National School Breakfast Programme

Lord Agnew of Oulton Excerpts

Thursday 5th September 2019 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, the department is investing up to £26 million in a breakfast club programme, using funds from the soft drinks industry levy. This money will kick-start or improve breakfast clubs in over 1,700 schools. The focus of these clubs has been to target the most disadvantaged areas of the country, including the Department for Education’s opportunity areas. Decisions about funding beyond March 2020 will be taken as part of the spending review.

[Lord Curry of Kirkharle (CB)]

I thank the Minister for his response and for the current commitment to the school breakfast programme. However, contracts are due to end, complex supply chains are in existence and, as yet, decisions have not been taken as to whether or not this programme will be funded. If the Government do not commit to the continued funding of this programme, there is a risk that more than 280,000 children will arrive at school one morning and find that there is no breakfast. Will the Minister please reassure the House that the Government will commit to the continued funding of this programme?

[Lord Agnew of Oulton]

My Lords, as I said, any decision to renew the contract for this national school breakfast programme will be part of this year’s spending round, of which headline details were announced yesterday by the Chancellor. My officials are working closely with the contractor on ensuring that breakfast clubs are sustainable. We will announce plans in relation to this shortly. However, I want to ensure that we do not entrench existing suppliers. We must remain alert to other ideas and other methods of delivery.

[Lord Storey (LD)]

My Lords, the Minister will be aware that where breakfast clubs operate it ensures that children’s attendance and punctuality improve, healthy food is eaten, attainment achievement is often improved and socialisation takes place. He will also be aware that 62% of teachers say that increasing numbers of children are coming to school undernourished and wanting food. When this decision on spending takes place, will he put those important issues into consideration so that this programme can not only continue but be extended?

[Lord Agnew of Oulton]

I completely agree with the noble Lord on the importance of a healthy breakfast for children—there is masses of evidence to support the benefits. It improves concentration and provides nutrition, which does not always happen at home. I agree with that. We are reviewing the future of the programme. We had our spending settlement letter and announcement from the Chancellor only yesterday. We want to ensure that we can extend this programme in an effective way. We have targeted it initially in the opportunity areas, which, as noble Lords will know, are some of the areas of greatest deprivation. We want to create a system that is sustainable into the long term.

[Baroness Boycott (CB)]

No one has any doubt about the importance of breakfast and yet, at the moment, apart from the scheme mentioned by my noble friend Lord Curry, almost all these breakfasts are being provided by charities such as Magic Breakfast. However, even Magic Breakfast reckons that 1.8 million children go to school hungry every morning. Surely this matter should not be haphazardly funded by the sugar tax or by desperate mothers and charities such as Magic Breakfast. Does the Minister agree that this should be a responsibility of the Department for Education and of all of us because we know how fundamentally important it is?

[Lord Agnew of Oulton]

The noble Baroness makes important points. There is both a macro and a micro issue here. For example, today I looked at the LIFFE futures price for wheat: it is £130 a tonne. When I last worked on my father’s farm in 1978 it was about £100 a tonne. Food has never been cheaper. We have had a revolution in the provision of food in this country and, indeed, in the western world. We need to understand why these families are struggling to produce meals at home. A great deal of that centres around education. I appeared before a Select Committee yesterday on holiday hunger and we need to learn a lot more about this. We have introduced the infant free school meals in the past couple of years. That programme is feeding 1.5 million children and has an 85% take-up.

[Lord Kirkhope of Harrogate (Con)]

Does my noble friend agree that much of the funding for these schemes comes from the soft drinks industry? Can he confirm that it is difficult to avoid a conflict of interest when those that might be providing sustenance which is not always as healthy as it should be are involved in schemes such as these?

[Lord Agnew of Oulton]

The noble Lord is quite right. I should perhaps declare my own interest as someone who grows 3,500 tonnes of sugar beet every year. Of course, a lot of that sugar does not go to the right places. The levy is designed as a pump-primer for the system. We want to see this money encouraging schools to start breakfast clubs that are sustainable in the long term. Noble Lords will be aware that we have just announced a tremendous funding settlement for schools over the next three years. I am confident that there are now resources coming into schools that will enable them to sustain them.

[Lord Watson of Invergowrie (Lab)]

My Lords, it should be a source of shame to the Government that after nine years in power some children in England turn up at school in the morning too hungry to learn. I was astonished to hear the Minister say that he cannot understand why that is the situation. There is a simple one-word answer to that: austerity. That is said to be over now, but it has a long way to run in its effects. The National School Breakfast Programme is a necessity but, as other noble Lords have said, its funding needs to be not just continued but increased—a point made by the CEO of the charity that delivers the programme in his recent report. The problem is that the sugar tax funds it. The Prime Minister has said that he wants to reduce the sugar tax, so where does that leave the National School Breakfast Programme? Labour will enter the general election with a commitment to provide universal free school meals to all primary schoolchildren. What will the Tory party’s response to that be?

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[Lord Agnew of Oulton]

My Lords, first, we very much look forward to the general election and at the moment it is the Labour Opposition who are blocking it. Let us deal with the core issues. We know without dispute that children growing up in a home where adults are working are around five times less likely to be in poverty than a child in a household where nobody works. Since 2010, 3.7 million more people are in work. There are 1 million fewer workless households. Children are benefiting from this, and I am very proud of our track record.

[Lord Krebs (CB)]

My Lords, according to the Food Foundation, there are 3.7 million children in this country living in households where a healthy diet is unaffordable. Does the Minister agree that that is a disgraceful situation for one of the wealthiest countries in the world? Can he tell us what the Government are doing to address this problem?

[Lord Agnew of Oulton]

I come back to my answer to an earlier question. As I said, there is the top line and the micro line. Why are these families struggling? I disagree with the noble Lord opposite that it is down to austerity. I think it is down to learning more about parenting. At a meeting of a committee looking at holiday hunger, one mother said that her children go to the fridge and help themselves to food whenever they want it, whereas at school there are regular, fixed mealtimes. It is simple things such as this. We want to help parents to understand that they need to produce structure and to know how to cook healthy and affordable meals.

Education Funding

Lord Agnew of Oulton Excerpts

Tuesday 3rd September 2019 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, with the leave of the House, I will repeat a Statement made in the other place earlier today by my right honourable friend the Secretary of State for Education. The Statement is as follows:

“With permission Mr Speaker, I am delighted to make a Statement today confirming the Prime Minister’s weekend announcement. This Government have committed an extra £14 billion to our schools across England over the next three years, ensuring that funding for all schools can rise at least in line with inflation next year. I also take this opportunity to thank my predecessor, the right honourable Member for East Hampshire, for all the groundwork he did ahead of the settlement.

The funding announcement includes a cash increase compared to 2019-20 of £2.6 billion to core schools funding next year, with increases of £4.8 billion and £7.1 billion in 2021-22 and 2022-23. This is in addition to the £1.5 billion per year that we will continue to provide to fund additional pension costs for teachers over the next three years. This additional investment delivers on the Prime Minister’s pledge to ensure that every secondary school will be allocated at least £5,000 per pupil next year, and every primary school will be allocated at least £3,750, putting primary schools on the path to receiving at least £4,000 per pupil in the following year.

We are allocating funding so that every school’s per pupil funding can rise at least in line with inflation, and to accelerate gains for areas of the country which have been historically underfunded, with most areas seeing significant gains above inflation. We will ensure that all schools are allocated their gains under the formula in full next year, by removing the cap on gains that underfunded schools have seen over the past two years. This underpins our historic reforms to the overall schools funding system, so that a child with the same needs benefits from the same funding, wherever they live in the country.

I can confirm our intention to move to a hard national funding formula, where schools’ budgets are set on the basis of a single, national formula, as soon as possible. We recognise that this will represent a significant change and we will work closely with local authorities, schools and others to make this transition as smooth as possible.

We are determined that no pupil will be held back from reaching their potential, and this additional investment includes over £700 million to support children with special educational needs and disabilities so that they can access the education that is right for them and the education that they need. This is an increase of 11% on the funding available this year.

Since 2010, education standards in this country have been transformed, but we are determined to go further still. On top of this funding investment, we have announced a package of measures that will intensify our efforts to support all schools in delivering consistently high standards for every single pupil in this country.

We will begin a consultation to lift the inspection exemption for outstanding schools, so that parents have up-to-date information and reassurance about the education in their child’s school. We will also provide additional funding to allow strong academy trusts to expand, building on the success of the academy programme as a powerful vehicle to deliver excellence and school improvement in every school in this country.

We will increase the level of support available to some of the most challenging schools that have required improvement—those that have not been judged good by Ofsted in over a decade—giving them more support from experienced school leaders so they can deliver for the children who turn to them and expect the very best in their education. To ensure the extra funding for schools delivers better outcomes and efficiency, we will continue to expand the school resource management programme, supporting schools to make every pound count. We will also work closely with Ofsted and others to make sure parents have the information they need on how schools utilise their funding.

There are no great schools without great teachers and this settlement underlines our determination to recognise teaching as the high-value, prestigious profession it is. The £14 billion investment announced last week will ensure that pay can be increased for all teachers. Subject to the School Teachers’ Review Body process, the investment will make it possible to increase teachers starting salaries by up to £6,000, with the aim of reaching a £30,000 starting salary by 2022-23. This would make starting salaries for teachers among the most competitive in the graduate labour market. This sits alongside reforms to ensure our teachers have the highest-quality training, supporting those already in the profession but also attracting even more brilliant graduates to the classroom to make a difference to children’s lives. And we will make sure teaching continues to be attractive throughout a teacher’s career, launching a group of ambassador schools to champion flexible working and share good practice.

A key element in supporting our teachers and leaders is ensuring that they have the tools and support to create safe and disciplined school environments. That is why we have made £10 million available to establish national behaviour hubs. The hubs programme will be led by Tom Bennett and will enable schools that have already achieved an excellent behaviour culture to work with other schools that have struggled in the past to drive improvement. In addition to this investment, we will consult on revised behaviour and exclusions guidance to provide clarity and consistency to head teachers on the action they can take when pupils do not follow the rules. It is vitally important that we ensure that every child succeeds in their school environment and make sure schools are a safe place for pupils to study.

We will also be investing an extra £400 million in 16 to 19 education. This total includes £190 million to raise the base rate of funding from £4,000 at present to £4,188 next year. The additional investment is a 7% increase in overall 16 to 19 funding. The total also includes £120 million for colleges and school sixth forms so that they can deliver crucial subjects such as engineering, which are so vital to our future economy.

Colleges and further education providers will receive an extra £25 million to deliver T-levels and an extra £10 million through the advanced maths premium. A new £20 million investment will also help the sector to continue to recruit and retain brilliant teachers and leaders, and provide more support to ensure high-quality teaching of T-Levels. There will be £35 million more for targeted interventions to support students on level 3 courses—A-level equivalent—who failed their GCSE maths and English. Together, this package will ensure that we are building the skills that our country needs to thrive in the future.

