Education: Citizenship Studies
Lord Elton Excerpts(9 years, 10 months ago)
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Lord Nash
Ofsted reported last year that it found that in primary schools citizenship was “thriving” and that in secondary schools the quality of citizenship education was stronger than in its 2010 survey. It also found that head teachers recognised the rich contribution the subject makes to pupils’ learning, their personal development and the ethos of the school. We have substantially improved the citizenship curriculum from the previous, rather issues-based, syllabus and we are now enhancing the requirement to teach about British institutions and values.
Lord Elton (Con)
Will my noble friend take into account the enormous change that has come over our society since the middle of the last century, at which stage the lifeblood of the country flowed through the churches, cathedrals, mosques, meeting houses, temples and synagogues? The actual morality that was the underpinning fabric of good citizenship could not escape people because it was put before their eyes every week. Now that that has gone, will my noble friend talk to his colleagues in other departments to ensure that there is a link between citizenship and practical experience of the teaching of all-faith religious knowledge? That way, people will understand what it is we want them to do.
Children: Racist and Islamophobic Bullying
Lord Elton Excerpts(10 years, 3 months ago)
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Lord Elton (Con)
My Lords, can my noble friend tell us what guidance and support trainee teachers get in methods of dealing with this sort of abuse and bullying and how that is built on in their continuing development programmes?
Lord Nash
We recently reduced the length of the guidance to schools on bullying from 481 pages, which of course nobody can absorb, to 11. There is a view that we may have gone slightly too far, and we are looking again at whether we should improve certain aspects. Of course, all teachers should receive behaviour management training in ITT. We are also substantially improving the amount of in-school training with the expansion of teaching schools. We have a high number of SMEs and NLEs that are especially focused in this area.
Children and Families Bill
Lord Elton Excerpts(10 years, 5 months ago)
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Baroness Butler-Sloss
My Lords, this amendment raises an issue that has engaged academic legal discussion for about 18 years. I hear with some surprise the fact that some dramatic change was made in the case of Re J. That is not my impression.
There are, of course, two schools of thought, as there are in so many issues, even in family law. During the many years when I was a family judge, I heard many child injury and death cases and agonised over where the line was to be drawn between the protection of a child from significant harm and the importance for the child and the rest of the family of not removing that child from the family home on insufficient evidence. In the case that precipitated this amendment, as the noble and learned Lord, Lord Lloyd of Berwick, pointed out, the seven members of the Supreme Court were in fact unanimous on this issue although they disagreed on some less important points, as I would respectfully call them. They decided on the balance of the bare facts of the case that they were against the removal of the children and that the threshold had not been crossed. Put at its simplest, this is a question of whether you remove a child on suspicion or go to the welfare stage on suspicion or whether you have to have evidence before you cross the threshold.
I was never a Supreme Court judge, but I respectfully agreed with the seven—
Lord Elton (Con)
I have one difficulty. I understood that it was not at this stage a question of removing the child—I thought that it was a question only of moving to the welfare stage. The noble and learned Baroness has just said the contrary.
Baroness Butler-Sloss
I am sorry—I was talking about the removal of the child or looking at other aspects of the welfare stage. I am sorry if I conflated that, but the noble Lord is absolutely right. It is a question as to whether the court can make decisions which include the removal of the children or the removal of the parent or putting in place supervision orders or various other intrusive orders into the family.
I suggest that this House should be cautious, when seven judges have said that the threshold has not been reached and crossed, about passing an amendment to the contrary effect. I was going to go through at some length the two cases that I think are relevant, because we go back to 1996—we do not start in 2009—but it is probably unnecessary. However, it was unrealistic for the Supreme Court to be given the one bare fact and not the surrounding circumstances, although it was undoubtedly intentional. In my experience of 26 years sitting as a family judge, 15 of them spent hearing this sort of case—many children who died and many who were seriously injured—as well as eight years spent hearing them on appeal, then going back to hearing them again as a first-instance judge, I do not remember a single case where this bare fact was the only point that the court had to deal with. So I believe that the cases are rare, although I entirely accept what the noble and learned Lord says—that even the rare cases, naturally, have to be protected. But if there is nothing but suspicion, I would suggest to your Lordships’ House, as the Supreme Court judges said, that you should not remove the child on suspicion.
The court has the jurisdiction to look at the entire case, although it is not able to make a decision on welfare in looking at the threshold point. There may have been some degree of confusion in Grand Committee as to what in fact the local authority and the court could do. I hope the House will forgive me if I go through briefly what I understand the situation to be. I would be astonished if it has changed from the days when I was sitting as a judge.
