Children: Parenting for Success in School

Lord Ahmad of Wimbledon Excerpts

Thursday 3rd February 2011 Lords Chamber

[Lord Ahmad of Wimbledon]

My Lords, I rise to make my first contribution in your Lordships’ House and, in doing so, seek the indulgence of noble Lords for a speech that I hope will meet with the normal conventions of being both succinct and uncontroversial. I am very grateful to many noble Lords from across the Chamber and, indeed, to the officers of the House, who have extended the warmest of welcomes to me and, on the day of my introduction, to my family. The warmth of this welcome was accompanied by some kind words about my relatively youthful appearance. I am reminded of the words of a 19th-century philosopher:

“The first forty years of life give us the text; the next thirty supply the commentary on it”.

What lies beyond that, he does not say, but looking around this Chamber provides me with the hope that perhaps the best is yet to come.

Some noble Lords may recall the day of my introduction, not so much by the fact that it was my introduction, although for those who remember it for that reason alone I am truly flattered, but by the fact that my first day in this Chamber fast became my first night in the House and indeed my second day here as well. It is said that a week is long time in politics; my first week in your Lordships’ House qualified this in literal terms.

Today’s debate is about the importance of good parenting in preparing a child for success in school and success in life. As one of the new Members of your Lordships’ House, I found the empathy and assistance extended to me by many noble Lords a type of sound parenting in its own unique way. Whether this leads to success shall be assessed over time. I also extend my gratitude to the noble Lord, Lord Northbourne, in bringing this subject forward for debate. The noble Lord is someone who has spoken extensively on this subject and is widely recognised for his contributions in the area.

Early learning and the role of parents are key. This is particularly true in infancy, where the creativity of a young mind is like a sponge. From cradle to grave, a journey of learning is something to which I subscribe, but those formative years are key in aiding communication and developing the confidence of a young child. Through my own experience as a youth worker for a youth association for many years, I saw at first hand how children benefited enormously from parents who not only provided the bedrock of security and support but also spent a great deal of time developing a strong relationship with their children. Parents are the earliest role model a child associates with and, if the child is fortunate, as I was, their parents may count among the most powerful and inspiring figures in their life. Indeed, I saw in my time as a councillor and as a governor of a primary school in Wimbledon the importance of integrating parents into the child’s learning, not just at school but during the preamble to school. This had the benefit of allowing the child to be eased into a new environment and for parents to understand the nature of a child’s development.

Another project that I had the pleasure of experiencing at first hand was one in the borough of Tower Hamlets in London. This was based in essence on a mothers and daughters project and it appealed to the Bangladeshi and Somali communities. The initiative is supported through mosaic and is entitled “Seeing is Believing”. Mothers are encouraged to participate through structured classes with their daughters during the reception year. Indeed, seeing was believing, as I saw the benefits of breaking down barriers of language and culture. This assisted not just the children but also the mothers in improving their English-language skills, which enabled and empowered them to become part of their children’s learning in those early development years.

Of course, early learning is not limited to educational attainment alone. This point is well made in the independent review by Graham Allen, Early Intervention: The Next Steps. As I stand before noble Lords today, I reflect on that emotional bedrock and the social importance of developing social and emotional skills. I do so as a beneficiary of parents who, despite the challenges that they faced, spent a great deal of time and took a deep interest in developing my skills during those early years. They are two individuals whose encouragement, support and affection were unlimited and unconditional.

In closing, perhaps I may say what a privilege it is to have had the opportunity to participate in this debate, which focuses on the very foundations of how lives are built, as I begin a new chapter in my own. In this regard, I express my deep gratitude and thanks to my two supporting Peers, my noble friend Lord Howard of Lympne, for his kindness and mentoring, and my good and noble friend Lady Warsi, for her advice, good humour and friendship. I should say how honoured and humbled I am to be in such distinguished company. Entering this House was a time of reflection, in that I have joined the ranks of a quite unique Chamber, one of great history and heritage, renowned for its role in scrutiny and review. It is a place of insight and intellect, brimming with wit and wisdom, as I have seen during the day and, indeed, through the night. I assure noble Lords that, in my humble contributions, I shall always endeavour to protect and respect the best traditions and conventions of this most revered and respected of institutions.