School Inspections: Funding

Debate between Lord Baker of Dorking and Baroness Barran

Wednesday 17th April 2024 Lords Chamber

[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

Debate between Lord Baker of Dorking and Baroness Barran

Tuesday 13th February 2024 Lords Chamber

[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

Debate between Lord Baker of Dorking and Baroness Barran

Thursday 8th February 2024 Lords Chamber

[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

Debate between Lord Baker of Dorking and Baroness Barran

Wednesday 24th January 2024 Lords Chamber

[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

Debate between Lord Baker of Dorking and Baroness Barran

Tuesday 25th July 2023 Lords Chamber

[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

Debate between Lord Baker of Dorking and Baroness Barran

Monday 17th July 2023 Lords Chamber

[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.

Schools: Data, Digital and Financial Literacy

Debate between Lord Baker of Dorking and Baroness Barran

Tuesday 14th March 2023 Lords Chamber

[Baroness Barran (Con)]

I have the advantage of having the citizenship curriculum in front of me. I should like to reassure the noble Baroness and the House that it absolutely covers the issues that she raises. It looks at saving, spending and use of money through key stages 1 and 2 but, in particular, budgeting and managing risk at key stage 3 and beyond.

[Lord Baker of Dorking (Con)]

My Lords, I strongly support the far-seeing proposal of my noble friend Lord Holmes of Richmond. Every country in Europe is teaching its students up to the age of 16 in digital, computing and technical skills. Some 90% of our students in school today are taught nothing about artificial intelligence, computer-assisted design, cybersecurity, virtual reality or networking online and coding. Is it not time for torpor and indifference to disappear? The Department for Education and its Ministers should now recognise that they should bring in a curriculum based upon our digital age.

[Baroness Barran (Con)]

That is exactly what the department is doing with its T-levels.

Education System

Debate between Lord Baker of Dorking and Baroness Barran

Wednesday 30th November 2022 Lords Chamber

[Baroness Barran (Con)]

Obviously, the Government appointed Katharine Birbalsingh as the social mobility tsar, so I think that perhaps answers the noble Lord’s question. More broadly, the principles she espouses of aspiration for every child are upheld by the Government and delivered in many of our schools and trusts.

[Lord Baker of Dorking (Con)]

Does the Minister recall that in the two debates we had recently on education and the curriculum in schools, every Peer who spoke said there should be more technical and cultural subjects in the curriculum next year? The Minister did not accept that at the time but now that she has had time to reflect on it and to discuss it with her colleagues, is she prepared to say that at the beginning of the school year next September all children in all schools will be taught lessons in computing, data skills, coding, cybersecurity and artificial intelligence? That is where all the jobs are and this is a programme that would help to fill job vacancies, which the Government are not doing anything about.

[Baroness Barran (Con)]

I really cannot accept what my noble friend has said about the Government not doing anything about it. As I pointed out in the recent debate, computing is part of the national curriculum. I have already alluded to the rapid growth in the adoption at A-level of computer science. My noble friend is aware of the pioneering work that we are doing in relation to T-levels, which are equipping children for the future.

Schools Bill [HL]

Debate between Lord Baker of Dorking and Baroness Barran

Report stage & Lords Hansard - Part 1
Monday 18th July 2022 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, with the leave of the House, I will begin with a brief note on scheduling. I know that there were concerns about progressing with Third Reading before the Summer Recess. The Government have listened to the concerns expressed, including on the first day on Report, and have agreed through the usual channels that a quick Third Reading is no longer desirable. As announced in the new version of Forthcoming Business, Third Reading has moved to Wednesday 14 September. The short delay does not affect the wider passage of the Bill. I hope this provides reassurance to your Lordships.

[Lord Baker of Dorking (Con)]

My Lords, Report may be the last occasion on which this House will be able to consider the Bill because, as the Minister said, the suggestion is that it should get a Third Reading on 14 September. I do not know any example of a Government who do not yet exist determining whether a Bill should get a Third Reading. On 14 September there will be a new Government, who may have different views on the Bill. There will be different Ministers. I hope very much that the Minister will remain in her post because, quite frankly, she is the only Minister in the department who understands anything about education. She is surrounded by five Boris cronies who know absolutely nothing about education. They are there for a pay rise for five weeks and compensation for loss of office—a loss of office which will be richly deserved. I hope that she will survive, because she understands this Bill better than most.

