Schools: Curriculum Update

Lord Holmes of Richmond Excerpts

Thursday 8th June 2023 Lords Chamber

Asked by

[Lord Holmes of Richmond]

To ask His Majesty’s Government whether they plan to launch a commission to consider how the school curriculum may be updated to include (1) data literacy, (2) digital literacy, (3) financial literacy, and (4) character and resilience education.

[Lord Holmes of Richmond (Con)]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper and declare my technology interests as set out in the register.

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

My Lords, the Government have no plans to launch a commission to review the curriculum. Data literacy is covered within mathematics, science, computing and geography; digital literacy within computing, and relationships, sex and health education; and financial literacy within citizenship and mathematics. Relationships, sex and health education, and citizenship, directly support the development of character and resilience, and schools can reinforce personal development in other curriculum subjects and through their extracurricular enrichment offer.

[Lord Holmes of Richmond (Con)]

My Lords, if AI is to human intellect what steam was to human strength, your Lordships will see the extent of the issue. Steam literally changed time. This is just AI; when it is considered alongside the other emerging technologies, issues around data and privacy, the platforms and the approaching metaverse, is it not clear that it is high time to launch a commission to consider a complete overhaul of the curriculum? It should enable young people—ultimately, all people—to be safe, secure and successful, optimising the opportunity for human talent to lead technology.

[Baroness Barran (Con)]

I agree with my noble friend’s point about the importance of data and AI and how they may transform many aspects of our lives. The Prime Minister has been absolutely clear about our national commitment to be a leader in this space. There is a great deal of work going on across government but, in the interim, we are absolutely committed to elements within the curriculum that deliver on all the issues my noble friend raises.

Assistive Technology: Support for Special Educational Needs

Lord Holmes of Richmond Excerpts

Thursday 25th May 2023 Grand Committee

[Lord Holmes of Richmond (Con)]

My Lords, it is a pleasure to take part in this debate and I congratulate my friend, the noble Lord, Lord Addington, on securing it. I declare my interests in technology as set out in the register and, like the noble Lord and other noble Lords in this debate, as a user of assistive technology. I am looking forward to all the contributions today, not least from my noble friend Lord Shinkwin, who has such expertise and experience to bring to bear in this area.

I have assistive technology in my pocket, on my desk, at home and at work. I could not have done my A-levels, gone to university or got a job, and indeed could not do my work here, without it—it is that significant. If you will, assistive technology is all around me. I ask the Minister: how are the Government ensuring that, for everyone who needs it, assistive technology is around all of us?

I did a report last year on the disabled students’ allowance. I was not asked to or commissioned to. Why did I do it? Because the allowance was not working. I came across many findings around assistive technology from all those who kindly gave of their time—students past and present, those who have experienced DSA and assistive technology and those in positions of responsibility in higher and further education. Do the Government agree with all 20 of the recommendations that I made? Specifically, on assistive technology, is asking for a contribution of £200 towards a laptop from students entitled to assistive technology not a misreading of equalities legislation?

I spoke to an extraordinary student studying architecture. They were told they could not have the laptop required to run the architecture software; they had to have just a more standard laptop. How is that assistive technology? A laptop that could not host the software essential to the course meant that the student had to get a second laptop to do their course on. That may have been technology but it was not assistive. Does my noble friend agree that that is a waste of a precious resource?

As for the time it was taking students to get assistive technology, it was a case of months rather than weeks. I give a shoutout to my old university—I declare an interest in that I was at Cambridge University—which took this service in-house and turned a three-month wait into a three-day delivery. If Cambridge can do it, can it not be done across the system? The services have been tendered since then, so can my noble friend the Minister update the Committee on how that tender is running? What are the early signs from the new processes in place? Similarly, what is happening with the DEAs? What training is in place there? What is happening with the AT teach and learn service? How is that going?

