Skills and Post-16 Education Bill [HL]

Debate between Lord Bishop of Durham and Baroness Garden of Frognal

Committee stage
Thursday 15th July 2021 Lords Chamber

[The Lord Bishop of Durham [V]]

My Lords, I first need to declare my interest as chair of the National Society. I should also apologise that I was unable to take part in Second Reading because of other engagements; my noble friend the Bishop of Leeds spoke in my stead. I also need to apologise for a complete error on my part in not being available to speak to Amendment 11, to which my name was added, during day one of Committee; that was entirely an administrative error at my end.

However, I now enter into the debate on a very small matter, on Amendment 41, on which I simply want to endorse the comments made by the noble Lord, Lord Addington, about the phrase “from time to time”. The language seems too loose. The word “regularly” implies something more frequent without expressing exactly what that regularity is. Put simply, regular review that connects with potential changing local needs makes good sense. The amendment simply tightens this up.

But I want to connect Amendment 41 to Amendment 43. My local college, Bishop Auckland College, which is an excellent example of FE provision, in reviewing the support for SEN in its own context, also found itself reviewing the wider provision for the students with SEN who were coming into the college. That led it to recognise that there was a serious gap in provision locally, which has led it further to now open a campus for a school specialising in special educational needs support for those who need the provision of a specific school with all the facilities provided. That means that the local FE has now added to the provision in the area. It also means that it has developed, or is developing now, a much longer-term vision for support for these students. It will see them through their secondary education and then into the FE itself. There are potentially all sorts of long-term advantages, I believe, for some of the students in this provision.

I think that Amendment 43 makes complete sense, as the noble Lord, Lord Lingfield, has so helpfully outlined. I wish to add my support to both Amendments 41 and 43.

[Baroness Garden of Frognal (LD)]

My Lords, my role in this group is really to add support to my noble friend Lord Addington, who knows more than I ever will about special educational needs. He and the noble Lord, Lord Lingfield, are a formidable team for these amendments. Obviously, these two noble kinsmen disagree on the use of “from time to time”, but that is not as important as the fact that they call for reviews to take place on these matters.

What matters is that colleges should be fully aware of the skills, talents and opportunities, but also the limitations, of those with special educational needs. As I said previously in this debate, FE does lend itself to those with SEN because of the breadth of practical subjects that can be studied. I hope the Minister will appreciate how important it is to have those with SEN on the face of the Bill.

--- Later in debate ---

[The Lord Bishop of Durham [V]]

My Lords, I particularly want to support Amendment 63, but also the others in the group. Just last month, in June 2021, the DfE itself published a report, Student Mental Health and Wellbeing, based on research done before the pandemic. It points out that 96% of institutions ask their students about their mental health but only 41% ask them about their general well-being. It also notes that only 52% of universities would say that they have a “dedicated strategy” for the mental health and well-being of their students. So the DfE’s own report, from last month, highlights that there is plenty of work to be done on universities having proper, dedicated strategies around mental health and well-being—particularly on the well-being side.

We know that Covid has highlighted the issues further, particularly around loneliness. Just today, the head of the OfS, Nicola Dandridge, spoke of her concern that more than half of the student population feels that their mental well-being has not been supported enough this year. I have not had time to explore her comments more fully, but it is notable that she made them today, when we are having this debate.

Well-being has to be covered by a whole range of services, and I note here the value—which you certainly cannot put into legislation—of universities having chaplaincy teams. During the pandemic, the chaplaincy team at Durham University was given an award for being the most important group of people in the university over the last few months. In the University of Sunderland, the vice-chancellor decided that the chaplaincy team should be awarded extra money so that it could do further work in the future, on the basis of how significant its input had been to student well-being during this time. So when we look at mental health and well-being, we need to look at counselling services and all sorts of other support, but it should include the work and role of chaplaincies.

I believe that the noble Lord, Lord Lucas, with the noble Baroness, Lady Garden of Frognal, has raised a really important point in suggesting that this is put in the Bill. The overall well-being of students really matters as much as their academic outcomes. This needs to be known, seen and observed. I also support the amendments, and particularly their probing nature, of the noble Baroness, Lady Sherlock, and the intent of those of the noble Lord, Lord Willetts, to look at other social outcomes. They are significant and should be in the Bill.

[Baroness Garden of Frognal (LD)]

My Lords, I have added my name to Amendment 63 in the name of the noble Lord, Lord Lucas, who is rapidly becoming my noble friend at this rate. I support all the others in this group, which are concerned with the mental health of students, well-being, student outcomes and widening participation.

Because of this Committee stage, I was sorry to miss a meeting this afternoon on lifelong learning, which was sponsored by Graeme Atherton, a brilliant champion of widening participation. He has done more than most to promote access to higher education, through such wonderful programmes as Aimhigher, which introduced so many non-typical students to university, with some inspirational results, before having its funding withdrawn—such is life.

The amendments from the noble Lord, Lord Willetts, and the noble Baroness, Lady Sherlock, bear witness to their tireless support for disadvantaged students and those suffering from poverty of family, opportunity or aspiration. Of course, the pandemic has caused additional stress for our students, who have been very badly affected in many cases by being locked up and not being able to have classes or socialise in the way that they might have expected.

I absolutely agree with the noble Baroness, Lady Morris, that universities should not be penalised if they accept young people with lower school exam results if they come from disadvantaged backgrounds, where they have actually achieved a great deal just to get the results they have. I think we should bear that in mind. Of course we have to ensure the quality of our great institutions, but, at the same time, we have to make sure that our students are properly cared for and have all the opportunities that they can.

I think this is a very worthwhile set of amendments, and I look forward to the Minister’s reply.