Schools Bill [HL]

Debate between Lord Addington and Baroness Penn

Committee stage & Lords Hansard - Part 2
Wednesday 15th June 2022 Lords Chamber

[Baroness Penn (Con)]

My Lords, I am grateful to the noble Baroness, Lady Brinton, for Amendment 88 and for allowing the Committee to return to the question of mental health support in schools.

The Government believe that school leaders should have the freedom to make their own decisions and prioritise their spending to best support their staff and pupils, especially as they address the recovery needs of their children and young people from the pandemic. This support can include school-based counselling services, and we have provided guidance on how to do that safely and effectively. To provide this support, schools can use the additional £1 billion of new recovery premium announced in the autumn, on top of the pupil premium, as well as their overall core school budget—which has significantly increased—to support their pupils’ mental health and well-being. As I said, this can include counselling or other therapeutic services.

However, as the noble Baroness acknowledged, schools should not be the providers of specialist mental health support, and links to the NHS are vital. That is why we worked with the Department of Health and Social Care and NHS England to create mental health support teams—which the noble Baroness referred to—funded by NHS England, which are being established across the country. As the noble Baroness said, the teams, made up of education mental health practitioners and overseen by NHS clinicians, provide early clinical support and improve collaboration between schools and specialist services.

The Government believe that, rather than funding for specific types of support, we should continue to give schools the freedom to decide what pastoral support to offer their pupils. However, to support schools in directing that funding we have put funding in place, as the noble Baroness acknowledged, so that they can train a senior mental health lead in every school, who can then look at what approach is best for pupils in each school.

[Lord Addington (LD)]

On that senior lead, if you have one person who knows something about this, they cannot get round the whole school, and there is a process by which you have to get the child in question to their attention. Are the Government giving any general guidance to staff to consult that person?

[Baroness Penn (Con)]

I will check and follow up with the noble Lord in writing, but I know that having the lead in place means that they can then be the person to whom other staff in the school can go and with whom they can interact, to get guidance and help shape the school’s approach. It is not for the lead to be singly responsible, but they can get training that can then inform other staff as well.

I was just coming on to say that we have put funding in place. Our aim is that all schools will have a lead in place. More than 8,000 schools and colleges in England, including half of all state-funded secondary schools, have taken up this training offer so far. We recently confirmed further grants to offer training to two-thirds of schools and colleges by March 2023, with the ambition that, by 2025, all state-funded primary and secondary schools, as well as colleges, will have had the funding made available to train a senior mental health lead.

In addition to training for senior mental health leads, there are also the mental health teams to which I referred. The noble Baroness, Lady Chapman, asked for an update on our progress in delivering these. They currently cover 26% of pupils in schools and further education. Our ambition was to cover 25% by next year so we have already met that ambition; indeed, we have raised it to cover 35% of pupils in England by next year.

More broadly, when those specialist teams are in place, they need to be able to refer students to more specialist support where needed. That involves more money going into children’s mental health. I can confirm to noble Lords that there is record NHS funding for children’s mental health services. It will grow faster than the overall NHS budget and faster than adult mental health spending in the coming years. There is more to do, but increased funding and priority are being given to this issue by the Government, not just in schools but in the NHS where those specialist services need to be delivered.

I am grateful for the opportunity to set out again the priority the Government are giving to this issue, the progress we are seeking to make and the approach we think is right to support schools in supporting the mental health of their pupils. I hope that the noble Baroness, Lady Brinton, will withdraw her amendment.

Schools Bill [HL]

Debate between Lord Addington and Baroness Penn

Committee stage & Lords Hansard - Part 1
Wednesday 15th June 2022 Lords Chamber

[Baroness Penn (Con)]

I absolutely understand that point. I was simply reassuring the noble Duke that within this Bill there are no powers to compel anyone to join a multi-academy trust. It is the Government’s vision for every school to be part of a strong trust by 2030. The intention is for the Government to work with academies and to move people with the Government in pursuit of that vision. I was simply saying that there is nothing in the Bill that would compel an academy to join a multi-academy trust. That said, we have consistently seen that schools in multi-academy trusts are stronger together. The collective focus, vision and community creates opportunities, facilitates collaboration, enables resilience and improves educational outcomes.