Ultimately, this is about enabling and emancipating talent—be that at school, university, further education or employment. Does my noble friend not agree that it would make sense to have an assistive technology passport which started from the first moment an individual who had a requirement stepped into school and ran throughout their time in education, higher education, further education or employment? Whatever journey or pathway an individual wanted to pursue, the passport would already be in place so that there would not have to be forms, explanations and, worse, justifications at every stage. We found that students who had done incredibly well in education using a particular type of kit were then told for the next step of the journey that it could not be recommended. How can that be right? This surely should be personalised, with the learner and then the worker at the centre, wrapping the services and assistive technology around the individual. That is the approach we take in other areas of policy. Would my noble friend not agree that that is completely the approach that we should and must take in this area?

What are we up against here? Can my noble friend confirm to the Committee what the current disability employment gap and disability pay gap are? I repeat those two questions for those who are blind and visually impaired. What is the Government’s plan to close all those gaps so that we get to something which at least starts to look, feel and be like equality?

Finally, can my noble friend update the Committee on what is happening with the centre for assistive and accessible technology? It is a great initiative. What progress is being made on that?

Ultimately, AT is the right brand—it is a great brand. But may I push my noble friend further on this? Why do she and the department not consider this enabling and emancipating technology, which enables and emancipates talent? Does my noble friend not agree that, for all those people who would benefit from emancipating technology, it is long overdue that ET came home?

Schools: Financial Literacy

Lord Holmes of Richmond Excerpts

Thursday 20th April 2023 Lords Chamber

[Baroness Barran (Con)]

I understand the direction of the noble Baroness’s question. I would say that the data from the APPG report, which is extremely valuable, is none the less from a very small sample. It was from, I think, 401 teachers across the four nations. So, I think we have to be careful about extrapolating from that. The Money and Pension Service, which is responsible for delivering the additional 2 million children receiving good financial education has a wide range of programmes, including support for teacher training, communication and support for parents as well.

[Lord Holmes of Richmond (Con)]

My Lords, I declare my financial services interests as set out in the register. Would the Minister agree that, alongside financial literacy, we should also revolutionise the curriculum with data literacy, digital literacy and data privacy literary, to have a curriculum fit for the future and fit for now? Further, would she join with me in congratulating the right reverend Prelate the Bishop of St Albans? With the financial literacy initiative from the Church of England, it is clear that the bishop and his colleagues are rightly engaged in both LifeSavers and afterlife savers.

[Baroness Barran (Con)]

I am happy to congratulate the right reverend Prelate on his and his colleagues’ contribution before, during and after life. In relation to my noble friend’s question, data and digital literacy already feature within compulsory national curriculum subjects. Data literacy is covered within mathematics, science, computing and geography and digital literacy within computing and RSHE. They also feature within the subject content of GCSEs, which are counted in the English baccalaureate.

Schools: Data, Digital and Financial Literacy

Lord Holmes of Richmond Excerpts

Tuesday 14th March 2023 Lords Chamber

Asked by

[Lord Holmes of Richmond]

To ask His Majesty’s Government what plans they have to designate data, digital, and financial literacy as compulsory subjects in primary and secondary schools in England.

[Lord Holmes of Richmond (Con)]

In asking my Question on the Order Paper, I declare my technology interests as set out in the register.

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

My Lords, data, digital and financial literacy all feature in compulsory national curriculum subjects. For example, data literacy is covered within mathematics, science, computing and geography, digital literacy within computing and relationships, sex and health education, and financial literacy within citizenship and mathematics. They also feature within the subject content of GCSEs which count within the English baccalaureate. The statutory national curriculum tests and assessments, the Ofsted inspections and the EBacc further encourage schools to teach these subjects.

[Lord Holmes of Richmond (Con)]

My Lords, does my noble friend agree, considering so many of the challenges facing particularly our young people in online and offline situations, that it would be helpful to do more than encourage effective quality data on digital and financial literacy—not just through school but throughout life? That would be beneficial not just to young people but to all people.

[Baroness Barran (Con)]

I absolutely agree with my noble friend that all those are critical skills, and that is why they are woven through the curriculum at all stages, and why we put particular emphasis in the new T-levels on digital skills.

