Erasmus+ Eligibility: Asylum Seekers
Lord Hampton Excerpts(4 days ago)
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Baroness Smith of Malvern (Lab)
No, we are joining Erasmus on much better financial arrangements, with a 30% discount, for a larger scheme that will provide more opportunities for our young people and, in fact, for people throughout their lives, because in adult education you can benefit from this as well. We will get the benefit if we wholeheartedly embrace the opportunities that Erasmus brings and ensure that, across the country, schools, universities, apprenticeship providers, youth clubs and sports clubs are making the most of this opportunity.
Captain of the Honourable Corps of Gentlemen-at-Arms and Chief Whip (Lord Kennedy of Southwark) (Lab Co-op)
We will hear from the Cross Benches.
Lord Hampton (CB)
My Lords, I think we all know what I do for a living. I welcome our rejoining of Erasmus+ but, to follow on from the question asked by the noble Lord, Lord Mohammed of Tinsley, it is vital that state schools and people who do not have the opportunity to go on holiday abroad can join the Erasmus scheme and benefit from all this money. Can the Minister be slightly more specific about how schools are going to learn about this? I am not sure that so many do.
Children’s Wellbeing and Schools Bill
Lord Hampton Excerpts(5 days ago)
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Lord Mohammed of Tinsley (LD)
My Lords, I also support Amendment 107, moved by our friend, the noble Lord, Lord Bird, and will follow the powerful speeches by the noble Baronesses, Lady Lister and Lady Bennett. The amendment is timely. It supports our children, particularly those most in need. As we heard, the Joseph Rowntree Foundation’s analysis on child poverty in Britain has said that 4.5 million children are living in poverty—a figure that continues to climb, even after the most recent policy changes.
These are not abstract numbers; they are the lived reality of millions of families who are denied the security and opportunity that every child deserves. The amendment goes beyond rhetoric: it would require the Government to set binding targets, with clear timescales, and to account publicly for each step taken towards meeting them. Doing so would emulate principles behind other statutory frameworks. The most obvious is the Climate Change Act, through which parliamentary accountability has driven sustained action and cross-government focus. The noble Lord, Lord Bird, talked about eight separate departments having some sort of responsibility for child poverty. That rigour should be applied to the fight against child poverty.
Peer-reviewed evidence makes it clear why this matters. International literature also shows that poverty has causal, long-term impacts on children’s health, educational attainment and future incomes. Children in low-income families are more likely to suffer poor health, lower school attainment and diminished life opportunities than their better-off peers. Moreover, robust reviews find that increased family income improves children’s educational and health outcomes, including school performance and future prospects.
I am not just reviewing the literature: I speak before noble Lords with my own lived experience as someone who was on free school meals, who got subsidised school clothing and who could not afford to go to college simply because we were poor. I had to go and work on a YTS training scheme in 1988 for £27.50 per week, working 40 hours a week unloading lorries. This is my lived experience that I bring before noble Lords today.
The evidence also reminds us that policy choices matter profoundly for children’s life chances, and systematic measurement and accountability mechanisms are essential to gauge impact. The Government’s recently published child poverty strategy, which was mentioned earlier, forecasts that the current suite of measures could lift an estimated 550,000 children out of relative poverty. We should all aim for that, but without legally enforceable targets, there is no guarantee that those outcomes will be delivered and sustained across future Administrations.
Targets give shape to ambition; they transform good intentions into measurable progress. We should also heed lessons from within the UK. Scotland was mentioned earlier. Scottish poverty targets might not be perfect, but they have a guided, sustained policy focus, which has shown that, when outcomes are measured and monitored, progress is more achievable.
This amendment is a practical tool to ensure that Ministers cannot evade responsibility for promises they have made. It is a mechanism that will help ensure that every policy aimed at education, well-being, housing and family support is tested against the yardstick of whether it moves us closer to reducing child poverty. I therefore urge noble Lords from all sides of the House to support the amendment and help ensure that the Government are held accountable to the children of our great nation.
Lord Hampton (CB)
My Lords, I will speak very briefly to add my name and voice to the force of nature that is my noble friend Lord Bird. We have heard points made forcefully by all noble Lords around the House. I think noble Lords all know what I do for a living; I am sorry to be boring about this.
Lord Hampton (CB)
I am indeed a schoolteacher. Every day in Hackney I see the effects of poverty. We still have 55% free school meals in our school. Schoolteachers are very used to targets. Every pupil has target grades and if they do not hit their target grades, we have to explain why. It really does focus the mind. If we can solve child poverty, the entire Bill will be so much more powerful. The best way to solve poverty is with targets, so I beg the Government to accept the amendment.
Baroness Watkins of Tavistock (CB)
My Lords, I will speak briefly to support the amendment in principle. I wonder whether we could get one or two simple targets to measure as indicators of potential poverty. Yesterday, a new report came out called, It’s Like Torture: Life in Temporary Accommodation for Neurodivergent Children and their Families. I believe that temporary accommodation for children is one of the biggest indicators of a lack of well-being, and it is linked to poverty. During Covid, we got almost every rough sleeper off the streets. It is time that we set a target to get every child in temporary accommodation into secure long-term accommodation. I urge the Government to consider that in relation to children’s well-being.
Baroness Evans of Bowes Park (Con)
My Lords, I add my support to Amendment 114, which I believe provides a more flexible approach to achieving the Government’s aims of keeping down the cost of school uniforms while ensuring that the legislation before us is better future-proofed to potential changes in individual school policies. For instance, noble Lords may have seen reports of the growing number of schools, particularly primary schools, that are replacing traditional uniforms with activewear uniforms that consist of practical, weather-appropriate sportswear that is worn throughout the day. A recent Times article highlighted polling that found that 67% of primary school teachers would support their school adopting an always-active uniform policy and that schools that have done so have reported improvements in academic achievement, well-being and attendance.
This is just one example of how attitudes to school uniform are already changing. It may well be that the cap on items that the Government are talking about becomes irrelevant as attitudes to school uniform change, but surely it is better to have an annually reviewed monetary cap that allows schools to develop their uniform to the requirements of the pupils, parents and governing bodies than to arbitrarily choose a number of items which may, in the long term, mean that legislation needs to be revisited anyway.
Lord Hampton (CB)
My Lords, I support all the amendments in this group, particularly Amendment 117, in the names of the noble Lord, Lord Young of Acton, and the noble Baroness, Lady Spielman, and Amendment 119, which was so powerfully and scarily introduced by my noble friend Baroness Boycott.
These clauses came from a very real attempt by the Government to limit parents’ spending at a time when the cost of living is so high. I spoke at great length at Second Reading and in Committee about how important school uniforms are. I talked about a 14 year-old girl whom I taught and most of whose pregnancy was hidden by her blazer. It is important, particularly for girls, that changing shapes are hidden during school. It promotes equality and unity.