I am sure that many in the House will be eager to know what this announcement means for their constituency, their local area and their constituents. When the information is ready, I will be writing to Members with further details on the impact on schools in their local areas. Now more than ever is the time to invest in the next generation. That is what this party and this Government are doing, making sure that our children get the very best. I commend the Statement to the House”.

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[Lord Addington (LD)]

My Lords, I thank the Minister for repeating the Statement. It is interesting and we have to say thank you for the increase in funding—but we needed it. As I understand it, we will get the full impact in about three years’ time. We will not get all of it quickly enough.

The main delivery system for education is the staff. Teaching staff will receive a pay rise, but there seems to be a question about whether academies will be able to filch off and take away the best staff with better offers to make sure that they are not available to schools that need them. Can the noble Lord give us some idea of what the thinking is there?

In the same tone, why are those in further education teaching not being treated in the same way and given the same degree of support? Delivery, and the person who delivers, is the key point here. If you get that wrong, everything struggles. Making sure that we have systems in place to ensure that people are properly paid across the sector is vital. We need more thinking about this. The cash is welcome, but unless these things are properly delivered, problems will be compounded.

There is also the issue of equalisation of funding. We have already mentioned that schools who have been receiving this seem to be those with fewer, shall we say, home problems, or potential home problems, in terms of free school meals. We all know that backing a parent sufficiently makes a huge difference to schools. An idea about the thinking there would be very beneficial. Why is it that those who have that background support are able to get support outside and within the system more easily? Why is that seen to be the way forward?

I now go to my specialist subject and remind the House of my interests in special educational needs and technical support. I thank the Minister for the money for special educational needs; it is roughly a third of what we need to go back to 2015 levels. When are we going to make sure that local government and the education authorities have enough money to meet their needs? I have raised with the Minister on numerous occasions the fact that tens of millions of pounds is wasted by local authorities in losing appeals not to fulfil education and healthcare plans. When will this no longer be the case? This is a ridiculous situation. We have, I hope, the start of a cohesive plan here. It can be restructured if you like, to put in more specialist teachers who can deal with these problems in the classroom and the school. That is an infinitely better situation than leaving it to bureaucracy—but when are we going to start dealing with it?

In the same tone, why are we so obsessed with making sure that people must continually take English and maths tests they failed when they were in further education? The amount of undiscovered special educational needs is recognised by everybody, possibly because the staff are not well enough trained to recognise it and give the correct amount of support. Some people just will not pass. Why are we wasting time there and not finding other ways of getting around this? The technology for English translation is there and it is also there to help with things such as maths. Surely this is a better and more coherent way forward. I look forward to hearing the Minister’s reply.

[Lord Agnew of Oulton]

I thank the noble Lords for their questions; I will try to address all of them.

The noble Lord, Lord Watson, is worried about the fact that the funding seems to be benefiting Conservative seats. The only reason it will benefit those is that historically they have been underfunded compared to other seats: small rural schools have not received the same level of funding as urban schools. With the national funding formula, we have introduced a hard bottom, so that even the best funded schools will increase their funding, but we will increase those who are below the NFF at a rate that is considerably quicker. I assure the noble Lord that there is no gerrymandering; it is just a quirk of history that has ensured that these schools have not done nearly so well.

The noble Lord also asked about teaching assistants. I am concerned about teaching assistants because I believe that we are missing an opportunity to provide fantastic career progression for many of them. Amazingly, some 30% of teaching assistants have degrees, and therefore could go on to teaching relatively easily if they wanted to but are often held back by their wish to look after their children. Many TAs are the parents—mostly mothers—of young children, and therefore teaching hours are not always conducive. That is why the Statement says that we are going to try to make more progress with having more flexible working in the teaching profession. We strongly believe that if we could have more flexible working in teaching, job sharing and so on, many more TAs would go on into teaching, which would be a great boon to them. It would increase their pay—

[Lord Watson of Invergowrie]

I thank the Minister for giving way. It is not so much about those progressing from being teaching assistants to being teachers, but that schools under such financial pressure have in many cases had to dispense with the services of teaching assistants. That is an important issue and many people will be looking to this announcement for reassurance.

I had not noticed when I was speaking earlier that the Secretary of State and the Minister for Schools are here. That is laudable, and I commend them .

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[Lord Agnew of Oulton]

On the noble Lord’s concern about teaching assistants, even through a period of what he would consider to be austerity, the number of teaching assistants has risen by some 49,000 since 2010. In 1997, there were 70,000 teaching assistants, and today there are around 250,000, so I do not believe that the system is in any way denuded of them. The next phase is to encourage those who want to enhance their careers and move to a higher paid profession.

In relation to the noble Lord’s question on Ofsted inspections of outstanding schools and resources, we are already in detailed discussions with it about funding the cost of these additional inspections. I reassure the noble Lord that we are not going to ask it to do it without some support.

On FE funding, this is a tremendous settlement, certainly the biggest since 2010, and, officials have indicated to me, it might be the biggest since 2004. It increases the base rate by 4.7%.

The noble Lord, Lord Addington, made a point which I did not fully understand, when he said that academies would filch the best teachers through this process. Academies are schools; they now account for over half of all pupils in the state system. Therefore, they will benefit from these announcements, but so will local authority schools.

Again, in terms of FE staff—

[Lord Addington]

I thank the Minister for giving way. My point is that academies are not under the same restrictions on maximum levels of pay.

[Lord Agnew of Oulton]

The noble Lord is correct that they are not under the same restrictions, but there are very few examples of academies paying more. I have come across one or two innovative ideas. For example, one trust in Kent pays its newly qualified teachers £2,000 more a year, but that ends up saving it money because it has less attrition and keeps its teachers for longer. As the Statement said, we will be increasing starting salaries for all teachers to £30,000, which is a dramatic increase, some £6,000 above where it is at the moment.

The noble Lord also asked about free school meals. He felt that those schools with higher numbers of children receiving free school meals were benefiting less. It is worth reminding the noble Lord that we introduced the pupil premium back in 2011, and each year that has been a sum of some £2 billion going to support the schools with children from disadvantaged backgrounds. More importantly, it is encouraging schools to recruit these sorts of children, because they get a strong financial benefit. It works out at nearly £1,000 a pupil for a secondary school.

Lastly, the noble Lord raised his particular passion around SEN. I accept that the noble Lord has raised the level of funding many times. We dramatically increased it in 2013. It was £5 billion a year, and with this new funding it will go up to £7 billion a year. We have also announced that we will carry out an inquiry into how the whole SEN healthcare plan system is working. I take on board the noble Lord’s concerns about the cost of appeals which local authorities are losing, but any system must have a hard edge. As we have discussed, the percentage of cases going to appeal is minuscule in relation to the overall number of cases being given these education healthcare plans.

I did not expect the noble Lords opposite me would be ululating with pleasure at this settlement, but it is a dramatic improvement. I have spent two years defending the system, but this is a Statement that I absolutely wanted to deliver tonight, and I am delighted that I was able to do so.

[Baroness Garden of Frognal (LD)]

My Lords, I thank the Minister for repeating the Statement. As he said, we are all delighted that more money is going into education, but like the noble Lord, Lord Watson, and my noble friend Lord Addington, I have reservations. Mine focus on the part of the Statement relating to colleges. As we know, our FE colleges are underfunded and unloved and have been for far too long, yet they often not only provide outstanding education but are a community resource and provide community cohesion. I want to ask the Minister about two matters. First, the Statement says:

“Colleges and further education providers will receive an extra £25 million to deliver T-levels”.


T-levels are totally untried and untested, whereas there are a raft of well-established and well-understood vocational qualifications—I declare an interest as a vice-president of City & Guilds—which could continue to do great things if they had better funding behind them. Why is this funding going only to T-levels, which are not yet tried and tested and about which we know very little, and not to all the work-based qualifications which provide the skills that the country desperately needs?

My second question repeats that of my noble friend Lord Addington, which I do not think the Minister replied to. It relates to the pernicious practice of trying to get youngsters repeatedly to resit GCSE English and maths, only for them to fail again and again. All one does is reinforce failure and leave people demoralised and thoroughly fed up about education. Nobody argues with the idea that young people need literacy and maths skills, but GCSE is not the right vehicle for that. Colleges spend an awful lot of time and resource trying to put youngsters through those wretched exams and watching them fail again and again. When will the Government rethink and bring in some functional literacy and maths tests which would be far more appropriate for the youngsters who have to resit?

[Lord Agnew of Oulton]

The noble Baroness raises important points. It may be worth summarising some of the specific funding coming into the FE sector, because I know that she is a passionate supporter of it, as am I. I am very pleased that, under my new Secretary of State, I will have greater involvement in the FE sector and look forward to discussing some of these issues personally with the noble Baroness.

We will invest an extra £400 million in colleges and school sixth forms; there is a 7% uplift of 16 to 19 funding, not including the increase in funding for pensions. The total includes protection of and an increase in the 16 to 19 base of £190 million, with £120 million for colleges and school sixth forms so that they can deliver on subjects which require perhaps more expensive teachers, such as engineering and so on. I hear the noble Baroness’s concerns about T-levels, but we are also adding another £10 million for the advanced maths premium. There will be an additional £20 million to help the sector continue to recruit and retain teachers, and there will be £35 million more for targeted interventions to support the area that the noble Baroness is concerned about; that is, resits. Some of that money will be used to look at different ways of trying to help children who perhaps do not learn in a traditional way. In 2019, more than 46,000 pupils successfully resat their English GCSEs, as did 35,500 maths pupils, to obtain a standard pass. All those children whose careers were blocked by not having maths and English have cleared that hurdle this year. I am one of seven children in my family; only two of us got maths O-level, so I know exactly the frustration faced by children who struggle with these subjects, but we are on the right course and I hope to use some of this additional money to see whether we can find better ways to reach them.

[Lord Lexden (Con)]

My Lords, this is a most significant Statement and I congratulate my noble friend and all his colleagues on it. It surely represents a central element in the ambitious Tory programme of reform that is emerging under this Government, a programme that must not be overshadowed by Brexit.

Can my noble friend give the House a little further information on two of the initiatives announced in the Statement? First, how many ambassador schools are there to be? Where are they to be established and how will they operate? Secondly, how many national behaviour hubs will there be, where will they be established and how they will operate? One is bound to express here a great hope that that these initiatives will answer the deep sense of yearning in our country for good standards of behaviour in all our schools. Finally, what progress is being made towards the final establishment of the national funding formula, which we have discussed on a number of occasions in this House?

[Lord Agnew of Oulton]

My noble friend asks important questions, too. The ambassador schools are a new initiative which we are working on at the moment, so I will be happy to write to him when we have developed the information a little more. There is a school—I believe it is in Tunbridge Wells—where 38 of its 100 teaching staff are part time, yet it achieves outstanding educational results. This is a process of education for the teaching profession to show that job sharing and part-time teaching are viable in a school setting. We will develop that, and I will write to my noble friend as we push that forward.

