Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [HL]

Lord Hampton Excerpts

Committee stage
Thursday 21st November 2024 Grand Committee

I too remember the Schools Bill, and the problem was solved by just letting it die. I do not think we can let this Bill die; I do not suppose the Government have the slightest intention of letting it die, and therefore we really have to improve it and get some concrete progress into the Bill so that we really can improve the skills landscape and the opportunities for our young people.

[Lord Hampton (CB)]

My Lords, I was at Second Reading. I am a teacher and an optimist, and I genuinely trust the Government. As the noble Lord, Lord Knight, said, we all desperately want this to succeed; we want the 13th iteration to be the Bismarckian iteration that actually cuts through and cuts down flab. We were talking about this and I said that it is like trying to amend fog. We have the sunshine coming through, but at the moment we cannot really see it.

Amendments 21 and 33 seem like a sensible idea because there is a real worry about something going into a government department. I will talk about my amendments later but they are all about scrutiny. There seems to be less scrutiny rather than more once something has disappeared into a government department, which is slightly strange. If we could get Skills England to being a statutory body, out in the open and with more scrutiny, people would have a lot more belief in it.

[Lord Lucas (Con)]

My Lords, I share many of the concerns expressed by noble Lords. The Bill should by no means leave the House in the state in which it entered it. It is important that whatever body Skills England occupies has a great deal more status than the Government have proposed. I just do not think that what they have proposed will ever work in Whitehall. We need to take more care with the preservation of the relationships that have been established by IfATE, which make it work so well. I do not see anything in the transition proposed here that does that and, as I said at Second Reading, I would like to know what is going to happen to the Careers & Enterprise Company.

--- Later in debate ---

[Baroness Blower (Lab)]

My Lords, the interesting Library briefing on the Bill contains the following paragraph:

“Unifying the skills landscape to ensure that the workforce is ‘equipped with the skills needed to power economic growth’, by bringing together mayoral combined authorities and other key local partners, large and small businesses, training providers and unions”.


That brought joy to my ears. In this question about determining standards and all the other things that need to be done, we have a wealth of experience and expertise within trade unions of various kinds. My own experience, of course, is in education, but there will be other unions covering other sectors. It is important, when we are thinking about this, to ensure as we move forward with skills that we take account of those people who are either delivering the training or have themselves done the jobs. The best way to hear that voice may well be through the trade unions. I therefore commend to the Government listening to trade unions and having trade unions in the conversation.

[Lord Hampton (CB)]

My Lords, I shall speak briefly to Amendments 2 and 6, to which I have added my name. The great thing about following so many intelligent noble Lords is that I have little to say. In particular, my noble friend Lady McGregor-Smith talked about the employer, which is important for everybody. I have been playing bingo with words and phrases and “clarity” has come up many times. With due deference to my noble friend Lord Aberdare, I am going to repeat myself: we need clarity; employers need clarity; teachers need clarity. This is my second bite at the cherry and I am not sure whether I declared my interest as a teacher at first. Everybody needs clarity from the Bill and these amendments give more rather than less, which is vital.

[Baroness Garden of Frognal (LD)]

My Lords, it is great to see the noble Lord, Lord Blunkett, with us, because his voice has enormous stature in these discussions. These amendments are all to do with the creation of standards. My noble friend Lord Storey added his name to Amendments 2 and 6, but we are broadly supportive of all the amendments in this group. It is vital that in any work-based qualification the voice of employers is heard loud and clear. I should perhaps have declared that I worked for 20 years for City & Guilds on what we always called “vocational qualifications”, because while some were technical, some were craft qualifications. I always regretted the fact that we had taken over the word “technical” to cover all those myriad work areas.

Of course, employers may not be expert in teaching or assessment, as we discovered in spades when we were developing national vocational qualifications. Employers had wonderful, grandiose ideas about all the things that they wanted to assess, but when we got the colleges and City & Guilds with them, they realised that if they wanted staff to know about fire, they could not actually create a fire for every member of staff to have a real experience of dealing with fire. Assessment bodies had their place, as well as the colleges.