Disabled Children: Support Services

Lord Holmes of Richmond Excerpts

Thursday 23rd June 2022 Lords Chamber

[Baroness Barran (Con)]

I understand the spirit in which the noble Lord asked this Question. It is an extremely important one that families with disabled children all around the country are asking. He also hinted at the very confrontational system that we have at the moment. The point of our consultation is to understand and listen to families with disabled children. We have a big hill to climb to build trust and confidence with our families but we are absolutely committed to doing that.

[Lord Holmes of Richmond (Con)]

My Lords, by key stage 2, at the age of only 11, only 22% of children with special educational needs or disabilities achieve the requisite levels of literacy and numeracy. What is the Government’s plan to address this iniquitous situation and close the SEN and disability attainment gap?

[Baroness Barran (Con)]

My noble friend rightly points to the gap in outcomes for children with special educational needs and disabilities. He will be aware of the proposals we set out in the schools White Paper, with the aim that 90% of children should leave primary school with the required standard in reading, writing and maths. That can happen only if children with special educational needs see much better outcomes. That is behind the commitment that we set out in the Green Paper, but also the financial commitments we have made in terms of capital and revenue for those children.

Schools Bill [HL]

Lord Holmes of Richmond Excerpts

Committee stage & Lords Hansard - Part 1
Monday 20th June 2022 Lords Chamber

[Lord Hunt of Kings Heath (Lab)]

My Lords, I have two amendments in this group, Amendments 97 and 99. I also have Amendment 129, which is in a later group, for which I apologise that I will be unable to be present. I also support the noble Lord, Lord Holmes, in his Amendments 163, 164, 165 and 166. I pay tribute to him for his excellent and compelling report and recommendations about disabled students that was published earlier this year.

I make it clear that I support the Government’s ambition, through the schools White Paper and the Bill, that all schools should be welcoming and inclusive for all children, including those with special educational needs and disabilities. I also support the Government’s target for 90% of children to achieve expected outcomes in reading, writing and maths by 2030. But to achieve these goals for deaf children, it is particularly important that expert support is available from local specialist education services for children with sensory impairment. I pay tribute to the National Deaf Children’s Society for its work and its help in drafting these two amendments, and to the Special Educational Consortium for its work.

Part 2 of the Bill sets out a number of changes to schools and local education funding. One key area that is currently funded through local education funding is specialist education services for deaf children. These services are usually formed of small teams of peripatetic or visiting teachers of the deaf and other specialist staff. These teachers play a key role in ensuring that deaf children achieve good language outcomes, and as well as advising on and supporting the inclusion of deaf children in mainstream schools, their early intervention work with families of pre-school deaf children helps to ensure the best possible start in life for deaf children.

Despite the importance of this role, there has been a 17% decline in the number of teachers of the deaf since 2011. In addition, the National Deaf Children’s Society’s annual freedom of information request to local authorities shows that specialist education services continue to be under threat, from either cuts to budgets and staffing or local SEND reviews of provision. Parents also repeatedly say that services are not sufficiently funded to meet their children’s needs.

These specialist educational services for deaf children are usually commissioned by the local authority and funded through the high-needs block, but these services have no formal statutory basis so funding for their work is discretionary. The SEND Green Paper observes that a “vicious cycle” has emerged, where funding is moved away from early intervention and inclusion, so leading the system to not delivering for children, young people and families. It is my belief that specialist education services for deaf children and other low-incidence needs are a critical part of the solution to the problem, in helping to ensure that deaf children start primary school with good language, and ensuring that mainstream schools have access to specialist advice and support.

Improvements to the Bill are required if the Government are to meet their ambitions around inclusion for children with SEND. Indeed, it will also need improvement if the Government are to reach the target set for 90% of children to achieve expected outcomes in reading, writing and maths by 2030, as I said earlier. Looking at the results of deaf children and those with sensory impairments, who do not on the whole have a learning disability—so there is no reason why they should not achieve the same as hearing children—we see that, currently, they achieve an entire GCSE grade less than hearing pupils and have done so for at least six years in a row. Too few deaf children receive tailored or specialist careers advice that focuses on their needs and, as a result, many have limited expectations for what they can achieve.