[Lord Addington (LD)]

I have listened to what the Minister has said, having not joined in on the debate on this amendment before. Are we saying that specialist schools which stand out from the normal run of schools are not expected to join because it goes against their ethos or because they do not fit in terribly well but that it is a jolly good idea if they do? This is a little confusing. We need some clarity before we move on. Effectively, the Government are saying that joining a multi-academy trust is a good idea but that these schools do not have to, but they then say that they want every school to join one. Can the Minister clarify this?

[Baroness Penn (Con)]

We are saying that joining a multi-academy trust is a good idea and that we would like everyone to do it. We are encouraging everyone to do it, but there are no powers within the Bill to compel people. The reason we think it is a good idea is that we have seen that schools in multi-academy trusts are stronger together. Of course, it would be open for such specialist schools to, for example, perhaps form a multi-academy trust with each other. We know that there are many high-performing, stand-alone schools that have the capacity to support other schools within the combined accountability of a MAT model.

Schools Bill [HL]

Debate between Lord Addington and Baroness Penn

Committee stage & Lords Hansard - Part 1
Monday 13th June 2022 Lords Chamber

[Baroness Penn (Con)]

My Lords, it may be the Marshalled List that is causing confusion. We have Amendment 35 on the Marshalled List, which we are discussing in this group, and then we reach Clause 3 stand part, which is separate to that. As I said, we debated it in a group on the previous day but as the Deputy Chairman said, we have not put the Question on that yet. I believe we will come to that after this group.

[Lord Addington (LD)]

My Lords, it might be helpful to point out that my amendment was inspired by the Delegated Powers and Regulatory Reform Committee report, which talks about Clause 3 and its relevance.

Schools Bill [HL]

Debate between Lord Addington and Baroness Penn

Committee stage
Wednesday 8th June 2022 Lords Chamber

[Lord Addington (LD)]

I am trying to get an assurance that there is a way to make sure that, if a new regulation is put forward, it cannot override. It is a pity that the noble Lord, Lord Agnew, is not here, because he helped me deal with an example of this, where a family said, “You don’t need to worry about dyslexia because I’ve got a way that teaches you to read wonderfully.” I took a delegation to the noble Lord, Lord Agnew. He put the pressure on Warwickshire and Staffordshire councils, on this occasion, saying, “No, stop it”, and it was dropped. If something like that comes in from somewhere, what is the mechanism by which the Bill will make sure that it is still there in law, and that you have at least to go through some hoops and bumps to change it? I am afraid there are small-scale examples of this happening. I do not like having to remind noble Lords of this, because I am sure most people here would not want it to happen, but it has in the past.

[Baroness Penn (Con)]

I hope to assure the noble Lord that those requirements will be written into the academy trust standards. If academy trusts do not meet those standards there will be enforcement mechanisms that they will need to comply with. If there is non-compliance on a specific standard where the trust is otherwise meeting requirements, it is likely that the Secretary of State would issue a compliance direction, which sounds like it might emulate some of the interventions the noble Lord took with my noble friend when he was previously Minister. If a trust failed to comply with a number of standards, or the Secretary of State was satisfied that non-compliance indicated a weakness in the governance or management of the trust, he might issue a notice to improve. The requirement on academies when it comes to special educational needs that is in place at the moment will be replicated in these standards. There will be a mechanism by which to enforce the meeting of those standards.

That takes me on to Amendment 22 on the inclusion of work experience. Again, we do not intend to use the regulations to place any significant new burdens on academies but we will replicate existing requirements in this area. For example, academy trusts must secure independent careers guidance for year 8 to year 13 pupils and have regard to the underpinning statutory guidance, which makes it clear that secondary schools and colleges should follow the Gatsby benchmarks of good career guidance and offer work experience placements as part of their careers strategy for all pupils. As the noble Lord will know, the Education (Careers Guidance in Schools) Act 2022, due to be commenced in September, will extend the duty to secure independent careers guidance to all academy schools and alternative provision academies, and bring year 7 pupils into scope for the first time. That will be replicated and, as I explained to the noble Lord, Lord Addington, there is also a mechanism to ensure that those standards are met and enforced.