I was working for City & Guilds when the first national vocational qualifications were established. NVQs were going to revolutionise the “skills” word with a very easy to understand grading, which would have enabled parents, teachers and everybody to understand exactly where the vocational system was in relation to the academic one. Alas, where are they now? Why do we have local skills improvement plans and partnerships if they are not to be used for all the skills they have in this brave new world? I think it is important that the Secretary of State must set the priorities for LSIPs and review them regularly to ensure that their priorities are reflected in national strategies for the creation of standards, so I think this set of amendments has a great deal to commend it.

--- Later in debate ---

Debate on whether Clause 6 should stand part of the Bill.

[Lord Hampton (CB)]

My Lords, reluctant as I am to join the noble Baroness, Lady Barran, in the bonfire of the clauses, I rather took against Clause 6 and was advised by the Table Office that this was the best way to discuss it. During the word bingo I have been playing, we have had “flexibility”, “agility”, “lean”, “speed”, “quick”, “quicker”, “responsive”, “speed”, “momentum”, “rapidly developing”, “fluidly” and “speed” about five more times.

In Clause 6, taking away the fact that we will be reviewing approved technical educational qualifications “at regular intervals”, the Government are getting terribly excited. It is like someone at new year who is going to join the gym, going to play tennis and going to run around the block every time. Then, gradually, the pie shop starts calling, it rains—yes, I am speaking for myself—and it becomes a little more flabby. The trouble is that there is this great enthusiasm—the Minister will be running around and talking to everybody—but, as my noble friend Lady McGregor-Smith said, it took five years to get IfATE. What will happen in five years?

In the Bill, we are mistaking consultation, scrutiny and review for rigidity and delay. We need more clarity, reassurance and scrutiny. By taking out looking at education qualifications at regular intervals and taking out the publication of information on standards and apprenticeships at regular intervals, we are putting a cloud of suspicion into this when we really need clarity. I beg to move.

--- Later in debate ---

[Baroness Smith of Malvern (Lab)]

I thank noble Lords for their contributions on this group. I feel confident in thanking noble Lords, because I am confident that I am on strong ground on this one. I hope nobody proves me wrong.

In preparing to transfer functions from IfATE to the Secretary of State, an assessment of the current operation of the system was undertaken to identify any functions that should be amended rather than simply being transferred in their current form. In that consideration, the proposal for a relatively small change to Clause 6 came forward. Clause 6 amends the requirement to review technical education qualifications and standards, and apprenticeship assessment plans, at regular and published intervals, by removing the requirement to publish information about the intervals at which reviews will be conducted.

The noble Lord, Lord Aberdare, argued, rightly, that there is a need for review. The point about this clause is that there is no change to the broader review requirement. The Secretary of State and Skills England will still be required to maintain arrangements to review approved technical education qualifications and standards, and apprenticeship assessment plans, with a view to determining whether they should be revised, be withdrawn or continue to be approved. I wholeheartedly agree with noble Lords who have said that that is an important function, and it is absolutely right that that duty should remain.

Removing the requirement to publish information about the intervals at which reviews will be conducted will allow Skills England to determine when reviews of technical education qualifications and more than 700 high-quality occupational standards and apprenticeship assessment plans should be carried out, based on need rather than a fixed review point, as is currently the case. Originally, IfATE expected to carry out reviews every three years but, with the proliferation of standards, assessment plans and technical education qualifications to review, it has been unable to do so; nor was it able to do this by undertaking reviews on a route-by-route basis. It has since adopted a more risk-based approach. The current approach, which fixes review points, has been too rigid and fails to recognise the differences in starts and achievement rates and rapid changes in skills needs; for example, where occupations evolve quickly.