The point I would like to make is that if we agree that the Bill should be voted upon on 14 September, there will be a different set of usual channels that may decide this, thank God—I should not have said that. There will be a different team. I am not insulting any of them individually; I would never do that. You do not insult the usual channels because you have to live with them, although you may never forgive them. To continue my point, I think the vote should be later than that.

I have had a most helpful letter from the Minister today setting out her intentions for the time that she is in office, saying that she will preside over a committee set up to begin the long process of determining what should be the relationship between the Government and MATs—multi-academy trusts. This is a very important measure because it is the creation of an administrative body that stands between the Department for Education and the rest of the schools. In the past, when we have set up administrative bodies of this importance, it has usually taken weeks, months, decades or, in some cases, centuries to determine the right relationship. In effect, many of these bodies will be local authorities and therefore the issues involved are of immense importance. What power do they have over the schools? Do the individual school boards count for anything? On what occasions can they cut or increase the money to the schools? On what occasions can specialist schools protect their specialisms? In the Bill as it stands, a grammar school or a religious school is protected in a multi-academy trust, but, as the amendment from the noble Duke, the Duke of Wellington, showed the other day, there are many other schools with specialisms in maths, science and dance, all of which are not really protected at the moment when they go into academy trusts.

The Minister set out in her letter that she hopes to have, or her successor might hope to have, findings by the end of September, then a consultation period and determinations by Christmas. In that case, if the Bill came to the Lords on 14 September, there is no way that amendments would appear in the Commons until early spring next year. The Bill will therefore not come back to us until summer next year, and it will involve issues that we know nothing about; we do not really know what the recommendations will be.

This is a unique situation in the constitutional history of the House of Lords. We have never been asked to pass a Bill to the Commons where half of the Bill is not known. In all fairness, the Minister does not know it either, because she has to consult on it with the committee. This has never happened before and I think it is highly disrespectful to ask this House to pass a Bill on the undertakings. As far as I understand, in this sort of situation, in spring or summer next year we will get a Bill with maybe 10 or 20 new clauses and we will be given a day. How lucky we are that we will get a day to discuss them all. I do not think that we should put up with this.

The House of Lords started this Bill, not the Commons, and the importance of starting a Bill in the Lords is that we can make radical changes to it without knowing whether or not the House of Commons has been whipped to support it. That is what we have done in this Bill. I hope that we might set an example for other Bills that start in the House of Lords to be much firmer in making amendments and changes. That is our power as a second Chamber. We do not have many powers, but we have that power.

I very much hope that we will not agree to a Third Reading on 14 September. The constitutional arrangements should be that it should remain pending for the new Government. They may well want to accept all the recommendations that my noble friend is working on, but she will not even know what they are because they are not going to agree the recommendations until the end of September, and she will either be in or out of office on 7 or 8 September. This great uncertainty leads me to believe that it would be imprudent for us to consider a Third Reading on 14 September.

Schools Bill [HL]

Debate between Lord Baker of Dorking and Baroness Barran

Report stage & Lords Hansard - Part 1
Tuesday 12th July 2022 Lords Chamber

[Baroness Barran (Con)]

When I come to speak at the end of this group, I will set out a bit more about our plans for engagement over the summer, but the proposal that I just ran through has been agreed with the usual channels.

[Lord Baker of Dorking (Con)]

Following what the noble Lord, Lord Grocott, said, as I understand it, the Minister has said that if the Bill goes forward under the new Government, it will come back to us for one day of ping-pong. Is it just one day for ping-pong? It might have 10, 20 or 30 clauses, and that cannot be done in one day. Will we have longer than that to have a look at the clauses? Clearly the clauses are going to be very important.