If you have a person, whom I will call P, who has been in a pool of possible perpetrators but not identified as the actual perpetrator of the injury or death of a child, the social workers are not precluded from investigation. I respectfully disagree with my most experienced noble friend Lady Howarth in saying that the social workers might not be able to enter the house or make the proper investigations. With the person, P, having been in a pool of possible perpetrators of the death or injury of a child—in the particular case of J, the child aged, I think, three weeks died of asphyxia but also had terrible injuries—the social services, if they had been alerted that P was in a new family, would see that as a highly relevant factor and naturally very worrying. The local authority has a duty under Section 17 of the Children Act 1989 to safeguard and promote the welfare of children in the area who are in need. It is almost certain that the sole fact available, that P had been in a pool of perpetrators, would trigger immediate action by a local authority.
Under Section 47(1)(b), a local authority in circumstances such as these would have a duty to make inquiries. A social worker would investigate and be likely to visit the family. If the inquiries are frustrated by access to the children being unreasonably refused, there may therefore be grounds for seeking an emergency protection order under Section 44(1)(b) or (a), for possible removal of the children from the home because of what is going wrong if they are not being allowed to see the children.
The local authority could also seek a child assessment order under Section 42(3). In any event, the local authority would be likely to seek an interim care order from a family judge under Section 38(2) in respect of the children. It would not look well to the judge if the parents refused access to the children; that would be a major marker against what was going on in the family. The children might be taken into interim care but, in the case of J, the mother very properly left the home so that the children could continue to live with the father. She moved out.
There would be a directions hearing by the judge of the care application and a CAFCASS guardian would almost certainly be appointed. During the period leading to the substantive care hearing, the family would no doubt be examined in depth. At the main hearing, P would clearly have to give evidence and be cross-examined as to what happened in the first family when the child was injured and died. She—it was a woman in that case—and J would be cross-examined up hill and down dale as to why she had not protected the child, whether she was actually the perpetrator, why she had not seen the injuries to the child, what she was doing while this child was being hurt, and whether she covered up for the other parent. Those are terribly relevant factors and, I would suggest, relevant factors to crossing the threshold if she gave unsatisfactory answers and if she was not believed by the judge. There would be assessment reports from the social worker, and of course the guardian would give his or her own report on the family’s position. All the circumstances would be very carefully considered by the judge in deciding whether the evidence available to him or her was sufficient to cross the threshold barrier.
Clearly, how well the new family were getting on and the care given to the new family by P and by the other partner were relevant to identifying whether there were other concerns that might tip the evidence over the threshold. Only if there were no evidence at all other than the bare fact of P having been in the pool but not having been proved to be the perpetrator would the evidence be insufficient to cross the threshold, and the judge would not make a care order or some other order excluding P from the care of the children. That is the point at which, if you do not cross the threshold, you cannot make a decision about removing the children or putting in a supervision order or any other sort of order.
I am very grateful to my noble and learned friend for giving me the opportunity to read the opinion of John Hayes. Of course, I respect his experience as an advocate in care proceedings but I disagree with his conclusions. Perhaps I may make a number of points on his opinion. He talks about a case of twins where the unharmed twin would be in danger if not removed from the family where the first child had been injured. In that case, the unharmed child would certainly be removed. However, we are considering a new family where one adult member is a possible perpetrator but there is now a new family unit with an adult against whom there are no allegations at all. It may also be relevant that in the J case the injuries perpetrated on the child took place seven or eight years before, and undoubtedly P would have matured. I believe that in that case she was extremely young—16 or 17 years old. She was in a much more stable and supportive environment and therefore might not pose a threat.
Taking the other points made by Mr Hayes, if a local authority becomes aware that a possible perpetrator is in the new family, I have no doubt that it will issue the proceedings even if there are no other concerns, and I am surprised to hear John Hayes say something to the contrary. I do not believe that the judge at the interim care stage would dismiss the proceedings before having the opportunity to see all the reports and examine all the evidence. If counsel for the parents applied at the interim directions stage to have the case dismissed, I would be equally surprised if the judge dismissed the case before the full hearing. I certainly would not have done that because I would have been worried. Of course, you would be worried until all the facts were in front of you. I would hope that the child’s guardian would look at the best interests of the child in the broadest sense and take into account the need for a balance between protection and the right of the child to have a normal life with the natural family. Interestingly, Mr Hayes talks about the balance between protection of the child and the rights of the parents to have a family life. For goodness’ sake, the right of the child to have a family life is much more important than the right of the child’s parents. What we have here is a balance between protection and the right to family life.