Likewise, the national behaviour hubs have rolled out very recently. The extra money will enhance the number of hubs. My noble friend is not here, but, if he were, I could give a number and he could nod at me, but I think that we are starting with around eight hubs. I might be wrong and will write if that is so, but the idea is to take best practice from those schools that are good at it to show those which are struggling. That is how we plan to roll it out.

On the NFF, as the noble Lord, Lord Watson, pointed out, the funding that we are proposing will be fed in over the next three years, but the idea is that, by 2022-23, all schools will be on or above that funding. For those that are well below it, particularly primaries, we are not pushing up the amount straightaway from £3,500 to £4,000 per pupil, because we want them to have time to absorb the extra resource, so the allocation will go up by £250 next year and reach £4,000 the following year.

[The Lord Bishop of Durham]

I thank the Minister for repeating the Statement. Much of it is extremely welcome. We know that rural schools in particular have been under enormous pressure, so the fact that the new formula should assist them is really to be welcomed. However, is the Minister confident that it will offer the real protection that some of those schools need? They are at the heart of their communities, and the loss of them will have a massive impact on those small rural communities. I would like a reassurance on that. I remain slightly unconvinced that schools in the poorest areas will not lose out. I accept that pupil premium is clearly there, but I remain concerned that the evidence that the Sunday Times has produced so far means that the poorest may suffer.

The noble Lord, Lord Watson, asked a question about early years; we know that the earliest years matter most. I hope the Minister will forgive me if I missed something in his earlier response about what further commitment to sustaining early years education might be.

If I may add my voice to that of the noble Baroness, Lady Garden, I think that further work needs to be done on alternative ways for literacy and maths, not just keeping on pushing GCSEs. Yes, it is great that some further students passed, and the Minister gave us the numbers, but that alone will not solve the issue. We must find some alternatives.

[Lord Agnew of Oulton]

I am perhaps more optimistic on rural schools than the right reverend Prelate. Coming from a rural background myself, I know the importance of these schools in communities beyond the simple provision of education. As he quite rightly said, some of the greatest increases in funding will go to these schools over the next two to three years. I am therefore very confident that it will be a huge boost to them.

Early years was not the subject of this announcement. It may be addressed as part of the spending review tomorrow, but it is not in the remit of this announcement.

I hear the right reverend Prelate’s concern on these retakes, but I am afraid I respectfully disagree with him; I think it is incredibly important that they get these base qualifications so that they can progress to their career, but I accept that we need to find better ways of educating. I am particularly interested in edtech, which might bring in ways of teaching that have previously eluded those pupils.

[Lord Storey (LD)]

My Lords, I also welcome the Statement. We are obviously delighted that extra resources are being made available, and I accept the figures that were given. I am concerned about two areas. The first is further education—we heard my noble friend Lady Garden speak eloquently on this subject. While there are extra resources, does the Minister expect that they will increase over the next few years? I have never quite understood—perhaps the Minister could explain this to me—why, if I am a chemistry teacher in an academy or a maintained secondary school, I get considerably more pay than if I am a chemistry teacher in a further education college. Why should this be the case? Secondly, if I am in a sixth form college which is part of an academy chain, there is a VAT exemption. If I am in a stand-alone sixth form college which is not part of an academy chain, the school has to pay VAT. Can that be fair?

My niche question is on behaviour. I was fascinated, interested and delighted to hear about these behaviour hubs and will watch this space with interest. We heard the Secretary of State say, whether it was in the Statement or separately, that he would back schools which permanently excluded pupils from school for bad behaviour. I have always said that teachers have a right to teach and pupils have a right to learn. Schools have to do everything possible to try to ensure that pupils with behavioural problems are supported within the school, but if we move to a system where there is a sort of free rein to exclude pupils, we will see all sorts of difficulties. If we move to that new ethos, will the Minister make available more resources for alternative education? If that is the case, will he ensure that the use of unregistered alternative providers no longer happens? We are seeing young people excluded from school and going into unregistered providers, many of which quite frankly do not deserve to be in education at all. The young people are not even checked in and checked out; they can often roam the streets and get involved in drug and gang culture. That cannot be the case, so what extra resources will there be for alternative education in this announcement?

[Lord Agnew of Oulton]

The noble Lord asks important questions. First, I will try to clarify the difference between FE and the school system, particularly the academy system. FE colleges have a different legal status and a degree of independence which does not relate to the school system. The colleges themselves take the decisions on pay, and one of the anomalies which I must admit I do not really understand is that they tend to prefer to pay all teachers exactly the same rate irrespective of their skills or the particular subjects they are teaching. One of the things that I want to do with this new funding is to find a way of challenging them to be a bit more flexible. As the noble Lord says, if you teach chemistry in an academy and earn X amount, why can you not earn a similar amount in an FE college? I want to get to the bottom of that, to be honest.

Again, VAT status is a quirk of the different legal status of these entities. For example, FE colleges as independent units have the right to borrow, which does not exist in the school system; however, as almost a quid pro quo, they do not have the right to recover VAT. We have offered for sixth form colleges to convert to academisation; quite a lot of them—over half, I think—have done so. Those that have not have reasons for choosing not to, but it is an option that they can consider.

On behaviour, I have just found a note. To answer my noble friend Lord Lexden’s earlier question, the first hubs will open in September next year. In relation to exclusions, I assure the noble Lord and everyone here that we are not for a second suggesting a free-for-all on permanent exclusions. Indeed, in the new Ofsted framework, there will be much more scrutiny of exclusion policies, particularly permanent ones, by schools. So there is no suggestion that we encourage exclusion, but I believe strongly that it is an important tool in the locker of a school where very difficult children disrupt the education of others.

To be clear, an unregistered school is an illegal school. Ofsted has an ongoing programme to track these schools down; when they are located, we close them and take legal action against the proprietors where that is the appropriate course.

[Lord Storey]

I am pleased with the Minister’s answer. In terms of alternative provision, the problem with unregistered schools is that local authorities themselves send the excluded pupils to those institutions. The parents are not deciding that they should go to a particular religious type of unregistered school; local authorities are saying, “Oh, we’ve got this boy or girl, this student, who has been excluded from school. We are going to put them in alternative provision”. They then go for the cheapest option, which is often an unregistered school, with all the problems that that entails. I have asked before whether we can write to local authorities saying that this is not acceptable because they are operating illegally.

[Lord Agnew of Oulton]

The noble Lord is quite right. Sometimes, a local authority may use part-time provision that may be legal but, often, these morph into full-time institutions without the local authority realising. We are in constant dialogue with local authorities on this issue, reminding them that sending a child to an unregistered school on a full-time basis is not on. We are carrying out a consultation of the process of getting schools to take ownership of a pupil once they have excluded them; in other words—this is not agreed yet, but we are consulting on these ideas at the moment—they would be responsible for the ultimate educational results of the child that they had excluded, so they would have to consider the issue much more carefully. We are opening more free school PRUs and APs so that more provision is available. I accept that this is a difficult area, but we are putting a lot of emphasis on it.

House adjourned at 8.16 pm.

Relationship Education Lessons in Schools

Lord Agnew of Oulton Excerpts

Tuesday 16th July 2019 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, with the leave of the House, I will repeat a Statement made in the other place by my right honourable friend, the Minister of State for School Standards. The Statement is as follows:

“This spring, Parliament passed the relationships, sex and health education regulations, with overwhelming support. We know that many parents agree that these subjects should be taught by schools. We also know that for some parents, this raises concerns. Parents have a right to understand what we are requiring schools to teach and how their child’s school is intending to go about it. That is why we will be requiring schools to consult parents on their relationships education, or RSE policy. But open and constructive dialogue can work only if the facts of the situation are known to all. We are aware that misinformation is circulating about what schools currently teach on relationships and what they will teach when the new subjects are introduced.

The Department for Education has undertaken a number of activities in response. In April this year, we published frequently asked questions, designed to bust myths on the subjects, and these have been translated into three languages. In June we published the final version of the guidance, Relationships Education, Relationships and Sex Education (RSE) and Health Education, as well as guides for parents on the subjects. Alongside this, we produced infographics that can be easily shared on social media, including WhatsApp—where we know much of the misinformation is shared—setting out the facts. We also sent an email to almost 40,000 teachers, providing them with factual information and links to the various documents.

The Department for Education has also been working on the ground with Birmingham City Council, Parkfield School, parents and other interested parties, to convey the facts of the policy and dispel myths, and to support a resolution to the protests in that school and nearby Anderton Park. Nationally, we have worked with the National Association of Head Teachers, to understand where there might be parent concerns in other parts of the country, and have offered support. We will continue these efforts to support the introduction of the new subjects, which we strongly believe are hugely important for children growing up in modern Britain.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for repeating the Statement.

On 25 February, the Government announced the new regulations and guidance on relationships education, relationships and sex education, and health education. As the Minister said, they were warmly welcomed by all sides of both your Lordships’ House and the other place, but words of caution were part of that welcome.

It was clear that in some schools, the guidelines could be controversial. I asked the Minister for an indication of how many teachers were to be trained in the new subjects, and how many schools he expected to be teaching them by September 2019. I am afraid I did not receive answers to that, nor to my question on what he expected schools to do with the £6 million we made available for training and resources in the new subjects, averaging out at around £250 per school.

Events since have shown that these were key questions because, with the best will in the world, head teachers and classroom teachers simply were not prepared for the onslaught of protests, abuse and trolling that some have since received. In part at least, those disgraceful reactions to the teaching of the “No Outsiders” part of the new guidelines are the result of the Government leaving schools, teachers, head teachers and parents ill prepared for the introduction of the new subjects. Even worse was the Secretary of State being much too slow to speak out in support of those head teachers under duress. He did so, but belatedly. Why did he not demonstrate that support by appearing at those schools worst affected by parental protests, which are often fuelled by people whose interests are not focused on education at all?

Some of those opposed to the new curriculum have argued mendaciously that young children in primary schools are learning about sex or being encouraged to adopt LGBT lifestyles. Will the Minister take this opportunity to state categorically that this is not the case and that anyone suggesting otherwise is wilfully misrepresenting the curriculum? Will he join me in signifying his full support for the brave teachers at those schools in Birmingham who face repeated protests and intimidation, simply for following the law and teaching the curriculum? Finally—I hope it will not be “finally”, although we have a new Prime Minister and new Front Bench in the offing—will the Minister confirm that while schools have flexibility in how they teach the curriculum, complying with the Equality Act is not optional or something that parents can have a veto over, but the law of the land and the will of both Houses of Parliament?

[Lord Agnew of Oulton]

The noble Lord asks a number of questions. The first was on how many schools we envisage will start teaching this voluntarily this autumn. We are up to about 1,500 schools having registered as early adopters; when I took the regulations through in April we had about 1,000, so the number has gone up quite dramatically even in a couple of months. It has spread among primary schools as well.

On the teaching of sex education, the noble Lord is entirely right. At primary level, parents are able to withdraw their children from specific sex education. That is not relationship education and it is important to discern the difference, but they have that right. As I mentioned when we debated the regulations in April, they have the right to withdraw their child up to the age of 16 minus three terms, for the reasons we discussed at that time.

