Children: Welfare, Life Chances and Social Mobility

Lord Baker of Dorking Excerpts

Thursday 1st November 2018 Lords Chamber

[Lord Baker of Dorking (Con)]

I congratulate the noble Baroness on initiating this debate on the impact of education on social mobility. She is quite right to emphasise that if we are to improve social mobility it must start in nursery schools and primary schools. They do a good job of it, but it runs into the sand at later stages, particularly when youngsters transfer from primary to secondary at age 11. The 11 to 14 age range in schools is known as key stage 3. Quite frankly, it is a mess and recognised as one. We have a lot of enthusiastic primary school children at the age of 11; by 13 or 14 a lot are disenchanted, disengaged and fed up. They are not learning anything that will help them get a job. What do they do? They have high absentee rates and unruly behaviour. Some get expelled by their heads. The capacity of heads to expel has now grown out of all proportion. There will be a report on this to the Government, who will have to restrain the capacity of heads to expel children because an expelled child is on the road to a culture of gangland. There is no question about that at all.

There is a very real problem with what to do with this key stage from age 11 to 14. This is one of the reasons why, for the past 10 years, I have been pioneering UTCs. These children are disengaged because they are following the Gove curriculum—a highly concentrated academic curriculum called Progress 8 and EBacc, which is a disaster. It is word for word the exact curriculum announced by the Secretary of State for Education in 1904, except he had one technical subject: drawing. Technical work is being extruded. If you visit your secondary schools you will find that they are not learning any technical skills at all. That is down by 57%. If you stay longer you will find that dance is down by 45%, drama down 29%, media and film studies down 34%, music down 23% and performing or expressive arts by 63%.

The well-rounded curriculum which I tried to devise in the late 1980s is now disappearing from our schools. It is one of the reasons why the young are so disenchanted and disengaged. The curriculum in the UTCs is quite different. For two days of the week, a student at a UTC will make things with their hands and design things on computers. Local businesspeople come in and teach, and bring in projects for the students to work on in teams. Students will get work experience and visit other companies. It is one reason why, although we have a very difficult intake, we have little disruption and, as I will show in a moment, the best destination data of any schools in the country.

As we have 50 such schools and 14,000 students, we are now producing a lot of data. Last year, we looked at what 4,000 students did before they joined us at 14. It is a shocking record. We found that 6% had been expelled by their previous school—in a normal school, the figure is 0.1% for such children. Another 6% had had long, fixed-term exclusions. We found that 3.5% had come from home education. When home education is good, it is good; when it is bad, it is horrid, and we get quite a lot of the horrid cases. In all, if we include those on pupil premium, our proportion of challenging students is 30% to 40%. No other secondary schools have that level of challenge. We face up to that challenge; we are very reluctant to expel. We immediately start teaching those children by giving them practical skills. We find that, half way through the first term, they suddenly realise that they are at an entirely different college. What is more, we treat those youngsters at 14 as adults, which they recognise: there is mutual respect.

We are therefore major agents of social mobility. I am proud that our destination data—what happens to the children when they leave—is the best in the country. Last July, we had 2,000 leavers. The head of each school has to identify what has happened to each child who has left. We have shown that that very few are unemployed—between 1% and 3%. A normal school would have 8% to 11% unemployed. We have 30% who become apprentices; in a normal school, the figure is only 7%. We find that 43% go to university, which is a bit lower than for a normal school, but of those, three-quarters do STEM subjects. They do not do the S and M of STEM but the T and E—technology and engineering, which has disappeared from ordinary schools. Can you believe this? I hope that you do, because it is true. That is extraordinary. When an ordinary secondary school says, “We do a lot of STEM subjects”, they are teaching science and maths; they are not teaching technology and engineering.

Every year, we produce employable engineers at 16 and 18. We are also proud that we get some into Russell group universities. We now recruit at 14 and 16. As an experiment, we have a feeder school of 11 to 14 in Dartford, where we teach a different curriculum from that taught by schoolteachers at 11 to 14. It is heavily oversubscribed, and those students will go straight into the UTC beside it.

We have to recognise that the fourth industrial revolution in which we are living will destroy a massive number of unskilled jobs: driverless cars, driverless lorries, warehouses and all the rest of it—if you get anything from Amazon any time, your hand first touches it when someone knocks on your door. All that is going to happen in spades. It will also cut swathes through middle management because of artificial intelligence. The career of a bank manager has disappeared. My local bank has two girls at a desk instead of 10 clerks and two or three people in the background as managers. That has all gone, but we do not quite know what jobs will emerge. It is therefore the duty of our education system to provide skills for youngsters which are very adaptable. The skill that our youngsters have when they leave at 18 is that they have made things with their hands; they have fixed things. Neither of those happens in schools today. Our students have designed things—again, that hardly happens in other schools; and they have done problem solving and worked in teams, which does not happen in our schools at all today. We are trying to equip our youngsters with skills which will improve their choices in life.

I know my time is almost up but I want to end with one statistic. Toxteth had race riots in 1981. I was the Minister; I had to go and help and I established technology centres. If you are a student in Toxteth today you have an 11% chance of going to university. We have a UTC at the edge of Toxteth which took 30 students from Toxteth last year—11%? 20%? 40%? 50%? 60%? No, 86% of those students have gone to university. Among their brothers down the road it is 11%; in our college it is 86%. That is what social mobility is all about.