There are many other examples of poor outcomes for deaf children, including in later life, so it is very important that we do more in our education system to get them started on a much firmer base and foundation. I would welcome a great deal of reassurance by the Government that they understand this and will be taking action to do it. I beg to move.

[Lord Holmes of Richmond (Con)]

My Lords, it is a pleasure to take part in this group, and a particular pleasure to follow the noble Lord, Lord Hunt of Kings Heath. I not only thank him for his kind words about my report on the disabled students’ allowance but thoroughly and full-throatedly support his amendments, particularly Amendments 97 and 99 in this group. Everything that he said in relation to deaf and hard-of-hearing students was absolutely right and applicable to partially sighted and blind students and, indeed, all SEN and disabled young people in our education system. I will speak to Amendments 163 to 166 in my name, all of which largely come out of the review that I conducted earlier this year.

Amendment 163 deals with that horrific—shocking in the 21st century—educational attainment gap for our young people with special educational needs and disabilities. According to key stage 2 stats, at age 11, only 22% of SEN students are achieving the appropriate level in literacy and numeracy. At GCSE, they are achieving pretty much half of what their non-disabled counterparts are achieving. When one looks at the progression rate—that is, young people going into higher education—the rates are over 47.5% for non-disabled students, 20% for those with SEN, and 8% for those with an education, health and care plan. If we go further and look at those progressing to Russell group universities and the higher-tariff providers, it is 12% of non-disabled students, but only 3% of those with SEN, and 1% of those with an EHCP.

This is all about levelling up, or the lack thereof, and what needs to be done to close that educational attainment gap for our SEN and disabled young people. The amendment proposes a review into this, and indeed a plan, reviewed every year, until we close the educational attainment gap by the end of 2027.

Amendment 164 speaks directly to the disabled students’ allowance and what should be happening in our schools and colleges right now to promote it, so that our SEN and disabled young people can be aware of it and can know that higher education is a route for them where they will be supported and enabled to succeed and fulfil their potential. Only 29% of disabled people in higher education currently take advantage of the DSA. One of the main reasons cited for this low take-up was lack of knowledge or awareness of its existence. That is why this is recommendation 1 of my review. Does my noble friend the Minister agree that an information and awareness campaign in every school and college about the existence of the DSA and what it can do for our disabled young people would be a thoroughly good thing, and is very much supported by the Student Loans Company, among others?

Amendment 165 speaks to the idea of a passport that disabled people could carry through their education and higher education and, indeed, into their working lives, to cut through the bureaucracy of having to constantly declare what their disability is, what their needs are, how that impacts on their education, higher education and work experience, and what needs to be put in place.

It seems to me that all of this could be enabled through a passport, not least now in a digital real-time format, cutting bureaucracy and time at every beat point of the interaction that the young person would have with the state, and cutting costs. All too often, young people are asked to provide evidence, and they have to pay to get it from one part of the state—be it the NHS, a doctor or whatever—and present it to another part of the state to get a particular allowance. I believe a passport is overdue and would be beneficial to all concerned. I know there is an excellent pilot under way between higher education and access to work, but I believe that, if we are to gain all the benefits and lay out a seamless process for all our young people, it should run right through school and higher education and into work.

Schools Bill [HL]

Lord Holmes of Richmond Excerpts

2nd reading & Lords Hansard - Part one
Monday 23rd May 2022 Lords Chamber

[Lord Holmes of Richmond (Con)]

My Lords, it is a pleasure to take part in this Second Reading, not least to follow the noble Baroness, Lady Bakewell, three previous Secretaries of State—the noble Lord, Lord Blunkett, my noble friend Lord Baker and the noble Baroness, Lady Morris—the former Minister of State, the noble Lord, Lord Knight, and indeed my noble friend the son of a Secretary of State, as we have just discovered: in fact, the son of a Secretary of State twice.