The Government give their unequivocal support to teachers and absolutely condemn the aggressive behaviour. It is worth pointing out that a lot of this behaviour is nothing less than misogynism on the part of some of these protesters, and that they are protesting against the teaching going on at the moment, not the teaching that will come in under the new regulations in September 2020.

The noble Lord’s last question was about whether teaching under the Equality Act is voluntary. I can confirm that that is absolutely not the case. The original provisions of that Act insisted that teaching advances equality of opportunity and fosters,

“good relations between persons who share a relevant protected characteristic”.

Those relevant characteristics include sex, race, disability, religion or belief, sexual orientation, gender reassignment, or pregnancy and maternity.

[Lord Storey (LD)]

My Lords, we welcome the Statement. I also welcome the Minister’s robust response. It is important that teachers and head teachers are supported. We have agreed the way forward on relationships and sex education; that must not be diluted in any way at all.

I have been concerned on two levels. First, seeing that particular head teacher face a very difficult situation, I am not sure whether at that moment there was the proper support for that person. I also hear of a number of cases where governing bodies have not been supportive of head teachers, particularly the chairs of governing bodies. What advice might the Minister give those schools where the governing body or its chair is not supporting the head teacher? Finally, children must be taught the skills that will allow them to navigate the modern world as adults. Will he ensure that in addition to SRE lessons, skills such as first aid and financial literacy are included in the curriculum?

[Lord Agnew of Oulton]

The noble Lord made several points. If the school he referred to, where he feels the Government’s response has been too slow, is Parkfield School, I can reassure him that we have been actively involved behind the scenes and in the school. The regional schools commissioner in Birmingham has been to that school weekly, and often daily. I think I am correct in saying that a mediator was hired to try to bring about consensus between parents and the school. A lot has gone on. Our view has been that publicity for these disputes is simply oxygen for the bigots who want to promote their own position. While we may not have been seen to be publicly active, we have been active behind the scenes.

On the important question on governing body support, it is a requirement under the new regulations that a school publishes its policy on RSE on its website. To get to that position, the governing body will need to have supported it.

On the broader question of navigating the modern world, that is why these RSE regulations are so important. It is nearly 20 years since they were last properly updated—before social media or smartphones existed. All the issues they bring to children are being addressed. I will write to the noble Lord to confirm whether the two subjects he raised are included.

[Baroness Morris of Yardley (Lab)]

My Lords, I offer support to the schools and teachers concerned in this difficult situation. I hear what the Minister says and welcome the efforts that have been made. I chair Birmingham Education Partnership, so I am aware of the distress and difficulties this is causing in the city. For all those efforts, five or six months into this dispute, schools and communities are still fragmented. The educational environment in which we want young children to learn is not available to them. How optimistic is the Minister that things will be resolved by the time the children come back to school at the start of the autumn term and that they will be able to go to school freely and learn as we would wish? What else will his department do over the coming six weeks to achieve that?

[Lord Agnew of Oulton]

I share the concerns of the noble Baroness about these disputes. I am sure she will know, from human experience, that the longer they drag on the more entrenched people become. We remain optimistic that there will be agreement at Parkfield before the end of term, but I will not make myself a hostage to fortune by guaranteeing it. We are doing everything we can to bring the parties together. In the past few days we have made public statements supporting teachers, particularly in Birmingham, where these issues seem most sensitive. We will become more vocal if we need to and ensure that we give them the support they deserve.

[Lord Cormack (Con)]

Following the last point, how many attempts have been made to meet the parents? I accept that there are those who are rabble-rousing, but some parents are—maybe mistakenly—genuinely concerned. What attempt has been made to reach out to them?

[Lord Agnew of Oulton]

I mentioned, in my answer to the noble Lord, Lord Storey, that we have been in to Parkfield School almost weekly for two or three months. That has involved a number of meetings bringing teachers and parents together. As I said, I believe that a professional mediator was retained to bring the different sides together. There has been intensive work in that school over the past three or four months.

Multi-academy Trusts

Lord Agnew of Oulton Excerpts

Wednesday 10th July 2019 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, the financial arrangements and auditing of academies is based on a clear framework and effective oversight, with robust intervention when needed. Trusts must comply with the Academies Financial Handbook, publish audited accounts and have independent internal scrutiny. In November 2018, the academies sector annual report and accounts showed that the vast majority of trusts are compliant with financial requirements; 98% of accounts were unqualified by their auditors and 95% had no regulatory issues.

[Lord Storey (LD)]

I wonder how robust these procedures are. The Minister may recall that, a few months ago, the newspaper headlines were saying that an academy leader had established a love nest in his office and had spent £100,000, I think, on various gifts and pleasures. This went on for a number of years but was not picked up by any audit or inspection—it was a whistleblower who shone a light on what was happening. The Minister will also be aware of the large number of transactions by chief executives of academies to companies that they own or are owned by family members. For example, in 2016 £120 million was spent on contracts with companies owned by chief executives or their family members. Surely, we need systems that stop this happening, because this is money that should be spent on schools and their pupils.

[Lord Agnew of Oulton]

My Lords, I am not familiar with the love-nest situation, but I assure the noble Lord that scrutiny of the sector is robust. From 1 April this year, we brought in a requirement that any related-party transaction in excess of £20,000 had to have pre-clearance with the ESFA, and all other RPTs needed to be disclosed. It is frustrating that I am often attacked about governance in the academies sector while there are also a lot of transgressions in the local authority sector. While researching this Question today, I discovered the 2009 case of a so-called super-head in a local authority school, who was knighted by the Labour Government, was then charged with false accounting and has recently lost his knighthood, been convicted and must repay some £1.5 million.

[Lord Blunkett (Lab)]

My Lords, I am sure that the Minister will agree that mistakes have been made in allocating knighthoods by Governments of all persuasions. But would he not acknowledge that the greater transparency and probity in academies and schools today builds confidence and trust in the system as a whole, and that when he and I gave evidence to a House of Commons Select Committee a year or two ago we both agreed that there was insufficient capacity in the system to oversee the present structure? Will he not go back to the Secretary of State—while he is there—to insist that another look is taken at how we hold to account our academies and schools?

[Lord Agnew of Oulton]

The noble Lord is right in saying that we appeared together several years ago at an Education Select Committee. A great deal of work has been done since then. Under my tenure, we have rewritten the academies handbook twice—the latest version was released in the past few weeks and includes the change relating to related-party transactions that I mentioned. We updated the academies account direction —the directions for auditors—in March. We have asked for additional scrutiny of new academy trusts to ensure that they have the correct governance structure. We have ensured that there is a scheme of financial delegation that maintains robust controls, that management accounts are shared with the board of trustees and issued regularly and that there is board oversight of capital expenditure and funding to ensure that it is used appropriately for capital purposes. I have written to all auditors in the sector on three occasions during my tenure to stress the importance of many of these issues. The conversation that the noble Lord and I had with the Select Committee a couple of years ago was absolutely right, but a huge amount has been done since then.

[Lord Flight (Con)]

My Lords, surely it is essentially the task of the governing body of the school to see that it is run properly and to exercise a role similar to that of a non-executive director.

[Lord Agnew of Oulton]

My noble friend is entirely correct. Again, we have done a lot to strengthen the quality of academy trust boards. We have organised a programme called Academy Ambassadors, finding more than 1,000 commercial individuals who have volunteered to join trusts over the past four years, bringing extra rigour and scrutiny. The regional schools commissioners have carried out 1,000 trust reviews in the last academic year, which also requires that non-exec members of the board attend those meetings.

[Lord Watson of Invergowrie (Lab)]

My Lords, the rather blithe dismissal of concerns by the Minister runs counter to the Public Accounts Committee, which reported six months ago that financial controls in schools needed to be strengthened and that,

“the Department for Education’s … oversight and intervention needs to be more rigorous”

The fact is that the Government have virtually no powers to rein in those academy trusts that are acting in a cavalier manner with public funds. I know that the Minister wrote to several academies earlier this year asking them to justify excessive salaries; can he say whether the Harris Federation was one of them? I acknowledge the good results that that trust’s schools produce, but it is the third largest trust in England and it has 11 staff earning more than £150,000 a year. Yet the largest trust, United Learning, has just one. Does that not make the Minister curious?

[Lord Agnew of Oulton]

I am afraid it does not, my Lords, because the Harris trust is delivering the most extraordinary level of education improvement in the country. If you take the cost of that senior management team and divide it by the number of pupils in that trust, you will see that it is extraordinarily good value.

[Baroness Watkins of Tavistock (CB)]

My Lords, I declare my previous interests as chair of two academies, but I am very concerned that we are not monitoring the length of stay of chairs in certain academies. It becomes very difficult for them to manage some of the resources in relation to very competent and articulate principals. Is the Minister reviewing how long some governors have been in post?

--- Later in debate ---

[Lord Agnew of Oulton]

I am not sure if the noble Baroness is worried about them being in post for too long or too short a period of time. Given that the programme has existed at scale for only about six years, perhaps she is worried about the short length of tenure. The department is fully geared up: all Companies House filings of retirements or new appointments to boards go through to the ESFA and where we see what we would call unusual actions—for example, a number of trustees retiring simultaneously—we will escalate that as a matter for review.

[Baroness Garden of Frognal (LD)]

My Lords, is it the case that every academy in a multi-academy trust is audited? If not, why not? If so, what would the repercussions on the trust be if one of the academies failed the audit?

[Lord Agnew of Oulton]

My Lords, an academy trust is a single legal entity, so the individual schools are part of that. But the noble Baroness is quite correct that there is a full external audit carried out on academy trusts every year. That is unlike local authority schools, where the average frequency of audit is about every four years, so I can assure her that the scrutiny is far higher than for local authority schools.

[Lord Foulkes of Cumnock (Lab Co-op)]

My Lords, what arrangements have the Minister’s department made to ensure that assessment of the financial arrangements and auditing of the Inspiration Trust are fully independent?

[Lord Agnew of Oulton]

My Lords, for those who do not know, I was the founding chairman of the Inspiration Trust, so I am fairly familiar with it. When I took on this post, I agreed with both the ethics committee in the Cabinet Office and with the Department for Education that I would have no say in any decisions made about that trust. I resigned both as a trustee and as a member and have had nothing to do with any governance decisions from the department. The noble Lord shakes his head; I am afraid he is absolutely wrong. I have had no oversight of that trust since I became a government Minister.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, will the Minister return for a moment to the question of governance? What are the expectations of how academy trusts recruit governors? How widely do they look and what emphasis do they place, for example, on diversity and gender balance in their searches?

[Lord Agnew of Oulton]

My Lords, the first priority is competence. We want good, strong people on these trusts who will challenge the senior leadership teams and also provide support and encouragement. Beyond that, diversity is extremely important, and we are very aware that we need to get more minority groups involved, but my first priority has been to ensure that we have strong people on the board.

[Lord Lexden (Con)]

Although there have been some disappointments, should we not pay tribute to the great success that has been obtained by so many of these trusts?