Clause 6 will ensure that standards, technical education qualifications and apprenticeship assessment plans are kept up to date, coherent and relevant, and are reviewed appropriately. The amendment would remove a statutory obligation and provide the Secretary of State flexibility that is in line with the current risk-based approach taken by IfATE to determine whether a review should be prioritised; in other words, we believe that IfATE has arrived at the right, flexible position, but that would not be reflected without this legislative change. It recognises that flexibility is needed to take a targeted approach to administering the significant volume of reviews based on whether there are specific issues with the performance of the standard and how widely used it is, rather than on meeting an arbitrary timetable.

Without this clause, standards, technical education qualifications and apprenticeship assessment plans would need to be reviewed at published intervals, rather than based on need, preventing resources being deployed effectively to ensure that standards, technical education qualifications and apprenticeship assessment plans are kept relevant and up to date as required.

Amendment 16, in the name of the noble Baroness, Lady Barran, would remove the flexibility that we intend to create, and it would mean that the Secretary of State would be required to arrange for an independent third-party assessment for every new standard and assessment plan. Clause 7 amends the 2009 Act to substitute a requirement for independent third-party examination of all new standards and assessment plans with a discretionary power for the Secretary of State to make arrangements to do so. The default position will remain that the Secretary of State will make arrangements for independent third-party examination of new standards and assessment plans prior to their approval.

The clause will provide an alternative approach in certain circumstances where obtaining third-party examination is duplicative or not necessary. For example, the option not to arrange an independent third-party review might be deployed where employers place unequivocal high value in a professional body’s mandated qualification or key skills and behaviour learning outcomes, and where the occupational standard adopts that very closely, such as the CIPD and HR standards. In these cases, an external review would be nugatory.

In highly regulated occupations, such as the health sector, the regulatory requirements for occupational competence must be reflected in the occupational standard and assessment plan, and deviation from this is simply not possible. Again, the need for third-party review would be redundant.

Without Clause 7, examinations that do not improve standards and assessment plans but take time and resource to deliver would continue to be required. That would continue to place unnecessary burdens on those involved, slow down the process and make it excessively onerous.

For the reasons I have outlined, I hope the noble Lord, Lord Hampton, will feel able to withdraw his opposition to Clause 6 standing part of the Bill.

[Lord Hampton (CB)]

My Lords, I thank everybody who took part in this short debate. It is always quite exciting to see the noble Baroness, Lady Barran, describe herself as baffled—in my short career here, I have not seen that yet. The noble Lord, Lord Aberdare, and I talked about how there is no third-party examination and there is a conflict of interest. It looks like Skills England is not only marking its own homework but writing its own exams.

I did not join the Minister in her strength of feeling that she had got it absolutely right, because it is all based on need, but, again, who defines need? It is the Secretary of State. We are losing this clarity—this is a trust issue again. But I am sure that some conversations can be had between now and Report, so I withdraw my opposition to the clause standing part of the Bill.

Clause 6 agreed.

Curriculum and Assessment Review

Lord Hampton Excerpts

Monday 18th November 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The noble Lord makes an important point about the breadth that we need in the teaching that goes on in our schools and in the skills, attributes and knowledge that young people have when they leave school to enter into life and into work, as I said. That is why this Government set up the curriculum and assessment review: to use the evidence being gained from the wider engagement to make recommendations about how we can improve on providing skills in all those areas, and particularly ensure that the curriculum supports students with special educational needs and those from disadvantaged backgrounds, to close some of the gaps in pupils’ learning.

[Lord Hampton (CB)]

My Lords, I declare an interest as a state secondary schoolteacher. Does the Minister agree that it is ridiculous that our children leave school now with a very good knowledge of the religions and their gods but cannot have a working knowledge of Microsoft Office?

[Baroness Smith of Malvern (Lab)]

I do not think it is strictly true that large numbers of young people do not have a working knowledge of important areas of digital skills and computing. Of course, increasing numbers of them take GCSEs and A-levels in computing, but the noble Lord makes an important point about it being important to have the necessary skills for life. The curriculum and assessment review will consider that, and this Government will take decisions on it when we receive that review.

Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [HL]

Lord Hampton Excerpts

2nd reading
Tuesday 22nd October 2024 Lords Chamber

[Lord Hampton (CB)]

My Lords, as ever, I declare my interest as a teacher in a state secondary school in east London. I thank the organisations that briefed us—there were a lot of them. I also congratulate the noble Lord, Lord Beamish, on his excellent speech. I have to admit that I am rather sad not to be congratulating the noble Lord, Lord No Place—but that was maybe a good choice.

This is an interesting one. We get very little detail in the Bill, so this debate is more about a wish list than talking about the Bill itself. Through the Bill we get Skills England and its utopian dream: stronger, flexible, nimble, swerving, agile, breaking through barriers. This is less of an arm’s-length body and more of a job description for an England rugby fullback.

So here is the first question the Minister might like to answer. According to the Association of Employment Learning Providers:

“The remit of the IfATE had become bloated and not fit for purpose”.


Given the larger remit of Skills England, how will it remain nimble? Now that so much power will be vested in the Secretary of State, how is this agility going to work? I am not being flippant when I ask: does the department have the skill set for this new agile way of working?

As my noble friend Lord Aberdare quoted, in its first report Skills England said that over a third of the vacancies in 2022 were the result of skills shortages. It said that the qualifications landscape for employers was “opaque”; that, for learners, career paths were “not sufficiently clear”; and that the current skills system was not always equipping learners with the necessary skills.

There is work to do; we need to go back to fundamentals. We must not confuse skills with knowledge. Skills are practical abilities developed through practice and application. The knowledge-rich curriculum in schools has been to the detriment of skills. For too long, we have concentrated too much on getting the best maths results this side of Mars, while downplaying skills that employers want and need. By prioritising mathematics and engineering, the Government sought to boost innovation and competitiveness, but neglected the very sectors that have made the UK a cultural powerhouse: arts, music, design and literature. Obviously, an ability in maths and English is important, but not to the exclusion of everything else. The Empire is gone; there are no jobs for life.

As a teacher, I am constantly amazed that students can name every god in the major religions but cannot use Microsoft Office. Designing and populating a spreadsheet should be part of the basic maths taught in primary school. Every student should leave school having started at least one business, and I commend the work of Young Enterprise in this field. Every student should have the skills to build healthy work, social and sexual relationships, and again I urge the Minister to look at the work of the charity Tender if she does not know it. These are some of the many reasons why every child should be in school. Maybe by making the curriculum more relevant, we could tempt the abstainers and their families back into the fold—it might also be fun to teach—otherwise, I have no idea where the thousands of new teachers will come from.

I welcome the recent government Statement on the British film industry:

“Britain is open for business, and creativity is … at its heart”.—[Official Report, Commons, 9/10/24; col. 317.]


That is great news given that successive Governments spent time downgrading creative subjects.

Can we say goodbye to Ebacc and Progress 8, which penalise schools and give them no credit for large amounts of high-performing creative subjects? Can the Minister expand on an answer she gave during Oral Questions earlier this afternoon, when she said that the “curriculum and assessment review” would be “creating space for … creativity”?

Qualifications are a mess. Apparently, Skills England will intervene “sometimes” in the award of technical qualifications. Clause 8 means that Ofqual may not decide whether there may be an accreditation requirement for approving technical education. Can the Minister explain the high-stakes qualifications and the specified technical education types? I am afraid that I still do not understand them.

I am member of the APPG on T-levels and I have chaired a conference on them. Time and again, we hear that they are too technical and that schools and colleges are struggling to find meaningful relations with industry. The Minister said in an answer yesterday that T-levels would be beefed up—great gung-ho language. Does she have more detail of the beef to be applied? I have taught both the unloved BTECs and V Certs, and friends of mine have taught unteachable V Certs. What will happen to those lower qualifications?

