Social Mobility Committee Report

Lord Bishop of Durham Excerpts

Tuesday 20th December 2016 Lords Chamber

[The Lord Bishop of Durham]

My Lords, I thank the noble Baroness, Lady Corston, for tabling this important debate and for her and her committee’s work, which has produced such a helpful and clear report. I also look forward to the maiden speech of the noble Lord, Lord Fraser of Corriegarth.

The findings of the report are of particular importance to those of us in the north-east. According to the Growing Up North project, 4% of young people leaving school in London go on to an apprenticeship whereas the figure is 11% in the north-east. The inequality in provision between academic and vocational routes compounds the inequalities between the north and south of England. Therefore, the current problems with the system are not only failing individual young people but, in some instances, they are failing particular communities. It is with the young people of my diocese and region in mind that I welcome the solutions offered in the report.

There is a profound need to respond to the call for a more coherent approach to vocational training. The Government should bring together employers, colleges, schools and independent learning providers. In particular, I welcome the proposal to move the transition period to 14-19. I also wish to highlight the need for major improvements in careers advice which covers vocational routes. The report underlines the importance of implementing the proposals in the post-16 skills plan and the Technical and Further Education Bill to do just that.

Here we must pay tribute to the crucial contribution of further education colleges in offering the “missing middle”, on which the report focuses, the chances that they need to obtain qualifications of real value. These institutions deserve our thanks and they need greater support.

The Government can rightly highlight the progress that has been made. That more than 1.4 million more pupils attend schools that are rated “good” or “outstanding” than in 2010 should be celebrated. However, while quality schooling is important, we risk overplaying its role in social mobility. As Growing Up North highlights, the north-east consistently has among the best primary school results in the country, but the lowest average adult incomes. According to the IPPR’s The State of the North report, there are only 0.69 jobs per working-age resident in the north-eastern region in contrast to 0.86 in Cheshire and Warrington. The success of a coherent route into work is dependent on the availability of well-paid, meaningful work.

This leads me to highlight that while education is important, it is not the most important factor in relation to social mobility. A 2010 study by the Joseph Rowntree Foundation found that educational deficits emerge early in children’s lives, even before entry into school, and that they widen throughout childhood. Even by the age of three there is a considerable gap in cognitive test scores between children in the poorest fifth of the population compared with those from better-off backgrounds, and this gap gets wider as children enter and move through the schooling system. Likewise, the Children’s Rights Alliance for England highlights that by,

“the end of secondary school, disadvantaged children are on average 19 months behind their peers”.

Child poverty is critical in relation to social mobility, so the removal of “child poverty” from the name of the Social Mobility Commission is indicative of a worrying trend which is only exacerbated by today’s news of the closure of the Child Poverty Unit and the apparent abandonment of the life chances strategy. This appears to confirm a focus on the “just about managing” and “the middle”, as in this report, to the exclusion of those who are the poorest and who deserve our most important attention and help. Perhaps the Minister will comment on that news. The report itself scarcely mentions the word “poverty”. What mentions there are focus on how poverty can be the result of a bad transition from school to work and how jobs provide a way out of poverty. Insufficient attention is paid to the impact of child poverty on the transition from education to work and social mobility more widely. This trend is alarming for two reasons. First, because poverty must remain a priority, and secondly, because excluding poverty from our social mobility agenda is self-defeating.

As admirable a goal as social mobility is, it should not be used to crowd out child poverty as a policy objective. If our policy is entirely shaped by concerns around social mobility and life chances, then the society we are aiming towards is one which is unconcerned with the presence of poverty itself, but just wants to make sure the poor deserve to be poor.

