Mid Staffordshire Foundation Trust Inquiry

Debate between Lord Hill of Oareford and Lord Willis of Knaresborough

Wednesday 6th February 2013 Lords Chamber

[Lord Hill of Oareford]

My Lords, perhaps I responded elliptically to the noble Lord’s first point about whether we had plans to reintroduce the agency by saying that it had been merged. We do not have plans to reintroduce it. On his second question about Sir Don Berwick, it is for him now to work out how he will carry out his review and come back to us with his recommendations. On his third question about the immediate inquiry being carried out by Sir Bruce, mortality rates are the factor he will take into account in identifying the cases that would most benefit from his urgent attention.

[Lord Willis of Knaresborough]

My Lords—

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[Lord Hill of Oareford]

I certainly take the point that that principle is one we need to apply in our response. As regards the specific question, my noble friend Lord Howe will follow up with the noble Lord.

[Lord Willis of Knaresborough]

My Lords, Francis quite rightly recognises the contribution made by healthcare support workers. He makes seven recommendations about how they should be included within a reinvigorated National Health Service. The report makes the claim that healthcare support workers have to be properly trained to appropriate standards. I want to ask the Leader of the House two questions. First, will those standards be set independently, by the NMC or another body, and not the department? Secondly, will he guarantee to the House tonight that, whatever those standards are, the training will be mandatory, not an optional extra?

[Lord Hill of Oareford]

My Lords, at the moment I cannot give the specific assurance my noble friend would like because the Secretary of State for Health has to look at all the recommendations, working out how to respond to them and the most sensible way forward. However, it is clear that the standards would need to carry weight and be recognised as doing so. I know my right honourable friend the Secretary of State will reflect on that and that my noble friend Lord Howe will have heard the points the noble Lord has made.

Education Bill

Debate between Lord Hill of Oareford and Lord Willis of Knaresborough

Wednesday 13th July 2011 Grand Committee

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

First, I agree very much with the view expressed by the noble Lord, Lord Puttnam, and with the powerful speech made by my noble friend Lord Willis on Monday, when we last discussed this before being rudely interrupted. My noble friend was absolutely right that the effective use of technology clearly supports good teaching and helps raise standards.

As he argues clearly, it is not an either/or between, for example, Shakespeare and technology. I have had that conversation with the noble Lord, Lord Puttnam, before. He made the case powerfully to me that technology can bring Shakespeare within reach of people for whom the traditional way of books would be much harder; it can bring it to life in a way that the Arden set might not.

My noble friend was right to suggest on Monday that there has been too much emphasis on the technology itself, the kit, and the idea that we could transform teaching simply by spending money on computers or whiteboards. I know that the noble Lord, Lord Puttnam, agrees with that. By the same token, I accept that there are far more exciting ways of learning than just by Latin primer.

One point that was not raised about technology is the fact that we have an extraordinarily successful market in educational technology in the UK. We are a leader, so there are strong commercial reasons why we should support it. We want to encourage sharing of evidence of effective practice in the use of technology and improved teacher skills in using it. My noble friend and the noble Lord, Lord Puttnam, have given me a useful nudge—I think that that is the word—or prod about the importance of that.

We are talking to a number of interested parties—school leaders, professional bodies, educational charities, industry, academics and other experts—about how the department should take forward its thinking about technology. Given the pace of change, we think it important to allow schools and teachers themselves, working with industry, to respond to the changes. We want to give teachers the freedom to choose how to use it to create lessons that engage their pupils and enable them to achieve their full potential. The noble Lord, Lord Puttnam, gave a powerful example of how that is happening. The noble Lord, Lord Puttnam, and my noble friend talked on Monday about having a conversation with the department. I would certainly welcome such a conversation and invite both of them and any other noble Lords with an interest to help us develop our thinking.

Access to computers and the internet is an important point. Clearly, that can have benefits for the whole family. We know that many schools offer access to ICT before and after normal school hours to help pupils without access at home. Other schools are working with charities such as the e-Learning Foundation and the commercial sector to provide access. We want more of that.

On resources, the financial situation is obviously difficult. We seek to support disadvantaged pupils directly through the pupil premium. The premium enables schools to decide for themselves how best to spend additional resources to support disadvantaged pupils. On Monday, my noble friend gave the figures for the extent to which there is a disparity between rich and poor—unsurprisingly—of access to computers. The premium may well include providing computers and broadband connectivity if the schools think that that is the most effective approach for particular children in the circumstances that they face.

The Government certainly recognise the important role that technology can play in supporting education. We are considering that within government. I ask my noble friend Lord Willis—and, as I said, any other noble Lords who would be interested in such conversation—to help us with our thinking. I certainly accept the fundamental importance of the subject, as my right honourable friend the Secretary of State set out in the recent speech to which the noble Lord, Lord Puttnam, referred. On that basis, I ask my noble friend to withdraw the amendment.

[Lord Willis of Knaresborough]

I warmly thank the Minister for his thoughtful comments and for the way in which he wishes to tackle this issue and take it forward. I thank the noble Lords, Lord Peston and Lord Puttnam, for their support. I confess that the comments of the noble Lord, Lord Peston, reminded me of St Bede, who wanted a book out of the Vatican library and set off walking from St Albans all the way to get it. You can imagine that when Caxton brought the printing press to Britain, people said, “It’s not the same as having to walk to Rome for it”. We have to be careful, and I take the comments that he made.

What excites me about the investigation—having been watching my wife recently, who has just found Google as well as most shopping sites—is the excitement of seeing children find new information and new ideas. That is what learning is about; it is not simply dealing with what you are taught but finding out information yourself. Experiments have been done in Africa where solar-powered computers have just been left for young children to explore them, and they have been able to access Google and information across the world without any further training. Youngsters today are hardwired into this technology, and to be able to use it is important.