According to the CITB, each year 58,900 people either on a construction apprenticeship or an FE course fail to achieve their qualification or immediately progress into construction employment on completion of their qualification. The main reasons for this training wastage are the limited focus, the lack of alignment and the limited agility of the education system to meet construction employer skills needs, which are primarily at level 3 and below. Ultimately, this leads to low apprenticeship completion rates and unacceptable FE outcomes for the industry. The Minister mentioned the short qualification reform review; can she say how that is going?

Overall, this Bill is to be welcomed. Skills England talks a great fight, and if it can truly deliver the skilled workforce that this country so desperately needs, it will have achieved something monumental. However, this Government need to be brave, for Skills England can thrive only in an education system that is as agile and relevant as Skills England itself.

Independent Schools: VAT Exemption

Lord Hampton Excerpts

Thursday 5th September 2024 Lords Chamber

[Lord Hampton (CB)]

My Lords, I must join the chorus of thanks to the noble Lord, Lord Lexden, and pay tribute to the noble Baroness, Lady Barran; we may have disagreed at times when she was a Minister, but nobody could doubt her dedication to making life better for young children. I also welcome the new Minister and, as ever, declare my interest as a teacher in a state school in Hackney, where my children have been educated as well. My own education was quite mixed. I went private, and to a local state school—Dyson Perrins CofE high school, Malvern Link. Yes, I thought that might make the Minister look round.

Everyone wants the best for their own children; that is obvious. But history is littered with people who have talked up the state system, then sent their own children private. The best education should be available to everyone, and it should be free, and I am lucky enough to believe that my children have had the best education.

I also believe that those who want to should be able to pay for their children’s education. But there is a climate of fear and division in this country, and an idea that private schools equal success and everybody else is going to school with knife-wielding maniacs, in hideous schools with massive classes. I can tell you from personal experience that you can quite happily teach a class of 32, where everyone learns and makes progress, in safety. This is a battle for the middle ground.

We have all had emails from parents with really difficult stories but I have a suspicion that, for some of them, at the first bump in the road the child was whisked out of school and home educated or sent private. I genuinely believe that an education is more than passing exams; it is about learning to face other people—people who do not look like you, people who do not think like you. That is how we get through life; we have to make the best of the situation.

There is an assumption that private schools are at the heart of the community, that they all provide charity to all around and that it would be a disaster if some of them failed. I cannot help feeling that if some private schools failed, that would release a lot of engaged children and motivated parents who could work with state schools, propelling the attainment upwards. It might even bring some badly needed teachers back into the state system.

If parents are unable to afford the fees, it might be a relief to give somebody else the payment of their children’s education. Who knows, their children might even thrive in a mixed environment. But, for this, there must be space in state schools, SEN support and, critically, the teachers to teach. I join everybody in asking that the VAT exemption come in gradually. Also, the briefings that we have had have been radically different in terms of how much money this will cost and how much we will have to recoup. I look forward to the Minister’s thoughts on that.

With the impact of VAT, the best private schools will survive. Those who want to pay will have the choice. Some of the less good schools will wither on the vine and perish, mourned by very few, but whatever we do, we must be sure that any changes benefit the vast majority of our young people.

Relationships, Sex and Health Education: Statutory Guidance

Lord Hampton Excerpts

Thursday 16th May 2024 Lords Chamber

[Baroness Barran (Con)]

I may need to follow up in writing. I think it is important to put on record that this guidance was pulled together by an independent panel. I am sure the noble Baroness is not questioning the integrity of that panel. I would like to reiterate that they have brought great expertise to this, and we have followed their advice. There is nothing ideological in this. It is dealing with facts rather than ideology.

[Lord Hampton (CB)]

My Lords, I declare an interest as somebody who has delivered quite a lot of sex and relationships education lessons. I welcome a lot of what is going on here. I think particularly that teaching about suicide, the hidden male killer, is really important. The Minister said that children develop the necessary understanding from year 8, yet there seems to be a lot we are just not going to talk to them about ever. The timing of teaching on puberty will be before most girls have had their first period. Why not before every girl has had their first period? How scary is that going to be?