Amendment 117 is particularly good about sport. I remember the first time we were given a full kit with all our numbers on it in Dyson Perrins CofE high school’s under-15 rugby side. It made us feel unbeatable—until we got beaten. Having listened to the noble Baroness, Lady Boycott, we need to make sure that they are not going to poison us. Local businesses often sponsor kits for local football teams; it seems churlish and idiotic not to accept it.
Lord Storey (LD)
My Lords, I speak briefly in support of Amendment 114. Throughout my teaching career, I taught in the most deprived communities on Merseyside, and I always observed that the parents with the least were the ones who took the greatest pride in how their children were attired. I pay huge tribute to them.
I understand where the Government are coming from on this: uniforms cost a lot. However, as I said in Committee, this is not the way to do it. There are so many “ands”, “ifs” and “buts”. For example, a uniform in the school colours that consists of a kilt, a braided blazer and a jumper can cost a fortune compared to five items that are simply branded. It is quite difficult to know how to move forward, but the old way of doing it was probably better, whereby you could obtain a uniform grant, and many local authorities still do that.
We all share the same goal of making school uniforms affordable for every family, but good intentions without practical wisdom can lead us precisely where we do not wish to go. I fear that if we are faced with a three-item cap, this could happen. Let me speak plainly about what happens when policy meets the playground. The Schoolwear Association tells us that 85% of retailers believe schools will drop branded PE kits entirely to avoid breaching the cap. When that happens, families do not suddenly pay less; they pay more. They turn to Nike or Adidas, the commercial brands that cost nearly double what specialist school suppliers charge. An £11 school PE top becomes a £20 branded alternative.
It gets worse. Schools in the West Midlands are already dropping particular sports from the curriculum because the new guidance prevents them having school-specific sport kits for those activities. One school that was mentioned in the Times last week has adopted as its school kit “casual sportswear”. As I say, that is not really a school uniform, but it is very expensive to wear, and no doubt the branded sports kit as a school uniform—albeit three items—can be far more expensive than a five-item school uniform.
We risk pricing children out of sport entirely, not through expensive uniforms but through their absence. The child whose parents cannot afford the expensive commercial kit will become the one left on the sidelines. The very children we seek to protect become more visible in their disadvantage, not less.
We have learnt, sometimes painfully, that good legislation must be workable legislation. The amendment of the noble Lord, Lord Mohammed, offers us a different approach, one that focuses on actual cost rather than arbitrary numbers. It gives schools clarity about what they can require families to spend, while allowing children the opportunity to be in branded clothing.
I am also in favour of the very important amendment of the noble Baroness, Lady Boycott. My only observation is that many clothing items of course come from China, and it would be difficult to get the Chinese Government to stop child labour, never mind putting chemicals into items, but it is an issue that we as a society should certainly look towards.
Lord Russell of Liverpool (CB)
My Lords, I am happy to have added my name to Amendments 121A and 131A by the noble Baroness, Lady Barran. I am grateful to officials from the Department for Education who had a meeting with us to discuss these amendments and the reasoning behind them.
The reasoning behind those amendments is really simple. The Sara Sharif incident happened despite multiple reviews looking into not dissimilar cases, in some cases over previous decades. In this case, I do feel that almost an extreme preventive approach is required to make sure that we do not have a repetition. The point was made by the officials that there have been significant improvements in the quality of children’s services in most of the country and about two-thirds are now in a reasonable shape, but that raises the question: what about the other third?
If there is another case, God forbid, like Sara Sharif —and history, for I am a historian by background, teaches us that that probably will happen—the opprobrium that will be heaped upon whichever unfortunate Ministers and officials happen to be in office at the time will be considerable and, in our view, is avoidable. We should mitigate that risk by assuming that we have to legislate for the one-third of children’s services that are not in good shape, because that is almost certainly where the accidents will happen. One of the key findings of the Sara Sharif review was that there have been systemic weaknesses again and again, despite all the inquiries and the well-intentioned actions that followed them. This is important enough that we feel we have to prepare and assume that the worst might happen and do everything in our power to prevent it.
Lord Hampton (CB)
My Lords, I added my name to Amendments 121A and 131A. There is a real problem of mistrust with elective home education against traditional education. I acknowledge my noble friend Lord Crisp, and am delighted to be on his working party to try to do something about it.
I was in the same meeting as the noble Baroness, Lady Barran, and my noble friend Lord Russell where we talked to the DfE. It was rather wonderful, because instead of talking about technicalities, one of the people there started talking about cricket, which I am much happier with than Section 31s and things. He accused us of setting the field for a bad ball—so we were being extremes. Obviously, I came back with no setting the field for a bad ball but putting some sweepers out as well just in case. The whole point of legislation is to avoid the disasters, the out of the ordinary, the Sara Sharifs. We were also told that a possible future home visit might deter parents from seeking help with a Section 31. Again, I cannot see why. These amendments are incredibly sensible and thoughtful, and their spirit would help those avoidable disasters, which, tragically, may well happen.
Baroness Tyler of Enfield (LD)
My Lords, I have also added my name to Amendment 121A in the name of the noble Baroness, Lady Barran. This is a very important set of amendments. I welcome the fact that many of them are about strengthening safeguarding. That is really important.
I listened very carefully to the noble Lord, Lord Crisp, because he had, as ever, some very important points to make. I do not agree with everything he said, but I agree that the time is ripe have a broader debate about a wider set of issues around the whole issue of home education that go outside the scope of this Bill. I hope it will be possible to do that. I also agreed with the noble Lord about the need for any safeguarding action to be proportionate, but it is my view that the targeting of action—as it is in Amendment 121A, so that
“local authorities must consent to the withdrawal of a child from school”
if they are involved in either child protection plans or are a child in need as classified under Section 17 of that Act—is proportionate in trying to provide additional support for vulnerable children and making sure that they do not fall through the cracks.
We have heard too many times, over the years, these heartbreaking cases of children who have fallen through the cracks—the most recent one, of course, was the harrowing and terrible case of Sara Sharif—because of a lack of visibility. This amendment would ensure that greater visibility is given to these children, which is why I added my name to it. I know people have different views on this, but that is my reason for believing that it is a proportionate amendment.
Lord Hampton (CB)
Before the noble Baroness sits down, I am slightly disappointed that she did not comment on something that I would like to hear from her. The noble Lord, Lord Lucas, for whom I have enormous admiration—particularly as he was very kind about Mossbourne just now—said that there are plenty of schools like the one in episode two of “Adolescence”. It really bugs me that, although “Adolescence” is an extraordinary piece of drama, it is now being taken as a documentary. It is a dystopian view of schools. Will the Minister assure the House that there are not plenty of schools like in episode two of “Adolescence”?
Baroness Smith of Malvern (Lab)
I am more than happy to do that. The point we have raised consistently throughout this is that it is right that parents have the ability to home-educate their children, if that is what they choose to do, but the idea that they are forced to do that because the vast majority of our schools are bad is simply wrong. The vast majority of our schools do a very good job for children. That is why the vast majority of children are educated within them and benefit from that.