She has set up a committee composed of basically the managers of multi-academy trusts, which has only one school head on it, which apparently is going to try to establish the relationship that should exist between the Department for Education and multi-academy trusts. I do not object to that because they are very important bodies, but there are lots of other issues affecting multi-academy trusts. For example, how is the voice of the individual school in a multi-academy trust to be heard? What is the role of the independent governing body of individual schools in a multi-academy trust? How will they be listened to? What rights do they have and what position can they hold against the authority of a multi-academy trust? Will these issues be covered by her committee, which will now be working in the remnants of this Government?

Secondly, the Minister has issued a document about regulating schools. Do I take it that some of the amendments likely to be tabled will cover that as well? If the Government are going to change the rules and regulations between schools and the department, that requires a long period of consultation in which schools, local authorities and educational experts must be listened to. Are we going to get that period of consultation on any of these fundamental changes? They must not be smuggled into this Bill on the understanding that “These are just a few clauses that we want”.

[Baroness Barran (Con)]

I will respond briefly to my noble friend. On his first point, it will be agreed through the usual channels that sufficient time is given to debate the new clauses.

--- Later in debate ---

[Lord Baker of Dorking (Con)]

I very much support what the noble and learned Lord, Lord Judge, said. As the Convenor of the Cross Benches and one of the most distinguished former Lord Chief Justices in this House, he has had a great impact on its feelings in our debates, and I hope that the usual channels will take notice of what he said. This is such an unusual procedure; it has not happened constitutionally in the history of this House. It is remarkable that we have been given the opportunity to make such a fundamental change to any Bill. It was a bad, bad Bill to begin with, and we managed to show that. Frankly, had it come from the Commons, we would not have got anywhere near as far; we would have just been told, “That is the wish of the Commons, with the Conservative majority of 80”.

I seriously hope that the usual channels will consider my noble friend Lord Cormack’s proposal about Third Reading. It would be very unusual to pass a Bill of this sort to a Third Reading. But the Minister rightly said that some other parts of the Bill are very good—I certainly agree some of them, such as those on home learning—but these could be taken out, put into a separate Bill very quickly and passed in both Houses with no trouble in a few months.

The other issues are much more important, because the Government are struggling now that local authorities no longer have any real control over education. In fact, they are debarred from the committee that the Minister has set up. Am I right in saying that, as far as I can see, there is no representative from local authorities on the committee?

[Baroness Barran (Con)]

I apologise to my noble friend but the president of the Association of Directors of Children’s Services is on the committee.

[Lord Baker of Dorking (Con)]

When I looked through the list of committee members, I could not see anyone representing local authorities. The Minister might well discuss this with them, but it would be helpful if she could send us all the terms of what they are expected to cover. If it is just about multi-academy trusts and the controls that the Government have held to regulate them, I would go along with her. If it goes further than that, I have reservations. The involvement of local communities and local views has inspired English education since the great Act of 1870. Quite frankly, however, there is none of that in this Bill; nowhere are the views of local people to be found. A school is not just an education institution; it is part of a local and social community. This has always been the tradition, and these views must somehow be reflected in any proposal that the Minister brings to us.

I am very grateful for the support of various Peers, particularly the noble and learned Lord, Lord Judge, on the question of the Government’s power. This Bill increases the powers of both the Secretary of State and the department in a way that has never been known since 1870. I do not believe that the Minister had any hand in drafting the Bill. When I was Secretary of State, I always found that there was an element in the department which wanted these controls from the word go. Although these people have never run a school, some of them always want to run all the schools—thank heavens we managed to stop that. I do not think this will come back in any of the amendments we get after the new Government take over.

This is really strange procedure but it is utterly unsatisfactory to be offered only one day for debate. The clauses will be important and a way must be found—and a guarantee given by the Government before we pass Third Reading—for us to have plenty more time to discuss it in this House, should we pass Third Reading. This Bill started in this House and can be improved again in this House.

