Schools: Pupil Premium

Debate between Lord Hill of Oareford and Baroness Whitaker

Wednesday 24th October 2012 Lords Chamber

[Lord Touhig]

My Lords—

[Baroness Whitaker]

My Lords, is the Minister aware that almost all Roma children, no matter how poor they are, do not qualify for the pupil premium because their parents may not have been here long enough. What can the Government do to remedy this manifest inequality?

[Lord Hill of Oareford]

I understand how dear a subject that is to the noble Baroness, Lady Whitaker. The reason that we have gone for a single and simple measure of eligibility, based around free school meal status, is that we think it is important to keep the pupil premium as simple as possible so that we can learn the lessons and not make it too complex. The best proxy that we felt that we could have was economic disadvantage, because we know the difference there is between how the poorest children achieve and how better-off children achieve. That is why we went for that simple measure.

Young Children: Language Development

Debate between Lord Hill of Oareford and Baroness Whitaker

Thursday 8th December 2011 Lords Chamber

[Lord Hill of Oareford]

I agree with my noble friend about the importance of books and reading. It is also the case that technology can play a crucial part in helping children to read, particularly some of those who have the greatest problems from a special educational needs point of view. I do not think it is an either/or choice, and I do not think my noble friend was suggesting that. I agree that getting children to have a love of language is vital, and I say that as the child of what in the old days was called a speech and drama teacher. I grew up with that, and I know the way that it can help.

[Baroness Whitaker]

One of the problems of children who have a language disability is the lack of integration, in relation to speech therapists, between the health and education services. What can the Minister do to make that better?

[Lord Hill of Oareford]

My Lords, one of the consequences of the approach we are developing through the SEN Green Paper is to address precisely the point that the noble Baroness raises: how to integrate health and education services better. As she will know, our ambition is to move to an integrated assessment and a single health and education plan over the next few years.

Education Bill

Debate between Lord Hill of Oareford and Baroness Whitaker

Wednesday 14th September 2011 Grand Committee

[Baroness Whitaker]

My Lords, I do not want to hold up the Minister but I should like to endorse what my noble friend Lord Peston has said. At this time particularly, we need to be careful about foundations or organisations aimed at dividing our community rather than uniting it.

[Lord Hill of Oareford]

My Lords, in some ways the discussion we have had around this matter reprises some of our earlier debates on the place of religion in the school system. We will probably have a bit more in a moment when we move on to the next group. To some extent, we are on reasonably well worn ground for this Committee. The right reverend Prelate reminded us that the Government’s basic approach is to try to operate on an “as is” basis and not unpick things that have been arrived at over a period of time. It is certainly the case that the Government are committed to intervening in schools where there is consistent underperformance, whatever kind of school it is—faith or non-faith—which is the starting point for these measures.

The point raised by the noble Lord, Lord Peston, in some respect, has been answered by my noble friend Lord Elton who is more knowledgeable than me on a lot of its history and drafting. On the precise point, I will write to the noble Lord and will copy it to my noble friend. I will set that out straight for him.

The reason for the Government taking the position that they have is that we know that religious bodies have often made a substantial contribution to these schools, not only through influencing the ethos and practice of the schools but also in contributing land and sometimes money for educational purposes. In recognition of that role, we think that they have a right to be consulted. As the noble Lord, Lord Sutherland of Houndwood, pointed out, this is a right to be consulted and not a right to veto a conversion, which is an important point. We want the religious authorities to be reassured that we will take account of their views when it is necessary to intervene in their schools.

We know that religious bodies have played an important role in our diverse educational system and we value that contribution. We will intervene in underperforming schools, including faith schools, but we think—a point, I think, also made by the noble Lord, Lord Sutherland—that intervention in those schools will work best when it is done in collaboration with the faith bodies so that due consideration is given to that school’s religious ethos. With that, I would ask the noble Baroness, Lady Murphy, to withdraw her amendment.

Education: Gypsy, Roma and Traveller Children

Debate between Lord Hill of Oareford and Baroness Whitaker

Wednesday 4th May 2011 Lords Chamber

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, this year the Government have allocated £201 million to schools for ethnic minority achievement via the dedicated schools grant. This is higher than the amount provided in 2009-10 via the former ethnic minority achievement grant. Schools may use this grant to purchase additional support for Gypsy, Roma and Traveller children or, if schools forums agree, local authorities may retain some or all of the allocation to deliver centralised Traveller education and ethnic minority achievement services.

[Baroness Whitaker]

My Lords, I thank the Minister for that reasonably sympathetic reply, but is he aware of the NUT report of last November which found that the Traveller education services were taking a disproportionate share of the cuts? Eight local authorities had completely abolished the service. Does he agree that the 20 per cent drop-out rate between primary and secondary school is disastrous for Gypsy and Traveller employment chances and that the school exclusion rate is higher than for any other ethnic group? What can be done?

[Lord Hill of Oareford]

My Lords, I agree with the statistics mentioned by the noble Baroness. Exclusion rates are, I think, three times higher for Gypsy, Roma and Traveller children than they are for the average of the population. Their achievement both at primary and secondary school is far lower. Unfortunately, the attainment gap over the past four years has widened rather than narrowed, despite all the efforts that have been made. There is clearly not a simplistic answer to this problem. I know that the noble Baroness has been concerned and acted in this area for a long time, as have other noble Lords. There is no simple answer. Clearly, the Government hope to go in the direction of devolving more responsibility to schools. As I said in my Answer, schools forums can choose to carry on funding a centralised service if they think that will work better. I hope that the pupil premium will provide additional resources for schools where they have Gypsy and Roma Traveller children. A lot of this is cultural and educational. Ideas that the noble Baroness and other noble Lords may have as to how one can chip away at this problem will be gratefully received.

Free Schools Policy

Debate between Lord Hill of Oareford and Baroness Whitaker

Monday 21st June 2010 Lords Chamber

[Lord Hill of Oareford]

As I said earlier, the Secretary of State has made it clear that he sees local authorities having a role in shaping his thinking. We will need to reflect precisely on the criteria, how we set them out and what is then done with those criteria.

[Baroness Whitaker]

My Lords, I apologise for missing the beginning of the proceedings, but I do not think that anything has been said so far about design standards. The Minister will know very well that the impact of the environment in which children study is extremely important from an educational point of view. What guarantee can he give that free schools will conform to acceptable design standards?

[Lord Hill of Oareford]

One point of the policy is to give schools greater freedom and flexibility over where schools are set up and in what kind of building. Overall, the department intends to look at the whole set of regulations around buildings for all schools because our view is that they are expensive and bureaucratic and the process of building schools takes too long. Some of the regulations do not seem to serve any particular purpose while others serve an extremely good purpose. We will look at them all and, as part of that, we will obviously need to take into account important points about design.