--- Later in debate ---

[Lord Agnew of Oulton]

My Lords, my noble friend is entirely correct. A few dozen trusts have not performed as well as they should have on governance, but we have that in any large organisation—we now have over 1 million adults in the academies sector, and things go wrong. However, we have seen tremendous progress. We now have over half a million children in schools that were previously failing local authority schools and are now rated good or outstanding by Ofsted. According to last year’s Progress 8 scores, converter academies have outperformed their comparable local authority schools on every category and type of child—white, mixed, Asian, black, Chinese, SEND pupils and those in receipt of SEND support.

[Lord Brooke of Alverthorpe (Lab)]

My Lords, following on from the question of the noble Baroness, Lady Watkins, which I presume relates to the length that people continue in post, could the Minister say—I am sure he wants to continue to improve governance—whether he has looked at the Cadbury principles and seen whether they could be applied in certain areas of trusts?

[Lord Agnew of Oulton]

To reassure the noble Lord, an academy trust is scrutinised not only by the Department for Education; we are co-regulators with the Charity Commission and, when a person becomes a trustee of a trust, he or she is also a director, as in company legislation. We expect the highest levels of probity, and we act when that does not happen.

[Baroness Kramer (LD)]

My Lords, as my noble friend Lord Storey’s initial Question implied, wrongdoing, abuse and mistakes are nearly always exposed by whistleblowers rather than by any official monitoring mechanism. From my work with the APPG on Whistleblowing, it is very evident that whistleblowers in this area rarely know to whom they can safely complain or report. Retaliation is exceedingly common. Would the Minister make some effort to look across this field and see whether there can be real improvements, because it is the whistleblowers who are helping keep the system clean?

[Lord Agnew of Oulton]

The noble Baroness is correct that whistleblowers play an important part in the regulation of the system, but I assure her that that is not the whole story at all. We rely on the external audit reports that we receive from auditors and we issue financial notices to improve wherever we come across wrongdoing. However, I am happy to look into whistleblowing procedures to ensure that we are protecting their interests when they are used.

Education: Industrial Strategy

Lord Agnew of Oulton Excerpts

Monday 24th June 2019 Lords Chamber

[Baroness Bull (CB)]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper and declare my interests as set out in the register.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, as we place a much greater emphasis on skills and professional technical education, further education colleges have an increasingly key role to play in delivering the skills needed to support our industrial strategy. They form part of our skills infrastructure, delivering the full range from basic skills to high-level technical training. They are key to delivering existing professional technical and apprenticeship training, and will be important to the delivery of T-levels and the national retraining scheme.

[Baroness Bull]

My Lords, industrial strategy investment in skills is welcome but the sums are tiny alongside the £7.4 billion set aside for research and development. Innovation is vital, but so is a skilled and adaptable workforce. Is the Minister concerned by Augar’s report of shrinking numbers enrolling in colleges at technician level, declines in adult learning and a 45% fall in spending on adult skills over the last decade? Does he agree that investment in further education would not just address skills shortages across the economy but support social mobility by tackling stubborn inequalities of income and opportunity?

[Lord Agnew of Oulton]

My Lords, I recognise the pressures that FE funding is under and we are looking at this carefully ahead of the spending review. Further education is a driver of social mobility, providing a wide range of education and training for both young people and adults. For example, we know that a level 2 apprenticeship boosts earnings by 11% and a level 3 apprenticeship by 16%. They can provide a second chance by engaging adults who are furthest from learning and the labour market, providing the skills and training that they need to equip them for work.

[Lord Watts (Lab)]

My Lords, the skills gap between ourselves and, say, Germany is massive. Despite that, the Government have made cuts every year. Why are they cutting something that we need to catch up on?

[Lord Agnew of Oulton]

My Lords, we have protected the base rate of 16 to 19 funding to 2020 and we are putting in money in slightly different ways. For example, we are providing some £500 million this year for disadvantage funding—uplifts in addition to the base rate—and we have provided additional funding to support institutions to grow participation in level 3 in maths and additional funding for T-levels, which will come on stream in the next year or so.

[Baroness Blackstone (Ind Lab)]

My Lords, can the Minister explain why the cuts that the Government have already made were instigated in the first place?

[Lord Agnew of Oulton]

I am afraid that I did not hear the noble Baroness because of some interruptions. My apologies.

[Baroness Blackstone]

I am sorry; I shall quickly repeat it. Will the Minister explain why the cuts were instigated in the first place? I do not think that he answered my noble friend’s question about the various changes that will be made from now on. Why did the Government make them in the past?

--- Later in debate ---

[Lord Agnew of Oulton]

The noble Baroness will know that we have put a floor under funding for young people from 16 to 19. I cannot speak for what happened in 2010 or earlier, but if she would like me to write to her on that, I will be very happy to do so. However, we are absolutely committed to further education, and in an earlier answer I gave examples of some of the areas that we have put resources into.

[Baroness Wolf of Dulwich (CB)]

My Lords, the noble Baroness, Lady Bull, pointed out the chronic underfunding of further education and referred to the Augar review; I declare an interest as a member of the panel that produced that review. I will follow up on this by asking the Minister how the Government can possibly deliver on some of the specific commitments of the industrial strategy without rethinking in major form the way in which they fund further education. More than 60% of all private sector jobs are in small and medium-sized enterprises, which operate in a way that means they cannot work easily with universities and depend directly on the further education sector. The industrial strategy, among other things, commits itself to putting the UK at the forefront of high-efficiency agriculture and transforming construction techniques. I cannot see—I would like the Minister to tell us—how this can be delivered without changing the funding system.

[Lord Agnew of Oulton]

My Lords, we welcome the Augar review. It was the most far-reaching review of further and higher education since—amazingly—1963. It makes a number of recommendations that we are considering. The industrial strategy has aimed to support education and skills with a package of some £400 million. That includes a four-year programme to improve teaching and participation in computer science, an additional £50 million to improve the quality of post-16 maths teaching, £100 million of new government funding for the national retraining scheme, and £20 million to support providers to prepare for T-levels. We are doing a great deal to support the industrial strategy and it remains a key focus.

[Baroness McIntosh of Pickering (Con)]

My Lords, will the Minister confirm not only that this Government are putting more money into apprenticeships but that more apprenticeships are being completed, and more full-time jobs are being offered to those who have completed their apprenticeships?

[Lord Agnew of Oulton]

The noble Baroness is right. The number of starts for the first quarter of 2018-19 is some 76,000, compared with 41,000 this time last year. We know that the quality of the new apprenticeships is of a much higher order than under the old system, and this shows that employers are getting behind the scheme.

[Lord Storey (LD)]

My Lords, the creative industries are an important part of the industrial strategy. They are worth £101 billion per year to the British economy and grow at double our overall rate of economic growth. The difficulty is finding people to go into the creative industries. We are seeing, as we heard in the first Oral Question, that the number of students following creative subjects is declining in our schools. How can we ensure that we have the young people to go into these important creative industries?

[Lord Agnew of Oulton]

My Lords, for that to happen, we need to make sure that we have apprenticeship standards for the creative industries. A great deal of work is going on there and the number of apprenticeships in creative subjects is increasing as we speak.

[Lord Brooke of Alverthorpe (Lab)]

My Lords, will the Minister say whether—notwithstanding all the money that he describes the Government pumping into further education—he is really content with the present funding arrangement, as posed in the question from the noble Baroness on the Back Benches?

[Lord Agnew of Oulton]

My Lords, I am concerned about funding for further education. I believe that it needs to be a priority in the spending review; I have said that publicly, as recently as last week at the Wellington Festival of Education. We need to put more emphasis on that and to ensure that we are developing the skills base we need for the next generation.

[Lord West of Spithead (Lab)]

My Lords, does the Minister not think that when the youngsters at these colleges look at our shipbuilding strategy—which is part of the industrial strategy—they will be surprised that the shipbuilding strategy does not involve any ships being ordered?

[Lord Agnew of Oulton]

My Lords, shipbuilding is a long-standing and noble industry in this country, and we will continue to encourage it. However, we are in a globalised world, and it is a priority that we encourage skills in the areas that are growing most rapidly.

Education: Music A-level

Lord Agnew of Oulton Excerpts

Monday 24th June 2019 Lords Chamber

[Lord Black of Brentwood (Con)]

My Lords, in begging leave to ask the Question standing in my name on the Order Paper, I declare my interest as chairman of the Royal College of Music.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, music is a vital subject. That is why we are allocating more funding to music education programmes—over £400 million between 2016 and 2020—than to any other subject except PE. These programmes include our network of 120 music hubs, which works with 89% of state schools. They also include opportunities for young people to study at the country’s elite musical institutions through our music and dance scheme and to perform at the highest level through national youth music organisations.

[Lord Black of Brentwood]

I thank my noble friend for that Answer. A-level music is a crucial gateway to a professional career in music. If it dies out, the future of music in the UK will be threatened. Is my noble friend therefore alarmed at the shocking decline in the number of pupils taking it—down almost 40% in eight years—earning it the unenviable record of being the fastest-disappearing A-level subject? More disturbing still, is he aware of research by Birmingham City University which has painted a devastating picture of provision, with 20% of entries clustered around fewer than 50 schools and four local authorities in the most deprived parts of the country not having any A-level music centres and therefore no A-level entries at all last year? Is he therefore as angry as I am at such indefensible inequality, with access to A-level music—and therefore the chance of a music career—rapidly becoming the sole preserve of the wealthy and of independent schools and disappearing completely from poorer areas?

[Lord Agnew of Oulton]

My Lords, it is of course correct to say that A-level entries in music have declined in recent years. However, we want all students to have the opportunity to study arts subjects at A-level if they wish to, whatever their background and wherever they live. It is up to individual schools and colleges to decide which A-level courses to offer; they may wish to work together with other schools and colleges to maximise choice. I also point out to my noble friend that there are other routes into music. For example, on Friday evening I was in Norwich Cathedral with the choir; in the organ loft they are teaching children to sing in English, German, Italian and even Russian. All of this can lay the foundations for a future career in music.

[Lord Storey (LD)]

My Lords, the Minister will be aware, because he kindly wrote a reply to a written request, that over the past five years the number of pupils doing GCSE music has declined, the number of pupils doing A-level music has declined, the number of students going to university to do a music degree has declined, and the number of music teachers has declined. There is one beacon of success in the independent sector, where music still flourishes. Does the Minister not think that the 98% of pupils in state schools should have the same opportunities as those in the independent sector? Does he not think that it is time to have a proper strategy to make sure that music is rescued in our schools so that it can flourish?

[Lord Agnew of Oulton]

My Lords, I accept that there have been declines in the area that the noble Lord pointed out. However, as I mentioned in my earlier reply, music can be taught in various different ways, and the number of hours spent on music education have remained pretty stable over the last nine years.

[Lord Winston (Lab)]

My Lords, research clearly shows that teaching music improves cognitive ability, memory, manual dexterity and emotional development. The noble Lord, Lord Black, is absolutely right to ask this important Question. If we do not have enough teachers—perhaps the Minister can tell me how many music teachers are currently practising in state schools—how can we manage the decreasing verbal ability of so many British pupils in the state sector?