It seems to me that there has been an overreaction by academics, some social workers, some lawyers and some judges. The other side of the coin is the real danger that, if this amendment is passed, children may be permanently removed from their parents, their homes, their schools and their friends on a suspicion that the person concerned was in the pool of perpetrators, although he or she cannot be proved to have done the harm. That would be a great injustice to children, it would cause significant harm where there was no serious threat to children’s well-being and it would tilt too far towards intrusion by the state into family life.
Children and Families Bill
Lord Elton Excerpts(10 years, 5 months ago)
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Lord Storey (LD)
My Lords, I rise to speak with no real expertise on this matter, although, as it happens, my father was an adopted child. It is interesting that there has been a 20% increase in the number of looked-after children since 2009. I suspect that there is a perception that if you do not ethnically match, children will be hanging around waiting for a loving, caring family. I am not sure that that is the case. We all want the same thing, do we not? We all want to make sure that children are adopted by the right families, in all sorts of ways. I rarely disagree with my noble friend Lady Eaton, but if there is statutory guidance—and there will be—it is hugely important that the religious, heritage, cultural and ethnic issues are clearly spelt out. Presumably it is called “statutory” because it is backed by the full weight of the law. When the Minister replies, I hope that he will spell out how important that statutory guidance is.
I suspect that, for all sorts of reasons, we are at a bit of an impasse because of views shared by other people who are not in this Chamber. I understand that. Clearly, however, there has been real movement by the Government to have statutory guidance. I do not think that I would ever dare to disagree with the noble and learned Baroness, Lady Butler-Sloss. However, I think that social workers do take note, and will have to take note, of that statutory guidance, given that it is enshrined in law. They will know clearly what the thinking is. When the statutory guidance is put together, organisations such as the NSPCC will play a prominent part in making sure that it is fit for purpose and delivers what we all want.
Lord Elton (Con)
My Lords, I learnt one lesson at the Home Office where I legislated for some years. When you make a list, the longer it is the more that considerations which are not on the list are excluded. Expressio unius est exclusio alterius: if you have a list of what must be done, the inference is that the rest does not have to be done. Therefore, if you are going to have a list, let it be complete.
Baroness Benjamin (LD)
My Lords, first, I thank the Minister for listening to concerns raised in Grand Committee and for the many meetings with all interested parties over the past few weeks to find ways to move forward in dealing with adoption issues.
With regard to Clause 2, I acknowledge the Government’s argument for removing the requirement in primary legislation to have particular regard to,
“religious persuasion, racial origin and cultural and linguistic background”,
as it has become evident that in some cases the current legislation of due consideration has been interpreted too bluntly, with some social workers giving undue regard to racial characteristics and seeking perfect ethnic matches. There is a need to find ways to avoid that happening—to find a balance. Statutory guidance could be the answer if it is fully thought through and applied. However, as we have already heard, there are concerns that the removal of the express requirement to give,
“due consideration to the child’s religious persuasion, racial origin and cultural and linguistic background”,
when matching a child with prospective adopters might increase the risk that a child’s racial origin will be completely ignored in matching decisions.
I would appreciate it if the Minister could tell the House what the Government propose should happen when a child is adopted by a family of different race, heritage or religion. How will the guidance ensure that those families are given help to understand, appreciate and engage with the background and culture of the children placed with them? How will the statutory guidance address identity, background and heritage issues that will almost certainly need to be dealt with at different times in a child’s life as, getting older, they grapple to understand their identity? As we have heard, some find it very difficult if they are not exposed to those issues. In short, how will adopters of a different background and ethnicity access additional training and support to help them understand issues their child might have to face, such as racism and identity crisis as well as religious and cultural differences?
I have spoken to both the NSPCC and CCS Adoption based in Bristol. I declare an interest as I am a patron of the latter. Both believe that a stronger case needs to be made before the removal of due consideration of race and ethnicity when a child is adopted. Some people have asked why we cannot simply amend the welfare checklist specifically to include ethnicity. Can the Minister explain the Government’s reasoning behind the decision not to do this?
One of CCS Adoption’s concerns is that guidance might be considered discretionary and is more likely not to be adhered to or might even be ignored. Just last week it was advised by its local authority that it was not the authority’s policy to undertake life story work with children or to produce a life story book for a child. In the local authority’s view, these tasks should be done by the adopters. Would statutory guidance make this clearly the responsibility of the local authority, as it holds the child’s key information? The life story workbook is key to any child coming through the care system in helping to preserve and develop their identity. To try to delegate these responsibilities to adopters when all the key information is held by the local authority is unacceptable as it does not ensure that the best interests of a child are met. Will this practice be addressed and enshrined in statutory guidance?