I will concentrate my remarks on the educational attainment gap for disabled young people and what this Bill does not say about that—to which my friend, the noble Lord, Lord Blunkett, has already alluded. There will be some stats, some chat and a question. I turn first to the stats. Already by key stage 2 SATs, at the age of 11, only 22% of young people with special educational needs are achieving the relevant standards in reading, writing and numeracy. At age 11, almost 80% of disabled young people and young people with special educational needs are being let down and left behind by our school system, through no fault of the teachers—41% of whom say that they do not have the necessary resources, support or training to address the issue at hand.

For GCSEs, 54.5% of non-disabled students are achieving a standard around grade 8, while just over 31% with special educational needs are achieving the same standard. The transition rate from school to higher education is 47.5% for non-disabled students, 20% for students with special educational needs and 8% for students with an EHCP. Of those going to higher-tariff universities—such as the Russell group and Oxbridge—just over 12% are non-disabled, 3.3% have special educational needs and 1.1% have an EHCP.

Those are the stats, but behind each one are young special educational needs and disabled people who are not being enabled and who are not able to thrive in our school system currently, despite significant resources being spent to supposedly address this issue.

Turning to the consequences, if you are disabled, you are far less likely to be in employment. If you are in employment, you will be very much at the wrong end of a disability employment pay gap. You are less likely to be in employment or higher education, but more likely to be financially or digitally excluded and to suffer from isolation or mental illness. Those are the stats and that is the chat.

The question is just this: what do the Government intend to do about this? The Bill may be mostly about structure, but this is an issue which runs through every element of our education system; it affects every beat point, every point where somebody with special educational needs could be enabled or empowered, yet the stats tell the story. As my friend the noble Lord, Lord Blunkett, said, what will be the linkage between the SEND Green Paper and this Bill as it progresses? I ask the Minister: why do we not take the opportunity of this Schools Bill to start to take the most important steps of all, enabling young disabled and special educational needs students to succeed in education and have fulfilled careers? For the SEN students of today and for those who will follow them tomorrow, if we do that, all of us will benefit.

Education (Careers Guidance in Schools) Bill

Lord Holmes of Richmond Excerpts

2nd reading
Friday 4th March 2022 Lords Chamber

[Lord Holmes of Richmond (Con)]

My Lords, it is a pleasure to take part in this Second Reading debate. In doing so, I declare my interest as chancellor of BPP University and as a trustee of the Burberry Foundation, which does much work on careers levelling up in Yorkshire and internationally. I add to the congratulations for my noble friend Lord Lucas and my honourable friend Mark Jenkinson in another place. While congratulating noble friends, it is right and proper to mention my noble friend Lord Baker. He gave us Baker days and, lastly, the Baker clause. With UTCs and his understanding of technical education, he has done as much as anybody to ensure that the nation is in a better place for our young people to come through, work and have fulfilling careers in new technologies, with everything that is required to make a success of the fourth industrial revolution. In many ways, when it comes to technical education, he is the don.

This Bill does exactly what it says; it is simple and clear, and I support it. It helps with levelling the playing field and, through that, levelling up. But I ask my noble friend Lord Lucas and the Minister: are we doing enough to support young disabled people with careers advice? Do careers advisers have the same aspirations and ambitions for disabled young people as for non-disabled young people? I ask the Minister particularly whether careers advisers are fully aware of the support available to help disabled people succeed through higher education and employment, including the disabled students’ allowance and the Access to Work programme. As a slight trailer, I am bringing out a report on the disabled students’ allowance next week. One of the recommendations is around exactly that and the careers advice that young people can expect and hope to rely on.

Can it be right that the progression rate for young people moving from schools into higher education for non-disabled young people is 47%, while for disabled students with SEN support it is just 20% and for those who have an education, health and care plan it is just 8%? For higher tariff providers—Oxbridge and the Russell group—the non-disabled progression rate is 12%, while for students with SEN support it is 3% and for those with an EHCP it is just 1%. This is quite simply a question of talent. How can we, as a nation, afford to waste such talent purely because it is born into young disabled people? Would my noble friend agree that we currently face an unacceptable situation in this country in that talent is everywhere but opportunity is not?

