Education: 16-19 Bursary Fund

Debate between Lord Hill of Oareford and Baroness Howarth of Breckland

Monday 11th June 2012 Lords Chamber

[Lord Hill of Oareford]

As my noble friend says, local authorities are under a statutory duty to ensure that they make reasonable arrangements for young people post-16 for transport. The Government are monitoring the provision made. We will continue to remind them of that duty. As my noble friend also says, one of the purposes to which the 16-19 bursary fund can be put is to pay for transport costs. Particularly for providers in rural areas, that is an important use.

[Baroness Howarth of Breckland]

My Lords, the parents of young people with severe disabilities are extremely anxious since funding has transferred to local authorities. There is uncertainty that funding will remain not only for travel, through bursaries, but for places. Can the Minister assure me that local authorities will be required to ensure that those young people—some of the most vulnerable—are given the opportunities of their peers?

[Lord Hill of Oareford]

I very much agree with the noble Baroness about the importance of making sure that the group she talks about has those opportunities. The bursary fund has a specific sum, £1,200 a year, which is available to such groups to help with costs. As she knows, our proposals for reforming special educational needs generally, with the Bill to come, cover how we can try to increase such provision. Obviously, local authorities have an important part to play in that as well.

Young Children: Language Development

Debate between Lord Hill of Oareford and Baroness Howarth of Breckland

Thursday 8th December 2011 Lords Chamber

[Lord Hill of Oareford]

I am not aware of that research. I am sure my noble friend will be able to send it to me, and I will be very happy to look at it. The basic policy response of the Government on this is to improve the identification, first of all, and the assessment of these problems, to improve the support that we give to teachers and others working in early years settings, to work with voluntary organisations working with parents on this and to try to tackle it across a range of fronts.

[Baroness Howarth of Breckland]

Does the Minister agree that this Question is about disabled children, and that disabled children need this sort of linguistic help throughout their educational career, particularly when they come to adolescence and early-adult years? What provision is he ensuring for those colleges and special schools where these disabled young people continue to attempt to develop their skills? I declare an interest as the president of Livability, which has two colleges and a school.

[Lord Hill of Oareford]

In terms of the range of measures I have outlined in pre-school, school and later, we need to focus on this. I will, if I may, see if I can get some better particulars on the precise point raised by the noble Baroness and will follow up with her at a later date.

Sure Start

Debate between Lord Hill of Oareford and Baroness Howarth of Breckland

Monday 14th November 2011 Lords Chamber

[Lord Hill of Oareford]

My Lords, the point of having much more information available to parents is that we hope that that will empower them to have more say in the system. We are also looking at trialling payment by results in Sure Start children’s centres, which we think will lead to better services, targeted more on those suffering from the greatest disadvantage. This approach will, I hope, improve the quality of the services delivered through this vital part of early years provision.

[Baroness Howarth of Breckland]

My Lords, does the Minister agree that there is some correlation between the removal of a number of preventive services at local authority level, Sure Start centres being one, and the rise in the number of children who are coming before the courts? This October, a record number of children came before the courts and then went into care. Do the Government not have a view about the need for local authorities to continue to improve their preventive services to keep children with their families rather than having the high level of removal that is happening at the moment?

[Lord Hill of Oareford]

I agree on the importance of that. We must do all that we can to try to keep families together and children with their families. That strikes me as being vital and that is one reason why the Government are looking at ways of trying to trial more support for parents, looking at ways of putting extra funding into Relate to keep families together and, more generally, looking at the whole adoption system and the range of support that we make available for children. However, I agree with the noble Baroness about the importance of that.

Education Bill

Debate between Lord Hill of Oareford and Baroness Howarth of Breckland

Wednesday 26th October 2011 Lords Chamber

[Lord Hill of Oareford]

My Lords, it may be for the convenience of the House to be clear—since I know that many noble Lords want to speak, since I do not want any hares, or anything else, to get running, and since we should debate this amendment on its merits, as the noble Baroness, Lady Massey, said at the beginning—that the Government do not have any proposals to bring forward or change any legislation in the context of sex education. I hope that that will help to speed up our debate.

