Education: Advanced British Standard

Lord Hampton Excerpts

Tuesday 17th October 2023 Lords Chamber

[Baroness Barran (Con)]

I am afraid that I cannot reassure the noble Baroness of that. She will be aware that we have carried out extensive reform of our qualifications and will know that, as of August 2022, we had removed 5,500 qualifications with low or no enrolments. However, we still have the most complicated and duplicative landscape of qualifications in this area —at least 7,000 available qualifications—which we will address through our reform programme.

[Lord Hampton (CB)]

My Lords, as ever, I declare my interest as a secondary school teacher. The Minister said that the ABS will develop maths and English capabilities. For anybody who has just guided their son through the maths GCSE and maths A-level—as I have, rather badly—are we saying that the maths GCSE is not good enough? Surely that is enough maths for anybody.

[Baroness Barran (Con)]

I do not think that it is enough maths for everybody. As the House knows, we are an outlier in the G7 in not requiring maths to 18. We have made tremendous progress with our maths hubs and teaching for mastery pro approach. We can see that in Ofsted’s recent report on school maths, which described how a

“resounding, positive shift in mathematics education has taken place in primary schools”.

We are determined to invest more in maths and give every child the opportunity to succeed in maths.

Schools: Music, Art, Craft and Dance

Lord Hampton Excerpts

Monday 16th October 2023 Lords Chamber

[Baroness Barran (Con)]

The Government have been very supportive of partnerships between the independent sector and state-funded schools. I absolutely recognise the important work done by the 1,700 schemes and I hope we see many more in future.

[Lord Hampton (CB)]

My Lords, I declare my interests in the register. We now have EBacc, Progress 8 and the new BritBacc—I presume that is what it is called—which all exclude creative subjects. Does the Minister agree that, until the Government stop their obsession with mandatory A-level maths and their focus on purely academic subjects, there is little chance of revitalising the teaching of creative arts in schools and therefore recruiting teachers to teach them?

[Baroness Barran (Con)]

To clarify, there is no mandatory maths A-level; there will be the provision of maths to 18, which will take us to the same position as every other G7 country. The noble Lord is a teacher and understands better than I do how children learn but, through the EBacc, we are delivering an important rich store of knowledge from which children can apply their creativity, critical thinking and imagination.

Children’s Social Care Implementation Strategy (Public Services Committee Report)

Lord Hampton Excerpts

Wednesday 20th September 2023 Lords Chamber

[Lord Hampton (CB)]

My Lords, I echo the thanks to the noble Baroness, Lady Morris of Yardley, for tabling this Motion and for the very real concern she and the committee have shown for such an important issue. There are many others in this Chamber far more expert than me on social care, but I was moved to speak in this debate by the fact that I see the results of these policies weekly. As some noble Lords may know, I am a teacher in a state academy in Hackney. Like the noble Lord, Lord Willis of Knaresborough, I am at the gritty end of this subject, where the consequences of these decisions are often manifest.

As Action for Children recently reported, 53% of young people with a social care referral failed either English or maths at GCSE. Of the 2004-05 birth cohort, 58% of young people with a social care referral were persistently absent at some point in their school careers, missing 10% or more of their classes in a school year.

Schools can provide a safe, structured environment for children, and teachers are the weathervanes of social care. We are trained to spot signs of abuse, neglect and bullying and most schools have a clear system of reporting. Those reports, often of tiny changes or instinctive hunches, can become part of a jigsaw puzzle whose final picture could lead to a referral and future action. A case study in the strategy talks about two young people who disclose physical abuse to their teachers. It is the referral from the school that leads Jackson and Madison to be placed with foster parents. Children will often open up to a trusted teacher when they will not talk to anyone else. Through teachers, the missing voices of young people can be heard—something the strategy has been heavily criticised for.