Lord Wei (Con)
My Lords, I shall speak to Amendments 161A, 175ZA, 175ZB and 175ZC in my name. These amendments sit in a part of the Bill that would be felt most sharply not in Whitehall but in kitchens and living rooms by parents doing their best for children whose needs do not fit neatly in the school system. When Parliament reaches into family life, it has to do so with care, because it is easy to create a framework that looks reasonable on paper and yet breathes mistrust in practice.
Again, I want to acknowledge at the outset the Government’s movement in this group. Government Amendment 158 recognises the reality of exam access and ensures that information about GCSE routes can be provided to parents who ask for it. Amendment 159 creates a regular forum for parents to raise concerns and discuss how this regime operates. Amendment 161 tidies the drafting around exam-related provisions. These are sensible steps. They start to show an understanding that families need information and a channel of engagement, and I welcome them.
Yet there remains a gap between permission and protection. Information may be offered, but access can still fail, as we have heard from the noble Lord, Lord Crisp, and others. A forum may be held, but families can still feel unheard when nothing changes. These amendments in my name aim to close that gap with light-touch safeguards that strengthen legitimacy and reduce conflict. With the Government having shown that they are listening, I think that many of us hope that, on these quite non-contentious amendments, they will also come back with suggested changes to the Bill, as well as afterwards in the statutory guidance, to understand these realities.
Amendment 161A would require each local authority to establish a home education parental advisory board, composed primarily of parents with recent experience of elective home education in the area. We are not trying to create new bureaucracy for its own sake; it is about a practical feedback loop. Families most affected by these powers are often those most able to spot unintended consequences earlier than we can in this environment. When policy is made without their input, misunderstanding becomes routine, and routine misunderstanding can become the culture of the system. Advisory boards would keep local authorities grounded in reality; they would create discipline around reasoning, and when an authority departs from a formal recommendation, my amendment suggests that it needs to explain why. That simple requirement can improve decision-making and build trust.
I want to express strong support for Amendment 160 in the name of the noble Lord, Lord Crisp, which addresses a long-standing injustice that the House should not tolerate any longer. Home-educated children face serious obstacles in accessing examinations. Parents are left to navigate a patchwork of centres, fees, refusals, capacity limits and inconsistent arrangements. This is not just in small cases—it is in many instances. Qualifications open doors, and access is important; we must not make the children pay the price. With my own children, we had to travel several hundred miles to the south coast pretty much for all their GCSEs, and you can imagine how many they did, how many you multiply that by, and how many hotel stays that meant for my dear wife, who did most of the heavy lifting, although I drove a few times myself.
My Amendment 175ZC would place a clear duty on local authorities to secure reasonable access to approved exam centres, building on the thinking around Amendment 160, including adjustments for children with special educational needs. That would ensure that the responsibility is not left just to good will or market convenience. Somebody mentioned that, in the summer of last year, around 47,000 home-educated children in England were in their exam years, yet there are fewer than 200 centres listed as supporting them, many with limited capacity—and there is uneven geographic coverage. Whether a child can access qualifications should not depend on commercial viability or geography; we need to provide equitable access to this basic infrastructure as a responsibility of the state.
Amendment 175ZA deals with the related harm that is already appearing. Some providers are withdrawing opportunities for home-educated children in anticipation of new compliance burdens. Museums, activities, learning programmes and even basic services can become quietly harder to access. That may not be the Government’s intention but, because you are talking about a higher level of scrutiny and information-sharing requirements, that is already causing people to hold back. This amendment would draw a clear statutory line against discrimination and extra administrative hurdles imposed solely because a child is educated otherwise than at school. Lawful educational choice should not become a reason for exclusion.
Finally, Amendment 175ZB addresses the people who will operate these powers. I welcome the fact that the Government have indicated that training will be provided to those in local authorities working with home-educating families, and I welcome that. The House knows that guidance can be diluted over time, especially when you are under pressure and you have lots of families to look after with not much more funding. This amendment would require a national training standard to be issued, covering elective home education and related SEND, lawful decision-making and the avoidance of unconscious bias when dealing with these families. These families deserve consistency, and officers deserve clarity; a system with serious powers needs competent hands.
Safeguarding works best when families co-operate, and co-operation relies on trust. Trust is earned through fairness, understanding and clear routes for participation. These amendments would strengthen these foundations, and I hope that the Government show good will towards the many home-educating families who are going to have huge disruption to their lives in the coming years by looking at these amendments and others today, especially those on the area of access to exams. I urge the House to support them.
Lord Hampton (CB)
My Lords, I shall speak briefly to Amendments 160 and 175ZC, which we have heard so much about. The noble Baroness, Lady Blake, when talking to Amendment 158, painted a very rosy picture of parents being signposted to happy centres where their children could all take wonderful exams and obviously achieve enormous success. However, the reality, from what I have seen and heard, is a very different thing. Amendment 175ZC provides a very clean solution.
Access to exams is the golden thread. We want as many of our students to succeed—they have to do their exams. If they are driving hundreds of miles, that is not going to work. I genuinely think that working in partnership with local state schools would be quite a simple thing. There is always room in an exam hall for an extra 10 people, and you have the invigilators already. It would be a very simple thing, so I urge the Government to accept these amendments.
Lord Lucas (Con)
My Lords, in the spring of 2024, my noble friend Lady Barran was kind enough to allow me to explore what is going wrong with GCSE provision for home-educated people. I was foolish enough to think that the election would be in October, so I never got to the end of that process, but it is clear from the work that I did that there are a number of things the Government can do to help.
Baroness Spielman (Con)
My Lords, I have Amendment 243D, which is unchanged from the amendment that I tabled in Committee. It is late and I shall be brief. We are in a world where we all have a much greater propensity to complain in great numbers and are doing so very frequently. AI is making it easy to complain at great length, with minimal effort, and service providers of all kinds are quite simply drowning in workload. Talk to any head teacher and you will hear this.
I propose streamlining the current messy patchwork of statutory provisions to create a single streamlined model in which complaints will be triaged and considered only by the most relevant body, with information available to others when necessary. I believe that this would improve schools’ capacity to respond to serious concerns.
The Minister’s response was that the issue was being considered by the Improving Education Together group of unions and other stakeholders, with which the Government are committed to co-developing policy design and implementation. Indeed, this consideration seems to have happened, because guidance was recently published, both for parents by DfE and for schools by Parentkind. The content is entirely sensible, but it does not address the major structural problem: that a minority of parents can and do spray complaints at every conceivably relevant entity, including Ofsted, DfE, the Teaching Regulation Agency, as well as school governors and MATs or local authorities. A proportion of parents do not desist, even when they get fair and reasonable responses, and these volumes are drowning out the serious complaints that absolutely need attention. And despite this guidance, there are still those different legal frameworks and best practice guidelines for maintained schools and academies, which continues to create confusion.