[Baroness Howarth of Breckland]

My Lords, I want to engage in a discussion about the actual amendment and the issues that the noble Baroness, Lady Massey, more broadly raises, rather than getting into a debate that we said we were not going to have about sex education for the under-fives. I support the thrust of this amendment, in that it is about the kind of ethos that we want our children to be brought up in. I know that some noble Lords think that it is overprescriptive and that there are other ways of getting this into the regulations, the legislation or the way that Ofsted inspects, but it is crucial that this ethos is through schools.

Noble Lords will know that I spent many years setting up and establishing Childline. I spent the years I was not doing that working with children who are severely deprived or have been seriously sexually abused. I will come to that in a moment. These children are not a small minority; there is quite a sizable group of children who do not have the benefit of good, middle-class families—indeed, some families that are middle class have extraordinary difficulties, as any parent who has faced having children who are into drug or alcohol abuse will know. The one important issue for all these children is that the school can make a difference.

I am involved with a group of children at the moment who have all had extraordinarily difficult backgrounds. They have been before the court either because their parents are splitting up or because they have come into care. The one thing that has made a difference to those children is their school. They are all doing well. They have the sort of starred grades at GCSE that I could only have dreamt of. They are doing well because their schools have focused on their well-being.

Education Bill

Debate between Lord Hill of Oareford and Baroness Howarth of Breckland

Tuesday 18th October 2011 Lords Chamber

[Lord Hill of Oareford]

I am aware of that, and we have discussed that point before. I know that is the case, and I defer to my noble friend who is a very distinguished lawyer, who I think used to do libel. To expect a teacher who finds himself the subject of a malicious campaign to take a libel case on his own account, financially, emotionally or in any other way, is not a practical course of action.

[Baroness Howarth of Breckland]

In making that comment, does the Minister feel that a teacher cannot take that action but that a parent, with all the distress that they are feeling about their child having accused a teacher of abuse, can go to a judicial review with all that means without the support of other parents? That is simply not the real world. Does the Minister not agree that there is some imbalance in the two things that he has just described?

[Lord Hill of Oareford]

I did not say that a parent who has concerns would have to go to judicial review. I am arguing that for a parent who has those concerns— I agree 100 per cent with the noble Baroness that a parent would want to have them investigated and taken forward—there are a number of ways, whether through the police, the local authority, the LADO, and so on, to make sure that those concerns are investigated. I am not at all saying that if they have concerns I would expect them to have to go to judicial review.

We are absolutely clear that genuine victims of abuse must be able to disclose the abuse and that such reports must be investigated properly. These provisions do not interfere with that. They do not prevent the police interviewing witnesses. We think that effective investigations are possible without press reporting. The police can seek to lift the reporting restrictions if necessary to draw attention to an issue if they are seeking more information about a particular person.

The other amendment proposed by my noble friend would mean that reporting restrictions would lift when a person who is the subject of an allegation resigned or was dismissed from the relevant employment. He is concerned that without this amendment, Clause 13 may help schools cover up misconduct and argues that press reporting is an important check on such behaviour.

One difficulty with the amendment is that its implications would go well beyond this issue; for example, it would mean that any teacher who resigned to take up a post at another school would lose their protection against the reporting of allegations, even if the allegation was unfounded and had no influence on the teacher’s decision to resign. We are committed to ensuring that genuine allegations of abuse are investigated properly by the appropriate authorities. Schools have a statutory duty to investigate allegations and, where appropriate, to refer them to the relevant authority. Our new statutory guidance on this subject makes absolutely clear that if a person tenders his or her resignation or ceases to provide their services, that must not prevent an allegation being investigated. If it is well founded, the investigation will lead to the police bringing a charge or to the regulator holding a hearing. At that point, the reporting restrictions will lift. If there is insufficient evidence to reach this point, we think it is right that the teacher’s anonymity is protected and their reputation and career safeguarded.

I accept that a small minority of heads may in theory seek to cover up allegations or may not be as swift in acting on them as we would wish. However, I do not think that press reporting is the best or the only way to counter this possibility. If parents or others are not satisfied that schools are dealing with an allegation, they have recourse other than through the press: they can refer the case to the national regulator; they can ask the Secretary of State to investigate and exercise his powers of direction; they can go directly to the police if they consider a criminal offence may have been committed. In addition, if any person feels that there is a strong public interest in publishing details of identifying information about a teacher against whom allegations of criminal behaviour have been made, they can apply to the local magistrates for reporting restrictions to be lifted.

