Her Late Majesty Queen Elizabeth II

Debate between Lord Addington and Lord Bishop of Leeds

Saturday 10th September 2022 Lords Chamber

[The Lord Bishop of Leeds]

My Lords, when training to be a professional linguist, I was trained to drill down to as few words as possible, so forgive my lack of eloquence now. When I think of Her late Majesty the Queen, I drill down to one word: grace. She exercised grace in her responsibilities at every level, and it was rooted in her avowed and admitted need of the grace of God; it was where her discipline of accountability came from.

It is only by sitting here when the Queen was delivering her gracious Speech one year that I realised that we inhabit the constitution here. We do our business, as the judiciary, the Executive and the legislature, in the name of Her Majesty, but she reads the gracious Speech in the name of God as she looks up and sees the barons of the Magna Carta around this Chamber. It is that accountability that must lie at the heart of her legacy, if our words are not to be merely sentimental, nostalgic or empty. I trust that, in the reign of King Charles, this accountability, rooted in his already stated need of the grace of God, will characterise our common life. Long live the King.

[Lord Addington (LD)]

Thinking about the reign of Her Majesty Queen Elizabeth II, I have been struck by several factors. First, like most people alive today, I have only ever known a Queen. When you say, “God save the King”, it seems like something from a historical play, and we will have a great deal of getting used to it. This has become apparent, listening to these tributes, by the number of noble Lords who have made the mistake—I will probably make it myself—of referring to the Queen in the present tense rather than the past. There is a very strong feeling of a permanency that has been removed.

Secondly, the greatest achievement of Her Majesty Queen Elizabeth’s reign is probably soft power. My noble friend Lord Alderdice has already mentioned her tremendous achievement in Ireland by making the settlement work there. I hope it is also worthwhile for me to join those who have commented on the Commonwealth. When an empire becomes a commonwealth, it is a considerable achievement. Empires do not usually come about because a nation has been invited to rule people; there are usually marching feet and weapons involved. The fact that we have transformed the Empire into the Commonwealth, and that it has grown and prospered, is a magnificent achievement. The fact that it was achieved by people who were not involved in that Empire is remarkable. This was all done under the leadership of Her late Majesty Queen Elizabeth II. It will probably be regarded as her greatest achievement: the United Kingdom’s soft power, its projection and its cultural values have become things that we will all remember.

There is also the personal touch. As has already been mentioned, the Queen was “the Queen”; there was no other worldwide. The best example of that that I can find is from many years ago. I went through a friend’s record collection and found a BB King album on which he talks about meeting the Queen and giving her advice about what you do when you have too many parties to go to. I feel that the advice could probably have been going the other way. Nevertheless, everybody knew who the Queen was, and His Majesty King Charles III has a great opportunity and burden to carry on that work. I wish him every success.

Skills and Post-16 Education Bill [HL]

Debate between Lord Addington and Lord Bishop of Leeds

Consideration of Commons amendments
Thursday 24th March 2022 Lords Chamber

[The Lord Bishop of Leeds]

My Lords, this House carried an amendment in the name of the right reverend Prelate the Bishop of Durham, who cannot be in his place today, concerning universal credit conditionality—this has been referred to several times—but it was not accepted when the Bill was considered in the other place.

If the Government are to achieve their levelling-up ambitions and enable individuals to secure better-paid employment with improved prospects, then it is essential to achieve greater integration of the support provided for skills development and training by the Department for Education and the Department for Work and Pensions.

The right reverend Prelate the Bishop of Durham wishes me to say that, on these Benches, we are most grateful to the noble Baronesses, Lady Stedman-Scott and Lady Barran, for their very constructive and helpful meeting with the right reverend Prelate and their subsequent letter setting out how this better integration is being actively pursued, the range of provision open to universal credit claimants seeking to retrain, and how work coaches are able to exercise appropriate discretion when applying universal credit conditionality rules.

I know that the right reverend Prelates the Bishop of Durham and the Bishop of Coventry—the latter now in his capacity as lead bishop for FE and HE—welcome the opportunity to contribute to the consultation on equivalent or lower qualifications, which will engage Peers in more detail, along with the outworking of the detail behind the lifelong learning guarantee. In the light of these assurances, the right reverend Prelate the Bishop of Durham is content not to press the matter.

[Lord Addington (LD)]

My Lords, as we all struggle through this slightly unfamiliar process, the amendment I have down was inspired by the letter we got from the Secretary of State. I was told, as the noble Baroness has said, that we do not need to do it because the occupational standards will cover it. Great. But what really made me table the amendment was the body that the Government consulted: the Universities’ Council for the Education of Teachers.

My declaration of interest probably comes in here. I am president of the British Dyslexia Association, and my various other interests are on the register. I spoke to that association—the biggest group involved here—which also covers dyscalculia. It has had no contact with that body—and it is giving the advice. Dyslexia is the biggest of the groups involved, but it is not the only one. Dyscalculia is right up there, along with dyspraxia—that is all those beginning with “dys-” covered—and then there is ADHD, autism and the others. Those are the main, non-obvious groups that will occur in an ordinary classroom. This is what the duty was aimed at. Are those doing the teaching capable of understanding the needs of the people they are teaching? Are they giving advice and creating strategies, so that the people they are teaching actually succeed in what they are doing?

All I am talking about is making sure that the duties we have are acknowledged, and jolly good too. We are so well prepared for these duties that we have a growth in law firms making sure they are enforced throughout the education system. The law is so clear and so well provided for that for parents—tiger parents—the best way of getting through the education system is by paying lawyers to make sure they get through.

It is a mess. It is said that you cannot impose standards, but if you are part of the standards, you can update them, and this duty can be updated as well. We are dealing with about 20% to 25% of the cohort—probably more in further education. These are people who do not get the plan. They have a problem that means they will probably underachieve and not handle the classroom well. Expecting the teaching workforce to have a clear understanding of this is not too much to ask.