Curriculum and Assessment Review
Lord Baker of Dorking Excerpts(3 days, 19 hours ago)
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Baroness Smith of Malvern (Lab)
I can, I hope, reassure the noble Baroness that this Government are absolutely committed to ensuring higher standards in our schools—particularly with respect to English and maths, for example, which are fundamental and important skills—and that we do more to close the attainment gap in both English and maths. In recent years, this has grown between those who achieve the highest levels and those who do not achieve so well, and between those who are advantaged and those who are disadvantaged. Everybody in our schools needs access to the most rigorous and effective curriculum and teaching, which is what this Government are committed to delivering.
Baroness Smith of Malvern (Lab)
I am sorry, but I am tempted by murmurs opposite to remind noble Lords that we have inherited a considerable fiscal challenge—in fact, a £22 billion black hole that we have had to close. Notwithstanding that, the noble Lord makes an important point about the importance of continued funding and particularly capital funding, where we have already made some progress in the most recent spending review, and where this Government will continue to prioritise the needs of our children—both the teachers and the equipment they need to learn.
Lord Baker of Dorking (Con)
Is the Minister aware that, of the students this year taking GCSE, fewer than 20% took computer science? That is appalling. At the same time, a report from 6,000 companies up and down the land, big and small, showed that the biggest thing restricting their growth in profit was their inability to appoint data analysts. Does she not accept that she has responsibility in this matter, and that children leaving school at 18 should be trained in artificial intelligence, data analysis, virtual reality and cyber security? If she does not introduce these changes next year, the Government she supports will not reach the economic growth that they hope for.
Baroness Smith of Malvern (Lab)
I am sure the noble Lord will know that, in its first report, Skills England identified a lack of digital skills as one of the key areas holding back productivity, and where we need to make progress. I assure him that, whether in schools or later on in life, we will put a priority on the skills that are so important to ensure growth in our economy—and, therefore, future investment in further skills development.
King’s Speech
Lord Baker of Dorking Excerpts(4 months ago)
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Lord Baker of Dorking (Con)
My Lords, I want to say how sorry I was to hear the valedictory address of the noble Baroness, Lady Jolly. She is a very familiar face in this House. I know she attends a lot, because I have watched her for years and listened to her speeches, which are always interesting. On behalf of the whole House, I wish her a happy, relaxed, peaceful and lengthy retirement. I say “lengthy” because, in my 90th year, valedictory addresses will be rather more regular events.
I also welcome back to office the noble Baroness, Lady Smith of Malvern. I gather from what she said that her parents were teachers, which is a very good start for an Education Minister. I may surprise her by saying that I entirely welcome all the proposals she put today to the House; I hope it is the beginning of a great reform in government. Endorsements by me of statements from the Department for Education over the past 14 years have been rather rare events, but I hope this is a very good start.
Labour’s manifesto said there is going to be an “expert-led” review of the curriculum and assessment. Well done, congratulations; I urged the last Government to do that again and again. Seven committees were set up that all urged that and said the Gove curriculum of EBacc and Progress 8 should be scrapped, along with GCSEs, which I introduced but which I think are now outmoded. I hope the Minister will be able to come back in September and tell us the membership of the committee. I am not applying, but I will give all the support of my charity to the setting up of successful technical schools, because we have a great deal of expertise and I will support that.
It is very important that we do this because, if you are going to achieve economic growth, you have to have students leaving at 18 with employability skills and there is a huge mismatch now between what industry and commerce want from the education system and what they are getting. By “employability skills” I mean things the Government already recognise, such as oracy and collective problem-solving. That is done when you work in teams. There is no teamwork at all in our existing schools today, but much of our lives when we leave school is about collaborative problem-solving. The Government have already said they are going to do that, so they are inevitably going to be a very reforming Government.
We are the only country in Europe that does not provide technical, cultural and vocational education below 16. All of them—Germany, France, the Netherlands, Austria and Switzerland—do that, but Michael Gove did not support technical education. It is very important that that is done. We have to create a curriculum suitable for this century.