I say to all young people, particularly young disabled people: whatever your ambition, aspiration or career thoughts, believe in them. You can achieve. Use the careers service and careers advisers to help—it is entirely possible. It has to be the case that we address those numbers so that there truly is equality for everybody across this country. This Bill goes some way towards addressing the unacceptable reality that talent is everywhere but opportunity is not and I wish it a safe, speedy passage on to the statute book.

Disabled Students’ Allowance Scheme

Lord Holmes of Richmond Excerpts

Thursday 9th December 2021 Lords Chamber

Asked by

[Lord Holmes of Richmond]

To ask Her Majesty’s Government what plans they have to review the operation of the Disabled Students’ Allowance scheme to ensure it is working in a timely manner and in the best interests of those it is set up to support.

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

My Lords, the Department for Education continues to work closely with the Student Loans Company to seek ways to improve the efficiency and effectiveness of the disabled students’ allowance. Current projects include improving the application experience for students and putting in place contracts for the provision of needs assessment and assistive technology, which should secure increased value for money and improve the service to students.

[Lord Holmes of Richmond (Con)]

My Lords, considering the problems with the application process, the 150-day wait between application and potential award, and that there is no audit or quality assurance, the scheme is clearly not working in a timely or optimal manner for those it is set up to serve. Does my noble friend agree that it is time for a review and an overhaul of disabled students’ allowance for visually impaired students and all disabled students? Will she agree to meet me and others to fully examine all the issues?

[Baroness Barran (Con)]

I would of course be delighted to meet my noble friend to explore this, but a number of important improvements have already been introduced into the system. As we go forward, the Department for Education has set clear expectations for the quality standards that all DSA suppliers should meet. We will monitor these standards. We will have access to sound data with which to do this, in collaboration with the Student Loans Company, and will carry out audits at any time. We believe that the new procurement model will indeed improve the service for all DSA students.

Social Mobility

Lord Holmes of Richmond Excerpts

Thursday 27th October 2016 Lords Chamber

Moved by

[Lord Holmes of Richmond]

To move that this House takes note of Her Majesty’s Government’s plans to promote social mobility.

[Lord Holmes of Richmond (Con)]

My Lords, it is a privilege and a pleasure to open this debate on social mobility. Despite the subject of the previous debate, I contend that there is no more significant subject than social mobility, not just at this time but at any time. As is usual when starting a debate, I declare my interests as set out in the register. I am very much looking forward to the contributions of all noble Lords from across the House—not least the maiden speech of the noble Baroness, Lady Couttie, who is incredibly welcome today.

I am pleased to be able to call the noble Baroness my noble friend. Before joining your Lordships’ House she had an extremely successful career in the City before joining Westminster City Council, becoming its extremely creative and wise leader. Words close to her heart are, “Local people know best”. Hear, hear. I am sure that we shall hear many wise contributions from her, not only in her maiden speech today but on many subsequent occasions—not least as your Lordships’ House falls within her manor.

I shall read a quotation:

“where every single person has the opportunity regardless of background or that of their parents to have the chance to achieve whatever they want”.

Those words were spoken by the Prime Minister in Birmingham at the Conservative conference last month. They are important words for anybody occupying the role at No. 10, but they are equally important for all of us if we are to ensure that everybody, whatever their background, their geography or their socioeconomic status may be, has the opportunity to succeed in modern Britain. If we cannot all put our hands on our hearts and say that everybody has that opportunity in Britain today—to rise, to achieve, to get out from under—what is the purpose of politics? How can we suggest that Britain is a civilised modern 21st-century democracy?

Many subjects will be covered this afternoon—early years, education, employment, housing and health, not least mental health. Those are some of the key enablers of social mobility. Even more significantly, what are the key characteristics, the underpinnings, that must be in place? They are stability, security, self-belief, self-worth, self-discipline, approach and attitude. All those and more are what enable that most powerful of forces, social mobility, to flourish right across the nation.