Teachers are best placed to know their form. Teaching is usually done with your form, who you know very well. A question bounced off can be answered straight away and you know the age-appropriateness of your answer. To start giving age ranges of 15 to 18, for example, is extremely dangerous. We have to be very careful about this because, sadly, some parents have some very weird views.

[Baroness Barran (Con)]

I am not quite sure what to say about parents with weird views. As long as they are legal, I guess we have to roll with it—’twas ever thus.

It is possible that the noble Lord misunderstood what I said in the Statement about year 8. Year 8 is the age from which most children have the emotional maturity to learn about suicide prevention. There are different age limits in the guidance, which I know the noble Lord will enjoy getting familiar with.

In relation to menstruation, as I said in response to the initial question from the noble Baroness, Lady Twycross, children should not be taught about menstruation earlier than year 4. Most children will be taught from the age of eight or nine. For the vast majority of girls that will be, as the noble Lord suggests, before they start menstruating.

On the limits being dangerous, I feel that the noble Lord used quite a strong word. I do not think for a second that the Government are trying to second-guess the ability of teachers to judge what is age-appropriate for their class. As I said earlier, in a circumstance where a teacher feels strongly that it is important to teach something, as long as they are transparent with parents about it, and as long as there is transparency around the materials and they are age-appropriate, then there is a degree of flexibility for teachers to do that. Many schools and teachers asked us for clarity around age-appropriate boundaries, and that was also the advice of the expert panel.

Skills: Importance for the UK Economy and Quality of Life

Lord Hampton Excerpts

Thursday 9th May 2024 Lords Chamber

[Lord Hampton (CB)]

My Lords, as ever, I declare my interest as a state secondary school teacher in Hackney. I join the chorus of thanks to my noble friend Lord Aberdare for this opportunity to debate the issue, and I congratulate him, as ever, on his hard work, his opening speech, and the fact that he has acquired the skill of speaking Welsh, which he kept very quiet. He is an inspiration to us all.

I congratulate the noble Lords, Lord Marks of Hale, and Lord Elliott of Mickle Fell, on their excellent maiden speeches. They were able, thought-provoking and delivered with a high level of skill.

I also thank all the organisations that sent me briefings for this debate, and admit that I read none of them. Because I do not think we needed to. Everybody agrees that skills are vital for the success of the UK economy and for the quality of life of individuals.

I am honoured to be among so many people with so much experience, particularly those responsible for the Education for 11-16 Year Olds Committee report. I described in an email how, having read only the first page of the summary, I had punched the air three times. Thinking about it further, the report does not go far enough. Perhaps that is why the Government rejected pretty much all of it.

In our schools, we are confusing knowledge with skill, as the noble Baroness, Lady Garden of Frognal, pointed out. They are not the same. The knowledge-rich curriculum is teaching students the art of learning large amounts of facts rather than skills. Some are obviously transferable; many are not. We are all aware that students lack the skills for life today. We decry that fact that they lack the basic skills for work or adulthood, yet we persist in doing nothing about it. We consider much of the vital work as extracurricular, or cram it, once a term, into PSHE day.

Our curriculum and methodology have changed very little since Victorian times; filling our heads with facts so that students go off to work in banks or the colonial service, or march unquestioningly across no man’s land. Why do we insist on memorising so much when we have the internet to hand? How many people can truthfully say that they do long multiplication these days? They have a calculator on their phone. Genuinely, who sits down in a sports hall and writes by hand for three hours?

I am fully aware that many noble Lords will be forming the words “hippy-dippy” in their minds, and deciding, “We tried that in the 70s and look what happened”. No, we did not.

We need to concentrate on what matters. Mental arithmetic needs to be hammered in, and grammar, punctuation, and good oracy skills, need to be the bedrock of any education. But rather than long division—which you can do on your phone—would it not be better to have an intuitive knowledge of how to design, populate and interpret a spreadsheet? Would it not be better to teach students about their bodies, so that they can look after themselves and save the NHS billions? Rather than study the plays of Shakespeare, would it not be better to write, produce, act in and record a film? I have said in this place before that I believe that every student should leave school having started at least one business. Dare I say that this might be fun to learn, and fun to teach.