As we have heard, the NSPCC welcomes the updating of statutory guidance in relation to this issue and is keen to work with the department to input into this. However, it feels that this is work in progress and that at this stage it cannot commit wholeheartedly to endorsing the guidance. It and others have asked a number of questions to seek reassurance. What impact will the statutory guidance have and how will it be implemented? Aside from whether the guidance is statutory, as the Government are proposing to remove “due consideration” from primary legislation, do they think that stating this in guidance is contradictory and could lead to confusion among social workers as to whether it is a priority issue for consideration? How will the guidance ensure that all families are given help to understand, appreciate and engage with the background and culture of children placed with them? How will the Government ensure that local authorities actively recruit more adoptive parents from a range of ethnic backgrounds?
I believe that when a child is adopted by a family of different race, heritage or religion, that family must fully understand the child’s background and help the child to cherish their birth heritage. Adopters do not have to share the same ethnicity, but they must be able to respect the child’s background. They must be able to help the child to identify with their birth heritage and to be well prepared for issues that may arise as the child develops into a teenager and beyond. These adopters therefore need to be supported and helped by appropriate training to strengthen their skills together with their knowledge and understanding of the child's birth heritage, so that they can meet these needs.
This will undoubtedly avoid situations like the one I was made aware of recently by a young mixed race girl. She wrote:
“Growing up in a completely white family meant I didn’t get a taste of my heritage and not knowing my father meant that I wasn’t introduced to my black heritage until my teens. I feel strongly about this topic as I used to be picked on when I was younger and called an ‘Oreo’ (black on the outside, white on the inside) purely because I didn’t know or understand my black heritage”.
Over the years I have heard many similar stories.
Every child needs a loving and stable home, but they also need to be confident about their identity in order to face the world. We all agree that children must not suffer as a consequence of our decisions. So if we end up with statutory guidance, we must all work diligently to ensure that it is clear and understandable to all and not open to misinterpretation. As I always say, childhood lasts a lifetime and a child’s experiences shape their adulthood. So let us get this one right. I am happy to work with the Minister to do just that. In the mean time, I look forward to hearing how the Minister believes the Government can achieve this.
Education: PISA Results
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Lord Nash
I think that the Secretary of State wants to improve the lot particularly of underprivileged children in this country far more than he wants to be liked. He greatly values the advice of teachers and constantly has teachers and head teachers in and out of his office. It is a fact that where you have an organisation—I have seen this in business many times—that needs to go through change because it has slipped so dramatically down the international tables, we have to make a lot of changes. That is why we are making a lot of changes quickly, because we have slipped so fast. People are always reluctant to embrace change, and I understand that teachers feel under pressure from so much change. However, we have to do it if we are to do the right thing for our teachers. Both my right honourable friend and I constantly have conversations with head teachers around the country that go along the lines of, “I know you’re unpopular and I know that teachers don’t like it, but you’re doing the right thing. Keep going”.
Lord Elton (Con)
My Lords, can my noble friend give us a little more insight into the view that he takes of the comparison between examination systems—their design, their management and use—in competitor countries? How do they differ from ours, and is that in itself one element that needs to be improved?
Lord Nash
I am grateful to my noble friend for that question. We have looked at examination systems across the world in improving the examination systems in this country. We have reduced, or rather will be reducing—again, going to the point about turning the ship around quickly, a lot of these reforms have not even come into effect yet—the number of modules and the amount of coursework and continuous assessment in exams, and we will be reducing the scandal of equivalence that went on in recent years. You could take a higher diploma in construction, a subject that even someone as hamfisted as myself would probably pass because there were no exams at all and it was entirely continuous assessment, and it counted for four GCSE equivalents. I could give noble Lords many other examples of exams that were massively overrated, doing their pupils no favours at all and not valued by employers. We have taken into account a lot of what we have seen in international systems in our reform of the exam system.
Education: Reform of GCSEs
Lord Elton Excerpts(10 years, 11 months ago)
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Lord Nash
The noble Lord makes a very good point. On the timetable, we are now consulting on the subject content and Ofqual is consulting on the regulations. The consultation on subject content ends on 20 August and Ofqual’s consultation ends two weeks later. We plan to publish final versions of both in September or October. The awarding organisations then have about six months to develop their detailed subject specifications and it will take approximately six months for those to be accredited by Ofqual. The full subject specifications should, therefore, be available in September 2014 for first teaching in September 2015 in all the subjects we have mentioned except languages, where first teaching will not be until September 2016. We believe that is ample time for teachers to prepare.