I shall focus my opening remarks on school and sport, digital and diversity, apprenticeships and aspiration, character and collaboration. It is pleasing to see that the schools budget has been protected: it has risen by 3% on 2014-15 and will be some £40 billion next year. What everybody should seek is quality aspirational education for all—and within that not just academic work, but those elements of the curriculum that inspire, and touch our souls and hearts: sport, music, debate, drama, literature, dance and more.

I have a specific question for my noble friend the Minister on the proposed sugar tax. How will this be deployed to ensure that sporting opportunities are increased right across the sporting life of our young people, not least to put right the appalling decimation of school sport that happened post-2010, and in the current environment to bolster the excellent sports strategy set out by my honourable friend Tracey Crouch last year? Similarly, how will we ensure that character education is such an integral part of people’s learning? Of course, it goes without saying that literacy and numeracy are important, but in an increasingly complex and fractured labour market, resilience, grit, determination and respect will get people through—all the stuff which I know from first-hand experience, and which is set out in the character education programme. Therefore, what are the new Government’s plans to champion character education? When I attended the character education awards earlier this year, I saw at first hand what tremendous work was being done in this area.

Surveys demonstrate that where people have the opportunity to engage in sport, their numeracy can rise by up to 29%, with similar increases in behaviours. This cannot be underestimated. It is not just about social mobility, although of course that is in the mix. If we can turn inactivity into activity—this goes wider than sport and encompasses recreation, leisure, young people getting involved in sport, games and having fun—it will not just positively impact social mobility, but there will be a boon for the economy of potentially £53.3 billion.

An example of this to which I have referred in earlier debates is the Hackney Boxing Academy. Its trained staff mentor groups of six young people and work on numeracy, behaviour and skills learned through the sport of boxing. You could barely put it in starker terms than one of the graduates of this programme, Dylan, who said, “As a result of being involved in this programme, I am a completely different person”. What more could one say about social mobility?

We also need effective careers advice to enable people to even know about some of the jobs available, never mind be able to aspire to them. I was lucky enough to be a member of the Lords Select Committee on Social Mobility that reported earlier this year. We found that the provision of careers services for young people was at best patchy. This needs to start not in the sixth form or in secondary education but right from the first moment that someone steps into the classroom. They need to be exposed to opportunities and possibilities. When I was young I did not have a clue about the full range of jobs and opportunities that existed.

Role models are incredibly important. Working parents are obviously the most significant role model but also people from different backgrounds going into schools and talking to pupils. The Primary Futures programme is an excellent initiative of the National Association of Head Teachers whereby people from different walks of life go into schools and talk to young people. They do not wait until the young people enter secondary education but talk to them when they are in primary schools to spark young minds to think, “I could do that. What do I have to get in place to achieve that?”.

In Birmingham last month, my right honourable friend the Secretary of State for Education announced opportunity areas to drive social mobility. Six have already been identified. Will my noble friend say when the next four will be released? What further information can he give the House on these opportunity areas? How exactly will they work to drive social mobility?

As I mentioned at the outset, collaboration is incredibly important. It is difficult enough to drive cross-Whitehall working but it is essential to collaborate with local authorities. If, for example, local authorities shared their data with schools, given the data that local authorities have, children could be auto-enrolled into free school meals and the pupil premium, thereby cutting out bureaucracy and any potential for those pupils to fall through the cracks in terms of opportunities.

What of life post-school? It seems extraordinary to me that in 21st-century Britain there is still such a disparity of esteem between higher education and other potential routes post-school. I believe that many people go to university who, with the benefit of better advice and greater foresight, could have chosen another route which might have afforded them greater opportunity and social mobility. Perhaps we should consider ending the national curriculum when pupils reach 14, and treat the years between the ages of 14 and 19 as a period of potential transition. At this point I give more than a positive nod towards my noble friend Lord Baker and all the work that he did on university technical colleges. That vocational opportunity is for many people not just a route but the right route that will deliver them a better life, better opportunities and, potentially, more income—not that that is a fundamental point.