[Lord Agnew of Oulton]

My Lords, I do not have the specific number of music teachers in the system but I know that the vacancy rate is only 0.5%, so I do not see that as a crisis. We have seen pressure on some schools crowding out subjects—for example, in key stage 2 by elongating key stage 4—but the new framework for Ofsted inspections starting from September will put more emphasis on a broad and balanced curriculum, of which music is a part.

[The Earl of Clancarty (CB)]

My Lords, will the Minister accept that now the Russell group has now dropped its list of facilitating subjects, there is no justification for the Government to continue with the EBacc either?

[Lord Agnew of Oulton]

My Lords, it is correct that some universities have withdrawn the list of facilitating subjects, but they have replaced it with a website which gives children pointers to the sorts of subjects they need to study if they are to go on and do challenging degrees; for example, if you want to read medicine, you cannot do that by dropping science subjects at either GCSE or A-level.

[The Lord Bishop of Chichester]

My Lords, does the Minister agree that the decline in music A-level is part of a broader problem of social inequality in access to music itself and music education? Is it not time for the Government to reassess the persistent and growing evidence of the damaging effect of EBacc and the contribution of music through other routes such as BTEC in broadening access to our leading conservatoires, and to adjust the disproportionate bursary funding that allows £9,000 to music graduates but up to £32,000 to graduates in other subjects, in spite of recognition that music is vital to sustaining the creative industries in our country?

[Lord Agnew of Oulton]

The right reverend Prelate shares the concern of many Peers in this Chamber today. As I have said in Answers to earlier Questions, music has been extremely important in my own life; as I mentioned a year ago when this was raised by my noble friend Lord Black, my own father was cured of a debilitating stammer through the discovery of singing when he was a teenager. However, as I said earlier, children can discover music not only through the specific routes of GCSE and A-level. We have set up the music education hubs, which have been an outstanding success. In 2013-14, some 600,000 children had access to them, and last year, according to Birmingham City University, 89% of schools and some 700,000 pupils benefited from them.

[Lord Watson of Invergowrie (Lab)]

My Lords, despite what the Minister said, the Government’s commitment to music education is very much in question, not just because of the falloff in A-level entry that we have heard about. When I met the Secretary of State two weeks ago to discuss music education, he was unable even to give me a commitment that the national plan for music education, which finishes next year and to which the Minister alluded in his initial response, would continue. That is a disaster for the many young children who are studying music just now but have no guarantee beyond 2020. Will the Minister undertake to investigate the possibility of transitional funding to ensure that those young people can continue with their studies?

--- Later in debate ---

[Lord Agnew of Oulton]

My Lords, as the noble Lord will know, these matters are all subject to the spending review, which is under discussion at the moment, but he should rest assured, as I said in my opening Answer, that music remains a high priority for the department.

Children’s Homes etc. Inspection Fees, Childcare Fees, Adoption and Children Act Register (Amendment) Regulations 2019

Lord Agnew of Oulton Excerpts

Tuesday 18th June 2019 Lords Chamber

Vulnerable children need access to all the chances for a better future, and the national adoption register service was the last chance for some. The part of these regulations that closed the national adoption register for England was ill thought out and will not help agencies find adoptive homes for children in care when all other avenues have been tried. The Government could not convince the scrutiny committee that they had acted responsibly in closing the register. The House deserves the opportunity to decide whether it agrees with that verdict.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, I am grateful to the noble Lord, Lord Russell, for tabling this Motion. I understand that he has a strong interest in this area, so I appreciate his desire to have this debate.

Every child deserves a loving and stable home. For the majority of children, that is with their birth family. For others, it may be with extended family, foster carers or adoptive parents. Indeed, thousands of adoptive families have had their lives transformed by adoption, which can give vulnerable children the opportunity of a caring and stable home. I am proud of the work this Government have done, and continue to do, to support adoption.

The time it takes for a child to be adopted has fallen. Since 2012 the average time between a child entering care and being placed with a family has reduced by seven months to 14 months. This is encouraging, but of course more can be done. We are creating a network of regional adoption agencies across the country to help ensure that children are placed without delay and that high-quality adoption support is available nationwide. There are 80 local authorities in 18 live regional adoption agencies, which are reporting the benefits of working together. We expect all local authorities to be in a regional adoption agency by 2020.

Since launching it in 2015, we have provided almost £120 million through the Adoption Support Fund, helping adopted and special guardianship children and families adjust to their new lives. By March 2020 the total investment will reach almost £150 million.

These regulations do a number of things. However, I appreciate that the primary concerns of the noble Lord, Lord Russell, relate to revoking the duty to refer children and adopters to the adoption register. As we have heard, the register was an online database that sought to match children and adopters who had not been matched locally. In August 2018 the Government announced their decision not to re-procure. The contract for its running ended on 31 March this year. As a result, we wish to revoke the duty to refer children and adopters. Not revoking this duty would cause an unnecessary burden on adoption agencies to fulfil a redundant duty to refer to a register that is no longer in operation. I reassure noble Lords that these regulations do not seek to do more than this. All other legislation relating to the adoption register remains.

The noble Lord, Lord Russell, raised the issue of exchange days. The register contract part-funded exchange days and activity days. It is my understanding, from information provided by Coram, that it intended to continue them. These tend to be on a commercial basis, funded by local authorities. Central government funded them as part of a discovery phase to ensure that they worked—and in many cases they do.

The Government have considered these changes to the adoption register for some time, gathering evidence on its use. In late 2017 we completed specific research on the adoption register. To answer the specific question from the noble Lord, Lord Watson, about how we reached this decision, the research found that although the register had been useful in matching children with adopters over its period of operation, practitioners did not favour it, instead wanting to be provided with up-to-date, accessible information. A clear theme arising from the research was the difficulty of using the register and views on its effectiveness. Over recent years the vast majority of adoption agencies—93%—have chosen to pay for subscriptions to alternative services, despite the adoption register being free. I understand that all local authorities now subscribe to an alternative.

Feedback from adoption agencies suggests that often the adoption register was used only because the agency was under a legal duty to do so. Before the register closed, we understand that the majority of children and adopters appeared on alternative matching services. In March 2019, the main commercial provider had active profiles for more than 1,500 approved adopters, while the register had around 400 active profiles.

The noble Lord, Lord Russell, was concerned about a lack of compliance with the duty to refer. He is correct that, although there was a statutory duty on adoption agencies to refer children and adopters to the register, this did not always happen. I appreciate the concerns that the Government did not do enough to fix this. I assure noble Lords that we did take measures to address it: we regularly discussed the matter with Coram, the contractor, monitoring data or referrals and then speaking to the agencies when Coram had identified a recurring issue. My colleague, the Parliamentary Under-Secretary of State for Children and Families, also wrote to all local authorities to remind them of their obligation. It should be remembered that around 70% of adoption matches are not made using matching systems; they are made locally. The adoption register contributed around 7.4% of matches in 2017-18, with other services contributing the remainder.

[Lord Watson of Invergowrie]

That is exactly the point: some 257 matches were made in 2018-19, and hard-to-place cases are the ones that we are concerned about. The Minister has not so far mentioned hard-to-place children. I hope that he will come on to that.

[Lord Agnew of Oulton]

I assure the noble Lord that I will specifically address the issue of harder-to-place children in a moment.

Since we announced the closure back in August 2018, the Government have not received any feedback to suggest that local authorities and adoption agencies are having difficulties matching children. In fact, the Association of Directors of Children’s Services said that,

“local authorities continue to take responsibility for our children who need adoption and the adopters we approve, and have never relied on one system alone in the matching process”,

and ahead of the closure, the sector leaders spoke out about their support for the decision.

On harder-to-place children, the noble Lords, Lord Russell and Lord Watson, sought reassurance that such children would not be more vulnerable or drop out of the system because of the loss of the register. The adoption register was never intended to be solely for harder-to-place children. Rather, it was to provide an alternative source of potential adopters for all children. To some extent, all children who are not placed locally, so needing a matching service, could be regarded as harder to place. But “harder to place” is generally understood to mean sibling groups, ethnic minorities, children over five years-old and children with a disability. One of the commercial alternatives contains a high number of hard-to-place children. I understand that its recent child cohort included 50% in a sibling group, 12% aged over five, 27% who did not identify as white British and 15% who had multiple health or emotional needs. I hope that that also addresses the point made by the noble Lord, Lord Storey.

In a recent survey by Link Maker, the alternative provider that was discussed, 67% of respondents said there had been no change to their ability to find matches for harder-to-place children, 14% suggested that it was now harder and 17% suggested that things had improved. Indeed one of the comments said,

“by far the most matches for the harder to place children, siblings groups etc, came via Link Maker rather than through the Adoption Register”.

The noble Lord, Lord Russell, and the noble Earl, Lord Listowel, asked how many children were likely to miss out on placements. That is the most crucial question in this debate. I would like to reassure noble Lords that children are not being left behind following this decision. There is no gap in provision; children are and will continue to be matched with loving families. The Government will of course continue to monitor this and robust action will be taken if this changes.

The noble Lord, Lord Watson, asked about a lack of proactive searching. I understand that there is concern that the alternative provider offers only a system, whereas the register provided an additional service. As the noble Lord said, the register employed 10 regional business partners to search for links. In 2018-19, it found 120 matches. During the same period, the main commercial alternative found 967 matches. If a child has been waiting for a long period, the main commercial provider system will proactively contact the social worker to provide assistance.

Alongside the register, agencies have used a range of other services and also use the exchange and activity days that I have already mentioned, including commissioning them for their areas. It is important to acknowledge the important work of Coram in this area. I recognise the important work that the noble Lord, Lord Russell, does with Coram and the support he provides to it.

Naturally, I understand concerns when we talk about commercial providers, but I assure noble Lords that we are not talking about large organisations making a profit at the expense of children and adopters. The main commercial provider, Link Maker, is a social enterprise run by a group of adopters. It monitors the progress of children added to the system, and if a child has been on the system for an extended period, an email is sent suggesting ways of finding matches. I understand that another service is being launched and will be run by Coram, which, as I said, is respected for its work.

For the main commercial provider, subscriptions by local authorities are paid on an annual basis, not per child. There is no reason—in particular, no financial reason —why a commercial service would ignore harder-to-place children. Local authorities have a duty to safeguard and promote the welfare of a child they are looking after, and I trust that they will continue to fulfil this duty.

The noble Lord, Lord Storey, asked about the cost of Link Maker. I appreciate the concern about the cost of commercial alternatives. As the Parliamentary Under-Secretary of State said to the committee, on average it costs a local authority about £5,000 a year for the subscription. I appreciate the concern when considering that the adoption register was a free service, but it is important to state that the majority of adoption agencies—around 93—were already paying for a subscription.