I will quickly reply to a couple of less contentious points. My noble friend Lord Phillips asked about government Amendment 42. In order to cover ambiguous allegations that someone might be guilty of an offence where, for example, a pupil claims, “I think it was teacher X who did it”, we have changed the definition from,

“an allegation that the person is guilty of a relevant criminal offence”,

to “may be” guilty of an offence.

My noble friend Lady Walmsley was worried that Clause 13 might unintentionally hinder Ofsted from including information in its reports that it would otherwise want to include. I recognise her concerns about that. In cases where a school is found to be failing to implement arrangements for safeguarding and promoting the welfare of children appropriately, we expect inspectors to include judgments or commentary about such failings in published reports. In light of her concerns, my officials contacted Ofsted today to ask whether it thinks there is a risk that Clause 13 might constrain inspectors in making their reports. Ofsted said that inspectors would not feel constrained in reporting on a safeguarding issue. As a matter of general policy, they always take care in writing reports to ensure that no individuals can be identified. Of course, if the inspectors uncover safeguarding concerns during an inspection they can and should provide full detail, including the identities of those concerned to the appropriate authorities and the reporting restrictions would not interfere with that in any way.

Those were the less contentious ones. I understand the strength of the feeling of my noble friend Lord Phillips, and the passion with which he has argued this evening. I have been able to agree with him on two of the improvements to the clause that he has proposed. I know he will not agree with me but I think there are difficulties with the two further ones he has put forward—that they would weaken the protection that we are seeking to give to teachers—and I ask him to withdraw his amendments.

Education Bill

Debate between Lord Hill of Oareford and Baroness Howarth of Breckland

Tuesday 18th October 2011 Lords Chamber

[Baroness Howarth of Breckland]

My Lords, I had not intended to speak, but it was in hearing the noble Baroness, Lady Morris, talk about clarity, that reminded me that I had had a letter from someone in a school. Your Lordships will understand why I quote it:

“Please could you register my welcome overall of the trust put in teachers and school leaders to manage behaviour more effectively in schools and colleges. However, I am concerned that the measures taken to improve the authority of teachers are being seen as threats to the child and to the member of staff concerned. Searches should be allowed by staff and good practice ensures that a teacher will ask for a witness for the search”.

It shows that the common sense that the ministry is trying to encourage exists in schools, but that there is a lack of clarity. The real need is for clear guidance, and indeed the amendment put down by the noble Baroness, Lady Walmsley, would help people to understand. I think it was the noble Baroness, Lady Morris, who said that there are so many things that are believed in schools that are not actually the law or statute.

This has been a wonderful Second Reading debate, I have to say. I have thoroughly enjoyed some of the speeches, and not having had an opportunity to get to the actual Second Reading, I am now taking my opportunity, too. We have to remind ourselves that not everything was wonderful in the past, and that there are some things that are significantly better. One thing that is significantly better is child safeguarding. We abandon anything that continues to safeguard children, as the noble Baroness was saying with regard to Barnardo’s, at our risk.

I am not an educationalist but I suspect that my pedigree in safeguarding is probably as good as anyone in this House. I encourage the Minister to think carefully before abandoning those controls where it is quite clear that teachers have the common sense to think that they need a witness. But it is not always the teachers who end up doing these things. I have known of caretakers being asked to “take that mobile phone off young Jones”. It is about people who would have other motives for touching a child.

I also believe that no male adult should handle a young woman aged 12 or 13, and certainly not without a witness. If you talk to young girls, they say that they feel that that is an assault on their dignity and it is something that goes with them. I encourage the Minister to think carefully about ensuring that we have either the amendment tabled by the noble Baroness, Lady Walmsley—to confirm to the Front Bench, I am suggesting one of the amendments—or extremely clear guidance for teachers so that they know that they do not search in unsafe situations.

[Lord Hill of Oareford]

Perhaps I may start with some general comments about some of the themes that have emerged. I agree with what the noble Baroness, Lady Morris, said about her underlying point, consistency, and the difficulty that we as legislators have in translating what we are trying to do in classrooms so that teachers know where they stand. That links to the point again about clarity in guidance, to which I will come back later.

My noble friend Lord Cormack, who has not spoken on the Education Bill previously, made a powerful speech about the importance of trust, which we all share. By the same token, some of the discussion today highlighted tensions between wanting to get to a position where we trust professionals more—and I think we would all agree with that—while wanting to have our own safeguards in place to ensure that in trusting them the things we most care about are protected. That is a difficult balance. My noble friend Lord Storey also threw in parents and lawyers for good measure.