When I talked to members of the safeguarding team at school, one of their top concerns was the wide variation in care between boroughs—some are excellent, while others do not even answer phone calls or emails about referrals. A child can get lost in the cracks if they move boroughs, which can be used deliberately by the families to disappear from the system. As the response says, the strategy will have an impact only in a few areas, and then only as a pilot programme. This will surely exacerbate the problem.

It was also said that the threshold is exceptionally high. For social care to open a case, there needs to be a significant risk. This is completely understandable, as it does not have the resources to complete early intervention work, but this results in firefighting as opposed to early help in prevention when it could be most effective, as the noble Baronesses, Lady Morris of Yardley and Lady Tyler of Enfield, have said. If care workers are transitory and lasting relationships can never be built, that is never going to happen. The focus on recruitment and particularly retention of staff as a priority is vital. Otherwise, much of the other work is pointless.

All this, I am afraid, is dependent on money. If the committee’s report is true and the strategy lacks the political buy-in and funding to deliver reforms for young people and families, it would be a huge lost opportunity for change. I am also concerned that, in the strategy and the report, the increasing burden of work that falls on schools is hardly acknowledged. I am also unclear quite how schools are to be embedded into the new plan. The strategy recommends that schools should be made a statutory safeguarding partner and contribute to the strategic and operating delivery of multiagency working. It also recommends that they have a greater role in supporting and protecting vulnerable children without making clear how or what budget will be provided for the extra training, and necessary staff, that will inevitably be needed for the extra responsibility alongside their main job, which is usually to teach.

The strategy is called Stable Homes, Built on Love. Might it not be better to aim for stable lives, built on love?

Life Skills and Citizenship

Lord Hampton Excerpts

Thursday 7th September 2023 Lords Chamber

[Lord Hampton (CB)]

My Lords, as a state secondary school teacher myself, I agree with the noble Baroness, Lady Garden, and thank her for this opportunity. The teaching of these subjects is part of a more fundamental discussion—as the noble Lord, Lord Knight, just said—about our whole curriculum.

The Skills Builder Partnership and Edge Foundation recently published a report that estimated that the lack of vital skills, such as problem-solving, teamwork and leadership, cost the UK economy £22 billion pounds last year. These skills, like the creative skills that contribute to the UK’s vital creative industry, are not passed on genetically or by osmosis; for most children, they are mainly learned at school. If we can enrich children with these skills, we can improve not only their life chances but the chances of those around them.

We should be teaching life skills and citizenship all day every day to our students as an embedded part of every subject, not as a separate subject. Problem-solving, both mental and practical, should have a much larger share of the curriculum. Teamwork, critical thinking and analysis, physical activity, manual dexterity and personal health and well-being would be far more useful than the rote learning that still clings to much of our national curriculum.

We should not be educating children so that they can go on to university; we should be educating children so that they can go into life. University should be a choice, not an inevitability and, whether they choose to go or not, our school leavers should be robust, practical, critical thinkers who are better prepared for a life as healthy, compassionate, ambitious, self-aware, resilient and employable citizens.

Reinforced Autoclaved Aerated Concrete in Education Settings

Lord Hampton Excerpts

Monday 4th September 2023 Lords Chamber

[Baroness Barran (Con)]

I remind the noble Lord that the Government made a full survey of the school estate. We carried out the first one I think between 2017 and 2019 and we are in the middle of the second one at the moment. That looks at the condition grade across schools. I have the figures in front of me: in the first survey, 95% of individual condition grades—which literally look at the window frames; I am not sure about door handles but the walls, the roofs, et cetera—were graded as good or satisfactory, and 2.4% were poor or bad: 2.1% were poor and 0.3% were bad.

The noble Lord will also know that all our funding to schools for condition is prioritised based on condition need. He also knows that if there is an urgent request we will always consider it. We have already identified some the of so-called system builds, such as Laingspan and Intergrid. Almost all of that has been completely resolved and plans are in place for all of it to be removed. We have a programme of surveys starting later this year looking at the remaining construction types to understand them better and understand whether they might pose a risk.