I looked, as did the noble Lord, Lord Puttnam, at the Secretary of State’s speech and was hugely encouraged by what he had to say. I mentioned in my earlier remarks that I do not believe that the Secretary of State is a Luddite. He sometimes hides his passion for technology under a bushel or behind volumes of Shakespeare but it is important to take it out. He talks about Du Sautoy, the Li Ka-Shing fellowship and Professor Khan’s work; these are remarkable initiatives to bring learning to millions of youngsters around the world. We need to be part of that, but you can do so only if you have good technology in school that is being used wisely and effectively and you have access to that at home as well. As the Government, local authorities and other statutory bodies move forward with delivering more and more on the internet—rightly, in my view—it is children who become the educators of the future. It is for that reason that I hope that this will be taken forward.

I thank the Minister for his comments. We will take up his offer of a meeting with him and his officials. With those assurances, I beg leave to withdraw the amendment.

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[Lord Willis of Knaresborough]

I am grateful to the Minister for giving way. An academy will have total control over its curriculum and will not have to consult anyone about the subjects it teaches. While I take his point that most will want to follow the national curriculum, if an academy wanted to substitute creationism for Darwinism in its science curriculum, will it be able to do that without having to ask permission of the Secretary of State or to consult with anyone else? Is that correct?

[Lord Hill of Oareford]

It is not the case that the teaching of creationism in science, for example, is possible in academies because I believe that there are safeguards in place to prevent it. Further, there are various ways through the funding agreement by which one can exercise control. The basic point about freedom over the curriculum is that, through the funding agreement, academies need to provide a broad and balanced curriculum that includes English, maths and science. That is the degree of specificity over the governance.

Further Education: 16 to 19 Year-olds

Debate between Lord Hill of Oareford and Lord Willis of Knaresborough

Wednesday 30th March 2011 Lords Chamber

[Lord Willis of Knaresborough]

To ask Her Majesty’s Government what support they plan to give 16–19 year olds in further education.

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

My Lords, we are committed to raising the participation age to 17 by 2013 and to 18 by 2015. We are protecting funding for 16 to 19 learning, expanding the number of apprenticeships for 16 to 18 year-olds to 131,000 and creating more training places. We are also doubling the number of UTCs and have announced a £180 million 16 to 19 bursary fund, which will be targeted towards those young people who most need support to continue their education and training post-16.

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[Lord Willis of Knaresborough]

I thank the Minister for that, as ever, helpful reply. In terms of the bursary fund, will the £70 million shortfall be arrayed on the 16 to 19 budgets that are already there? The recent AoC inquiry looked at reasons why students were not staying on in colleges and found that, for 94 per cent of colleges, the reason was access to transport. Local authority after local authority is doing away with 16 to 19 transport. Will my noble friend please look at this, because there is no point having good colleges and good courses if the students cannot get there?

[Lord Hill of Oareford]

From the whole range of conversations that I have had with principals and with Members in another place from all parties who have brought them in to see me, particularly from rural areas, I am very aware that there are particularly acute transport provision issues, as my noble friend says. One of the points of the new discretionary fund, unlike the current one, is that schools and colleges will be able to make provision for transport. Local authorities have a statutory duty under the Education Act 1996 to set out what provision they are making for post-16 transport. However, I agree with my noble friend that that needs to be kept under review. We need to see what local authorities are doing and how they are discharging their duty and to bear in mind the importance of transport going forward.

Building Schools for the Future

Debate between Lord Hill of Oareford and Lord Willis of Knaresborough

Monday 14th February 2011 Lords Chamber

[Lord Hill of Oareford]

I am most grateful to the noble Lord for his attempted hospital pass, which I decline to accept. The reason that I decline to accept it is that although, as I said, I have spoken to a large number of local authorities concerned over many months and will be happy to do so again, the judge makes clear in his ruling that in his view the decision as to what to do subsequent to the representations made by the six local authorities rightly rests with the Secretary of State.

[Lord Willis of Knaresborough]

My Lords, the essence of the judgment in the High Court is that the Secretary of State did not carry out appropriate consultation. What consultation has my noble friend had with local authorities about the top-slicing of capital budgets for academies and free schools? If he has not had legal advice on that matter, will he take it urgently to avoid going to court again?

[Lord Hill of Oareford]

I think that I am right in saying that that question should be directed to the DCLG, which is the responsible department, but I will follow up my noble friend's question.

Educational Psychology

Debate between Lord Hill of Oareford and Lord Willis of Knaresborough

Monday 15th November 2010 Lords Chamber

[Lord Hill of Oareford]

I am not sure that I can give the noble Baroness the specific assurance for which she has asked. However, I can give the assurance that all these issues and the best sustainable system will be considered by my honourable friend Sarah Teather as part of the Green Paper consideration. There are a number of ways in which one can approach this matter and I know that she will be keen to give it the fullest possible consideration.

[Lord Willis of Knaresborough]

My Lords, does my noble friend agree that it is not simply the training of educational psychologists that is a problem but the number available, given that so much of their time is spent purely on annual statements? Will he give the House an assurance that when his right honourable friend—sorry, he is my right honourable friend as well—devolves all budgets to individual schools, the funding for educational psychologists and their training will come from a separate pot rather than from individual school budgets?

[Lord Hill of Oareford]

As I am sure my noble friend knows, currently educational psychologists are funded separately and the relevant money does not come from schools’ budgets. I accept his point that it is important not just to get the training right, although that is important, but that one has to look at the numbers as well. The advice we have received from the CWDC is that the numbers seem to be appropriate, but I agree that one needs to keep that very much under review.