Secondly, a renewed focus on social mobility requires a renewed focus on child poverty. Social mobility, even of those in the middle who are the focus of the report, is shaped profoundly by economic factors. The committee’s report notes the impact of informal recruitment practices on social mobility, but we must also note the impact of a parent working several jobs and being unable to help with applications, the impact of the anxiety caused by seeing a parent struggling to make ends meet, and the myriad other ways that poverty impedes social mobility. One of the most pernicious ways is its effect on aspiration. As experience shapes a child’s imagination, growing up in poverty robs children of the capacity to imagine themselves improving their circumstances—all too often leaving the impression of poverty as being inevitable or a particular profession unattainable. We need to help with aspiration levels.

An integrated strategy for vocational routes into work must be part of an integrated strategy for the flourishing of young people and be alive to the impact of poverty on all aspects of a child’s life chances. To the extent that the importance of the world outside the classroom is ignored, any attempt to improve the options available within it will ultimately fail. British young people do not deserve a system in which “vocational” is the code word for “non-academic”. Particularly for those in my line of work, the word “vocation” is one charged with rich meaning. This report points some of the way towards a system that is more worthy of that word.

I have some final thoughts. Social mobility by definition tends to suggest that an upward social trajectory is the right and best one for everyone. I actually have two concerns about this. The first is that we can have greater upward mobility for those near the bottom only if there is some equal and corresponding increase in downward mobility among those near the top. If the rich and powerful, which of course includes all of us, do all they can to protect and pass on their privileged positions, this can be as much a barrier to social mobility as a lack of education or opportunity for those in poverty. So downward mobility is not just sometimes desirable, it is also necessary in a more socially mobile society.

My second concern is this. Jesus himself encouraged his followers not to seek upward mobility but rather the way of service. Foot washing was to be the example and not a practice to be avoided or frowned on. In all our pursuit of ensuring that whatever start in life a person has they do have equal life chances, let us not lose sight of the fact that some social mobility downwards is good for us all. We are holding this debate just before Christmas, when, let us not forget, we celebrate the God who chose downward mobility as the way to save humanity.

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[Viscount Younger of Leckie (Con)]

My Lords, I thank the noble Baroness, Lady Corston, for tabling this debate and I thank all members of the Select Committee for the report they have produced. It is thorough, insightful and raises important and timely issues. Some passionate speeches have been delivered this afternoon.

I declare my own interest. My background is in industry and the City as a human resources generalist, including career management, so I come to this debate with some knowledge of the importance of, and a great deal of enthusiasm for, careers for the young and the perhaps not so young.

I congratulate my noble friend Lord Fraser on his maiden speech today. It is clear that he brings a wealth of experience, including from Asia, to your Lordships’ House. His speech was thoughtful and incisive. I doubt that we will move towards a Hangul holiday in the UK, but the link he made between literacy and productivity is a salutary tale. I look forward to many more contributions in this House from my noble friend.

As the noble Baroness, Lady Corston, said, this report focuses on social mobility in the transition from school to work. Since the report’s publication—this answers a question raised by the noble Earl, Lord Kinnoull—the Secretary of State has placed social mobility at the heart of her education agenda and strongly recognises the importance of advice and experiences in preparing all young people for the right path. The noble Earl, Lord Listowel, raised the basic point about careers advice. Of course, it must be high quality and up to date.

I would like to step back a moment to consider what we mean by social mobility. There has been some debate this afternoon about that. The noble Lord, Lord Bird, expanded on some interesting theories in this area. I know that we could debate the definition of social mobility all day but the report succinctly defines social mobility as,

“where a person ends up in life compared to where they started”.

The right reverend Prelate the Bishop of Durham raised the important issue of social mobility linking to child poverty. I noted his thoughtful and interesting comments on the theme of downward mobility. Disadvantage is central to social mobility. We know that many of the poorest children and young people do not achieve their potential in our schools, and they too often do not have access to the wider opportunities and experiences that they need to succeed. One of the most important actions to tackle child poverty is to ensure that the next generation is better equipped with the knowledge and skills, advice and experiences to succeed. That is how we see our efforts to improve social mobility.