I think schools will have hoped for greater acknowledgement of the scale of the issue and the impact it is having both on staff well-being and more generally on school capacity to respond, especially in relation to AI-generated complaints. I think they will now be hoping that the schools White Paper will provide for root and branch review of the system, including a co-ordinated system to triage complaints, such as this amendment would provide for, and perhaps also some powers for school leaders to act where there is unreasonable behaviour that goes beyond what is contemplated in this amendment. With apologies to my noble friend Lord Jackson, I think that rationalising the current problems to release the capacity that needs to be there for serious complaints is perhaps more likely to help than adding an additional layer. I therefore hope that the noble Baroness will be able to reassure me that the Government intend to go beyond mere advice as to how all parties can use the current legal framework better.
Finally, Amendments 190 and 191A are also important in establishing some important principles of fairness for school staff as well as for parents, and Amendment 191 would close a small but significant loophole.
Lord Hampton (CB)
My Lords, I shall speak very briefly to Amendment 191A, to which I would have added my name had I been slightly more organised. I have been a member of teaching unions in the past but I am not any longer. Many teachers are not members of a union. These are personal decisions, whether cost or philosophical. Trade unions play an important role in the workplace, but not being a member should not put you at a disadvantage when facing a formal allegation. It is all very well bringing a colleague along but, apart from the moral support, they might not be much help.
Doctors and dentists are permitted to be accompanied at disciplinary hearings by representatives from professional defence organisations under the NHS’s maintaining high professional standards framework. This has not undermined trade unions or weakened safeguarding: it has simply ensured that highly scrutinised professionals are not left unsupported at critical moments and has helped to ensure that due process has been followed. Teachers and school staff operate under comparable levels of public scrutiny and regulatory oversight. Amendment 191A is a modest, sensible step that reflects the reality and promotes fairness and consistency in how disciplinary processes are conducted. It does not even go so far as arrangements in medicine but is a step in the right direction and I strongly support it.
Amendment 243D, to which I did actually add my name, is very simple. I know from first-hand experience how complicated school complaints can be, with different complaints being sent to different organisations, often duplicated. They could be going to DfE, Ofsted, TRA, the school and the LEA. This is a very simple, overdue and badly needed amendment.
Baroness Blower (Lab)
My Lords, it was a pleasure to listen to the speech from the noble Baroness, Lady Evans, which was about a modest change to the remit of the TRA. However, I support Amendment 190, to which I have added my name, precisely not to extend the TRA’s remit in two particular ways—that the TRA should be allowed to consider, as the noble Baroness opposite said, complaints about behaviour before someone becomes a qualified and practising teacher, and that it should be allowed to consider complaints after someone has stopped teaching.
I do not know whether there is any confusion in the minds of anyone in the Government. Clearly, if someone interrupts their teaching and then wants to come back to it, that is a different matter. If we are talking about people who have permanently left teaching, though, it seems unreasonable for the TRA to proceed. With regard to people against whom the TRA might seek to proceed before they have started teaching, the National Education Union says:
“Once the door is opened to pre-career conduct, it becomes very difficult to draw principled boundaries. How far back should investigations reach? Should conduct as a teenager or student be included? What weight should be given to immaturity, context, or personal development?”
What about what both the noble Baroness opposite and I described in the meeting with Minister Gould, which I was very pleased to attend, as “youthful high jinks”, which in no way reaches any kind of criminality but someone might seek to complain about?
There is a real problem here. Even Minister Gould said that she could see we were saying that these proposals seemed to be too much of a broad brush, and that is indeed my concern. Teachers are rightly held to very high standards and, although we heard some egregious examples of bad behaviour from teachers, in general the vast majority not only are held to high standards but meet and exceed them. Therefore, to create the pressure of the possibility that someone could complain about pre-career conduct or post-retirement conduct seems to be an unnecessary burden to put on both the teaching profession and the TRA, which is not currently able to manage the workload it has, although that is not my prime consideration.
Noble Lords will have heard from the noble Baroness opposite that during the meeting we hoped that there might be some movement on this. Like her, I have now had the letter from Minister Gould, who says:
“I also want to assure you that we are committing to setting out in guidance a framework which makes clear the factors that will need to be considered before the TRA can proceed with an investigation … We will do this in consultation with the sector and unions in due course”.
As the noble Baroness opposite said, and as has been said from many corners of this Chamber on many occasions, setting out guidance in a framework is not the same as having something in the Bill. The NEU concludes:
“Even if guidance later seeks to limit this, primary legislation would authorise the power, and guidance alone cannot cure an overly broad statutory remit”.
It is with regret that I say that I think the Government have got it wrong on this. However, I am slightly pleased that there will be a consultation and I am sure that the sector and the unions will engage very vigorously in that. If this amendment is not accepted, I hope that this being in the Bill does not set the tone and imply that we think there is every reason to have open season on anyone who might become a teacher or once was a teacher.
Children’s Wellbeing and Schools Bill
Lord Hampton Excerpts(2 weeks ago)
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Lord Russell of Liverpool (CB)
My Lords, I rise briefly to speak in support of Amendment 62 in the name of the noble Baroness, Lady Tyler.
The case for this is, really, fairly straightforward. Children in care often have quite strong mental health needs and are not in the best of mental health. Care leavers comprise about 1% to 3% of the general youth population, but that translates into them being responsible for one quarter of the homeless population. That group are twice as likely to die prematurely than the general population, and in many cases suicide is the largest reason for that high death rate. That is a fairly strong causal link between children in the care system, or those going into the care system, having fragile mental health, and that not being picked up as early as it should be. This amendment simply asks that we please ensure that, when children have an assessment of the quality of their mental health, the practitioners who are doing that are qualified in mental health. Only in that way can we be sure that we catch those vulnerable young people at that early stage and that they do not become one of the depressing statistics that I have just mentioned.
Lord Hampton (CB)
My Lords, I will speak briefly to Amendment 62, tabled by the noble Baroness, Lady Tyler, and to which I have added my name. I declare, as ever, that I am a teacher and I thank the National Children’s Bureau for its help on this.
Children do not come into care because they have won the lottery of life; trauma is unlikely to be far from their lives. Yet our assessment processes still rely on professionals who may have little or no training in mental health or trauma-informed practice. Care-experienced young people told the Education Select Committee, as part of its inquiry into children’s social care, that local authorities are not always fulfilling their obligations to include emotional and mental health in their health assessments of children in care. One young person told the committee:
“I feel a lot could be explained if they understood the experience of trauma. It will take time. It will not go away at night, and sometimes before it gets better it could get worse. No one talks about that. You will not be okay if you are going into care; there is a reason why you are there, and so it is important that the minute you go into care every child should have a mandatory assessment, physical and mental, and there should be that on-call support for them”.
Bringing qualified mental health practitioners into the mandatory health assessment of children in care is simple, practical and overdue. I hope that the Government will use this amendment as an opportunity to do more for children in care and to make their lives and, as importantly, their futures better.
Lord Sentamu (CB)
My Lords, I feel a strong need to speak on Amendment 61, this wonderful amendment, on
“Amending the sufficiency duty to prevent children being moved far away from home”.