Finally, I completely agree with the noble Lord, Lord Addington, on the importance of extracurricular activities. It is not our intention to go beyond the existing requirements on schools. For many of those activities, the school is best placed to design activities that meet the needs of its pupils and, to address the amendment from the noble Baroness, Lady Bennett, situate them in its community. On the noble Baroness’s Amendment 21A, there is already provision in the funding agreement that requires academy trusts to ensure that each of its academies is at the heart of its community, promoting community cohesion and sharing facilities with other schools, other educational institutions and the wider community. It is our intention to reflect that in the academy standards when they are developed.

School Governing Bodies: Diversity

Debate between Lord Addington and Baroness Penn

Thursday 28th April 2022 Lords Chamber

[Lord Addington (LD)]

My Lords, further to my noble friend’s question, if a school does not have a governing board, how can we get any benefit from it? Will we change this in the next Queen’s Speech?

[Baroness Penn (Con)]

My Lords, there are governing bodies for maintained schools and boards for academy trusts. As I have already said to noble Lords, the majority of trusts have local governance in place and we want to work towards a situation where all trusts have local governance systems in place. That is something that we are talking to the sector about. That does not necessarily mean legislation. There are different ways that we can effectively achieve change.

Chelsea Football Club

Debate between Lord Addington and Baroness Penn

Thursday 31st March 2022 Lords Chamber

[Baroness Penn (Con)]

My Lords, the Government do not want to prejudge any decision Chelsea may make; it is for the club to ensure the best owners are found. We would expect all due diligence and assessment of owners to happen before an application for a licence for the sale of the club is made, which obviously we would consider on its merits.

[Lord Addington (LD)]

My Lords, would the Minister like to consider just how much easier the Answer to this Question would be if they had actually implemented an independent regulator for English football, as put forward in the Tracey Crouch report? There is a solution to this here, as somebody would be able to go in and deal with this properly without having to take it on to other levels of complication. Surely the Government have an answer here and should take it.

[Baroness Penn (Con)]

My Lords, the noble Lord is correct that the primary recommendation of the fan-led review is clear and is one that the Government endorse in principle. Football requires a strong independent regulator to secure the future of our national game. We are working at pace to provide the full formal government response to that review in the coming weeks.

Skills and Post-16 Education Bill [HL]

Debate between Lord Addington and Baroness Penn

Committee stage
Monday 19th July 2021 Lords Chamber

[Baroness Penn (Con)]

I am aware that that was one option being looked at to improve the way that young people can navigate their next steps, post school. I do not have the specific outcome of that investigation to hand, so I will happily write to the Committee on that matter.

[Lord Addington (LD)]

My Lords, this has been an interesting debate and one which brought, I am afraid, horrible reminders for me about the situation on special educational needs. Something should happen, and we have done something that should correct it, but it has not. The noble Lord took us through the appeals process. I felt that most pupils would have left school by the time it had finished, which does not give a parent or the person driving it that much incentive to follow it through, to be perfectly honest.

Will the Minister take on board the intentions behind this, because at the moment it is not working? We do not have that breadth of knowledge going in to inform pupils and parents about the options. We just do not have it and, although it might be slightly better under this direction of travel—the Minister said “In a little while”—there will still be lots of holes, judging by the past record. We are going into a culture that does not want to change because it is quite comfy with where it is, thanks very much. It quite likes getting people X grades and on to X institutions, then forgetting about it.

If we are talking in the Bill about giving a broader aspect to what people can get out of this—I come back to levels 4 and 5, the underplayed bit of the education system—we are going to have to educate pupils and teachers, and everybody else, that they have something that can give them a career pathway that may well be more rewarding than, for instance, higher education. It has to go a lot wider than apprenticeships; apprenticeships have been the silver bullet that has successfully missed the mark. We have even run out of ammunition because we are not getting people there. We have got to do better.