In talking about social mobility, it is not just the most disadvantaged who struggle to access the opportunities they need, as the noble Lord, Lord Wallace, said. There is a wider group of families who struggle to get by and who lack the advice and wider networks to help them. We also need to focus on social mobility so-called cold spots—areas across the country where young people are not fulfilling their potential. I will speak more about this later.

Therefore, important questions are raised about our education system. How do we support children into careers—that is, all children, as my noble friend Lord Baker emphasised—and at what point? How do we take account of their individual needs and talents? What is the role of schools, and of parents and wider society, including business?

Before turning to the detail of the report, I will deal with an interesting issue that was raised by my noble friend Lady Berridge—the lack of an entry point at the age of 18 for people into the Civil Service Fast Track Apprenticeship scheme. I can reassure her that from 31 August 2016, the scheme has been open to everyone aged 16 and above who meet the general requirements.

The report rightly draws attention to some of the barriers to social mobility young people face today when making the transition to work. First, the non-academic route is too complex to navigate, as has been discussed in the Chamber today. Too often, this route offers no clear path to employment. Secondly, young people do not always have access to the information and advice that they need to make choices about their next step. This Government are committed to ensuring that our education system is set up to support everyone into careers that reflect their talent. By prioritising knowledge and skills, the right advice at the right time and the need for challenging, life-shaping experiences, our education system can support everyone. I am sure the committee will especially welcome the Government’s commitment to “the right advice at the right time”. By this we mean supporting young people and parents to navigate the system and make the choices that work for them. I will say more about this later.

The Government have given the recommendations in the report careful consideration. The report highlighted the need for robust and high-quality vocational routes to work. To deliver this, the Government are taking three key steps, which the noble Baroness, Lady Corston, mentioned. First, through our skills plan we are introducing a series of technical education reforms based on the panel recommendations of the noble Lord, Lord Sainsbury. These reforms will provide a high-quality technical track, centred on 15 routes, preparing individuals for skilled employment. We will ensure that technical education is employer-led and responsive to the requirements of the economy. The forthcoming Technical and Further Education Bill, which was mentioned by the noble Lord, Lord Watson, among other noble Lords, takes forward these recommendations; I hope it will be generally welcomed by the House. The skills plan will also ensure that young people who have fallen behind are supported to catch up. The overlooked and left-behind were mentioned in the Chamber today. We will introduce a “transition year” at age 16 that provides tailored support for young people who are not ready to progress to technical education, a traineeship or employment.

At this point I will address an interesting issue that was raised by the noble Baroness, Lady Morris, and which was alluded to by the noble Lord, Lord Watson. The noble Baroness asked whether the post-16 investment in skills is, in effect, too late, and whether young people would benefit more from the age of 14. In line with leading international systems, we want to ensure that everyone secures an academic core by the age of 16 which supports all routes, including technical, before then specialising. However, technical awards at 14 to 16 allow students to experience technical subjects, and the skills plan will open up 15 new routes, as mentioned earlier, to skilled employment at the age of 16 onwards. I hope that helps to explain our thinking. The noble Baroness is shaking her head.

Secondly, we are committed to reaching 3 million apprenticeship starts in England by 2020. We are creating a world-class system that offers high-quality apprenticeships for people of all ages and from all backgrounds. The Institute for Apprenticeships will support the quality of apprenticeship standards in England. The noble Lord, Lord Wallace, raised an important point about apprenticeships being proper apprenticeships, along the lines we are proposing. We absolutely intend to ensure that the quality is there and, importantly, the Institute for Apprenticeships will be instrumental in that.

Thirdly, we are using the school system to introduce the benefits of technical education earlier. The university technical college programme, based on the work of the Baker Dearing Trust, has been established to address the skills gaps in local and national industries. Some 48 UTCs are now open, as my noble friend Lord Baker himself said. We continue to look at the performance of the UTC model and to learn lessons from those that are open to ensure great education for young people who want to follow a technical path.