Especially where a child has been put under a deprivation of liberty order, if you then move them a long way away, it means that parents or even foster carers have quite a difficulty in keeping in touch with the child. So the sufficiency duty on local authorities should be amended from requiring them to take
“steps that secure, so far as reasonably practicable”
to requiring them to take
“all reasonable steps to secure”,
which is a far better phrase that gives some assurance.
As somebody who fostered children and was in touch with other foster carers, I know that children were put a long way away when, under the expression of the Children Act 1989, steps had been taken that were “reasonably practicable”. But, actually, you could scratch under the surface and see the pressure in an area such as Tulse Hill near Brixton, where I was a vicar and where a lot of children were placed in care. The council had a big job to do, and your Lordships and I know that it was extremely busy. It is easy to say, “Yes, I’ve taken reasonable steps and done what is practicable”, whereas “all reasonable steps” should be taken, and you need to catalogue them in case somebody asks questions.
I suggest to the Committee that Amendment 61 would remove a lot of anxiety from parents whose children find themselves deprived of their liberty. Moving them a long way away is almost suggesting that parents will, or maybe will not, find a way of going to where these children have been placed. In the place where I ministered for 13 years, they were always living in a time of financial crisis. Buses were needed, taking a long time, to get to where these children had been put, which was such a huge burden.
I hope the Minister will see that this amendment would actually help our children. They are not someone else’s children; they are our children. As that wonderful African proverb says, it takes a whole village to raise and educate a child. They are ours; would we be happy if they were placed such a long way from home? That would be quite a burden, and I congratulate the noble Baroness for tabling this amendment.
Baroness Tyler of Enfield (LD)
My Lords, this is a very important and sensitive area of law, and valid issues and concerns are raised in the amendments spoken to so ably by the noble Baroness, Lady Barran. I also pay tribute, as she did, to the work of the Nuffield Family Justice Observatory in this area. I know the Government have been working hard to see what can be done and to give various assurances. I hope the Minister can provide further assurances today so that we can all be satisfied that they are taking this issue very seriously and have a clear plan to tackle it.
Lord Hampton (CB)
I have added my name to Amendment 53. It is vital that children who are deprived of liberty can access quality education. Otherwise, we really are depriving them of hope and a future. I too quote the Children’s Commissioner:
“For the very small number of children where controls on their freedom are necessary in order to keep them or others safe, we must make sure they have not only excellent, individualised care, but also full protection under the law … we have a moral obligation to ensure that children at risk of harm are not simply contained and kept out of the community, but are seen, heard, and given the care and support they need to thrive”.
She continues later:
“Where a deprivation of liberty is authorised, the conditions should include a plan for meeting the child’s specific needs through intensive intervention and work aimed at helping them to be safe in the long-term. This plan should be co-produced by health and social care if appropriate, and could include mental health support, mood and behaviour management, work on addressing risks of exploitation, educational support, and any other specialist therapeutic intervention that is required”.
Once again, adding one word to the Bill could change many futures.
Baroness Smith of Malvern (Lab)
My Lords, I thank the right reverend Prelate the Bishop of Manchester and the noble Baroness, Lady Barran, for raising important points regarding Clause 11, which, as noble Lords have identified, relates to some of the most vulnerable children in the country. I know that noble Lords rightly feel particularly strongly about this measure. I thank the noble Baroness for her engagement with my officials ahead of this debate, as well as the noble Lord, Lord Storey, and the noble Baroness, Lady Tyler of Enfield.
It is important to remember that Clause 11 will already make an important change from some of the situations identified by noble Lords. The noble Lord, Lord Meston, correctly and graphically identified some of the challenges with the current operation of the system, which is why this measure seeks to bring more children who would otherwise be deprived of their liberty under the inherent jurisdiction of the High Court within a statutory scheme where they will benefit from enhanced safeguards and protections, which many of the amendments in this group are seeking.
Turning to these amendments, I reiterate that this measure is intended not to encourage the practice of depriving children of their liberty but to ensure that there are appropriate rights and safeguards in place to prevent children being deprived of liberty inappropriately or for longer than is absolutely necessary. We are committed to reducing the number of children in complex situations as part of reforms to rebalance the system away from crisis intervention towards earlier help and to prevent children’s needs escalating to the point where they need to be deprived of their liberty, and to ensuring that when they are, it can happen in more appropriate accommodation than has been the case up to this point.
We are grateful to the Delegated Powers and Regulatory Reform Committee for its scrutiny and have, in government Amendment 57, accepted its recommendation that regulations developed using the powers under Section 25 of the Children Act 1989 be subject to the affirmative procedure, ensuring parliamentary scrutiny and approval in both Houses.
Amendment 56 tabled by the noble Baroness, Lady Barran, is about joint funding arrangements between partners for children deprived of their liberty under this measure. The Government wholly agree that care for these children must be jointly funded and delivered through an integrated, whole-system approach, which should include social care, health, education and youth justice. However, we do not wish to restrict pooled funding arrangements in the way this amendment does, tying it to the existence of the Section 25 order. We think pooled funding arrangements would be beneficial to a wider cohort of looked-after children, including those whose order has recently come to an end or who are at risk of needing to be deprived of their liberty. This requires testing first to ensure that the right cohort of children and relevant partners are included.
That is why the Department for Education, with NHS England and the Department of Health and Social Care, is leading a national programme to tackle underlying systemic failures and to support local areas to work together more effectively. We are building cross-system integration, starting with the peer collaborative convened by the Nuffield Family Justice Observatory—rightly praised by several noble Lords this evening—which identified key elements for transforming care for children with complex trauma, supporting professionals to stand together so that risk is better tolerated and supported.
West Sussex, part of the South East Regional Care Cooperative, is working closely with the ICB to test how a cross-system team can drive integrated support, build an understanding of need and identify gaps in the current pathways across health, social care and justice for this cohort of children. We are not waiting; we are making quick progress in a way that is most likely to be appropriate and solve the problems. Next year we will expand to pilots, where we will evaluate methods of pooled funding, developing best practices that can be adopted and adapted by other local areas. We know that pooled funding works—such as through the better care fund for adults—but legislating now would be premature. We must first test and refine the most effective approach to ensure that the eventual framework enables the right level of cross-system integration and innovation.
Amendment 55 on recovery plans, tabled by the right reverend Prelate the Bishop of Manchester, aims to ensure that there are plans to remove restrictions from a child. The Government agree that no child should be deprived of their liberty any longer than absolutely necessary, which is why there are already several existing duties on local authorities in this regard, including the duty to safeguard and promote the welfare of any child looked after by them, and that placement decisions are informed by a care plan based on an understanding of the child’s needs and best interests.
Rather than legislate further in this space, diverting local authorities’ attention toward navigating an increasingly complex statutory framework instead of focusing on the child’s needs, we want to strengthen the way in which existing legislation is applied, re-emphasising the need for a care plan that is co-designed between all the professionals involved in a child’s care and treatment.