On the point about English and maths going through the curriculum, spelling, punctuation and grammar are worth 5% of marks in history, geography and English literature, and we have increased that to 20% in English language. In science, we are making sure that maths is much more prevalent.
Lord Elton
My Lords, coursework is a very valuable and flexible means of teaching but it is notoriously difficult to moderate, certainly in history and geography and doubtless in other subjects. The decision to withdraw weight from that element of examination marking is very welcome. The period chosen for the forthcoming consultation coincides with the most disrupted period of timetabling in the secondary sector and the peak workload of the examination authorities, on whose contribution there should also, presumably, be consultation. It also, of course, coincides with the holidays. Is the noble Lord certain that this period is long enough?
Lord Nash
We believe it will be long enough. It is important that schools can see the full picture of reform to GCSEs, A-levels, the curriculum and the accountability framework at the same time. As I said, we do not think it is fair on pupils to continue with the current system for any longer than we need to.
Young People: Personal Finances
Lord Elton Excerpts(11 years, 3 months ago)
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Lord Elton
Following the question of the noble Lord, Lord Tomlinson, does my noble friend agree that if eventually all the electorate were to realise that you cannot throughout your life spend more than you get, they would be more accepting of Budgets that would reduce the deficit and get this country back to where it should be?
Education Bill
Lord Elton Excerpts(12 years, 6 months ago)
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Lord Elton
I am encouraged to rise briefly after what my noble friend has just said. Something has been worrying me since I was Minister for Education in Northern Ireland back in the 1980s: the difference in esteem granted to academic and non-academic choices of our children going to school. It was forced on me because we were the part of the United Kingdom that did not sign up to the end of the 11-plus, so there was a very stark contrast. My job was to try to get parity of esteem between the grammar schools and the secondary schools. I have noticed that vein going on through education after the end of the 11-plus: the great esteem given to an academic career, even after it was the only entry into a white collar job.
It seems to me that the introduction and the success of the apprenticeship scheme is the answer to the problem that I was looking for 30 years ago. If we can give children, and in particular their parents and their parents’ generation, the perception that it is as honourable and as rewarding to follow a practical career as an academic one, it will have a great effect on the way the young of the future see the choices before them. We will get a proper balance socially, academically and economically where it is needed. I am very glad to support my noble friend’s amendment.
Baroness Verma
My Lords, I want to respond to the amendments tabled by the noble Lord, Lord Young, and of course to respond to other noble Lords. I thank very much all noble Lords who have welcomed the government amendment. The previous Government, and the noble Lord himself, did a great deal to make the apprenticeship programme what it is today and gave us a strong foundation on which to develop our skills flagship even further. I would like to take this moment to reassure the noble Lord that the Government understand and share his concern for young people’s interests that lies behind his amendment. Indeed, our own amendment, discussed just now, underlines that point. However, the original offer to which the noble Lord refers would have meant that the chief executive of skills funding would have had to find jobs with employers for all the eligible young people who wanted an apprenticeship. While it is a noble aspiration, in reality the Government and their agencies simply cannot tell employers whom they should employ.
The redefined offer in the Bill constitutes a more robust deal for the same young people because we know that we can deliver it. It sets the right balance between the employer-led nature of the programme and the need for support from government that young people can rely on.
The noble Lord’s other amendments propose making apprenticeships a condition of government contracting and Investors in People status, as well as requiring the Government to publish numbers and targets for public sector apprenticeships. I understand why the noble Lord has tabled the amendments and that he wants to ensure that government do everything in their power to encourage employers to take on apprentices, but a great deal is already being done to achieve this. I know that my honourable friend the Minister for Skills met the noble Lord, Lord Young, in September to explain this and has written to update him since. The Government believe fundamentally in a voluntary rather than regulatory approach. However, I know that the Minister has also reiterated to the noble Lord his determination to explore every opportunity to do more, provided that we do not put extra burdens on smaller employers and risk any breaching of the law. I would actively encourage the noble Lord to continue those conversations with my honourable friend the Minister for Skills or with me. My door is always open.
The noble Lords, Lord Layard, Lord Willis and Lord Elton, spoke about clear vocational routes for young people. I absolutely agree. For far too long we have undermined the great skills that come through apprenticeships. We want to make sure that young people who have an aptitude towards these skills—usually a very good aptitude—get as much support as we can provide. That is why, from the £1.4 billion in funding that we have put in for 2011-12, £800 million has been directed towards 16 to 18 year-olds. We are absolutely committed to ensuring that we work with employers to give young people—who, as was mentioned, may not be able to go straight into an apprenticeship—access and a pathway to prepare them better. We would still see them as apprentices and ensure that within a maximum of six months they were ready to take on a fully fledged apprenticeship.
