Schools: Performance

Debate between Lord Hill of Oareford and Lord Quirk

Tuesday 4th December 2012 Lords Chamber

[Lord Hill of Oareford]

I have discussed the specific case that the noble Baroness raises before. I am not sure that the facts around primary school places and sports provision in London are quite as straightforward as she portrays. To take the general point, I feel very strongly that it is right that there should be more choice locally for parents who want outstanding primary school places. Whether or not there is a basic need problem, it is right that they should have that choice. So far as the free schools generally are concerned, most of that new primary provision is in areas of basic need. As regards the role of local authorities, they are discharging their responsibilities in different ways across the country. Clearly, the trend over a long period has been towards greater autonomy for schools, and that is something on which this Government are trying to build.

[Lord Quirk]

My Lords, should we be concerned not just with the variation between schools but between schools and young offender institutions and within young offender institutions, where this report shows that the skills and learning provision is both thin and patchy?

[Lord Hill of Oareford]

I agree with the noble Lord’s point. It is an area where more work needs to be done. I accept that the provision is patchy. As regards the variation between different kinds of provision, the more we can publish data which illustrate what the facts are, so that people can then draw their own conclusions on the action needed, it is a good and healthy development.

Schools: Curriculum

Debate between Lord Hill of Oareford and Lord Quirk

Wednesday 20th June 2012 Lords Chamber

[Lord Winston]

The Government are to be congratulated—

[Lord Quirk]

Given the centrality of English in the whole of education, is the Minister aware that many in the profession are delighted with the steps taken to create a key stages 1 and 2 curriculum that meets our present and future needs? Can he therefore assure us that the Government will do their utmost to ensure the enthusiasm and competence of the teaching body to deliver this most promising curriculum?

[Lord Hill of Oareford]

My Lords, I am very aware of how important the whole issue of language development is to the noble Lord. I agree with him, and one of the things that we are seeking to emphasise in the new curriculum is the importance of the use of language and language development all the way through. I am grateful for his support for the changes that we are trying to make. As I have said, we will now consult on those proposals and we will certainly do all we can to make sure that teachers have the support to deliver this more ambitious curriculum.

Young Children: Language Development

Debate between Lord Hill of Oareford and Lord Quirk

Thursday 8th December 2011 Lords Chamber

[Lord Quirk]

To ask Her Majesty’s Government what steps they are taking to ensure that, by the age of seven, all children with retarded development of their language faculty have been identified and their problems addressed.

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

My Lords, the revised early years foundation stage framework will emphasise more strongly the importance of communication. We plan to introduce a check on children's progress at age two from September 2012. Revised assessment arrangements will identify more clearly how every child is developing in this important area at age five. There will be a new phonics test at age six. Together, the new arrangements will also promote better information sharing between reception class and year 1 teachers, and with parents.

[Lord Quirk]

My Lords, I am most grateful to the Minister for that encouraging reply. Does he agree with John Bercow that severe delay in language development is “far more prevalent” than the SLIs of his own recent inquiry—that is, the pathologies that demand professional therapy? Even with the very welcome news of the 2012 programme aimed at toddlers, many thousands will continue to be missed. Will improved Ofsted procedures ensure a primary school regime that is sensitive enough to spot the little boy whose unhappy silence is born not of incapacity but of being starved of normal linguistic stimulus from parent, sibling or carer?

[Lord Hill of Oareford]

My Lords, I agree with the point underlying the Question of the noble Lord, Lord Quirk, about the importance of this. Our combination of measures will include the point that he refers to about making sure that Ofsted inspectors get specific training in identifying the problem that he raises about linguistic development. The number of language therapists is going up as well, and I hope that with our range of measures we will make the kind of progress that he would like. Will we be able to catch every child always and give them the help that they want? That is a noble aspiration, but I cannot put my hand on my heart and say that we will, for obvious reasons.