The noble Baroness, Lady Tyler, raised concerns about the inequality of funding between academic and vocational routes into work. The Government believe that every young person should have access to an excellent education, and we have protected the base rate of funding at £4,000 per student for all types of providers until 2020 to ensure that that happens. Overall, the Government plan to invest around £7 billion in 2016-17 to ensure that there is a place in education or training for every 16 to 19 year-old who wants one.

The committee’s report has made an excellent contribution to our thinking on achieving excellence in careers. I will talk about four key themes: investment, coherence, accountability and data. First, we agree with the committee, as the noble Earl, Lord Kinnoull, highlighted, that a clear strategy and substantial investment are crucial to make the improvements that are needed. As well as the noble Earl, the noble Baroness, Lady Prosser, asked whether I would explain why the Government were not carrying out cost-benefit analyses of careers. The Government have ensured that funding to the Careers & Enterprise Company is underpinned by the development of a robust evidence base. The company has carried out a “what works” review to underpin all its work on the ground, and published cold spots research based on prioritisation indicators to identify geographical areas of the greatest careers and enterprise need. This helps the company, schools, colleges and others to prioritise and target funding with initiatives where they are needed most.

Secondly, responsibility for careers provision for young people and adults has been brought together under a single responsible Minister. As the committee rightly highlighted in its report, this will give us an opportunity to bring greater coherence to careers advice—a point raised by the noble Baroness, Lady Tyler, and the right reverend Prelate the Bishop of Durham.

The noble Baronesses, Lady Corston and Lady Donaghy, raised the question of the publication of a careers strategy. This is a good point. Next year we will set out the details of our approach to careers advice and guidance across the age range—from primary schools right through to adults who want to retrain. The noble Lord, Lord Watson, raised this issue, and I will answer some of the questions that were raised on the important subject of careers advice before moving on to my third point. The noble Baroness, Lady Tyler, said that the impact of the Careers & Enterprise Company is limited. In addition to a network of enterprise advisers, working with over 1,300 schools and colleges to direct their careers and enterprise strategies, as I mentioned earlier, the company is targeting further support where it is most needed. Some £10 million is invested in 35 proven career and enterprise programmes, which benefit 250,000 young people. A £12 million mentoring fund and campaign matches with business mentors pre-GCSE teens who are at risk of disengaging, and there is £1 million to scale up high-quality careers programmes in the six opportunity areas of west Somerset, Norwich, Blackpool, Scarborough, Oldham and Derby.

The noble Baroness, Lady Corston, asked about the need for a careers service to support young people. That is the point I am trying to make. The National Careers Service provides free, up-to-date and impartial careers advice. It is delivered by around 1,400 careers advisers, qualified to level 3 and above in careers. Young people can access support via the website, webchat and telephone helpline services. Schools can commission national careers advice contractors to provide face-to-face support to pupils. In this respect, face-to-face support is important. The National Careers Service has made over 13,000 contacts with schools to help broker relationships with employers and develop their career strategies.

The noble Earl, Lord Listowel, asked about the knowledge deficit of careers advisers and the need to train them annually, which I alluded to at the beginning of my speech. The Government’s current review of careers provision includes consideration of how well equipped careers professionals are to provide advice and guidance on the full range of pathways. We will talk to the Career Development Institute to ensure that its professional standards and continuing professional development for careers advisers remain fit for purpose. The UK register of careers professionals contains details of advisers who are qualified to level 6 and undertake CPD—up to 30 hours every year. This assists schools, colleges and others to identify high-quality careers professionals.

The noble Baroness, Lady Corston, asked when the Government will bring forward promised legislation requiring schools to give access to other providers to talk to pupils about their education or training offer. The statutory guidance underpinning the careers duty on schools is clear that schools should give other providers who wish to do so the opportunity to engage with pupils on school premises to inform them directly about what they offer. However, I reassure the noble Baroness that we want to go further. We are considering options, including new legislation, to ensure that young people are fully informed about the range of opportunities open to them, including apprenticeships and technical education.