The noble Lord, Lord Russell, asked about our future plans. The Motion refers to work we are undertaking on the feasibility of a future digital infrastructure to support this area. This brings us to the point made by the noble Lord, Lord Russell, about the Select Committee and Sir Martin Narey. Both reports suggested that the Government’s work for the most vulnerable children in our care is too siloed. The reviews found that considering the component parts of the care system, for example fostering and adoption, in isolation,

“creates an unhelpful divide in the way we approach a child’s experience in the system and his or her routes to permanence”.

In response to this, we are trying to improve support across the sectors with better information and better systems. Agencies hold and share a lot of data and need to ensure that it is managed appropriately. We are exploring the feasibility of introducing a system that can bring it together to support better communication and present it in one place in a user-friendly way. We agree that this makes sound sense and we are actively considering the implementation of a single list.

Reflecting the findings of these recent reviews, we want to work with the sector to think through the best digital infrastructure to support adoption and fostering. My colleague, the Parliamentary Under-Secretary of State, will write to colleagues to provide more detail on this work following the spending review.

Beyond the adoption register, I shall also say a few words about what else these regulations cover. They make changes to inspection fees for social care providers and childcare providers. They introduce a 10% increase to the fees payable to Ofsted by some social care providers to move closer to full cost recovery. This increase has been made annually since 2010. As well as this, Ofsted charges an annual registration fee to childcare providers on the early years register. This statutory instrument maintains the current registration fee of £50 for a specific group of providers that operate for only a limited number of hours each day, reducing the potential burden on childcare providers of a fee increase.

The noble Lord, Lord Watson, referred to the procedure used for these changes to the regulations. I understand that there has been some concern. We are advised that the negative procedure was correct for this type of change, and it is the procedure set out in the primary legislation. We spoke to the sector extensively, and it was comfortable with the adoption register coming to an end. We wanted to revoke an unnecessary duty; indeed, we were asked to do so by the sector. There was therefore a feeling that this was routine and that we were attempting to tidy up regulations so as not to leave a redundant duty. I reassure noble Lords that there was no attempt to hide this or slip it through under the radar.

I welcome noble Lords’ interest in these regulations. I want to provide reassurance that the Government have spoken to the sector extensively regarding changes to the adoption register and that that dialogue continues. Feedback shows that users of the register are comfortable with the decision to end its operation. We have not received any feedback to suggest that agencies are struggling without it. I accept the comment of the noble Lord, Lord Storey, that it is early days; however, had it been crucial to the operation of local authorities, within three months we would have heard something from them.

I hope that I have been able to provide more context to these changes and to reassure noble Lords of the focused and necessary attention of these regulations. On that basis, I ask the noble Lord, Lord Russell, to withdraw his Motion.

[Lord Russell of Liverpool]

My Lords, I thank everybody who has taken part in this brief discussion and thank the Minister for his response. I felt on occasions slightly as though I were sitting in an echo chamber and going round and round in circles. I appreciate that the ministerial response is written for him, but I still have genuine concerns about the fact that Her Majesty’s Government do not know, and have never known, the exact number of children—particularly harder-to-place children—who are waiting to be matched. We have never had a definitive figure; that is an abrogation of our duty. We have a duty to know who those children are, where they are, what sort of condition they are in, and to be able to track what is being done to help them find a match to transform their lives—for example, keeping sibling groups together, or helping a deaf or blind child to find a loving family who will understand how to respond to and look after their needs.

Despite the briefings that various organisations have provided, I decided to do my homework and have spoken directly to some of the people who provided the briefings, asking some awkward questions of what is behind the fine words. The answer is that, while much in the adoption sector is going well and has definitely improved over the last two decades—I take my hat off to various Governments for achieving that—we still do not know how many of these vulnerable children there are or exactly what is going on. I do not find that satisfactory.

I will not myself push this to a vote. If any other noble Lords wish to do so, that is up to them. I make it clear that, should it be put to a vote, I will abstain. My view is that this is a matter divorced from party politics; we have quite enough of that going on at the moment, including as we speak, with—to plagiarise Oscar Wilde—various members of the unspeakable classes in pursuit of the unachievable. But that is another matter. So I am not going to push this, but I hope that the Minister and his officials will read what I have said carefully; I hope that they will speak to various people in the sector to find out what is really going on, ask awkward questions rather than just listen to the answers one might hope to hear, and do everything possible to identify those vulnerable children. On that basis, I beg leave to withdraw my Motion.

Sure Start

Lord Agnew of Oulton Excerpts

Wednesday 5th June 2019 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, with the leave of the House, I will now repeat an Answer to an Urgent Question given earlier today in another place. The Statement is as follows:

“Thank you, Mr Speaker. The Government welcome the recent report by the Institute for Fiscal Studies on the health effects of Sure Start. It is crucial that in our pursuit of better outcomes for children and families and in making spending decisions, we are guided by high-quality evidence, and this report gives us more of that.

The report shows very clearly that children in disadvantaged areas benefit most from services; indeed, those in the richest 30% of neighbourhoods saw practically no impact at all. The policy framework we have in place reflects this evidence. In 2013, the Government introduced a new core purpose for children’s centres, focusing on families in the greatest need of support. While we have seen local authorities remodel services, there are now more children’s centres than at any time prior to 2008, and in fact since Tony Blair was Prime Minister. This is at a time when government is making record investment in childcare, with more than 700,000 of the most disadvantaged two year-olds having benefited from 15 hours’ free childcare since its introduction in 2013.

In addition, under the Government’s healthy child programme, children and families now receive five mandatory health visitor checks in the early years. The statutory framework also contains important protections so that outcomes for children and families, particularly the most disadvantaged, will not be adversely affected by the proposed changes to children’s centre provision.

The IFS also concludes that policymakers must,

‘consider which types of services and models of provision could most effectively help this group’.

The Government agree, and indeed we already have work under way to do exactly this. As part of our £8.5 million early years local government programme, we announced in April that the Early Intervention Foundation will look at children’s centres and other delivery models to find out what works well, so that local authorities have more evidence to help them continue to make the best decisions for their communities”.

My Lords, that concludes the Statement.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for repeating the Statement. The IFS research demonstrates the critical role that Sure Start plays in children’s health as well as in their general development. The key findings are that the Sure Start programme begun by a Labour Government 20 years ago had a big, positive effect on children’s health, reducing the hospitalisation of children from disadvantaged areas by the time they finish primary school. Indeed, by age 11 Sure Start prevents about 5,500 hospitalisations each year, at an estimated saving to the NHS of £5 million.

Surprisingly, the Statement says that the Government welcome the report, although it is not clear why. Even more surprisingly, it asserts that there are now more children’s centres than at any time prior to 2008. How can that be? Last year, the Government’s own figures admitted that more than 500 Sure Start centres had closed. We know that it is many more than that. How does the Minister justify that astounding claim?

With the upcoming spending review, the IFS calls on the Government to review the impact of Sure Start and decide how the programme will be used. We thoroughly endorse that call, and I ask the Minister: will the Government commit to responding to the report’s recommendations before the Summer Recess, because children in disadvantaged communities cannot wait while the Tory party continues its self-indulgent navel gazing?

[Lord Agnew of Oulton]

My Lords, in answer to the noble Lord’s question about the exact number of children’s centres, as at the current state, there are 2,353 main children’s centres and a further 700 linked sites open to families and children. The important part of this issue is that all noble Lords share our concern to help improve the chances of disadvantaged children in our society. We have taken a slightly different approach through the introduction of the offers for two year-olds, three year-olds and four year-olds, where we are providing free childcare for hundreds of thousands of young children.

[Lord Storey (LD)]

My Lords, I am grateful to the Minister for repeating the Statement and, like him, I welcome the report from the Institute for Fiscal Studies. The report indeed shows that children in disadvantaged areas benefit most from Sure Start centres. The IFS report is not about childcare, nor indeed about children’s centres; it is about Sure Start centres and is entitled, The Health Effects of Sure Start.

The unique feature of Sure Start centres is that they offer a range of services to parents and children. The evidence is clear that Sure Start centres contribute significantly to improving the life chances of families in the most deprived communities—for example, as we have heard, by reducing the hospitalisation of young children by more than 5,000 a year and saving millions to the NHS. Sure Start centres also offer mental health support to young parents.

Why are the Government only now asking the Early Intervention Foundation to look at children’s centres and other models of delivery? We already know that more than 1,000 centres have been closed and that Sure Start centres are of greatest support to children in deprived areas. So why are the Government kicking the evidence-collection can down the road? The Minister must know that cuts to local authority budgets have inevitably impacted disproportionately on the most disadvantaged young children.

I have two questions for the Minister. Will the Government take a holistic view of the needs of families, and will they ensure that the early years pupil premium, frozen since its introduction five years ago, is increased in line with the pupil premium?

--- Later in debate ---

[Lord Agnew of Oulton]

First, on funding generally, it is important to remind noble Lords of the opening comments in the IFS report executive summary, which state that we are now,

“one of the highest spenders on the under-5s in Europe”,

having lagged behind in the 1990s. So a great deal of progress has been made. We do take a holistic view, which is why we have put so much emphasis on supporting disadvantaged families with healthcare; that has enabled those families to get into work, which we know is one of the clearest ways to improve their prospects and quality of life.

The noble Lord asked about increasing the pupil premium. That will be a matter for the spending review, but we have done a lot in this area, including on the pupil premium that he mentioned. The introduction of the three year-old and four year-old offers gives 30 hours to families for the first time in history, and 340,000 children will benefit from that.

[Baroness Shephard of Northwold (Con)]

My Lords, can my noble friend the Minister comment on the need for Sure Start centres to be accessible? Clearly, if they are well targeted, they bring great help to children born in a disadvantaged area. Many of those areas are rural, however, and while it is one thing to provide accessible Sure Start help in closely populated urban areas, it is quite another to do so in rural areas, as I know my noble friend understands.

[Lord Agnew of Oulton]

The noble Baroness is quite right that the provision of services in rural areas is much more difficult. Again, we have taken the education route, which is why we have looked at the provision of childcare for the two year-old offer, from which nearly 750,000 children in the country have benefited. The take-up of that offer has gone up nearly every year since its introduction; we are now at a level of 72%.

Schools: Free School Meals

Lord Agnew of Oulton Excerpts

Wednesday 22nd May 2019 Lords Chamber

[Baroness Boycott]

To ask Her Majesty’s Government what steps they are taking to maintain appropriate standards in the delivery of free school meals.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, this Government want pupils to be healthy and well nourished. It is important that all pupils have access to healthy and nutritious meals at school, including those eligible for free school meals. We encourage a balanced diet and healthy life choices through school funding legislation and guidance. Our school food standards mean that the food children eat at school is healthy and foods high in fat, salt and sugar are restricted.

[Baroness Boycott (CB)]

I thank the Minister for that Answer. I wish it were entirely true. Through the Children’s Future Food Inquiry, I have spoken directly to children who live in poverty and for whom these meals are a lifeline. The £2.30 a day allowance is simply not enough, unless the school is very creative, to provide daily meals and snacks. I have heard from children who were charged up to £2 for half a small pizza. In some schools, where the water fountains are broken, they were paying 90p for a bottle of water. We spend £458 million a year on school meals, but no monitoring system is in place in England and standards are very uneven. When free school meals were extended under the coalition, a post was created to monitor them, but that person was let go after a year. Do the Government not agree that this is an extremely short-sighted approach and that the post should be reinstated immediately?