It is absolutely right that schools are operating in a far more complicated environment than was the case in the past. I very much recognise the description given by the noble Lord, Lord Peston, of the purpose of a school, which I think still holds true today. But they certainly have to operate in a far more complicated world where they are asked to do much more by society than was once the case. I recognise that there are anxieties, which I will attempt to address, about the extension of the powers on search. I see them as an attempt to provide greater space in a very small number of exceptional cases for professional judgment to be exercised by heads and teachers, and to try to enlarge the space where we can trust heads to make the judgments that they believe are right to safeguard the children in their care.

There was broad agreement that we want head teachers and teachers to be able to ensure the safety of the children. In fact, it is important to say that most schools are safe places in which children can learn. It is important to get that in proportion and not to imagine that we are confronted with a problem that does not exist—it is important to focus on the problem that does exist.

When the previous Government introduced searching legislation, they recognised that unfortunately there are instances where children have items that can cause harm or injury to themselves or to others. Under existing law, members of school or college staff can search for a number of harmful items, including knives and weapons, alcohol, illegal drugs and stolen items. We are proposing a small extension to those powers so that teachers can keep all potentially harmful items out of the classroom.

I want to set out briefly, on the record, the safeguards within the legislation that ensure these powers are used appropriately. A search of a student without their consent can only be carried out in certain circumstances. First, the staff member conducting the search must be designated by the head teacher or the principal. I agree that the head teacher should consider the skills of any staff member they are designating, and I am sure that most will do so. In the light of views that were expressed in the debate on this issue in Committee, we have taken on board the recommendation that, when designating a member of staff, the head teacher should consider whether that member of staff needs any additional training. That recommendation is included in the department’s published advice to schools.

Secondly, a member of staff must reasonably suspect that the pupil is in possession of a prohibited item. A pupil cannot be randomly searched on a whim. Thirdly, staff may not require the student to remove any clothing other than outer clothing. These conditions—which are in law—will remain unchanged. It is also the case that a search can only be carried out by someone of the same sex as the student and in the presence of a witness except—and this is the change which we are seeking to make—in certain emergency situations. The requirement that the searcher is the same sex as the pupil and that a witness is present will continue to apply in nearly all searches, as a number of noble Lords have argued. Where it is practical to summon a staff member of the same sex as the pupil and a witness then a teacher wishing to conduct a search must do so. There is no disagreement at all on that.

Children: Parenting

Debate between Lord Hill of Oareford and Baroness Howarth of Breckland

Monday 11th July 2011 Lords Chamber

[Lord Hill of Oareford]

Yes, my Lords, I take that point. The right reverend Prelate will know of the Ofsted report that referred to three-quarters of PSHE education in schools being good or outstanding, but it also pointed out that there were some other areas of weakness. As I have already said, part of the review that the department will carry out, which I hope will benefit from the views of outside and expert opinion, is precisely to look at the kind of support that needs to be provided to help teachers provide good quality PSHE.

[Baroness Howarth of Breckland]

My Lords, the Minister will be aware that in the past two years the number of children before the courts has doubled, that the number of children in care is increasing and that the accommodation and opportunities for children in care are decreasing. With that scenario in mind, what else does he hope to do to ensure that children from poor families, whose choices will be even more limited, get the education that they need so that they do not repeat that cycle?

[Lord Hill of Oareford]

My Lords, there is a range of measures that the Government need to take, starting with our response to the early years, which will be coming shortly, the provision of the 15-hour free entitlement to two year-olds, the increase of that to 15 hours for three and four year-olds and the introduction of the pupil premium. Then there is what we can do to raise standards in our schools, which is clearly vital because we know the connection between failure at school, illiteracy and life going off the rails. There is a range of measures that we need to take across the board.

Education Bill

Debate between Lord Hill of Oareford and Baroness Howarth of Breckland

Monday 4th July 2011 Grand Committee

[Lord Hill of Oareford]

I am the Minister who is in receipt of applications for powers to innovate. I have not been overwhelmed over the last year and a half by applications for powers to innovate. It may be there but the point is that for it to be there it is a more complicated process than it ought to be. Every school would have to apply individually. They apply to officials and officials put up submissions and Ministers decide and opine and then the power to innovate, like Zeus, is given. It is time-limited.

