Greece: Migrant and Refugee Support

Debate between Lord Bates and Baroness Massey of Darwen

Wednesday 17th January 2018 Lords Chamber

[The Minister of State, Department for International Development (Lord Bates) (Con)]

My Lords, the UK is supporting the European Union, which, with the UN High Commissioner for Refugees and other organisations, is working tirelessly with the Greek Government to improve the conditions for refugees. The EU has allocated more than €1 billion in emergency funding to Greece.

[Baroness Massey of Darwen (Lab)]

My Lords, I thank the Minister for his response and I know that he is genuinely interested in this issue. Perhaps I may focus on unaccompanied children in these hotspots. How many unaccompanied minors are in hotspots and what are the UK Government doing to liaise with organisations which support and protect these children?

[Lord Bates]

The Government are very concerned about the reports of conditions in the camps on the five hotspot islands which currently operate as receiving centres. The current numbers are 394, of whom 299 are unaccompanied children and 95 are separated children. The greatest number of unaccompanied children are on Lesbos island, where there are 168, along with 66 separated children.

Violence Against Women

Debate between Lord Bates and Baroness Massey of Darwen

Wednesday 25th November 2015 Lords Chamber

[Lord Bates]

That is very true. In answer to a question yesterday on stalking, I spoke about the charity which is working with us on that. Furthermore, I had the occasion to visit a team working in the Foreign Office—the Forced Marriage Unit—which is offering advice to those in fear of forced marriage. It is doing excellent work in this area and is very sensitive to the communities to which it is speaking.

[Baroness Massey of Darwen (Lab)]

The End Violence Against Women Coalition suggests that children could be encouraged to protest and cope with abuse from peers, adults or the media. Does the Minister agree that schools could play a part in this by developing and delivering programmes that encourage children to develop resilience, self-confidence and knowledge about this issue? Why do the Government not make such programmes statutory in schools?

[Lord Bates]

We have been very clear that we expect sex and relationships education to be taught in all schools. In fact, it is inspected by Ofsted as such. We help the PHSE Association to develop materials for use in the classroom in this area. Of course, there is more that can be done, but it is particularly important that people in schools, who might be the first to hear of instances of domestic violence, have the confidence to know what it is and to report it.

Children and the Police

Debate between Lord Bates and Baroness Massey of Darwen

Monday 24th November 2014 Lords Chamber

[Baroness Massey of Darwen (Lab)]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper. In doing so, I declare an interest as chair of the All-Party Parliamentary Group for Children.

[The Parliamentary Under-Secretary of State, Home Office (Lord Bates) (Con)]

My Lords, as the report states, young people may come into contact with the police for a variety of reasons and it is crucial that, when they do, the police treat them in a way that is appropriate to their age and status as children. We agree. The police have a statutory duty to safeguard and promote the welfare of children, and take this duty very seriously.

[Baroness Massey of Darwen]

I thank the Minister for that response. I also thank the Minister for Crime Prevention, Lynne Featherstone, for her swift response in writing to the report. Does the Minister agree that one of the key issues in supporting children and young people is collaboration between agencies at a local and national level—agencies such as children’s services, social services, education and health, as well as the police? What are the Government doing to encourage that collaboration and the sharing of good practice between such agencies?

[Lord Bates]

Let me also say at this point that the Government welcome the report, which was a thorough piece of work and contained a number of good, strong recommendations. We look forward to discussing that further with the officers when officials meet them on Monday. On the specific point, we are looking at ways in which information sharing can improve. There is now a centre of excellence in information sharing, and multiagency working hubs aimed particularly at safeguarding children. It is very much for those two bodies to take on the recommendations so clearly highlighted in the noble Baroness’s report.

Academies Bill [HL]

Debate between Lord Bates and Baroness Massey of Darwen

Monday 21st June 2010 Lords Chamber

[Baroness Massey of Darwen]

My Lords, at Second Reading many noble Lords pointed out that most parents want a good local school, whatever it is called, and that good schools depend on good leadership, good teachers and good classroom practice, none of which I see mentioned in the Bill. My noble friend made some interesting points about academies, as did the noble Lord, Lord Adonis—I quite agree with him about the alphabet soup of schools. However, this is not just discussion about a name.

I have never particularly liked the name “academy” for a school, despite my respect and affection for my noble friend Lord Adonis. To me, the term has always meant a Scottish secondary school, the garden where Plato taught or, as in the Brixton Academy, a nightclub. As I understand it, we are talking about names that have legal and constitutional significance. No doubt we will tease out some of these legal and constitutional issues, such as buildings, charitable status, admissions, inspection, employment, VAT regulations, freedom of information and data protection, throughout the passage of the Bill. My noble friend is right. If these apply to what are called direct maintained schools—in other words, if they have to obey the rules I have just mentioned—the name should be looked at again. Could the noble Lord please spell out—I am sure he will—the differences between the name “academies”, as referred to in the Bill, and other kinds of school which now exist, and tell us why the name should not be changed?

[Lord Bates]

I totally support the remarks of the noble Lord, Lord Adonis, about the name. The name “academies” followed from the creation of the city technology colleges. Although the city technology colleges were a wonderful idea in the Education Reform Act 1988, the name was a bit of a mouthful and did not describe well what those fine institutions sought to achieve. When the Learning and Skills Act 2000 first made provision for city academies, it was a clarification. In Greek learning, an academy is a place of high education and research. That is exactly the type of name and message that one wants in our education environment. However, the term “city academies” was then changed. The “city” part was dropped, which in many ways makes the point that the noble Lord, Lord Adonis, was presenting. At that point, in the 2002 Act, when city academies were replaced by the concept of academies, there was a distinct intention that the academy movement should be broadened. I think that is right. Therefore, what is being proposed by the Government is also right.

I make another point in support of my noble friend Lady Perry, who spoke about the Bill’s role in tackling failing schools. Clause 4 covers academy orders, which are directly targeted at the failure which exists within many local authority areas. The noble Baroness may have mentioned from the Front Bench that it is almost a divine right that every child in a local authority area will have access to good quality education. However, we know for a fact that that is not happening. That is why the Bill is necessary.

I register an interest as a former director of four academies. The other point is that the existing academies were invariably quickly oversubscribed. The notion that they were open to all was, again, not true. That is why we need a big expansion of the programme. We also need new schools. The other point was about ability. As I recall, there was certainly a provision, which still exists, to say that the academies could select up to 10 per cent of their pupils on the basis of aptitude in the school’s specialism. Again, that element is there. I see that the Bill has merely continued that.

The amendment probably falls into the category of “brave try”. As a former Shadow Front Bench spokesman, I know that brave tries are our lot in life. However, the term “academy” is a sound one, which should continue and be extended.