The noble Lord, Lord Young, talked about the support for SMEs, GTAs and ATAs. Two-thirds of apprenticeship opportunities are offered by SMEs, which is why we want to make sure that we are supporting the SME sector by simplifying the systems and reducing the barriers so that SMEs are able to offer greater opportunities for apprenticeships.
It has been a great success story. In fact, I was really pleased to hear noble Lords say that. There has been an increase in apprenticeships, which is of course what we want. We know that apprenticeships are a wonderful route into skilled employment. However, we must not see them as a panacea for unemployment. The scheme is there to train and fill a need that employers have. As the noble Lord knows, these apprenticeships are employer led; they are developed by employers because they are at the heart of knowing what they need. It would therefore be futile for us to impose upon employers restrictions and regulations that would bind them to artificial targets and barriers.
We offer incentives to employers to recruit 16 to 18 year-olds. We know that it is crucial that we help them into employment, and the noble Lord is absolutely right to say that too many of them are unable to access it. That is why the Department for Education is fully funding its apprenticeships, and that is why we are there to support them absolutely. However, we must not forget apprenticeships for those who are older because they also need to be able to respond to the needs of the global economy as it changes. More than 100,000 employers offer apprenticeships. That is not enough and we want more to happen, but they are in 160,000 locations; two-thirds are offered by SMEs, which form 99 per cent of all businesses; and large businesses have the capacity to offer apprenticeships in larger numbers.
There is much to be done, but we are doing and building on what has gone before. I hope that I have been able to satisfy the noble Lord because I really believe that he and the Government share the same wish: to ensure that our young people and older apprentices all get an opportunity to contribute fully to the life of this country and, in turn, to the global economy. The Government’s amendments will further enhance the deal that we offer young people by prioritising funding for their apprenticeship training. I hope the noble Lord will feel encouraged that we want young people to start their careers on a sound and positive basis through apprenticeships—as, indeed, the noble Lord said. We differ only in our view on the most effective way to achieve that, but I am pretty certain that the noble Lord will feel sufficiently reassured to withdraw and not press his amendments.
Education Bill
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Lord Lucas
My Lords, I very much hope that my noble friend will pay attention to the speeches he has heard on Amendment 78. I well remember the debates that led up to and followed the inspired amendment in the name of the noble Lord, Lord Alton, which got us out of some emotional difficulties. It expressed all our intentions well. This Government realise that measuring schools and setting them objectives has an effect on schools, which is why they introduced the EBacc, which is having an effect. Ofsted looks at community cohesion not because we expect Ofsted to go galumphing all over this territory but so that schools know that attention is being paid to whether they do it or not, and that, therefore, it will come within the list of things that they have to do. The noble Lord, Lord Quirk, made some pretty good fun of the provisions in the Bill about social, moral and cultural development, as if there was a way of measuring these things or a tape measure that could be run over them. But having that in the Bill means schools know that this is something they have to do and that, therefore, they have to give time to it and spend money on it. If schools are not given any mind in these sorts of areas, they will start not doing it in the way that they have been not doing foreign languages. Hence, the need to row back on that with some vigour, which I am delighted my right honourable friend is doing. These things matter and these particular words matter. The noble Baroness, Lady Flather, has my total support. I very much hope that in the Minister’s consideration of what might be done to improve this Bill, she will focus on those two words.
On the other amendments in the group, I support what the noble Lord, Lord Northbourne, is aiming at. It seems to me that we are moving children between two regimes—that of the social services and that of the school, or the family and the school, whichever may apply. In terms of understanding what is going right and what is going wrong, it is important to make a measurement at the point when a child moves from one to the other so that we know whether the problems of literacy are being generated in the community or though a lack of attention in the school. I am not saying that this is the right place to put it but if we are doing value-added in a school, we should take an initial measure at the beginning and not two years in. A lot of value-added goes on in those two years in a good school. We should be doing that. I very much support the spirit of the amendment.
I also support my noble friend Lady Walmsley in her wish to see well-being included. The Prime Minister has been right to support that as a concept of wide application and it really should find its way into something as central as education. I look forward to the speech of my noble friend the Minister.
Lord Elton
My Lords, I had hoped to speak in support of the noble Lord, Lord Northbourne, but I cannot do so because the debate has taken place in my absence. So I rise only to say in a very plaintive way that I left with a list of groupings which made it clear that I had time to attend to other business but having attended to the other business, I find that the business I wished to be here for had already been dispatched. I hope that is not going to become a regular feature of our proceedings because it is exceedingly inconvenient.
