? Are you going to make sure that people can travel and that support—or indeed boarding arrangements—are there? Are you integrating them? How are you going to overcome certain education authorities or others saying, “No, we won’t send them there”—which is a very common thing in these processes when people are fighting forward. How will we start to address that? We need to know how the Government are going to use the private sector, which has been used in the past. These are questions which need to be answered.

I appreciate that the Government have started a process. I feel that there was enough information out there to have missed out some of this assessment, or perhaps to have got it done far more quickly. However, I have the Government to thank. They said we would be talking about this in September, but I have won a £5 bet because it is happening in March. We have got to get a little bit more speed and we know this. It has been a long time coming; many of these problems have already been established and everybody knows about them. I hope that the Minister can give us some guidance here, because we are not dealing with a new thing. We do not need to spend time looking at it. I hope the Government can go to the vast body of knowledge they have, give us a little bit more speed and tell us how they are going to meet these very well-established problems.

Education (Non-religious Philosophical Convictions) Bill [HL]

Lord Addington Excerpts

2nd reading
Friday 3rd February 2023 Lords Chamber

[Lord Addington (LD)]

My Lords, this is one of those debates where you sit here and think, “What am I going to say?” Then there is the further problem of seeing that the noble Lord, Lord Griffiths, is in front of you on the speakers’ list, and you know he is going to come in with something important. When he speaks in favour of what I can only describe as muscular Christianity, backs it up with Milton and says bring it on, it would be fairly churlish to go far from that line.

My noble friend’s Bill would help clarify this situation. If we ignore the spiritual elements of religion—described as superstition or something else—and consider it as a guide to how you live your life now, humanism fits in with that very well. There might be more of a problem with other worldviews, but they are all there. You could not teach humanism without knowing about the other religions, for the simple reason that—the noble Lord, Lord Griffiths, got there first and said this earlier—many of them feed off each other. At their philosophical centre, they are all in agreement. When reading up on anything about religion, the thing that gets me is the number of times that they all agree with each other. We may fight wars about whether you pray on a certain day or in a certain way, but basically most of the philosophical actions are in agreement. So I hope that we can go along with the general thrust of what my noble friend is proposing in her Bill.

As the noble Lord, Lord Cashman, said, the Library briefing made it very clear that there is a direction of travel. My noble friend is not paddling upstream on this issue; we are already going that way. It might be possible to work this into the rest of the syllabus at the moment, but if it is not exact and clear, as the noble Lord, Lord Davies, pointed out, you will always get diversity.

Surely we require of people an understanding of what goes on around them, as understanding what other people think makes tolerance easier because you are less frightened of them. That is one of the primary directives of the Bill. Allowing somebody to understand that, if somebody disagrees with you, they are not, by definition, evil is probably the best we can hope for from this. If we look back to the various historical points when that has not happened, certainly from the 16th century onwards, and at the number of deaths, plots and prejudicial laws that have been based on that lack of understanding, we see that it is quite mind-boggling. If noble Lords ever wanted to feel guilty about something, look at history: all nations can drown in their own sins, if they have been playing at all.

I hope that this small change and the direction of travel in the Bill—if not this one then another, because Private Members’ Bills have a habit of getting chewed up by the system—will be embraced by the Government and future Governments. It is clearly where many people want to go. We can argue about statistics and whether you come from a Christian or non-religious background—you can do that for ever—but the fact is that there is a growing diversity of faith and philosophy in this country that dominates the way that people react and change. If we do not admit to that, we are fooling ourselves. If we do not make sure that people are taught from the earliest age how they can take that onboard, we are missing a trick and probably making all our lives more difficult.

I hope that the Minister, when she replies, will be able to tell us how that will be done and what the future guidance will be. I have a little sympathy with her, as I know that everybody wants their particular pet horse put into the curriculum, but this is one change we could make.

I look forward to what the Minister, and indeed the Opposition Front Bench, has to say, so that we can get an idea of how their thinking is going, because if we are not going to take this on board, this is not going away, and I would like to know how we are going to achieve the aims of the Bill, or at least some acceptance of them.

Vulnerable Teenagers

Lord Addington Excerpts

Thursday 26th January 2023 Lords Chamber

[Lord Addington (LD)]

My Lords, this is one of those debates—and I thank the noble Baroness, Lady Armstrong for tabling it—where, as you listen to it, you think, “Yep, we’ve been here before. We’ve done this before and heard it before.” What you have not heard is the current context. County lines and the emphasis on knife crime are the new twist. Anyone surprised that gangs are full of 14 year-olds has not been paying attention. If you go into any prison, you will find that the scholars are the ones who stayed in the education system until the age of 14; most were out of the system way before that. That has been a depressing fact for a long time.