As a way of dealing with the issue, if one accepts that this is a permissive power, as it clearly is, and if you say to schools that all those that might want to use this power have to go through the rather cumbersome and protracted process of applying for a power to innovate, no one will go through the process of applying. They will say that this has been made difficult for them, whereas something that is simple, which gives them the opportunity and which applies to all—to choose either to use or not to use—with safeguards in place, seems a more rational way than making every school try individually.

[Baroness Howarth of Breckland]

Could I respectfully say to the Minister that this is not about powers and process, it is about message. If the message you want to convey is that you want to support schools and head teachers in whatever powers they wish, that is a message that will go out. But it will not be generally helpful in forging relationships between families, communities, parents and schools or indeed between children and their teachers. That is what it is about. It is about ethos and message. A better message is that these powers do exist. I am a strong believer in discipline in schools. Children learn much better if you have discipline. You need these sorts of structures in schools. But it is unhelpful to put into statute something which every speaker in this Room, even those who think we should do something, sees as unsafe and as poor communication with parents. I hope the Government will re-think how they convey that message of support to teachers without putting children into danger.

--- Later in debate ---

[Baroness Howarth of Breckland]

My Lords, I briefly add a point about this being a Forth Bridge issue. It is perpetual and we must work at it all the time. I am interested in what the Government’s strategy for tackling bullying in schools is. The previous Government certainly had a strategy, which I assume the current Government will carry on and build on.

When I was involved with Childline, bullying was the most significant issue for children. I understand that this is still the case now that the NSPCC runs Childline. It came above safeguarding, relationships and issues to do with friends. It had an emotional impact on children. I know this because I spoke personally to hundreds of them over the telephone about their view of themselves, particularly young children from ethnic-minority communities, for whom this was a very confusing issue. More recently, we know that homophobic bullying has become much more rife, with names being called in the playground. Therefore, I recognise that collecting statistics may not be the Government’s way of taking this forward but I should like to hear more about what they are doing strategically. This is not something that needs a plan for today or yesterday; it has to happen all the time.

I remember advising the head of a school in the south of England where a young man had taken his own life. He said, “But we don’t have bullying in this school”. I said that the healthy position was to recognise that every school has bullying, but to have a strategy to deal with it that involves its pupils. I look forward to hearing what the Minister has to say about the strategic position.

[Lord Hill of Oareford]

My Lords, first, like others, I thank the noble Lord, Lord Collins, for raising this important issue and, if I may say so, for doing it in a very thoughtful way and getting the debate off to such a good start. He and other noble Lords have described the terrible impact that bullying can have on a child. I agree with him and other noble Lords that schools, pupils, parents and the Government must work together to tackle bullying in schools, and prejudice-based bullying in particular.

We set out in our White Paper, as the noble Lord mentioned, our clear expectation that schools should take a tough and firm stance on all forms of bullying. They should seek to identify what bullying is happening in their school and take steps to support pupils who have been bullied and prevent it happening in future. To support schools, we have issued the guidance to which the noble Lord referred, setting out their legal powers and duties, the principles that underpin the strategies used in successful schools, and the specialist organisations that can provide information to help schools to understand and tackle different types of bullying. This guidance makes it clear that primary legislation, introduced by the previous Government, already requires head teachers to determine measures to prevent all forms of bullying among pupils. The Equality Act 2010 further requires them to eliminate unlawful discrimination, harassment and victimisation and to consider how they can positively contribute to the advancement of equality and good relations.

As the noble Baroness, Lady Massey, said—and I agree with her—bullying is a problem which happens to children and young people in schools on a spectrum of severity and for all sorts of reasons. The noble Lord’s amendment addresses a particular kind of bullying, which is particularly horrid, but if one is on the receiving end of bullying all kinds of bullying feel completely horrid and vile. It is, as has already been explained, a complex issue that is too often hidden from parents and teachers, as noble Lords have said. I agree with the noble Lord, Lord Collins, that in order to tackle bullying schools must have a good understanding of what is driving bullying in their schools. That is a point that the noble Baroness, Lady Massey, made as well. We need a much broader approach. Schools must also understand the types of bullying that are a problem. It is crucial that they create an environment where pupils know that bullying is not tolerated and feel able to report it where it occurs.