[Lord Hampton (CB)]

My Lords, I declare an interest as a working teacher. I congratulate the Minister on the speed of her response to this development. We have heard a lot about buildings and children, but can the Government assure the House that they will provide extra support and counselling for senior leadership teams to reflect the extreme pressures during these difficult times, particularly those that have no local network in their area?

[Baroness Barran (Con)]

The noble Lord makes an important point. I visited a school on Friday where we identified RAAC earlier in the summer. It was about to reopen. I had not got down the drive and that was literally the first point that the head teacher raised. I take this opportunity to again thank all those head teachers who are dealing with this at the moment.

On the individual issue about what support to offer head teachers, that really would come better from the school itself, the trust or the local authority. For us to try to do that in Sanctuary Buildings might not be the best route—but, as I said, we will consider all reasonable requests for revenue funding and we absolutely recognise the pressure that this issue puts on school leaders.

Higher Education: Arts and Humanities

Lord Hampton Excerpts

Wednesday 28th June 2023 Lords Chamber

[Baroness Barran (Con)]

I feel that the noble Baroness and I listen to different bits of what the Government say about this. It was only last month that the Government announced their plans to grow the creative industries from the current £108 billion by a further £50 billion, and a million more jobs by 2030. We are making a major investment in the sector, particularly in performance and screen technology research labs based in Yorkshire, Dundee, Belfast and Buckinghamshire.

[Lord Hampton (CB)]

My Lords, I declare an interest as a secondary school teacher and head of a design and technology department. According to the Art Now report published by the APPG for Art, Craft and Design in Education, 67% of art and design teachers questioned are thinking of leaving the profession. What are the Government trying to do to stop this entire waste of talent?

[Baroness Barran (Con)]

The noble Lord asks an important question, and part of this is about being clear about the value we put on those qualifications. As I mentioned in my opening reply, we are introducing a new T-level in this area in 2024 and further apprenticeship opportunities the following year.

Schools: Artificial Intelligence Software

Lord Hampton Excerpts

Thursday 19th January 2023 Lords Chamber

Asked by

[Lord Hampton]

To ask His Majesty’s Government what steps they are taking, if any, in response to the increasing sophistication of artificial intelligence software and its subsequent use by pupils in secondary schools, particularly in creative subjects.

[Lord Hampton (CB)]

My Lords, in begging leave to ask the Question standing in my name on the Order Paper, I declare an interest as a working teacher in a state secondary school in north London.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, AI has the potential to transform society. We must harness the potential benefits, including reducing workload and improving accessibility, while confronting the risks to trust, privacy and security. We are committed to pupils building knowledge and skills so that they can take advantage of the opportunities that AI creates, including in creative subjects. Since our reforms to GCSEs and A-levels, most assessments are exam based, where pupils are assessed under strict conditions with no internet access.

[Lord Hampton (CB)]

I thank the Minister for her response. There is a lot of anecdotal evidence at the moment which suggests that students are using AI for everything from essays and poetry to university applications and, rather more surprisingly, visual arts subjects. Just before Christmas, one of my product design A-level students came up to me and showed me some designs that he had done. He had taken a cardboard model, photographed it, put it into a free piece of software, put in three different parameters and had received within minutes 20 high-resolution designs, all original, that were not A-level but degree level. The current discussion seems to be very much about—

[Noble Lords]

Question!

--- Later in debate ---

[Lord Hampton (CB)]

Sorry! At the moment this is about plagiarism and fighting the software. When do the Government plan to meet education professionals and the exam boards to design a new curriculum to embrace this new opportunity rather than fight it?

[Baroness Barran (Con)]

I thank the noble Lord for his question and his reflections. The Government are already engaging with the education sector on these issues. I will meet the head of Ofqual next week. Guidance has also recently been produced for universities on this. The spirit of the noble Lord’s question, which is that we must seize this opportunity, is absolutely a key part of our focus.