We have heard much about apprenticeships. I fully support the ambition to have 3 million apprenticeships by 2020. That is not easy to achieve and there has been a lot of concern around maintaining the quality of those 3 million apprenticeships. I was delighted to see the announcement earlier this year on the appointment of a regulator to set standards and ensure that an apprenticeship does what it says on the tin. We and young people need to be assured that an apprenticeship is a badge of quality and that, if they put in the time to achieve an apprenticeship, it has real value. Will my noble friend tell us more about how the role of the regulator is unfolding? Some 2.3% of new entrants to the public service will be apprentices. This is a brilliant boon for young people but will also enable the public sector to truly benefit from what apprentices can bring to it. Payments for firms with fewer than 50 employees enable them to offer apprenticeships right across their operations. This is what 3 million apprenticeships can offer. However, none of us should doubt that to deliver that day in and day out through to 2020 is no easy task.

Probably the biggest threat and biggest opportunity facing our country is the digital revolution. It is already well under way and will make the Industrial Revolution look like a children’s tea party. The Industrial Revolution took place over more than 100 years but the digital revolution is happening sometimes in weeks. Why does this matter to social mobility? It matters because potentially 35% of existing jobs are in danger of being automated. Many of these jobs were previously guarantors of social mobility. What does this mean for people’s ability to climb up the social ranks? By the same token, 1.1 million new jobs in the digital economy need to be filled before the end of this decade. The report of the Select Committee on Digital Skills, Make or Break, which was published the year before last, recommended that in schools and through life digital literacy needs to be considered as important as literacy and numeracy. It is that significant if everybody is to be able to benefit from digital opportunities. Alongside that, superfast broadband needs to be available to all and everybody needs to be online. That is not just something that is nice to have; the internet and superfast broadband should be viewed as being as important as a utility because so much will depend on people’s digital skills and their ability to transact and interact online. When you look at the 7 million people currently offline, you see that lower socioeconomic groups and disabled people are highly overrepresented in that offline community. Talking of inclusion, I point out that 4,000 young people received an A-level qualification in computer studies in 2014 but that fewer than 100 were girls. If we are to ensure that everyone has the chance to benefit from digital opportunities, we need to ensure that they are fully inclusive for all.

I turn now to volunteering. I thank all the organisations that have sent in briefings across the various areas of interest in this debate. Volunteering can have such an important role when it comes to improving people’s opportunities to get on in life. Look at the debate earlier this week on Second Reading of the National Citizen Service Bill; I fully supported that initiative. Some 200,000 people have already benefited from it; more than seven out of 10 say that they believe that their involvement in the scheme has made them more confident in terms of gaining employment. It is significant, it is unique and it will have a profound effect on volunteering in this nation.

It is also crucial to recognise all the other organisations that do great stuff in this area, not least the Duke of Edinburgh’s Award, for which I am lucky enough to be an ambassador. It is chaired by my noble friend Lord Kirkham. If you were to look up “social mobility” in the Oxford English Dictionary, and it said “the life of Lord Kirkham”, you could get few better definitions.

In sum, we need to focus on early years education, employment, aspiration, attitudes, formal education, everything that happens outside the classroom, volunteering, and opening up every opportunity. All of us across the country need to think about what we can do as individuals to try to increase people’s ability to get on in life. Essentially, the fundamental truth remains the same: talent is everywhere; opportunity is not. Our business this afternoon is social mobility; our business all days needs to be social mobility—how to ensure that we are doing everything we can to enable everybody to achieve their potential in whatever field that might be. That could truly enable Britain to say, “We are on the right path”. That could truly enable Britain to be a fundamentally better place: open, with opportunity for all. I beg to move.

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[Lord Holmes of Richmond]

My Lords, I thank all noble Lords who have taken the time to participate in the debate, not least my noble friend Lady Couttie, who made an excellent maiden speech. It is clear that, at whatever age and whatever stage, social mobility matters—and there are precious few policy areas that do not have a role to play. Security and stability are the bedrock of mobility. A nation where every individual, regardless of background, has the opportunity to achieve their potential: I believe that is a mission that we can all completely get behind.

Motion agreed.