The nature of bullying changes over time. If the noble Lord, Lord Rix, were here, he would talk about the concerns that he and others had about the rise in bullying of disabled children. If we had been here 10 years ago, we probably would not have had a debate about the rise in homophobic bullying. Therefore, understanding the issues and how they change over time is extremely important and will require different action in different schools. I have been told that 35 per cent of bullying goes unreported, so any system that relies on reporting alone cannot give a full picture of what is happening in a school.

The most effective schools use a range of approaches to monitor bullying. They combine evidence from incidents reported with other sources of information, such as anonymous surveys of pupils, surveys of parents and making use of school councils. We want to see more schools take a sophisticated approach that allows them to understand the problems in detail, address them and improve their approach based on evidence of what works. The new, more focused Ofsted framework will encourage schools to do this. Inspectors will have more time to look at how schools address poor behaviour, including bullying. That greater focus will flush out some of these things. The report that Ofsted will produce will provide information to parents about the detail of a school’s approach and how effective it is.

All that having been said, on the specific amendment moved by the noble Lord, Lord Collins, I fear that there are potential practical pitfalls with requiring all schools to collect and publish information about bullying in one way. That point was alluded to by my noble friend Lady Brinton. Information about bullying is by its nature fairly subjective, and the amount of bullying recorded will not necessarily depend on the amount of bullying taking place. I can envisage a situation where a low number of recorded incidents could mean that a school was exemplary at tackling bullying. Alternatively, it could mean that staff were not aware that it was going on or that children were afraid to report it.

Children: Adoption

Debate between Lord Hill of Oareford and Baroness Howarth of Breckland

Tuesday 10th May 2011 Lords Chamber

[Lord Hill of Oareford]

I understand the point made by my noble friend and know the strength of feeling that he brings to bear on this. The department has approached adoption from the point of view of what is in the best interests of children by trying to have as a wide a pool as possible of potential adopters. No one on this side of the House is keen to do things that are driven by political correctness. That is one of the reasons why we are looking, for example, at the adoption of minority ethnic children. I understand the points that my noble friend makes, but at the moment we have no plans to respond directly to them.

[Baroness Howarth of Breckland]

My Lords, in welcoming the Munro report today, which talks about some aspects of social work but has implications for the whole field, does the Minister agree with me that the complexity of the task that Mr Loughton is taking on involves improving social work practice and the practice of panels, reviewing the court processes, and ensuring that guardians move quickly? All of those things will take time and are much more significant than the matter being raised.

[Lord Hill of Oareford]

I very much agree with the point about the complexity of the issue and the need to look at all the issues in the round. The points that have been raised to do with court processes, finding suitable adopters, speeding up the process and tackling obstacles are all extremely important. As the noble Baroness will know, in responding to Munro my honourable friend Mr Loughton will take advice from an expert group on precisely these issues. He will come back later in the year to pull the various strands together and, I hope, come up with solutions. The whole House, irrespective of from where we are coming on some of these issues, will share the view that we need to find more good adoptions for the children who need them most.

Children: Policy

Debate between Lord Hill of Oareford and Baroness Howarth of Breckland

Monday 14th February 2011 Lords Chamber

[Lord Hill of Oareford]

I agree with the point made by the noble Baroness, Lady Massey of Darwen, that parents need support. As far as concerns Sure Start, the Government believe that they have put enough funding into the early intervention grant to make sure that there is a national network of Sure Start children's centres. The Government have not ring-fenced that funding. Our approach is that local authorities should be able to decide on local priorities. However, they have statutory responsibilities to ensure sufficient provision, and they have to consult before opening Sure Start children's centres or making any significant change to their provision.

[Baroness Howarth of Breckland]

My Lords, the Minister will be aware of the wide range of responsibilities that local authorities have for children. What will the Government do to ensure that the quality of services is maintained as the authorities set various priorities around their cuts? Will the Government look at the various means of inspection such as Ofsted to ensure that standards are as high in welfare as they are in education?

[Lord Hill of Oareford]

A number of good points are wrapped up in that question. Across the piece, the Government will need to ensure the spread of good practice and concentrate approaches for the families most in need of help. I will take back with me the point about the importance of inspection. As I said in my first Answer, a number of reviews are currently going on that are looking at a range of different but connected issues. The Government will set out later in the spring—I think in May—a strategy to bring these strands together.