As part of the court application, it is the practice of local authorities to submit the child’s full care plan. The court should be provided with both the restrictions they plan to impose and the action and progress required to end restrictions as quickly as possible. The plan should be formulated with input from all those professionals involved in the child’s care and will be scrutinised by the court and used to assess progress. If the court is not satisfied about the level of detail included in the plan to allow it to monitor progress and de-escalation, the court should require further input from the relevant professionals.
Similarly, regarding Amendment 60 tabled by the noble Baroness, Lady Barran, relating to the abilities of independent reviewing officers to escalate concerns on the implementation of a child’s plan to Cafcass, IROs already have the statutory power to perform this function. They are responsible for monitoring the performance of local authorities in relation to a child’s care plan and must consider escalating cases to Cafcass whenever appropriate. This includes issues related to deprivation of liberty. It is therefore not necessary to legislate to expand the legal duties of IROs.
Children’s Wellbeing and Schools Bill
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Baroness Evans of Bowes Park (Con)
My Lords, while welcoming the Government’s amendment to ensure that the child’s voice is heard in family group decision-making, I add my support to the amendments in this group in the name of my noble friend Lady Barran.
As we discussed in Committee, family group decision-making is a broad, generic term—without clear principles and standards—about what families can expect. Indeed, the Explanatory Notes for the Bill themselves state that
“FGDM is an umbrella term”.
As a result, concern remains, unsupported by evidence, among charities and organisations supporting vulnerable families that FGDM approaches may proliferate at a local level as a result of the lack of specificity in the Bill. As my noble friend highlighted, that is despite clear evidence, both in the UK and internationally, that family group conferences in particular are a successful and effective model for diverting children from care and supporting them to remain in their family. If the Minister is unable to accept Amendment 2, I hope that in her response she will be able to provide strong reassurance that, in the regulations and statutory guidance, it will be made clear that local authorities will be expected to follow the principles and standards drawn from the robust national and international research findings on the efficacy of the group conference approach.
I turn to Amendment 3. As was highlighted during our discussions in Committee, reunification is the most common way for children to leave care but, sadly, too many reunifications break down due to lack of support. There is currently no strategy by which to support reunifying families, and 78% of local authorities admit that what they provide is inadequate. In winding up our previous debate on this issue, the Minister said that she had some sympathy with the objective of including this measure in the Bill, not least because of the challenges of reunification, and the need to ensure that it is supported. I hope, then, that even at this late stage, the Minister might look favourably on accepting this amendment, as it could make a real difference to the stability of a child’s return home.
Lord Hampton (CB)
My Lords, I will speak briefly in support of the amendments tabled by the noble Baroness, Lady Barran, and particularly Amendment 5, to which I added my name. I declare my interests as a teacher in a state school in Hackney and someone who has also been a kinship carer.
I can speak from personal experience that kinship caring is usually undertaken at a time of high stress. It is vital that everybody is clear about the expectations of the arrangement, and what support is available when it is needed, as it most probably will be. According to the Family Rights Group, a clear set of principles is needed to ensure that there is careful preparation, and that the meetings are independently co-ordinated and genuinely family-led, and that the voice of the children is heard.
The charity Kinship adds that when the independent review of children’s social care recommended the introduction of a new legal duty to offer FGDM, crucially, this was accompanied by complementary recommendations to deliver much-needed support to kinship families and all family networks afterwards. These very simple amendments have the potential to make the lives of future kinship carers considerably less stressful, and we must be very clear that we desperately need kinship carers.
Lord Hampton (CB)
My Lords, will speak briefly, having added my name to Amendment 19 in the name of the noble Baroness, Lady Barran. As teachers, we had it drummed into us that information is key—it is the new gold—but, as the noble Baroness said, that is no good without action. We need to have a frictionless system where information flows both ways but there is a responsibility to act on it. This is a very sensible amendment.
Baroness Butler-Sloss (CB)
My Lords, in 1987, I chaired an inquiry called the Cleveland child abuse inquiry. One of the aspects of it was the deliberate refusal in those days to provide information about 120-odd children. This had disastrous consequences, because they were removed from home and many had to be sent back, whether or not they had, in fact, been abused.
During my years as a family judge, again and again the cases that came before me did so because, at the level of dealing with children’s safeguarding, there was a lack of communication and, consequently, a lack of action. What is unbelievably sad is that, since I retired many years ago, this has continued. We have had endless reports of the death of a child, and one of the reasons for that is that people had information that was not passed to somebody else and, consequently, there was no action. Therefore, I very much support Amendment 19.
Baroness Benjamin (LD)
My Lords, I support Amendment 28 in the name of my noble friend Lady Tyler, which I hope the Government will support. I should like to speak on Amendment 97 in the name of the noble Baroness, Lady Finlay, on the legal defence of reasonable punishment. I declare an interest as vice-president of Barnardo’s, which has been campaigning for the end of the reasonable punishment defence, along with its partners in the children’s sector.
We already know that physical punishment can cause significant harm to a child, including poorer mental health and increased behavioural problems, as the noble Baroness, Lady Finlay, has said. Any child who is physically punished is also at greater risk of even more serious abuse, which can be devastating.
Professionals who work with children can find it difficult to assess and respond to potential risks, since distinguishing between physical punishment and abuse is challenging. As a result, Wales and Scotland have acted to remove the reasonable punishment defence from the law, but England has not done so. Children in this nation remain uniquely vulnerable, with less protection from assault than adults and other children elsewhere in the UK.
I turn my attention to the Welsh review, as mentioned by the noble Baroness, Lady Finlay. Some 95% of parents in Wales now know that physical punishment is illegal and 86% believe it is ineffective. We feared widespread criminalisation of parents, but that has not occurred. Fewer than five cases have been referred to the CPS, with no convictions to note. Instead, families have been diverted to supportive parenting programmes, which have led to positive outcomes for many of them, including in children’s behaviour and parental well-being. Professionals have also reported greater clarity and confidence when dealing with such cases. That shows that the law is working but, most importantly, that children are being protected.
There is widespread support for change. Polling from the NSPCC has shown that the majority of safe- guarding professionals, including teachers, healthcare professionals and the police, would like to see the end of physical punishment of children. More than 300 public figures also supported a change in the law. The Government wished to wait until evidence from Wales on the law change was available, but that evidence is now available.
The amendment before us does not seek to legislate the defence away at once. We ask only that the Government meaningfully consider the evidence from Wales and consider abolishing the so-called reasonable punishment defence in England through future legislation, within six months of this Bill becoming law.
When the proof of harm is so extensive and the evidence of change is so promising, I strongly feel that asking for a transparent response to that evidence is a reasonable and proportionate request. Children should not have to wait indefinitely for clarity on what their rights are, or for protection and fairness when evidence that could potentially change their lives already exists. I ask other noble Lords across the House to stand with children and give their support to this amendment, and, more importantly, for the Government to accept the amendment, as that would show that they too put children at the heart of the matter when it comes to equal protection for children. As I always say, childhood lasts a lifetime, so let us do it.