[Lord Agnew of Oulton]

My Lords, I will certainly take the noble Baroness’s suggestion back to the department for consideration. It is, however, a statutory requirement that all state schools provide free drinking water to their pupils. If there is any evidence of schools not delivering that, I would be interested to hear it.

[Baroness Lister of Burtersett (Lab)]

My Lords, a recent academic study of children and food in low-income families published by the Child Poverty Action Group, of which I am president, found that most of the children attended schools with exclusionary school meal practices, which rationed the food that children receiving free school meals were allowed, leaving them hungry and stigmatised. As one child reported, “If you’re not free school meals, you get to have bigger food”, and he did not think that was fair. Does the Minister think it is fair? If not, what can the Government do to encourage more schools to adopt inclusionary practices, which make no discriminatory distinctions between poorer and better-off children?

[Lord Agnew of Oulton]

My Lords, a great deal of work has gone on over the past few years to remove any chance of stigma, principally through the cashless facilities that schools now operate in their canteens so that a child in receipt of free school meals is indistinguishable from another child when they are being served with food. I would be very surprised to hear of the discrimination that the noble Baroness referred to.

[Lord Storey (LD)]

The Minister rightly talks about healthy eating, nutritious meals and the problem of childhood obesity, but the reality in schools is rather different. First, at key stage 2 the majority of children bring packed lunches, which are often not at all healthy. Secondly, the amount of time that children have for their lunch is being cut back so they literally rush in, eat it and rush out again. Thirdly, a cafeteria approach means that, sadly, young people choose food that is not at all healthy. I can remember when you would have what were called family meals; children would sit down at a table and serve each other, there would be conversation and they would have time to eat. Is it not time to look at what is happening in our schools at lunchtime and establish some guidelines about good practice?

[Lord Agnew of Oulton]

My Lords, compliance with school food standards is mandatory for all maintained schools and has been part of funding agreements for academies and free schools since 2014. We have provided this legislative framework, and we are providing free school meals for a huge number of pupils. As the noble Lord will know, we introduced free school meals for infants, which are now feeding some 1.5 million pupils a year.

[Lord Laming (CB)]

My Lords, will the Minister take this opportunity to congratulate the charity Family Action, which is running the national school breakfast programme? It is now operating in 1,700 schools, providing a nutritious breakfast for more than 280,000 children who come to school without having had any breakfast.

[Lord Agnew of Oulton]

The noble Lord is quite correct. Family Action was deployed in March last year on a two-year contract. It has since provided support to improve breakfast clubs in some 1,770 schools with a focus on increasing provision for disadvantaged pupils in opportunity areas.

[Baroness Symons of Vernham Dean (Lab)]

My Lords, the Minister failed to answer the question that my noble friend Lady Lister asked. She gave evidence of discriminatory practices and the Minister said they could not possibly exist. Will he please look into the allegations that my noble friend made and answer the question? If this is going on, does he believe it is fair? It is a simple question and it deserves a simple answer.

[Lord Agnew of Oulton]

My Lords, if the noble Baroness would like to write to me with examples of this, I will certainly look into it.

[Baroness Manzoor (Con)]

My Lords, I passionately believe that good nutrition is a human right. What are our schools doing to ensure that parents are educated in good nutritional value? Without good nutritional value, those children are prone to heart disease, obesity and related diseases later in life.

--- Later in debate ---

[Lord Agnew of Oulton]

It is certainly incumbent on parents to set an example of good nutrition and diet in the home. I know of a number of schools that operate cookery classes and cookery clubs for parents. Indeed, my academy trust used to do such a thing. It is something that we need to keep as a priority.

[Baroness Bull (CB)]

My Lords, a new clinical service at the Evelina London Children’s Hospital has found that 70% of children with ongoing health conditions are from families living with food insecurity. It is even seeing the return of rickets, a disease of malnutrition and poverty. For these children, high-quality free school meals may be the best reliable source of nutrition. Given that we know that children who go hungry are more likely to experience health issues in later life, does the Minister agree that ensuring high-quality free school meals is about not just preventing hunger but preventing food insecurity leaving an indelible mark on these young people’s lives?

[Lord Agnew of Oulton]

I agree with the noble Baroness that nutritious food is essential for children. That is why that is set out clearly in the food standards. We are working to understand more about food insecurity by spring 2021.

[The Earl of Listowel (CB)]

My Lords, as the school holidays approach, what steps are the Government taking to ensure that disadvantaged children continue to enjoy nutritious food through the school holidays?

[Lord Agnew of Oulton]

My Lords, we are running a number of pilot schemes on food in school holidays, and we have quadrupled the amount of money this year to strengthen programmes to encourage co-ordination in local communities. Just two weeks ago, we announced a number of organisations that will be working across the country to do this. We hope to feed around 50,000 children during the holidays this summer.

[Lord Watson of Invergowrie (Lab)]

Can the Minister square his comment that all children are entitled to nutritious school meals with the fact that the Conservative Party’s 2017 manifesto committed to ending universal free school lunches for infants?

[Lord Agnew of Oulton]

My Lords, the reality is that we have not done that and are providing some 1.5 million infant meals at a cost of some £600 million a year.

Education: Climate Change Science

Lord Agnew of Oulton Excerpts

Thursday 16th May 2019 Lords Chamber

[Lord Redesdale]

To ask Her Majesty’s Government what steps they are taking to increase the priority given to teaching climate change science.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, the Government believe that it is vital that children are well informed about climate change. For this reason, relevant topics are included throughout the geography and science national curriculum and associated qualifications. For example, in secondary school science, pupils consider the evidence for the human causes of climate change, and as part of GCSE geography they study spatial and temporal characteristics of climatic change and evidence for different causes, including human activity.

[Lord Redesdale (LD)]

My Lords, head teachers have an obligation not to teach push causes, which are seen as party political, and therefore feel that teaching on climate change may cause problems. Will the Government categorically state that teaching on climate change is not a party-political issue, and would they be prepared to meet representatives of the teaching unions and head teachers to make sure that they understand this?

[Lord Agnew of Oulton]

I absolutely agree with the noble Lord that this is not party-political but a generational issue, and it is our responsibility as the older generation to protect the environment for the young people of tomorrow. We do not in any way suggest that teaching these issues is party political. We have such things as the Green Great Britain Week, which took place for the first time last year, to raise awareness of how businesses, universities, schools and the public can contribute to tackling climate change, and we will be doing another one of these in November. I am certainly happy to meet the unions and the stakeholders the noble Lord referred to.

[Lord Rooker (Lab)]

In which case, will the Minister locate some tip-top teachers in schools who are providing the science on climate change to our young citizens, and invite them to come to this place for a day to teach the climate change deniers in this House what the young people are being taught? They were conspicuous by their absence in the recent debate; clearly they do not have the confidence to put their case. The fact is that the science is there, and it would be a suitable opportunity across the generations to deliver the science to them.

[Lord Agnew of Oulton]

My Lords, there is absolutely no suggestion that there is denial of climate change by this Government. Indeed, we have seen some of the most dramatic improvements in dealing with decarbonisation of the economy over the last 10 years. We are leading the way in the G20, we have reduced carbon in the economy by 4.7% per year, which is double the G7 average, and we have some of the highest levels of wind generation in the world—so I can assure the noble Lord that we are not anti or against it. However, we also have to remember that we should be worried not just about climate change but about environmental contamination.

[Lord Lilley (Con)]

My Lords, I draw attention to my interests in the register. Will my noble friend ensure that climate change is taught within the context of the scientific method, which requires predictions based on hypothesis to be tested against observations? Therefore, let children know that the impact of CO₂ is well established by observations and can be measured, and that the direct effect of doubling the amount of CO₂ in the atmosphere will be a one degree centigrade increase in the average temperature of the globe. However, higher estimates, based on much less certain feedbacks for which there is not observational confirmation, and all the forecasts based on climate models, assume very high feedbacks that have been falsified by observations. Therefore, those models need to be amended.

[Lord Agnew of Oulton]

I assure the noble Lord that we are improving the curriculum all the time. For example, in 2018, 96% of pupils in state-funded schools were entered for the science component of the EBacc. The proportion of pupils taking GCSE geography increased from 26% in 2010 to 41% last year. We have also seen increases in participation in A-level chemistry and physics. These are all science and evidence-based subjects.

[Lord Singh of Wimbledon (CB)]

My Lords, could the Government get the United States President to drop in on one of those classes during his visit?

[Lord Agnew of Oulton]

The noble Lord makes a very interesting suggestion, which I shall pass on to the Foreign Office.

[Lord Watson of Invergowrie (Lab)]

My Lords, the noble Lord commented on science and geography being taught in schools. Clearly that is not effective enough, because students in Oxford have started a national petition to make climate change a core part of the curriculum. So far it has attracted 71,000 signatures. So young people are getting the message, and it seems that MPs are as well, because two weeks ago a Labour Motion in another place to formally declare a climate and environment emergency was endorsed without a vote. I should add that the Environment Secretary responded to that debate by saying that the situation we face is an emergency. That endorses the Minister’s point about this not being party political; I very much welcome that. Given Mr Gove’s wise words, perhaps I might build on the point made by the noble Lord, Lord Singh. Does the Minister know whether Mr Gove will raise with Donald Trump during his visit the fact that climate change is a very real threat and that ignoring international agreements and action on the climate crisis is something that he can no longer do?

[Lord Agnew of Oulton]

My Lords, I am not sure whether my right honourable friend Michael Gove will be meeting Mr Trump, but I am sure that he would raise those issues with him. I want to put a slightly different slant on things. We are making enormous progress in this country to combat climate change. As I mentioned, we are leading the world in offshore wind power generation, the cost of which per kilowatt hour has dropped dramatically in the past five years. We have created a Green Finance Institute. A record proportion of our energy is generated by low-carbon sources. In the past few weeks, we have had the first evidence of generation of electricity without any use of coal at all. We have dramatically reduced the role of coal-fired energy in generation. So we must remember that we are doing an enormous amount. My priority on climate change is that we should adapt to deal with its consequences.

[Baroness Hayman (CB)]

My Lords, the Minister is absolutely correct to lay out the measures that the Government have already taken—but was the noble Lord, Lord Rooker, not right to say that young people are aware and frightened of the effects of climate change and environmental degradation and that they are asking us, the generations represented in this House, to make a step change in what we are doing? Resting on our laurels will not protect our grandchildren.

[Lord Agnew of Oulton]

I respectfully disagree with the noble Baroness; we are not resting on our laurels. I just gave some examples of the things we are doing and how we are leading the developed world with our carbon-reduced economy. We have only recently introduced the 25-year environment plan, which encourages children to participate. We are on track, but we have to keep this in the public eye.