If I had to choose a favourite from this little pack of amendments, I would probably run with the amendment from the noble Lord, Lord Baker. With his level of experience on this, I do not suppose that is any surprise to anybody. I would suggest that we will have to look at this in further detail on Report. There is no disagreement here about the fact that more work needs to be done. There is disagreement only about what progress and what weight has to be put behind the process of change. Bearing that in mind, I beg leave to withdraw Amendment 78.

--- Later in debate ---

[Baroness Penn (Con)]

My Lords, the Kickstart scheme was created and deployed rapidly to provide urgent jobs for young people to support their long-term work prospects. Kickstart will help to reduce the long-term effects of unemployment caused by the pandemic.

To be effective, the scheme must be targeted. It is for that reason that Kickstart funds the creation of jobs for people aged 16 to 24 on universal credit and at risk of long-term unemployment. Through Kickstart, these young people have the chance to build confidence and skills in the workplace and gain experience that will improve their chances of progressing to find long-term, sustainable work.

Turning to the amendment in the name of the noble Lord, Lord Storey, I should point out that, as with other grant funding schemes, the Kickstart scheme is not cited in legislation but exists pursuant to the powers of the Secretary of State for Work and Pensions under Section 2 of the Employment and Training Act 1973. The amendment would not therefore be appropriate as it seeks to make legislative amendments to something not named or referenced in legislation. However, I understand that the point of the amendment is perhaps rather more probing and, in fact, encouraging from some noble Lords; I will seek to address their points about the Kickstart scheme in my response.

I assure the noble Lord, Lord Addington, the noble Baroness, Lady Fox, and others that the Department for Work and Pensions already keeps the Kickstart scheme under review. It continues to deliver Kickstart jobs to the young people who need them most. However, I am afraid that I must disappoint noble Lords because, at present, there are no plans either to expand Kickstart outside the current eligibility criteria or to expand the length of the scheme.

As I said, Kickstart was designed as a response to the impact of the pandemic and the economic restrictions put in place at the time. As we are phasing out those restrictions, we will transition to a new phase in our response. However, let me say to noble Lords that the Kickstart scheme will run until December; that is the last date for placements on the scheme, which run for a further six months into 2022. After the winding down of the Kickstart scheme at that point, a range of support will continue to be on offer for all young people, including those claiming jobseeker’s allowance or universal credit. This support offer involves placements on the sector-based work academy programme.

The noble Lord, Lord Watson, referred to apprenticeships. Although we do not plan to link Kickstart and apprenticeships formally, he will be aware of the incentive payments that we have put in place during the pandemic to encourage employers to take on young people through the routes of traineeships, work experience, mentoring circles, basic skills training and skills boot camps, in addition to locally available support.

Young people aged between 18 and 24 in the intensive work search regime of universal credit are able to access the DWP youth offer, which offers them wraparound support through the 13-week youth employment programme and is complemented by joined-up local delivery through our youth hubs and specialist youth employability coaches. As some noble Lords will know, we have recruited an additional 13,500 DWP work coaches and established more than 140 youth hubs across England, Scotland and Wales.

The noble Baroness, Lady Fox, spoke about some young people most in need of employment progression perhaps not being in receipt of universal credit and not qualifying for this programme. She is right: Kickstart is focused not on those who might need progression but on those who are unemployed and at risk of long-term unemployment. We will not seek to amend its criteria in that way.

To the noble Lord, Lord Adonis, the Department for Work and Pensions will monitor and evaluate the Kickstart scheme throughout and after its implementation, and will continue to evaluate the longer-term outcomes for Kickstart participants after they have completed their six-month placements. The Department for Work and Pensions will publish the findings of that evaluation once it is complete.

The noble Lord, Lord Lucas, asked for more support for employers to take on Kickstarters. The £1,700 is in addition to paying the salary of the Kickstarter for the duration of their placement. As the noble Lord, Lord Watson, referred to, we have had great employer engagement in providing these opportunities. My understanding is that 145,000 jobs are currently available. To update the statistic that the noble Lord, Lord Watson, had for the number of young people who have started on Kickstart, as of 30 June that has reached 40,000—so that is a significant ramp-up in delivery. On average we currently have 500 starts to Kickstart jobs per working day. Noble Lords were right to point out that we had to make some improvements to how the scheme ran, but it is now running at a faster and better pace and delivering that support to young people.