Over the last 15 years I have been developing university technical colleges and there are now 44 of them. They are for 14 to 18 year-olds, they are quite unique and they are very successful. As a matter of interest, 39 of the 44 are now in Labour-held seats, so on the whole we do not do schools for the leafy suburbs; we do them for towns and cities where unemployment is very high. Unemployment in our colleges is now 3%. Nationally it is 12%, while in the West Midlands and Newcastle it is as high as 20%, so we have to inject education and cultural studies into our schools as quickly as possible. I see the bishops nodding at that, and lots of other people are nodding as well.
Could I just say one thing? The last of those seven reports was a report by the noble Lord, Lord Johnson, on 11 to 16 education. We recommended fundamental change and I am glad to see that it had all-party support, particularly as one of the members of that committee had been the head of a teachers’ union. I welcome that—the noble Baroness is nodding. She is a good egg. It really is very welcome that she was on the committee.
What we need are employability skills. We have 44 UTCs and two have been added. To build a new UTC is £20 million, like the cost of any school. Frankly, very few schools are going to be built in the next 10 years because we have student decline and the money that the Government have will need to be spent on repairing the actual schools, many in appalling conditions. We have produced an idea—which the previous Government were about to approve, I hope—of introducing into an ordinary 11 to 18 school a UTC sleeve from 14 to 18. There would be separate classrooms, workshops and specialist teachers, with a separate board for them of the local employers. They would do the curriculum of the UTC. It would mean that a 14 year-old starting it, for example, spends two days a week in a workshop or a computer room learning with his hands, or working on a project with a local company that is brought in.
This is all the expertise we have and I want to make all that available to the Government and to help them in what they are going to do. This is something the Government have to do to be successful. They will not win the next election if they do not get economic growth—they really will not; I can see they are nodding—so they have to change education effectively and make it suitable for this day and age.
Skills: Importance for the UK Economy and Quality of Life
Lord Baker of Dorking Excerpts(6 months, 2 weeks ago)
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Lord Baker of Dorking (Con)
My Lords, I congratulate my noble friend Lord Aberdare on initiating this debate. He and I meet from time to time at conferences on technical education around the country. I admire his determination; he never gives up, he just keeps bashing on.
Today, over 30 speakers in this House want to speak on technical education, including two maiden speakers. We have a rich knowledge of education in this House, but we do not hold the Government to account on education in any effective way. Since 2010, there has been no significant debate in this House on the curriculum, assessment systems, FE colleges, sixth-form colleges or even universities. We need a Select Committee on education and training and my noble friend Lord Aberdare should be its chairman.
The Government’s record on technical education in schools has been abysmal since 2010. The amount of technical education has fallen; the annual number of apprentices has dropped for the last few years because the Government believe—or Michael Gove and Gibb believed—that there should be no technical education below 16 in our schools. I am afraid they have succeeded. By imposing Progress 8 and EBacc on the school system, they have virtually ended design and technology. There has been a drop of 80% in our schools. In the cultural subjects of drama, dance, performing arts, music and art, there has been a drop of 50%. The broad curriculum that I tried to introduce in the 1980s has disappeared totally. This is not acceptable; there has got to be a change.
Many years ago, the Labour Party gave Lord Dearing and me enough to start two university technical colleges. Cameron increased that to 12 and then to 24, and I am glad to say we now have 44 university technical colleges. They are among some of the best schools in the country. We have over 20,000 students and 85% of the colleges get “good” or “outstanding” Ofsteds. What is really dramatic is that our colleges’ level of youth unemployment is between 1% and 3%. As my noble friend Lord Aberdare said, the level of NEETs in the country is 12%; in disadvantaged areas such as Stoke and Newcastle, it is as high as 20%. We have 2%. We are getting two new colleges in the next 18 months, in Southampton and Doncaster. They are expensive—they will cost £25 million. I would like 100. I am not going to get 100 because, in the next 10 years, hardly any new schools will be built, because of declining rolls. It will be an era of closing schools, which will be very difficult to handle for whoever forms the next Government—closing schools is very tricky and very expensive.
In the UTC movement, we have devised a way of bringing technical education into ordinary schools. We want to introduce a sleeve of 14 to 18 technical education into an ordinary 11 to 18 year-old school. That sleeve will have its own classrooms, teachers and equipment and will be separate from the academic route. We will of course continue to teach English, maths and science—as academic subjects, they will probably be shared with the academic route—but there will be a technical route in the school. It will have separate examinations and will be supported by the local university and local companies.