Baroness Jones of Whitchurch
My Lords, I have listened carefully to the debate. We have a great deal of sympathy with those noble Lords who fear that Ofsted’s role is diminishing to concentrate on academic achievement and behaviour at the expense of some of the wider social and personal development issues. As has been pointed out, these have an equal status in the classroom and they are sometimes a necessary precursor to the learning process itself. There is also quite rightly some concern that if these issues are not a key part of the Ofsted inspection regime, they will be given diminished status by teachers. I am sure the Minister will say that this is not the intention but we should be realistic about human nature and the pressures that teachers are under to deliver on so many different fronts. The Ofsted report is an essential guide for parents and schools are desperate to score highly on what they perceive to be the core measures of inspection. It is important that these measures are kept in the legislation.
We support the amendment moved by the noble Baroness, Lady Walmsley, which puts children’s well-being at the heart of the school mission. We supported a similar amendment in Grand Committee and we reiterate today that schools should not be simply about academic achievement. Schools should have a responsibility to provide a safe and happy environment where all children can thrive. That should include covering issues such as nutrition, exercise, relationships, respect for each other and tackling low self-esteem. In Committee the Minister, the noble Baroness, Lady Garden, said:
“Ofsted recently commented that well-being will be at the heart of the new framework, because it will require inspectors to consider the full range of experiences for pupils”.—[Official Report, 20/7/11; col. GC 491]
These themes were repeated in the Minister’s letter to my noble friend Lady Hughes. If this is the case and we are all in agreement, I see no reason why the Minister should not accept the amendment moved by the noble Baroness, Lady Walmsley, so that the requirement can appear in the Bill.
In an earlier debate, the noble Lord, Lord Northbourne, made a powerful case for improved early years provision. He has echoed those themes today. He is rightly challenging us to identify the mechanisms that will ensure investment in early years so that every child, when entering school, has a capacity to learn and succeed. Again, these themes were echoed by the noble Lord, Lord Quirk, and other noble Lords. This is particularly significant when we read in the past few days that the Institute for Fiscal Studies calculates a 20 per cent cut in funding of early years provision. We have every sympathy with the position that he is pursuing, although it might be unfair to ask Ofsted to report on how school-ready pupils are on first arrival when the receiving school will not have had much opportunity to influence this. He is in effect making a case for more rigorous independent inspections of early years provision and this we would wholeheartedly support.
Finally, I share the concern of the noble Baroness, Lady Flather, about the removal of social cohesion from the core list of issues to be inspected. She is right to identify that this goes much further than measuring the cultural development of pupils. We are blessed with living in a diverse, multicultural society, but it has its tensions, suspicions and hostilities, and we are not short of volunteers who stoke up conflict at any slight or perceived unfairness. Young people need to understand the roots that have brought us together and the advantages of strong communities living in tolerance. The school’s role in the community and its influence as a community leader cannot be underestimated so I hope to hear more details from the Minister about how this is going to be achieved in the curriculum and measured by Ofsted. In the absence of a convincing explanation, we will support the amendment of the noble Baroness, Lady Flather.
I understand Ofsted’s concern that it is being asked to measure too many aspects of education. I also understand that at times of limited resources, choices have to be made. But this is about getting the balance right. It is about what parents can expect from their children’s education and how we want to shape and nurture the next generation of citizens. I do not think we have the balance right just yet.
Baroness Northover
My Lords, I remind noble Lords that we are now on Report. We should not be exploring in enormous detail issues that were looked at in Committee. We should have just the distillation of where we have got to on this matter. I also remind noble Lords that we have some very important business to consider following this debate. I therefore hope that we can expedite things and reach a conclusion.
Perhaps I may distil a parent’s view on the particular aspect of the amendment on which your Lordships have chosen to concentrate. I think that the parent has the best idea of when a child is ready for the various stages of his or her understanding of sex, and the best way is to answer truthfully every question when it is asked and at the age at which it is asked—sometimes wrapped up a little. I do think—and your Lordships have generally expressed a view—that to teach advanced sex, if one may call it that, in primary school is entirely inappropriate. I add my name to the list of those who admire greatly what the noble Baroness, Lady Massey, has done in Parliament for young people over many years, and I have been rather feeble in supporting her. However, what she was not asked to do was a demonstration of the material that is not only available but recommended to be used in classrooms; and recommended not only by non-government bodies but by local authorities, sometimes at an age less even than that recommended by the publisher. It was hair-raising. I hope your Lordships will understand that for that reason anything that tends to open the door to that is to be resisted.