I do not think there is anything radical in the report, but bringing it all together is the important point. A tick-box culture of support—saying, “Yes, we’ve done this”, “Is this the job of the education sector or should it be somewhere else?” or “Which bit of the education sector system has done what at what time?”—leads to the discovery that the person we excluded from school has decided they do not like the alternative provision at the pupil referral unit and has disappeared, and now our criminals have realised that that person is an excellent delivery system for narcotics. That is not too far off the Artful Dodger, for God’s sake.

We have to try to have a more coherent attitude to this issue. We as the political class have to say that the current Government seem to have acknowledged that the problem is there and are moving away from “Let’s be tough”. Every time that anyone in any department says, “We’re going to be tough and do something about this”, I get a cold shudder down my back because they usually then create a new problem. If you send people to prison, as the current Government have realised, either you end up having several bouts of offending before they come get of it, usually because they are getting too old and it tends to be a younger person’s game, or they stay in because they have committed more serious offences. Unless we can start to break that cycle by having a more coherent attitude across the piece, we are going to continue having the same problems.

I do not know if society is incapable of removing the problem altogether but we can certainly reduce it. There are a variety of actions that have been identified that help here. By supporting and helping voluntary organisations and activities—youth clubs and so on—the state can create the right environment. I must declare one of my little interests here: sport is the ultimate voluntary activity. When someone starts participating in a particular sport, they join a tribe, not a gang, which will embrace them with its own ways and bizarre rituals. I must declare that I am a Rugby Union player, but all sports have that element.

[Baroness Armstrong of Hill Top (Lab)]

We all have our problems.

--- Later in debate ---

[Lord Addington (LD)]

True enough. The parliamentary team is playing again soon so the physiotherapist may well benefit.

These are groups that thrive on activity. Dance, music and so on all have a variation on this. When it comes to support—I have said this before so I might as well do so again—Governments here are very lucky because most sports clubs have a tradition of not being that involved with the state. We tend to do it ourselves, unlike in France where you would play at the stade municipal, or in Germany where, as I have said many times, when the FA says to its German colleagues, “How much do you spend on supporting pitches?”, the response is, “Oh, we don’t do that; it’s a local government job.”

As we got there first, sporting structures in Great Britain tend to have acquired grounds, status and the ability to maintain themselves, but I hope we will hear something in the near future about how the Government will support these structures because all sports have a problem with retention. They need to get people to play not just as children but as adults because there is always a problem with that: people tell me, “We have lots of children joining”, and I say, “Great, but unless you get them to play as adults then you have no coaches, no long-term interaction and no investment back into society.” I hope that the Minister will let us know what the Government’s strategy is for maintaining these ultimately volunteer groups.

The same strategy that works for them, by the way, will also be very helpful to all the other creative things—arts and drama, et cetera. If the Minister were prepared to tell us how they are prepared to do something really useful, such as teaching somebody how to be a treasurer or secretary of a voluntary group, they would help all these groups and every small branch of a charity. That is the last of my little rant on that subject.

There are the educational problems. The noble Baroness must have been expecting this, but how are we going to spot those who are failing earlier and intervene better? We have heard about the special educational needs review, which we have been expecting since September. We will now not have it in January, which was the last thing we heard, but “early in this year”. I have got a fiver on March. I do not know whether I will win that bet—I am quite prepared to lose it, if we have it slightly earlier—but we have been waiting a long time. The 20% failure rate to achieve anything really measurable at school is not a surprise. It is also a consistent figure. The social factor or the fact that these people do not find acquiring knowledge that easy must be the consistent things here.

As president of the British Dyslexia Association—I am dyslexic myself—I say that some people cannot learn to do something that most people, let us face it, pick up comparatively easily. You can argue about what the best system is for reading, which the support system is best for reading, learning et cetera. Most people pick that up fairly easily and we have designed the systems to be fairly easy to pick up, which is why we use them. If you are not doing that, you need other interventions. These problems are combined with poverty and the lack of support because when it comes to special educational needs, guess what? The people who get the help are those who have the type of parents who go out there and drag it out of the system. Once again, I must declare an interest as having had, shall we say, one of those behind me.