Although I am afraid I cannot say that we will extend the duration of the Kickstart scheme or change its eligibility, as I said, we keep it under review at the Department for Work and Pensions. A longer-term evaluation of that scheme will also be undertaken. I therefore hope that the noble Lord, Lord Addington, is able to withdraw the amendment on behalf of his noble friend.

[Lord Addington (LD)]

My Lords, I am trying to sum up what has been said. Apart from anything else, “Storey-cum-Addington” from the noble Lord, Lord Aberdare, sounds like a small village in a not very distinguished novel. We will let that one go.

It is a very odd thing. The Government put huge effort into a scheme and there seem to be some signs of hope. I am not sure whether I am much less enthusiastic about the Government, what progress they have made and the promise of jobs than the noble Lord, Lord Watson, so I am being much more optimistic. We can possibly discuss that later.

The Government have said they are keeping things under review. I cannot remember the number of things the Government keep under review. Just about everything is kept under review for a period, officially, so saying they are doing that does not really answer the general thrust of the amendment. Are they going to take it, look at it, study it and develop it, or are they going to say, “We’ll have a look at it sometime, maybe never, and remember that it’s in the archive”? That is the real difference here.

I appreciate that the amendment may well be defective because apparently this is done by regulation, which is in the gift of the Secretary of State—fair enough.

As for the idea from the noble Lord, Lord Adonis, suggesting that my noble friend include it in his review, that would not really address the point, would it? Apart from anything else, a committee of the House would quite rightly have my head if I told it what it was supposed to be doing. It having a look at this and making some small assessment for a report that will come out in a period of time would go right beside the Government’s long-term review of something.

If the Government are seriously going to learn about this, take it on board and take some action, I will be surprised but glad. Under those caveats, I beg leave to withdraw the amendment.

Skills and Post-16 Education Bill [HL]

Debate between Lord Addington and Baroness Penn

Committee stage
Thursday 15th July 2021 Lords Chamber

[Baroness Penn (Con)]

My Lords, I believe the Government are aiming for quality and quantity when it comes to apprenticeships. On the noble Baroness’s specific question about lower-level apprenticeships, I will ensure that I write to her with that specific information before Report.

[Lord Addington (LD)]

My Lords, this has been one of those slightly odd debates. One thing that we have established is that it is complicated—“We are not quite sure what it should do; we think it is quite a good thing, so please do not get rid of it now.” That certainly seemed to be the attitude of the Labour Party. They may be right about that, but at the moment there is a great deal of scepticism about whether this actually delivers. The intentions are good, but that is the thing that paves the way to hell. Can we please just make sure that we get a little more clarity on this? Whether it is worth returning to on Report, I will have to have a word with my noble friend Lord Storey after he has read this debate.

I felt, listening to the first part of the speech of the noble Lord, Lord Aberdare, that with a bit of tweaking you would get to a classic sketch about bureaucracy in some lofty TV show of my youth when people were being clever. Because it is complicated, but there is an intention behind it. The noble Baroness replied, “Yes, but we are trying to do things.” There was a lack of clarity here and focus at the heart of this. We should keep an eye on this, because if it continues to bring itself into disrepute, it may well be doing more harm than good. I beg leave to withdraw the amendment.

--- Later in debate ---

[Baroness Penn (Con)]

My Lords, I am grateful to the noble Lord, Lord Addington, for this amendment. It highlights the importance of equipping teachers to identify and support learners with special educational needs. Further education teachers must be trained to identify and support the needs of all learners, enabling them to overcome barriers to their learning and allowing them to meet their full potential.

I concur with the noble Lord’s intention and I understand that he intends it as a probing amendment. He may be unsurprised to hear that I do not believe it is necessary to specify such a requirement in the Bill. Other mechanisms for achieving the same aim are more appropriate, and steps are already being taken.