The noble Lord, Lord Clarke of Hampstead, put it succinctly—he distilled it. He said that the inference in paragraph (c) of proposed new subsection (5C) is that this subject should be taught in all schools. It is for that reason and with great reluctance that I oppose the amendment. Its intention is good and if it could be tweaked at Third Reading to exclude that inference, I would be friendly to it.
Baroness Crawley
My Lords, I rise in support of my noble friends in their amendment and acknowledge their tenacity in pursuing these important and sensitive matters. It is a welcome opportunity for me to leave the substitutes’ bench, even for a brief period, in the passage of the Bill and to take part in this significant debate. A colleague said that timely substitution can often win matches. However, looking at our recent voting form, I am not going to hold out too much hope.
In Amendment 80, my noble friends Lady Massey of Darwen, Lady Gould of Potternewton and Lord Layard have called on the chief inspector to report on school policies on bullying, healthy eating, the delivery of citizenship education and the delivery of personal, social and health education, including sex and relationships education. In proposed new subsection (5D) in their amendment, they say:
“In reporting on the matters listed … the Chief Inspector must take into account the age and stage of development of the pupils”.
That is very important for us to remember in the context of our debate tonight. There is no question in the amendment of any compulsion for inappropriately aged children.
Education for Life, with a capital “L”, is crucial in our modern, complex, choice-led, resource-scarce society, but I know that the force of my noble friends’ arguments will not be lost on the Minister, who carries his brief with enthusiasm and compassion. To quote the noble Baroness, Lady Walmsley, in Committee:
“Children may not go on to get first-class degrees but they will all have families, relationships, friends, personal finances, responsibility for their own health and safety … and jobs”.—[Official Report, 13/7/11; col. GC 344.]
Also in Committee, my noble friend Lord Layard quoted, at cols. GC 349 and 350, some revealing international evidence that personal, social and health education assisted children in their academic achievements. He said that it was not a case of either life skills or academic attainment but of both. Many noble Lords around the House are convinced by evidence such as this, by what parents themselves have said about PSHE and by the experience of PSHE in schools over recent years. I know that there has been a patchy nature to some of that teaching. One reason why my noble friends have tabled this amendment is to ensure that there is monitoring by Ofsted of the quality of that teaching and of the kind of training that must be given to those who deliver PSHE, whether it be generically through the school or as a separate subject.
Although we on these Benches welcome the end-of-consultation date for the department’s internal review of PSHE—which I believe is 30 November, as elicited through an Oral Question from my noble friend Lady Gould of Potternewton—we still have a slight suspicion that this review set out to be one that featured a certain acreage of long grass. In that context, I ask the Minister why PSHE was removed entirely from the original independent review.
We do not have a lot of time tonight. I want to say simply that we have a generation of children who face enormous and complex problems when it comes to sexual and personal health pressures. These are young people who come up against enormous problems, such as HIV infection, drug abuse, teenage pregnancy, alcohol abuse, obesity and smoking—the list goes on. It cannot be the role of a responsible Government overseeing education to allow chance, discretion or benign neglect to be the official response to the bewildering array of problems that face young people. I was as shocked as I am sure many noble Lords were at the recent evidence of sexual cyberbullying and the increasing amount of cyberbullying that goes on, particularly of young girls. It is imperative that we give young girls all possible confidence to resist such pressure. How do we do that? We do it by arming them with clear and rational argument. As the noble Baroness, Lady Howarth, said, schools can make a difference. We also need to give young boys—here, I look towards the noble Lord, Lord Northbourne, and the work that he does—the confidence to act in a responsible way and to resist their own peer pressure. This is where PSHE comes in. The correct teaching of PSHE, with proper training, can only be a good thing for the next generation.
Education Bill
Lord Elton Excerpts(12 years, 6 months ago)
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Lord Lucas
My Lords, surely those who regard religion as an infectious and dangerous condition should, in the modern idiom, wish to immunise their children with the mildest possible form of the disease.
Lord Elton
My Lords, I will intervene briefly. I, too, apologise for arriving late. I was bending my energies to limit and eventually, I hope, rub out the use of cluster munitions—of which by far the greatest number of victims are children of the age we are talking about, so it was very germane. I understand that the amendment is not designed to stop the teaching of religion but to stop the demonstration of religion as part of the organisation of an institution; namely, the school in which the children are. That is a very valuable practice. The development of habit in early life can be enormously important in later life. I was carried through the most difficult patch of my life by the habit of going to church every Sunday. The impetus of that was enormously valuable. The institution of regular corporate worship, properly conducted, is enormously beneficial to the young. I deplore any attempt either to discontinue it or, as some of these amendments would do, make it impractical.