The department has known about this scheme for over a year. We have found 10 schools that want to do it and the Secretary of State and the Minister have been provided with their details. We are waiting for a decision. I believe this will be the only way for whoever wins the next election to get technical education into schools. It means you have to abandon and scrap Progress 8 and EBacc. In the last two years, there have been seven reports advocating exactly that, including two from Select Committees in this House, which said that EBacc and Progress 8 should be abolished and that the exam system of GCSEs should be reduced dramatically and reformed, or even ended.
There is a letter in the Times today from the headmaster of Bedales, which is a very successful school, describing how it is slowly moving away from GCSEs altogether. There is a private school in west London, Latymer, which is going to offer only two GCSE exams in three years’ time—just English and maths. The rest are going to be assessed; the subjects will go on.
As a result of not having the pressure of exams in the summer term, you will get two extra teaching terms. The spring term is now all revision and the summer term is all exams. You abolish all that and you will get extra time for very interesting new subjects such as anthropology, philosophy, archaeology, the history of south-east Asia, graphic design and even the history of pop music. You can get that by abolishing the GCSE system. I would like to see it, but it is not going to happen.
I am holding in my hand an application from the Bede Academy, a school in Newcastle and one of the best in the north-east—each year they get some students into Russell group universities. Those in the Bede Academy want a sleeve specialising in engineering, energy and health. It is a very good 12-page thing. They worked out entirely the quote for the next three years: what sort of teachers they want and the cost of it, including the buildings. They have the strong support of Northumbria University on health, and to introduce the health changes they need £200,000. They also need two digital computing units to teach artificial intelligence and virtual reality, which are not taught at all in Newcastle’s schools. They want six engineering rooms, metal-working and welding workshops, mechatronics workshops, CAD workshops, laser cutting and 3D printer sites. They want all of that and they have put the cost at £1.5 million to £1.8 million.
This, Minister, is an enormous bargain. If you wanted to set up a technical college in Newcastle, it would cost £12 million to £15 million. This is for only £1.5 million to £1.8 million. Before I sit down—and I am about to sit down—I will give this application to the Minister. I do not know whether she has received it or read it. I will give it to her and I hope that, before she sits down, if she is listening to me, she will be able to say when she is going to give approval to it.
Baroness Barran (Con)
It will.
I turn to the wider points raised about the curriculum by my noble friends Lady Sater and Lord Effingham, the noble Lord, Lord Hampton, and the noble Earl, Lord Clancarty. To critics of the curriculum, I say as a starting point that we work very closely with the Education Endowment Foundation, which gives a robust, highly respected and independent evidence base about all the reforms that we have undertaken, so there is nothing ideological in what we are doing in our schools. It is based on the best available evidence, including randomised control trials and other similarly robust approaches.
I absolutely agree with the noble Earl, Lord Clancarty, that it is a bit artificial to separate knowledge and skills; it is the combination of the two that is powerful. I agree with my noble friend Lady Sater about the importance of confidence and agility, but we believe those are based in a knowledge-rich curriculum that fosters competence and mastery in a subject. I may have to include my response about storming the barricades with the noble Lord, Lord Hampton, in my letter. All I can say at this point is that it sounds an interesting option.
In relation to my noble friend Lord Effingham’s question regarding prohibition of phones, if additional evidence emerges that they are a problem—we know that most schools already prohibit phones in some way—we will seek to make our guidance statutory. The noble Baroness, Lady Valentine, emphasised the importance of careers. I remind the House that in the financial year 2024-25 we are investing more than £90 million in high-quality careers provision for all.
I am running out of time. My last point is to acknowledge the point made by my noble friend Lord Lilley that the Government cannot make a success of these skills reforms on their own. Employers must also do more to support the development of workforce skills. We have seen employer investment in training fall by 7.8% in real terms between 2017 and 2022. As my noble friend said, we must move away from reliance on migration to fill skills gaps and towards investment in the skills of our domestic workforce.