These things would give students real-world skills that can be honed in tertiary education, or used instantly in the workplace. Add touch-typing and a high level of Microsoft Office skills and you now have a cohort who can hit the ground running when they leave education. The joyous thing is that this would actually save the nation money in filling the skills gap and helping with student attendance, teacher retention and student attainment.

To quote from one of my favourite films, “Four Weddings and a Funeral”, on the subject of university,

“I didn’t go myself. I couldn’t see the point. You see, when you work in the money markets, what use are the novels of Wordsworth gonna be, eh?”


I have not even started on my own subject, design technology, which the noble Lord, Lord Baker, very kindly talked about, or craft skills. As far as I know, AI has not learned to change the fuse in a plug yet or, as the noble Baroness, Lady Hayman, said, repaired something. It cannot do sports, or loads of the other skills we need. The winds of change are coming. We have a once in a lifetime chance to start a revolution. Will the Minister join me in storming the barricades?

School Inspections: Funding

Lord Hampton Excerpts

Wednesday 17th April 2024 Lords Chamber

[Baroness Barran (Con)]

I take the noble Lord’s point, but there is not a lot of evidence to suggest overall that inspection is not done well. There is significant quality assurance of inspections, and, during 2022-23, an overall judgment was changed in only 0.6% of state-funded school inspections.

[Lord Hampton (CB)]

My Lords, I declare an interest in that I, like the noble Lord, Lord Baker, have been “Ofsteded”. Moving on from his question, while I feel that Ofsted’s methods and judgments need changing, because it does a vital job it is vitally important that it is valued and that the people who work for it are made to feel valued.

[Baroness Barran (Con)]

Again, I can only agree with the noble Lord. I was reflecting on the new verb that has entered the lexicon of being “Ofsteded”—we will leave that. This is important. The work that Ofsted is doing with the Big Listen, in talking to parents, teachers, school leaders and children, will, I hope, go a long way to ensure that trust and confidence is achieved—and that therefore, at the end of it, the institution and those who work for it are valued.

Student Loan Interest Rates

Lord Hampton Excerpts

Wednesday 27th March 2024 Lords Chamber

[Baroness Barran (Con)]

I understand why the noble Baroness raises this point, and I am aware of the concerns around affordability. We have continued to increase the maximum loans and grants for living costs each year, with the most support going to students from the lowest-income families, and benefits for lone parents and disabled students. We have made wider cost of living investments as a Government and, in addition, have made £260 million of student premium and mental health funding available for the 2023-24 academic year.

[Lord Hampton (CB)]

My Lords, as ever, I declare my interest as a teacher. Does the Minister agree with me that this is part of a wider conversation that too many students these days are being sold the dream of a degree, when they would be much better suited to the route of education within a workplace or an apprenticeship?

School Meals for Children

Lord Hampton Excerpts

Wednesday 20th March 2024 Lords Chamber

[Baroness Barran (Con)]

I should clarify that I did not in any way want to diminish the importance of addressing ultra-processed foods, but the school food standards already restrict foods that are described as low-quality reformed or reconstituted foods, which include ultra-processed foods.

[Lord Hampton (CB)]

My Lords, I declare an interest as someone who has eaten more school meals than I care to mention, most of them very good, and as someone who rather unwillingly teaches food at school at the moment, where we do a lot about nutrition. However, the research from Northumbria University has found that a quarter-pint of milk a day has an enormously beneficial effect on children’s confidence and concentration and against obesity. What plans do the Government have to increase the free school milk programme?

[Baroness Barran (Con)]

We know that milk is, as the noble Lord says, excellent for children’s growth and development. As part of the school food standards, lower-fat milk or lactose-reduced milk must be made available for children who want it to drink at least once a day during school hours, and it must be provided free of charge to all pupils eligible for free school meals. Schools can offer milk as many times as they wish, but it must be free to infants and benefit-based free school meal pupils when offered as part of a school meal.

