School Exclusion: Timpson Review

Debate between Lord Judd and Lord Agnew of Oulton

Tuesday 7th May 2019 Lords Chamber

[Lord Agnew of Oulton]

The noble Lord will be aware of the training programme we have rolled out over the last three years. We are very focused on this and the number of people trained to identify dyslexia, dyspraxia and so on in the school system has increased dramatically over the last three years.

[Lord Judd (Lab)]

My Lords, the encouraging news of this review is long overdue. For nine years, I was privileged to be president of YMCA England. What I discovered and learned in those years was the complexity of the problems facing young people who were vulnerable and in difficulty. When I talked with some of those in young offender institutions, their lives were such a nightmare that it was not surprising that they were in such institutions. It is wise that the Government intend to keep the terms of reference for this inquiry as wide as possible because one has to look at the complexities of the situation, including the social context of the community in which the school exists.

One also has to look at the whole issue of the systems we use to monitor education—league tables, and so on. There are too many examples of ill-informed heads putting children out because they might affect the place that the school secures in a league table. All these issues must be looked at if the review is to be of use. One of the most important things we need to look at, and I hope the review will do so, is the context of society as a whole. What are the values that young people see operating in society and how does this help them to re-establish themselves as positive members of society, who contribute to it?

[Lord Agnew of Oulton]

The noble Lord is right: this is an immensely complex area. Trying to unpick it and come up with a coherent way of dealing with all the issues that spring from it is very difficult. For example, Afro-Caribbean children have a substantially higher chance of being excluded than white working-class children, but we are not clear why. That is just one example.

On children understanding the values of our society, that is why we have worked so hard on the relationship and sex education legislation; we were able to bring that through with the support of this House very recently. That will help to reinforce the values that children should learn. Equally, we are trying to tackle that with the work we are now doing on the consultation on home education and children who are not in school. All these things conflate and our job is to try to bring together a package of initiatives that will improve the outcomes for these very vulnerable children.