Our reforms to teacher training are founded on a new occupational standard for FE teaching, which will specify the knowledge, skills and behaviours expected of FE teachers. This standard is being developed by a group of employers—colleges and other providers, so organisations which employ teachers—from across the sector, who bring a wealth of experience and expertise and are well placed to determine the right content for teacher training that will meet the needs of all their learners. We fully expect that the new standard will be explicit in its requirement for further education teachers to meet the needs of all learners, including those with a wide variety of special needs as well as learners from diverse backgrounds. We anticipate that the standard will be in place in time for the next academic year. It will form the basis of a new FE teaching apprenticeship, and we will support the reform of FE teaching qualifications so that they are also based on the standard. If, in future, the content of FE teacher training was considered of insufficient quality to meet the needs of all learners, this clause would give the Secretary of State the power to take appropriate steps.

To address the point I think I have understood from the noble Lord, Lord Watson: the reason we do not believe this amendment to be necessary is that we do not intend to use the powers in this Bill to take greater control or gain more centralisation of FE teacher training. We believe that the sector is doing the work needed to set out that standard and that steps will be taken within it to make the right provision for the training with regards to special educational needs. To allay his fears in relation to initial teacher training reforms for schools, I undertake to write to the noble Lord to further clarify that point.

I hope that with those brief remarks the noble Lord, Lord Addington, is assured that we are already taking steps to ensure that teaching in the FE sector meets the needs of all learners, including those with a wide range of special educational needs. On that basis, I hope he will be content to withdraw his amendment.

[Lord Addington (LD)]

My Lords, this is an odd one. Actually, I do not think that response really hit it, because there is supposed to be a report. The noble Lord, Lord Watson, pointed out that it is supposed to be out now. I cannot quite match the withering sarcasm he put into it: “Oh, autumn then, maybe.”

The entire education system is squaring up to the fact that special educational needs is not working in our schools at the moment. There is a series of cock-ups made by other bits of legislation, for which I have some of the blame for not spotting them coming down the line. Unless you are going to be specific about having somebody in there who can spot, transfer and change the way they are dealing with at least some of the most commonly occurring conditions, you are guaranteeing a degree of failure and underachievement. We might have a conversation about how this works, and there might be something behind this that I need to hear, but what I have heard today convinces me that this needs some more time.

I would have intervened on the noble Baroness if the process was going through, but I suspect we are going to have a more robust Report stage than normal because of this. It is not the noble Baroness’s fault, unless she wrote the brief herself. I think we have opened up something here. Teacher training is the best way of dealing with this so that you can deal with those who have moderate difficulties and certain patterns of behaviour. Small changes and a bit of reassurance—telling them they are not thick—are the best way to get a reaction out of many of the groups that I deal with. Saying “Hey, I think you’re dyslexic or dyspraxic or have ADHD; here are a few quiet, basic strategies; by the way, you’re not an idiot” dramatically improves the outcomes of that group, which is about 20% of the whole group we are dealing with. Dealing with that type of action enables them to start that process to take them on to somebody else, and that is so important.

The transition I am looking at is away from: “I have somebody in my classroom who is a pain, can’t concentrate and won’t spell. Oh, God, can we get rid of him?” And it is towards: “Oh, I think he needs a bit of help and support.” It is not about the dramatic ones who are easy to spot, who are going to get the plan. It is that level of expertise that we need.

Can we please engage so that we actually know what is coming? At the moment, there is a review going on. There should be more there. I hope that the next time we raise this, the noble Baroness, if she is still with us—I should not have opened that one up —or whoever answers this, provides better answers. Good intentions have always been there. The problem remains.

[Baroness Penn (Con)]

I will briefly respond to the noble Lord, because I do not think I will get the opportunity to take this conversation forward with him ahead of Report, although I am sure that others will be happy to continue that conversation.

The point of differentiation here is specifically about the approach to regulating teacher training in FE colleges versus the regulation of teacher training in schools. The latter is subject to a regulatory regime that allows the Secretary of State to set conditions for its content and delivery, but we do not have that equivalent provision for FE teacher training as the content is determined by the sector itself, working with organisations. Although this clause as drafted would enable the Secretary of State to prescribe course content if desired, with a view to improving the quality of FE initial teacher training courses, the initial intention is for the sector to do that work itself. The points that the noble Lord makes about how important it is that SEND is properly accounted for in this and the widest understanding—and not just those with education, health and care plans but the broadest spectrum, and those who may not have been identified before—are an integral part of that. With regard to specifying that as part of the reforms to the initial teacher training, we would hope not to use the powers of the Secretary of State to intervene in this area at the moment and would rather do it through collaboration with the sector.