Lord Baker of Dorking (Con)
At the beginning of her speech, the Minister said—I have not heard a Minister say it before—that the forecast of the skills gap in 2030 is hundreds of millions, if not billions. It is absolutely extraordinary, and our education system as presently constituted cannot possibly meet it. I gave her forewarning of this in my speech: will she consider the proposal that has been put to her to insert into ordinary schools in the UK a technical sleeve, known as a UTC sleeve? We have 10 schools that want to do it and applications have been made to her, but there has been no reaction at all from the Department for Education. When will she be in a position to give approval to this? Will it be before the next election?
Baroness Barran (Con)
The skills gap numbers that I cited were in relation to global skills gaps. The point I was making was that this is not a uniquely UK problem in relation to skills; it is a global problem. As the noble Lord knows, his correspondence with the department is the responsibility of another Minister. I understand that it is under consideration.
Faith Schools: Impact of Removing Admissions Cap
Lord Baker of Dorking Excerpts(6 months, 2 weeks ago)
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Baroness Barran (Con)
The Government do not see it as a retrograde step and I do not accept the description that the noble Baroness makes of our faith schools, which are extremely inclusive, many working with other schools in their local area, and which produce some of the best academic results in the country.
Lord Baker of Dorking (Con)
My Lords, does the Minister appreciate that it has never been Tory policy to advocate 100% faith schools? No Tory Education Secretary since 1945 has advocated them. They have preferred the model of the Church of England schools, which welcome children of no faith and all faiths. Indeed, I went to such a school myself during the war; my primary school was Holy Trinity in Southport, which was a community school. It so happened that my closest friend at that school was the single Jewish boy, who was a refugee. We became very close friends. I learned from then on that Jews, Christians, Muslims and Hindus at school should all study alongside each other, play with each other, eat with each other and go home with each other as members of a multicultural society.
Does the Minister realise that, if this goes through, it will be not only Catholics but Muslims who apply for independent, free faith schools. Does she really consider that appropriate in our country at this time in our history? This is an absurd proposal and it should not feature in any way in the manifesto of the Conservative Party at the election.
Baroness Barran (Con)
With the greatest respect to my noble friend, I think there may be a slight misunderstanding, so it might perhaps help the House if I explain what the Government are proposing. They are proposing to make no change whatever to existing schools, faith schools and non-faith schools. The 6,700 faith schools that exist today will not be affected by what is proposed. What is proposed is a consultation on whether there should be a restriction on free schools—new schools—that are opened with a faith designation. So far, 95 such schools have opened.
School Inspections: Funding
Lord Baker of Dorking Excerpts(7 months, 1 week ago)
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Baroness Barran (Con)
As I said in my initial response, Ofsted, like any well-run organisation, has looked at where it is spending its budget and has refocused that. The Government have given it additional funding for the uplift, particularly in school inspections, that has been expected. Obviously we work very closely with Ofsted, and I cannot comment on any future spending review.
Lord Baker of Dorking (Con)
My Lords, as I am responsible for 44 university technical colleges, I have received lots of Ofsted inspections, and I am glad to say that 85% resulted in good or outstanding ratings but 15% were rated as failing. I do not resent it; I do not object. Ofsted has told us what we have to do better. Any education system in the world requires an independent inspectorate. That is what Ofsted is, and it should be supported.
Baroness Barran (Con)
I thank my noble friend for his remarks. I agree that we have a system in this country with high autonomy in our schools. We trust our school and trust leaders to deliver for our children, but with that autonomy goes high accountability.
Ofsted: Pupil Absence Rates
Lord Baker of Dorking Excerpts(9 months, 1 week ago)
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Baroness Barran (Con)
The Government remain committed to legislating to set up a register of children not in school. The noble Lord may be aware that the honourable Member for Meon Valley has introduced a Private Member’s Bill, and we will be working hard with her as she progresses that.
Lord Baker of Dorking (Con)
My Lords, when children of 14 decide to leave their school and go to a university technical college, their absence rate falls dramatically compared to that at their previous school. They like going to a UTC because they can work in workshops as well as classrooms, they can learn by their hands as well as their brains, and they visit companies looking for jobs. I assure your Lordships that, unless that sort of education is deeply embedded, the absence rates of disadvantaged students will not fall, because they are told all the time by the Department for Education that they must study eight academic subjects. We need a curriculum fitted to this century.