Unless we get a better idea of how early you should intervene to identify and support somebody, that person, while in the school system—that huge, dominant chunk of your early life—will be told they are failing. It is quite a logical process to remove yourself from something you are failing at and get out of it. It might even be a sign of intelligence to get out of there, so I hope the Minister will give us some more hints about how this review is going to take place or at least some assurances about the amount of effort that will go behind it because that 20% failure rate will still be there.

Another interest of mine is that everybody’s standard computer will read a document to you. It also has a software package so that you can talk to it and it will write for you. Every one of your Lordships has that: every mobile phone has it as well. How are we working that into the system? How are we helping someone to get through if they have trouble sitting down and studying in the classroom? How are we identifying the person who does not? The male of the species is the bigger offender here. Girls in classrooms tend to try to hide and disappear; boys kick off and get excluded. That rule of thumb is one reason why we did not identify as many girls as boys in the past. We all thought there was an imbalance between the two in frequency; we are now discovering that they are much more even.

I hope that the Minister will comment on consistency of approach and that the noble Baroness, Lady Chapman, will talk on behalf of a group who regard themselves, shall we say, as the Government in waiting. If I were looking at the polls, I would think that it would not be an unreasonable expectation—though it ain’t over yet, as we all know—so, between the two of them, perhaps they could say what consistencies they would take from each other. It is about getting some consistency in these approaches. Wonderful schemes do not often work if it is about being tough, or being new or different. Usually, it is about a consensus of approach being maintained over a few years so that we stand a chance of making a real impression on these problems.

As I said, this may be a new manifestation of them, but all the problems are consistent. We have heard all these things before about ethnic diversity and how certain groups are not being reached for cultural reasons. We need some form of consistency because otherwise we will be back here in a decade having the same sort of debate again with the same sort of report—but having a slightly new thing to latch it on to, which the papers have been telling us is the end of society. It is not. It is just another group of people with their lives ruined.

Secondary Schools: Autistic Pupils

Lord Addington Excerpts

Thursday 26th January 2023 Lords Chamber

[Baroness Barran (Con)]

I would be grateful if my noble friend could share details of these cases, so that we make sure we understand them properly. The House will be aware that a diagnosis of autism needs to be a medical diagnosis. We will publish our improvement plan for provision for children with special educational needs. That will clearly cover how we want EHCPs to work better in future; it will be before the House shortly.

[Lord Addington (LD)]

My Lords, I thank the Minister for the Answer she gave earlier and remind the House of my interests in the general field of special educational needs. Does she agree that if you are determined to get a medical diagnosis, you are slowing down the process of recognition and help? If we get teachers better trained to give a suspicion—it might be just a suspicion—or some knowledge about the autistic field, we will have a chance of getting better help. If noble Lords think that does not have an effect, look at the numbers of autistic people identified in the prison system.

[Baroness Barran (Con)]

The noble Lord raises two connected issues. Formal diagnosis of autism in this country needs to be done by a medical professional—a doctor. The noble Lord is absolutely right; that does not need to slow down interventions to support a child where there is apparently autism, even before it is confirmed. The Government announced a contract with a number of leading charities in this area to provide universal training across the teaching workforce in both schools and FE, and 60,000 people have been trained so far since April 2022.

Schools: Artificial Intelligence Software

Lord Addington Excerpts

Thursday 19th January 2023 Lords Chamber

[Baroness Barran (Con)]

This whole area throws up enormous issues in terms of copyright and intellectual property, of which this is one example. I know that colleagues in the Office for Artificial Intelligence are considering these issues in detail.

[Lord Addington (LD)]

Will the Minister take the time to make sure that people understand the difference between the various types of technology and particularly assistive technology? Assistive technology may be something that some people need for life, not just through their education, and they should probably start using it earlier than we do. Will the Government make sure that teachers and educationalists know the difference?

[Baroness Barran (Con)]

I suggest that teachers and educationalists do know the difference. The big change that we are seeing is the development of these LLMs—large language models—and other types of AI. However, I think that particularly for people with special educational needs, whether children or adults, this could really unlock their education in a way we have not seen previously.

--- Later in debate ---

[Baroness Barran (Con)]

I am not sure of the link to the Question unless the noble Lord is suggesting that at some point a chatbot might replace our Scottish colleagues.

[Lord Addington (LD)]

My Lords, I take advantage of this moment to remind the House of my interests, which I should have declared.