Schools Bill [HL]

Debate between Lord Baker of Dorking and Baroness Barran

Committee stage & Lords Hansard - Part 1
Wednesday 15th June 2022 Lords Chamber

[Baroness Barran (Con)]

I am sure all your Lordships understand that the timing and content of what we discuss at Report is a matter that will be agreed with the Chief Whip and through the usual channels. I really cannot say any more on that today.

[Lord Baker of Dorking (Con)]

Does the Minister still intend to have Report in July this year?

[Baroness Barran (Con)]

I repeat to my noble friend that this is not a decision that I can make; it is a decision for the Chief Whip and the usual channels.

Skills and Post-16 Education Bill [HL]

Debate between Lord Baker of Dorking and Baroness Barran

Consideration of Commons amendments
Thursday 24th March 2022 Lords Chamber

[Baroness Barran (Con)]

My Lords, the Motions in this group relate to provider access, universal credit, and SEND and further education teacher training. I will start with Commons Amendments 17 and 18, on strengthening the present provider access legislation, and Amendments 17A, B and C to the Motion in my name.

The Government have listened to and carefully considered the views expressed and concerns raised in this House and the other place. We agree that it is important that the number of mandatory provider encounters is balanced with the need for pupils to hear from a diverse range of people during each key phase of their education. That is why I am delighted to be able to propose a compromise amendment that offers young people that choice, related to students meeting providers of technical education and apprenticeships.

Our amendment would require schools to put on six provider encounters for pupils in years 8 to 13: two in each key phase, or an average of one per year over the course of a pupil’s secondary education. This should help to ensure that young people meet a greater breadth of providers and, crucially, should prevent schools simply arranging one provider meeting and turning down all other providers. The underpinning statutory guidance will include details of the full range of providers that we would expect all pupils to have the opportunity to meet during their time at secondary school. The Government intend to consult on this statutory guidance to ensure that the legislation works for schools, providers and, most importantly, young people.

I also want to take this opportunity to clarify that, although this amendment does not make specific reference to university technical colleges, the reference to “providers” in the amendment does cover UTCs. Strong UTCs are succeeding in equipping young people with vital skills, getting them into employment and supporting social mobility. It is right that, when there is a UTC in reasonable distance, it should be one of the providers that schools consider inviting to speak to their pupils.

I thank my noble friend Lord Baker for his work on this issue. In particular, I recognise the extraordinary work done by the right honourable Robert Halfon MP, chair of the Education Select Committee, and thank him for his tireless campaigning. I hope noble Lords will agree that this is a sensible compromise, with a middle ground of six provider encounters that will help to give every pupil information about what FE colleges, independent training providers, university technical colleges and other alternative providers can offer.

Amendments 17D and 17E in the name of the noble Lord, Lord Watson, would require that provider encounters are in person and, further, that they begin in year 7 and that access is given over at least two weeks on each occasion. We agree that all young people need work experience and engagement with a range of employers to gain insights into the workplace. We also want young people to have access to personal guidance whenever they are making significant choices about the next step in their education or training. That is why we expect schools to follow the Gatsby benchmarks, which incorporate these activities as part of a high-quality careers programme for young people.

We are committed to ensuring that every provider encounter is of a high quality and meaningful for the student. We agree that it is sensible that provider encounters should be given in person where possible. However, writing this requirement into primary legislation is unnecessary. We have seen throughout the pandemic that there are times when it is not always appropriate for provision to be given in person. Technology may also have a role to play in bringing pupils a wider range of perspectives; for example, as part of the provider’s in-person presentation at school, it could incorporate a live link-up with some students at the provider or deliver a virtual tour. However, we agree that encounters should be in person where possible, and we propose making that expectation clear in the statutory guidance.

Secondly, we agree that “the earlier, the better” on careers guidance. That is why the Government support the Private Member’s Bill currently making its way through this House that sets out that career guidance begins at year 7. Pupils will get introduced to careers education in year 7 and will start learning about technical education options via the provider encounters from year 8. There is little demonstrable benefit in bringing the provider access clause forward to year 7, because pupils cannot act on this information then, whereas from year 8 onwards, there are clear choices for them to make in terms of the subsequent stages following their secondary education.