Children: Care

Debate between Lord Hill of Oareford and Baroness Howarth of Breckland

Wednesday 24th November 2010 Lords Chamber

[Lord Hill of Oareford]

My Lords, I am aware that there are issues around the operation of the family courts system and a review of the family justice system is under way. I will reflect on the points made by my noble friend and would be happy to discuss them with her further and to arrange a conversation for her with my honourable friend Mr Loughton, who is the relevant Parliamentary Under-Secretary.

[Baroness Howarth of Breckland]

My Lords, the Minister will be aware that, following the Baby Peter case, there was a 37 per cent increase in referrals to the family courts on care orders. I wonder what the Government’s response is to that, bearing in mind that this is a local authority responsibility. The Government need to do all that they can, given what such an increase means for the nation’s children, to ensure that local authority social workers have as much support as possible through all the government channels that have been put in place in the near past, including the preventive services such as Sure Start and other under-fives services, so that children can stay with their families safely when appropriate.

[Lord Hill of Oareford]

I agree with both the main points made by the noble Baroness. In my Answer, I said that we think that the legal framework is broadly correct. The key issue is clearly the ability of social workers on the ground to make the right judgments. Those involved work extremely hard in almost impossible situations, but they are criticised from both ends because they are thought to intervene either too quickly or not quickly enough, so it is terribly difficult. Training is vital, and they need support. I also take the point about Sure Start centres.

Schools: Special Needs and Disabilities

Debate between Lord Hill of Oareford and Baroness Howarth of Breckland

Thursday 15th July 2010 Lords Chamber

[Lord Hill of Oareford]

I will very much bear in mind the noble Lord’s warnings as we work our way through the replacement arrangements for Becta. I also accept his point about the advantages of technology in delivering assistance to our neediest children. We have under way a number of pilots to test approaches, particularly for blind, visibly impaired and dyslexic children, and those are demonstrating the powerful effect that technology can have.

[Baroness Howarth of Breckland]

My Lords, the Minister spoke of frameworks being developed to ensure a smooth transition between Becta closing and future delivery. Can he say a little more about that and tell us what stage of development that has reached? In particular, can he say how technology will be supported in schools? I declare an interest as the chair of Livability, which has two colleges and one special school for children.

[Lord Hill of Oareford]

I am afraid that I am not able to go into further detail at the moment. However, given the noble Baroness’s interest, I would be happy to discuss with her subsequently her thoughts and views and to take them into account.

Children: Vulnerable Children

Debate between Lord Hill of Oareford and Baroness Howarth of Breckland

Thursday 10th June 2010 Lords Chamber

[Lord Hill of Oareford]

I am grateful to the noble Baroness for the question and pay tribute to the work that she does in this area, and has done for a very long time. On protecting children at greatest risk from abuse, I hope that the independent review announced by my department today, to be led by Professor Eileen Munro, whom many noble Lords and noble Baronesses will know well from their work, will help us to put better systems in place. Most importantly, I was told this morning that apparently social workers spend up to 80 per cent of their time in front of a computer screen rather than working with the children, as they would like to be doing. If we can reduce some of those burdens and support social workers to do the job they want to do—and we all want them to do—we will be making some progress.

[Baroness Howarth of Breckland]

My Lords, does the Minister agree that this Question is related to the previous Question that we discussed, about children who have come before the criminal courts? Is it not the case that there has been an unprecedented increase in the number of children coming before the family court in relation to both private and public legislation? However, while local authorities are working on safeguarding in that statutory area, they are certainly not working in prevention. As the noble Lord, Lord McNally, pointed out, unless we work in the area of prevention, more children will become before both sets of courts. What will the Government do to ensure that social workers in local authorities have the time to do both their statutory work and to work with vulnerable families in their own homes?

[Lord Hill of Oareford]

To pick up on the first point, I echo what my noble friend Lord McNally said about the work particularly of the family intervention projects, which the previous Government introduced. Some of the early results from that were extremely encouraging in helping the most disadvantaged families and children early on. There were some very big reductions in problem behaviour. On the broader point about what we can do to help social workers have more time to do their job, that comes back to my earlier remarks. One benefit that we hope will come from the Munro review is that we will free social workers from what we might call the more pointless box-ticking activity to have more time to do the job that they want to do, which would encompass the kind of concern that the noble Baroness has.