Pupil Mental Health, Well-being and Development

Lord Hampton Excerpts

Thursday 22nd February 2024 Lords Chamber

[Lord Hampton (CB)]

My Lords, I join the chorus of thanks to the noble Baroness, Lady Bennett of Manor Castle, for tabling this debate; I pay tribute to her boundless energy. I would love to have the opportunity to show her around the school where I teach as well, because we have a very high standard of discipline and I did not recognise the institutional bullying that seems to go on. On that point, I must as ever declare my interest as a secondary school teacher in a state school in London. It is always an honour to follow the right reverend Prelate the Bishop of Chichester, with his very thoughtful ideas.

There is no point in talking about the role of schools if children are not in schools. Some 1.8 million children are persistently absent, as the noble Baroness, Lady Morris of Yardley, said. For a lot, that is the only place where their well-being is protected, and it is so important that we get them in there.

The Royal College of GPs advises that

“mild or moderate anxiety, whilst sometimes difficult emotions, can be a normal part of growing up for many children and young people”.

We need to get them back. Mild anxiety becomes anxiety. Nobody wants to go to school on a Monday morning. That leads to bigger things. I would be very interested to hear what the Government are doing, rather than being fairly punitive with parents and schools, about engaging students and getting them back in.

Anybody is better off in a school. School is where you can triage students; they can be sent towards CAMHS or MHSTs, whether or not they have been previously diagnosed. These all need to be funded properly. I have talked before about the playground; teachers are very good at spotting things, whether that is bullying or changes in behaviour. Again, they can triage and get the professionals in.

Children are social animals. They need school, which is where they build up all these techniques to get them through life. We need them back. SEN needs to be dealt with; again, that is dealt with at school. In a bedroom, it is very difficult to spot a symptom.

There are also external influences we need to look at. The very good charity Tom’s Trust provides mental health, well-being and psychological support for 536 children with brain tumours and their families—about 1,600 people. Children at school might have a very sick sibling; it might be invisible. I declare an interest in that the founder of Tom’s Trust, Debs Mitchell, is a great friend of mine.

We underestimate all this, but schools can obviously do more as well. The curriculum needs to change; how many times have I stood up and said this in my short career here? The House of Lords Education for 11-16 Year Olds Committee published its final report in December 2023, with many excellent recommendations, pretty much all of which the Government have just rejected. The noble Lord, Lord Johnson, the chairman of the committee, said in yesterday’s Times that:

“This government’s attempt to recreate a 1950s curriculum is of little help to many disadvantaged schoolchildren”.


As many people here have said, we need more fun in schools. We need schools to be places where children want to go and teachers want to teach. We blame the Victorians for a lot of things—this beautiful building is not one of them—but we have this Victorian idea that education should be a grind; that medicine should taste horrible; that food is just to sustain you. School should be fun.

I will talk about something that I know the Minister will approve of—sport. Nobody has talked about sport. We need two hours-plus of team games for every student every week. There is nothing like getting muddy, bloody and possibly violent to make you feel better.

I adore swimming. Obviously, it is a difficult one. I defy anybody to get into a pond, swim in cold water and remember the problem they went in with in the first place. We have all talked about singing. What could be better than a load of students in a room singing together? The wonderful charity Young Enterprise has a series of lessons aimed specifically at mental health and money management called “Money on my Mind”, which should be on the curriculum.

The school where I teach has reduced the number of GCSEs so that students can take subjects such as art without having to take an exam at the end or do coursework. They can do it just for fun, which gives them more headspace. However, to do that we need teachers who are confident and rested and feel valued. If their mental health is good, they are confident and happy, and that goes through all their relationships. We all know what happens to relationships if you are tired and stressed.

We need a confidence reset for children. Dame Rachel de Souza was quoted. I quote from her foreword to The Big Answer:

“If adults are to learn one thing from this report, it should be as follows. This is not a ‘snowflake generation.’ It is a heroic generation”.


We need them to know that.