Lord Hampton (CB)
My Lords, I too have added my name to Amendment 97. As we have heard, the law changes in Wales on reasonable punishment are going well. Children in England have less protection in law from assaults than adults and their peers in Scotland and Wales. The law as it stands is unclear and open to interpretation, making it harder to safeguard children.
As a teacher, I know first-hand the challenges that this poses for professionals safeguarding children. When the law contains ambiguity, safeguarding becomes more difficult. I have come across cases where children have reported that if they do not get good grades then they will be beaten. That is a safeguarding risk that I would report, but for safeguarding leads it is a nightmare that they have to judge the extent of any injuries. The fact that you can still legally hit a child with calculation is bizarre and barbaric. That is reflected in the NSPCC’s YouGov polling from August that 90% of social workers, 77% of healthcare professionals and 75% of teachers all believe that the law in England should be changed—and they are voters—while some 81% of parents with a child under 18 think that physical punishment of any sort is unacceptable.
Like many others, I want to see the reasonable punishment defence removed entirely to give all children protection from assault. I support the amendment as a clear and pragmatic compromise to bring in, in a timely way, the evidence that the Government want to see on the impact of implementing this change on parents, professionals and public services. The Government’s openness to reviewing the evidence and hearing from a range of people on this issue is welcome. I therefore hope they will support this amendment in that spirit.
Given the challenges that the current law poses for professionals, it is welcome to see the positive impact that removing the defence has had in Wales. Professionals across safeguarding, education and healthcare report that the law has clarified and strengthened their ability to protect children’s rights and have better conversations with parents. That reinforces the call from the Royal College of Paediatrics and Child Health that removing the defence would support professionals in safeguarding children and providing clearer advice to families. The report has also shown that the concerns around criminalising parents have not materialised. In fact, it has meant that families have been able to access support.
With zero convictions and fewer than five cases referred to the CPS but hundreds of families accessing parenting support, the report concludes that the aim of the Act—not to criminalise parents but to help to educate and support them in managing behaviours differently—is being realised. I quote that in Wales
“the law is working and making significant progress in protecting children’s rights”.
The Lord Bishop of Gloucester
My Lords, I support Amendment 97. The abolition of the physical punishment of children is something that many of us on these Benches have long endorsed. My right reverend friends the Bishop of Manchester and the Bishop of Derby in particular wanted to reiterate that support alongside mine.
The amendment is eminently sensible, as we have just heard. I was pleased to read in the report from Wales that the introduction of the role of the out-of-court parenting support worker has significantly facilitated the implementation of this Act, as we have heard. My concern when we talk about legislation with penalties is always the unintended consequences, in this case for parents and wider families—we do not need any more children being impacted by parental imprisonment—but it is music to my ears that these parenting support workers in Wales have been instrumental in engaging with families, offering guidance on positive parenting strategies and providing early preventive support to resolve those issues, as we have heard, before they escalate to criminal proceedings. In short, I always support evidence-based policy-making, and this seems like a sensible step in the right direction on this issue. I support Amendment 97.
Lord Hampton (CB)
My Lords, if I may speak again, I believe I was just accused by the noble Baroness, Lady Fox of Buckley, of insulting parents, which I have never been accused of before. I would like to explain myself slightly. The law, as far as I understand it, is that the bruise must be not visible within three days. On dark skin, you can get quite a lot of force into a mild slap to leave a bruise that cannot be seen in three days. If one side is that we are practically calling parents punch-drunk, mad people and the other is, “It’s a light tap, because a child has done something wrong”, there is a huge area between them. To call me insulting to parents is what I find insulting myself.
Baroness Fox of Buckley (Non-Afl)
I do not think that that was an intervention on my speech, but there is a huge difference between a small tap and beating a child; that is the point. A small tap should not be illegal; beating a child is illegal.
Youth Guarantee Scheme: Evaluation
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Baroness Smith of Malvern (Lab)
The noble Baroness, even when partly incapacitated, is always forthright in her questions—I wish her good luck with her recovery.
If it were the activities of this Government that were responsible for youth unemployment and the numbers of young people not earning and learning, we would not have inherited the frankly disgraceful levels of young people not earning and learning at the point at which we came into government. The difference is that, in our case, we have been to the Treasury; we have got from the Chancellor an investment of £1.5 billion into the youth guarantee, to help young people back into work, and to ensure that we can provide 50,000 more apprenticeships for young people. That is the effective way to ensure that young people get the opportunity to start their working lives in the way that we would all want them to.
Lord Hampton (CB)
My Lords, as a teacher, I am quite interested in how the Government will quality control jobs. Back in the day, when we used to do employment fortnight, those children who did not have direct access to parents or friends who had good places they could do jobs at ended up working in charity shops, which was all quite meaningless.
Schools and Universities: Language Learning
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Lord Hampton (CB)
My Lords, I thank my noble friend Lady Coussins for giving us the opportunity to discuss this important topic and for her excellent and constructive introduction. As ever, I declare my interest as a secondary school teacher in Hackney, although I teach design technology rather than useful languages. At school I learnt French and Latin to O-level under the legendary Bill Lucas—let us see if the Minister is listening to that—some Greek and some German. In fact, a few years ago my son Charlie wandered into an airport shop to find me speaking to a woman in German. “I didn’t know Dad spoke German”, he said to my wife. “He doesn’t”, she said. “I don’t know what the hell he’s speaking.”
I respectfully take issue with my noble friend Lady Coussins in the framing of this debate. Like the noble Baroness, Lady Blower, I think we need to discuss the sustainability of language learning in life. I am married to a fluent Italian speaker and early on in our relationship, I found it extremely frustrating to go out to Italy and not be able to understand or be understood, so I took private one-to-one lessons at the age of 30, unlike one of my noble friends who sensibly married his Italian teacher.
Over the next few years, I had a variety of tutors, all Italian and all excellent, and it is one of the most rewarding things I have ever done in my life. It was fun. There was no Duolingo then, and I still remain slightly dubious about that way of learning. Perhaps the parliamentary challenge will change my mind. I am now a reasonable Italian speaker and a keen member of the APPG on Italy. We recently had a visit to Rome with a full day and a half with the Italian parliament. I am rather more used to talking to Italian builders, and some of my language might have surprised our hosts.
We need to engender a love for languages and cultures among children. The government response to the Curriculum and Assessment Review says:
“Languages are a vital part of a broad and balanced curriculum, equipping pupils with the communication skills, cultural awareness and linguistic foundations needed to thrive in a globalised society”.
The elephant in the room is Brexit. It is not so much a hidden elephant as a large pink hippopotamus in a tutu sashaying down the aisle. As my former colleague and head of modern foreign languages, Adam Lamb, says:
“The historic pipeline for recruitment was not just from the UK universities, but also from Europe. Morale amongst MFL teachers has taken several big hits of late for many reasons. MFL has already taken the hard hit of having been decoupled from forming the spine of the EBACC measure. This, along with many departments struggling to recruit, is leading to fragmented departments and students receiving a lot of non-specialist cover teaching nationally”.