Finally, I cannot agree with the amendment that would require schools to provide access to pupils over a two-week period. This would be extremely burdensome on schools, which would struggle to accommodate that amount of time for providers in an already busy curriculum. We think the clause as it stands, saying schools should ensure a reasonable period of time during the school day, is sufficient and proportionate.

I turn to Commons Amendment 19 and Motions 19A and 19B. My noble friend Lady Stedman-Scott and I had productive conversations—

[Lord Baker of Dorking (Con)]

I just want to refer to the earlier amendment, for which I thank my noble friend very warmly. The original Baker clause had three meetings for each year group—13, 15 and 17—and the Government wanted one. It was a loophole. I had discussions with her and I thank her very much for the way in which she responded, moving to two meetings. It is a very good example of give and take. She is a member of a Ministry that likes to take but very seldom gives, but here the Government did listen to representations from this House. I thank her for agreeing to that and being sympathetic to it.

[Baroness Barran (Con)]

I thank my noble friend for his very kind words.

Returning to Amendment 19 and Motions 19A and 19B, as I was saying, my noble friend Lady Stedman-Scott and I had productive conversations with the right reverend Prelate the Bishop of Durham, the noble Lord, Lord Storey, and the noble Baroness, Lady Garden, on these matters. I shall highlight some of the points raised in these discussions, although I am aware that the letters we wrote to the right reverend Prelate and the noble Lord are in the Library of the House.

First, I note that Clause 17, removed by Amendment 19, would be significantly costly to implement. Initial estimates from DWP suggest the cost of ensuring that such claimants retain entitlement to universal credit could be between £250 million and £300 million per annum. While this House has rightly asked the Commons to consider this point, it is right that we do not continue to insist on policy that would increase public spending. It may help if I remind noble Lords that the core objective of universal credit is to support claimants to enter work, earn more or prepare for work in the future. Indeed, it is an important principle that universal credit does not duplicate the support provided by the student support system.

However, I reassure your Lordships that universal credit claimants are able to take on part-time training for any level of course, as long as they can meet their work requirements and their work coach is satisfied that it will help their employment chances. Furthermore, the Government understand that there should be some circumstances in which people are allowed to continue to claim universal credit while doing full-time training. That is why universal credit claimants may undertake a full-time course of non-advanced study or training for up to eight weeks in order to support their employment and career goals. Additionally, as part of DWP Train and Progress, there is a further extension in the flexibility offered by universal credit conditionality. This extension means that, with the agreement of their work coach, adults who claim universal credit can undertake non-advanced work-related full-time training for up to 16 weeks without losing their entitlement to universal credit. The flexibility will last until at least April 2023.

Finally, exceptions for full-time study or training at any level are also made for students with additional needs that are not met through the student support system, such as those responsible for a child or claimants who have been assessed as having limited capability for work due to disability or ill health. This additional flexibility has been introduced in recognition of the benefit a course of study or training could have in enabling claimants with disabilities to improve their prospects of obtaining work. Officials at the Department for Education and the Department for Work and Pensions will also continue to work closely together to help address and mitigate the barriers to unemployed adults taking advantage of our skills offers. For example, both departments are working to ensure that local jobcentre leads are actively involved in and help inform the design of local skills provision through skills advisory panels and the local skills improvement plans.

Moreover, the recently announced employment and skills pathfinders are a joint DWP/DfE initiative, working in collaboration with local partners, to examine how our national interventions could be improved by aligning the delivery of employment and skills at a local level. The employment and skills advisory pathfinders will share all their learnings with the LSIPs, as I mentioned, but also with the mayoral combined authorities and other local programmes, so they have an opportunity to learn from them too. More broadly, in relation to how we are learning from these programmes, the Department for Education is setting up a new unit for future skills which will work with BEIS and DWP to bring together the skills, data and information we hold across government to enable us to use central and local government, as well as providers and the general public. The unit will produce information on local skills demand, the future skills needs of business, the skills available in an area and the pathways between training and jobs. This will obviously also be relevant to those looking for work.