I now move on to the third point. The report highlighted the importance of creating the right incentives for schools and colleges to give careers advice and work preparation the focus they need. The noble Baroness, Lady Tyler, said correctly that Ofsted has sharpened its approach to the inspection of careers provision. Ofsted’s inspectors are trained to recognise the importance of careers provision and to reflect this within their communications and school inspections.

The noble Earl, Lord Kinnoull, raised the use of data. I agree that the Government aspire to ever better data. Our work on the Longitudinal Education Outcomes dataset is used by policymakers to gain a deeper understanding of how students progress from different educational and vocational routes into employment.

I want to highlight a further crucial point: the importance of work experience. There is a clear link between employer contacts while at school and young people’s success in later life. Traineeships offer young people a chance to participate in high-quality work experience placements in order to develop workplace skills. My noble friend Lady Berridge asked about work experience in the House of Lords. We are currently advertising for work experience placements for school students aged between 15 and 18 during June and July 2017. They will be offered office-based work in departments within the general areas of the House of Lords administration.

We know that as well as work experience young people need access to wider experiences and extra-curricular activities. A lack of these experiences can widen gaps between young people from different backgrounds. We are working with great organisations such as the National Citizen Service to ensure that more young people are able to access such experiences. Earlier this year we announced that the National Citizen Service will benefit from more than £1 billion over the next four years. By 2021, it will cover 60% of 16 year-olds.

The noble Baroness, Lady Corston, asked about the importance of brokering local arrangements. In fact, she highlighted this as being very important. We know that there is entrenched disadvantage and low potential for social mobility in certain parts of the country, as I said earlier. Therefore, I agree with the noble Baroness about the role of government in brokering local arrangements. That is why we have launched opportunity areas, providing £60 million of additional funding and support for social mobility cold spots. In these areas, we will focus the Department for Education’s ideas and resources on supporting young people to fulfil their potential. We will work within opportunity areas to respond to local priorities and needs; each area will have its own challenge.

Demand for high-level skills in computing will continue to grow in the years ahead and will be crucial to supporting a successful economy. I mention that because my noble friend Lord Fraser raised the importance of IT training. To help meet this demand, the Government have introduced computing as a statutory national curriculum subject at all four key stages, as well as a new computer science GCSE and A-level. This will ensure that pupils acquire the knowledge and skills they need to become active creators of digital technology.

The noble Baroness, Lady Donaghy, asked about the Sainsbury report on technical education. I reassure her that the Government are taking action following the recommendations of the independent panel. Through our skills plan we are introducing a series of technical education reforms based on those recommendations. As mentioned earlier, they will provide a high-quality track centred around 15 routes, preparing individuals for skilled employment. An important point is that we will ensure that technical education is employer-led. We believe that we made great strides in addressing technical education through the reforms in the last Parliament following the Wolf review, but I make it absolutely clear that we are committed to doing more.

I thank the noble Baroness, Lady Corston, for tabling this debate and I thank all noble Lords for their valuable contributions. I agree wholeheartedly with the committee’s statement that:

“The transition from school into work is a vital point in the lives of young people”.

We are committed to addressing the challenges that exist at this time so that Britain truly works for everyone.

In conclusion, the noble Baroness, Lady Prosser, made a key overarching point—that there will be winners and losers in the new industrial revolution. She is right that the increasing emphasis on further education and vocational education, in conjunction with higher education, will help build the skills base that this country badly needs in order to succeed.

[The Lord Bishop of Durham]

Perhaps I may intervene briefly. I specifically asked about the news that leaked out yesterday concerning the Child Poverty Unit and the life chances strategy. I think that the noble Lord, Lord Watson, also referred to the Child Poverty Unit.

[Viscount Younger of Leckie]

A number of issues concerning child poverty were raised, and it therefore becomes me to write a letter to cover those points, making the link between social mobility and child poverty. Although I alluded to that, there is more to say and I hope I can make some reassuring points in a letter.