I thought it might be useful to say just one or two words. That is not the end of the conversation, but someone else will take it forward with the noble Lord.

[Lord Addington (LD)]

I thank the Minister for bending the rules quite positively there. There will be a continuation of this discussion but I thank her for that and beg leave to withdraw the amendment.

Sudden Adult Death Syndrome

Debate between Lord Addington and Baroness Penn

Wednesday 9th June 2021 Lords Chamber

[Baroness Penn (Con)]

Perhaps I may reassure the noble Baroness that the NHS engages with a number of charities involved in SAD, including the sudden arrhythmic death syndrome charity SADS UK. That organisation in particular is helping scientists and clinicians understand and combat a rare condition called “short QT syndrome”, which is associated with an increased risk of sudden cardiac death. On other factors that may put people at an increased risk, gender is one that seems to increase the risk for men rather than women. However, I am sure that there is further work and research being done in this area.

[Lord Addington (LD) [V]]

My Lords, will the Government undertake that when all elite-level athletes go through routine medical checks, they are actually checked for this condition? That would not only improve the chances of survival for anybody who has this but would widen general public awareness.

[Baroness Penn (Con)]

My Lords, that is not the current position of the Government. The effectiveness of pre-participation screening for athletes is not proven by clear-cut evidence; there is mixed evidence out there. Its potential to reduce deaths is likely to be low because of the poor detection rate. There is also the counterbalancing potential for psychological harm due to the potentially high number of false positives, which could be particularly debilitating for professional athletes and those whose lives are centred around sport and participation.

Special Educational Needs

Debate between Lord Addington and Baroness Penn

Thursday 26th November 2020 Lords Chamber

[Baroness Penn (Con)]

One of the key principles of the review is co-production with parents, families and carers, so that they can input into that review their diverse range of experiences. I cannot pre-empt the outcome of that review, but I can tell the noble Baroness that we are already putting additional resources into the system, with £730 million going into high needs next year, which is a 10% increase.

[Lord Addington (LD)]

My Lords, I remind the House of my declared interests. Does the Minister agree that many parents have to fight to get their child recognised as having special educational needs? We simply do not train our teachers sufficiently to spot even the most commonly occurring conditions, such as dyslexia, which affects about 10% of the population. Does she agree that, unless this is dealt with, there will always be problems later on when people try to catch up when problems are spotted?

[Baroness Penn (Con)]

My Lords, since 2018 the department has funded the National Association for Special Educational Needs on behalf of the Whole School SEND Consortium for a programme of work to embed SEND into school improvement practice and equip the workforce to deliver high-quality teaching across all types of SEND, including dyslexia.

Adult Learning: Union Learning Fund

Debate between Lord Addington and Baroness Penn

Tuesday 24th November 2020 Lords Chamber

[Baroness Penn (Con)]

My Lords, the funding for Unionlearn has been on a year-on-year basis and was considered as part of the spending review. It was considered right that we gave Unionlearn advance notice of the decision. I disagree with the noble Lord on our work with trade unions. We have worked with trade unions on the Government’s industrial strategy, on the Low Pay Commission and on the Good Work Plan. We have worked with them and listened to them. We have taken a particular decision in respect of this fund to deliver the scale and reach that we need across the country.

[Lord Addington (LD)]

My Lords, the Minister talks about this not being as good value for money as other schemes. What other scheme would be able to go into the workplace of a worker who is trapped in a low-skilled job without the basic requirements to get out of that job? When it comes to other projects, what start-up in the IT sector—she said that it could not reach them—needs basic English, basic maths and basic IT support?

[Baroness Penn (Con)]

I believe that I have already pointed noble Lords towards the European Social Fund work in this area. Another provision that the Government make is through the National Careers Service. I reassure the noble Lord that, with respect to people on low wages, the Government have extended eligibility for those who are in work but on low wages to access fully funded adult education, whereas in previous years this was co-funded .