Turning to Commons Amendment 21 and Motion 21B in the name of the noble Lord, Lord Addington, we all agree that it is vital for our teachers across all stages, from early years to school and further education, to be trained to identify and respond to the needs of all their learners, including those with special educational needs and disabilities. I pay tribute to the noble Lord, who has been a voice for learners with special educational needs and disabilities throughout the debates on this Bill, and more broadly in the House. However, as indicated by Commons Amendment 21, we do not believe it is helpful to prescribe requirements relating to the content of further education initial teacher training in primary legislation, and we do not agree, in response to the Motion in the name of the noble Lord, that the content of occupational standards should be cemented into legislation.

I want first to address our shared commitment to ensuring that all learners, including learners with special educational needs and disabilities, have access to a world-class education that sets them up for life and supports them to achieve positive outcomes. This starts from the earliest stages, which is why, as part of the early years recovery programme, we are establishing a training contract to increase the number of qualified SENCOs working in early years settings by up to 5,000 between September 2022 and August 2024.

In addition, we recently announced a package of over £45 million for SEND, to be delivered over the next three financial years. This includes direct support to schools and colleges to support the workforce in meeting the needs of learners with special educational needs and disabilities. The forthcoming SEND review will aim to ensure that children and young people with SEND get the educational, health and care support they need, identified early, delivered promptly and in settings that are best suited to their needs.

On the content of FE initial teacher training programmes, it is right that teaching professionals in the sector decide how teacher training should be designed and delivered. We supported a group of experts who employ teachers in the FE sector—from colleges and training providers, whose staff have real insight into the needs of their learners—to develop the new occupational standard for learning and skills teachers, which was published in September 2021.

Skills and Post-16 Education Bill [HL]

Debate between Lord Baker of Dorking and Baroness Barran

Thursday 21st October 2021 Lords Chamber

[Baroness Barran (Con)]

I think trying to do mental arithmetic at the Dispatch Box is risky, but, as I read it, it is three times three because of the first, second and third key phases. Maybe we both need to go to numeracy boot camp, but I think three threes are nine —or at least they were when I was at school, which admittedly was a very long time ago. I believe the correct figure is nine, because the amendment specifies the first, second and third phase of education and three encounters in each phase.

I therefore hope that my noble friend will feel able to withdraw his amendment.

[Lord Baker of Dorking (Con)]

My Lords, I thank all the Peers who have spoken, and I am glad to see I have some support—

--- Later in debate ---

[Lord Baker of Dorking (Con)]

I am glad we have got that little bit right. I first thank all the Peers who have spoken, including some Conservatives, in support of my amendment.

As regards the number of days, I make it absolutely clear that there should be three meetings. These meetings will not last for the full day; they will last for two or three hours at the very most, with maybe two providers coming in. There would be meetings at ages 13 to 14, 14 to 16 and 16 to 18. That is not what the government amendment says—it says that they will have “at least one”. The legal advice I have is from Mr Stephen Ravenscroft, who is well known to the department because he is the leading figure on educational law, but I managed to get at him first before the department. He has given me a very clear legal position on this: the point about “at least one” is that if a provider gets in first, the others do not have a right to be heard. The school can say, “We have had at least one meeting”, so I think my amendment is actually stronger than the Government’s.

I seek to test the opinion of the House.

[Baroness Barran (Con)]

Before the noble Lord sits down, I am genuinely concerned that we have a fundamental understanding of the number of encounters that the two amendments seek to deliver. The government amendment says that

“the proprietor must give access to registered pupils on at least one occasion during each of”—

that is, every time; those are my words, not the amendment’s—

“the first, second and third key phase of their education.”

So there would be three mandatory encounters. The following part of our amendment says that, during each of these phases,

“The proprietor of a school … must … ensure that each registered pupil meets … at least one provider”,


so, with the greatest respect to my noble friend, a single provider is not sufficient. That is what our amendment says, so I would just like to make that point clear.

[Lord Baker of Dorking (Con)]

I would like to seek the opinion of the House.