Baroness Barran (Con)
My noble friend needs to consider also the patterns of attendance before the pandemic. The curriculum was the same before the pandemic as post-pandemic, but attendance rates are very different. Linking absence entirely to the curriculum may require further consideration.
Education: 11 to 16 Year-olds
Lord Baker of Dorking Excerpts(9 months, 2 weeks ago)
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Baroness Barran (Con)
The Government are very proud of their track record on apprenticeships. I hear the noble Lord’s reflections in terms of technical apprenticeships, but actually 70% of our economy is now reflected in the apprenticeship options, including our service sector as well as more traditional areas of apprenticeships. Thanks to amendments put down in your Lordships’ House, we are expanding the amount of careers education in schools to six days across a child’s secondary career.
Lord Baker of Dorking (Con)
My Lords, is the Minister aware that the Select Committee of this House on 11 to 16 education has come up with very radical proposals, basically replacing the curriculum that she is defending with much more practical training and skills? This is welcomed by British industry; it wants school leavers at 18 to have practical skills, employability skills and data skills, and these are not effectively covered by the present curriculum. Does the Minister not realise that we need curriculum change, otherwise there will be no economic growth?
Baroness Barran (Con)
I respect my noble friend enormously, but I think that the evidence overall does not support that. We need to make sure that children have a really strong grounding in mathematics, sciences, English language and English literature, particularly if we want them to follow vocational courses. We have seen in other countries—for example, in Scotland—what has happened with a very well-intentioned policy. I have no doubt about the motivation of those who introduced the Curriculum for Excellence, which looks very like some of the elements that your Lordships are raising—but look at what has happened to our schools in Scotland.
Schools: Persistent Absenteeism
Lord Baker of Dorking Excerpts(10 months ago)
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Baroness Barran (Con)
The Government look at both the impact of mental health support on students and the financial impacts. As the noble Baroness knows, we are working with the Department of Health and Social Care to have mental health support teams, which are now covering 35% of pupils in schools and further education. This will increase to around 50% by March 2025.
Lord Baker of Dorking (Con)
My Lords, is the Minister aware that, in disadvantaged areas of the country, absenteeism could be as high as 20%, where you cannot expect parents to get their children to go to school every day of the week? The reason why they are not going is that, when they go to school, they have to study just eight academic subjects, which is the curriculum that the Government have imposed upon schools. They do not believe that they are learning anything that will get them a job. Will the Minister accept the recommendations of the Education for 11–16 Year Olds Committee of this House, which recommended that technical, practical and useful subjects, and also computer studies, should be introduced immediately into the curriculum?
Baroness Barran (Con)
I cannot accept entirely my noble friend’s assertion, because persistent absence, which the noble Baroness’s Question points to, has more than doubled since the start of the pandemic and the curriculum has not significantly changed.
T-levels
Lord Baker of Dorking Excerpts(1 year, 4 months ago)
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Lord Baker of Dorking (Con)
My Lords, is the Minister aware that so many students are dropping T-levels because they have been misled? They thought they were going to study a technical curriculum, but the curriculums are 75% academic and 25% technical—that is absurd. In the review she is undertaking, will she ensure that the curriculums for engineering, construction and digital skills are at least 40% technical, otherwise students will not study them? That means you will have fewer technicians for the economy, which desperately needs more.
Baroness Barran (Con)
As my noble friend knows, the qualifications were designed very closely with employers. The content of the curriculum reflects what employers, working with the department and colleges, told us that they needed. I remind the House that, historically, we have had over 200 qualifications in engineering and over 200 in building and construction. There has been a complicated, unclear landscape. We will now have a clear and high quality one.
Schools: Admissions
Lord Baker of Dorking Excerpts(1 year, 4 months ago)
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Lord Baker of Dorking (Con)
My Lords, as there is no Anglican bishop in the House to put forward the view of the Anglican Church, I remind the House that I went to a Church of England primary school back in the 1940s, when we had been evacuated to Southport. Neither of my parents was asked whether they were members of the Church of England—neither was. I know of no secondary Anglican school that has ever debarred a child on grounds of religion. They are open to all.
Baroness Barran (Con)
It is not quite clear to me what my noble friend’s question was, but he is absolutely right that, on oversubscription, certainly at primary, there is no difference between faith and non-faith schools.