According to the British Council, as a nation we lose an estimated £48 billion per year in lost trade due to language barriers, to say nothing of the benefits of employability and social mobility that a basic skill in foreign language brings. The valuable English language summer school business has been hit as well. As Alicja Penrose of Bede’s told me:
“Since Brexit, any EU teachers who did not work in the UK pre 2021 are not able to secure work permits, which creates a shortage of teachers across the industry. There currently is no seasonal visa type for them that would allow them to work in the UK in the summer”.
The Government need to back up their fine words in the response to the review with action. Teaching vacancies need to be filled by language teachers who are specialists in the language that they are teaching. Visa waivers need to be granted to language teachers from abroad and, indeed, as they say, linguistic foundations need to be allowed to thrive in a globalised society.
Special Educational Needs: Investment
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Baroness Smith of Malvern (Lab)
The 50,000 additional places that will be funded through the £3 billion that we announced last week are on top of the 10,000 new specialist places in mainstream and special schools, supported by the £740 million that we invested this year. That goes back to the point I made earlier: this is not about saving money, but it is about saying that, for many children, they will be best served in local schools with specialist provision to care for them and help them to thrive alongside their friends. A side benefit of that is that we will no longer need to be transporting children long distances at great cost for education that they could more effectively receive closer to home.
Lord Hampton (CB)
My Lords, it is me again, and I am still a teacher. We can agree that the SEN system could do better. School action plus was a really good halfway house to an EHCP, where a lot of students could have their needs met without having to go through the EHCP. It was abolished 15 years ago, but there are rumours going around that the Government are considering bringing that back. Could the Minister comment on that?
Baroness Smith of Malvern (Lab)
I am very pleased that the noble Lord is one of the over 2,000 teachers that we have been able to retain in the classroom, despite his busyness in this House as well—I am very glad that the pupils of Mossbourne get the benefit of his teaching. The Opposition’s previous Secretary of State for Education described the special educational needs system as a “lose, lose, lose” system, and I agree with her about that. That is why this Government are taking by the horns the requirement to reform the system. It is why my honourable friend Georgia Gould, the Minister, is at this very moment engaging in widespread conversation with parents, teachers and children about how we can reform the system so that it identifies children earlier and provides the support they need. Where necessary, it should provide that really specialist support for those with complex needs, and it should help parents and children feel more confident their needs are being met. We will have more to say about that in the White Paper that we will publish next year.
Free School Meals
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Baroness Smith of Malvern (Lab)
As I suggested earlier, the Department for Education is already providing advice to schools on how to procure their provision of school meals, and how to do it effectively and efficiently. We have to give schools the ability to make their own decisions about how they provide the free school meals that they are responsible for providing. Alongside that advice, that is the current position.
Lord Hampton (CB)
My Lords, I declare an interest as a teacher at a state secondary school with over 50% pupil premium. I assure noble Lords that the food I taught my year 8 students about was nutritious and was taught to a budget. Students are taught food in year 7 and year 8—it is part of the national curriculum —so they are very well-taught at that stage. I welcome the free school meals news, but I have heard a lot that breakfast clubs are very much a top-down, one-size-fits-all, cookie cutter approach, whereas heads are saying, “Could you just give us the money and we’ll sort out how it’s done?”
Baroness Smith of Malvern (Lab)
I am sure the noble Lord provided excellent food education for the pupils he was responsible for. The rollout of breakfast clubs started originally with the 750 early adopters. That was precisely about being able to identify, in a range of different schools, how we best delivered and funded breakfast clubs. While I understand the noble Lord’s call for more flexibility, and we would certainly want to maximise that where possible, we are clear that there are standards around breakfast clubs for the quality of the food provided and the period of time that club operates for. This is about food, but it is also about childcare and a good start to the school day, which have to be set centrally. Within that, I am sure as much flexibility as possible will be offered.
Dyscalculia
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Baroness Smith of Malvern (Lab)
I have just faced two questions that suggest I am avoiding the difficulties that might occur with labelling. I fall somewhere between these two points: I think it is important to be able to identify as early as possible children who have difficulties with maths, but it should not be necessary to name that or to get a formal diagnosis to make sure that the support the Government are putting in place, some of which I have already described, is available for that child as quickly as possible.
Lord Hampton (CB)
My Lords, in 10 years of teaching I had not heard of dyscalculia until last year, and I could not pronounce it until about last week. It is okay supporting the children, but if the teachers do not know about it, how can they support the children? Can we please get more of this discussion, whether it is dyscalculia or whether it is just children finding it very difficult, into teacher training?
Baroness Smith of Malvern (Lab)
The noble Lord makes a very important point about how we need to support the workforce in schools to meet the needs of children. These children deserve cutting-edge pedagogy that is rooted in evidence. That is why, for example, we introduced a new national professional qualification for SENCOs in 2024 and why, when we recently reviewed the initial teacher training core content and the early career framework, we introduced significantly more content on adaptive teaching and supporting pupils with SEND. That started in September 2025 and is now being delivered for teachers. We supplement that core offer with further SEND-specific training that is easy to access at any point in a teacher’s career, through the universal SEND services contract. Having teachers who understand the support that children need is fundamental, and that is what this Government are putting in place.
Post-16 Education and Skills Strategy
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Baroness Smith of Malvern (Lab)
The noble Baroness has identified the very different nature of student loan provision from an ordinary form of borrowing. What a student repays is dependent neither on the size of the debt nor on the interest rate; it is dependent on the student’s level of income once they are working. The noble Baroness can shake her head, but that is the reality of the way the system is designed. Therefore, there is both a student contribution and, in many ways, a taxpayer contribution to ensuring that there is no upfront cost to students going to university. The noble Lord makes an important point that we need to clarify the nature of the student loan system, in order that we do not discourage young people from going to university.
Lord Hampton (CB)
My Lords, I declare an interest as a working teacher. I very much welcome this wonderfully optimistic White Paper and its positively Churchillian language. At one point, it says that
“we are improving careers advice in schools … and introducing 2 weeks’ worth of work experience throughout a young person’s secondary education”.
The Gatsby Foundation’s Ghost of Provisions Past talks about the difficulty of securing meaningful work placements. When schools’ biggest complaint is that T-levels are incredibly difficult to teach because you cannot get meaningful work placements, how do the Government see this working?
Baroness Smith of Malvern (Lab)
One of the big advantages of T-levels is that students are able to gain a 45-day work placement alongside their studies. T-level students continuously tell me that this is what they find most satisfying about doing a T-level. Yes, there is a challenge to make sure that those are of a high quality, but that is why, through our T-level ambassadors and through a very good meeting I had just last week with employers, we are continuing to work to make sure that employers provide those placements. They are of benefit not only to the students but to the employers themselves, who often find the workers of the future in those placements.