Special Educational Needs and Funding

Lord Lexden Excerpts

Thursday 6th December 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I think there are two questions there. Perhaps I may address, first, the post-19 phase for young people migrating from education into the world of work. We are now providing supported internships. There were 1,200 in January last year, an increase of 700 on the year before. We have also legislated to promote the joint commissioning of services. This means that children’s services funded primarily by education funds should be able to work effectively with adult services to support young people as they transition. Secondly, on overall funding, we are very conscious of high-needs pressures. We made available £130 million of high-needs funding in 2017-18, and the high-needs block will rise by £142 million next year.

[Lord Lexden (Con)]

My Lords, what can be done to reduce the cost of going to appeals tribunals, which deters many parents from asserting their rights in the face of obstruction from local authorities, and what can be done to stop local authorities telling parents—quite wrongly, as some do—that a local independent school cannot be named in an education, health and care plan?

[Lord Agnew of Oulton]

My Lords, this is a new provision. We have radically changed the way that support is provided for vulnerable children. Although no one is happy to see money wasted on expensive tribunal proceedings, the percentage of tribunal cases is relatively consistent with the increasing number of education, health and care plans awarded. We will obviously challenge local authorities where too many tribunal cases occur but they are still learning about this.

Schools: Music Education

Lord Lexden Excerpts

Thursday 18th October 2018 Lords Chamber

[Lord Lexden (Con)]

My Lords, I find myself following the right reverend Prelate the Bishop of Chichester. For me, his diocese is for ever synonymous with one of the greatest of all bishops, George Bell. Three years after this revered man’s reputation was traduced by the Church of England authorities on the uncorroborated word of a single complainant, the outcome of yet another private inquiry by the Church is awaited. I hope that it will be published soon and that the most reverend Primate the Archbishop of Canterbury will at last do what is required of him in restoring to a great man a reputation that has been so gravely defamed.

I declare my interests for the purposes of this debate as president of the Independent Schools Association, one of the organisations that comprises the Independent Schools Council, of which I am a former general secretary, and as president of the Council for Independent Education, which works on behalf of 20 independent sixth-form colleges.

Unsurprisingly, it is about independent schools that I would like to speak in this debate, for which we are indebted to my noble friend Lord Black of Brentwood, himself an accomplished organist and pianist who can often be found playing impromptu piano duets with musical guests at his home in Italy. I recall with pain that at my bleak boarding school in Suffolk long ago, I insisted on banging the piano keys so furiously that my music teacher swiftly sacked me. I am thus ineligible to play duets with my noble friend.

As this debate has already frequently noted, music is one of the great strengths of the independent sector of education. Some 1,300 of the total 2,500 independent schools in our country come within the ambit of the Independent Schools Council. In the overwhelming majority of ISC member schools, where the average school roll is only 165, life without music would be inconceivable.

A few days ago I received the latest journal of the Independent Schools Association, featuring news of recent arts awards won by our member schools. Top of a considerable list came Hulme Hall Grammar School in Stockport, winners of the Incorporated Society of Musicians trust gold award.

My colleague Mr Neil Roskilly, a man with long experience of teaching in both state and independent schools and now chief executive officer of the Independent Schools Association, studies all aspects of our education system with close attention. As this debate loomed, he wrote to me as follows:

“The majority of independent schools recognise music education as part of their core, certainly up to the age of fourteen and often well beyond. The range of formal and informal opportunities to access music is phenomenal. My son’s own school, the Perse in Cambridge, boasts 50 music scholars, several pupils who are members of the National Youth Choir, with more than 20 peripatetic staff with instrumental specialisms delivering around 550 individual lessons each week. That is not untypical”.


I draw attention to this state of affairs not in any spirit of self-congratulation or self-satisfaction but to underline the fact that many of the 7% of our nation’s schools in the independent sector have important resources and musical accomplishments that can assist their colleagues in the state sector. Mr Roskilly notes:

“What is so pleasing is that many independent schools are working with state schools in partnership to promote music. Our own Association is doing a great deal. For example, Queen Ethelburga’s in York works closely with a range of local primaries. Our Chairman’s Old Vicarage School in Derby has a wonderful joint choir in which children from a local primary play a major part. At a recent concert in Derby they sang to an audience of some 30,000 people”.


To a greater extent than ever before, independent schools are being actively encouraged to come together in mutually beneficial partnerships with their counterparts in state schools. The Schools Together website records what is being done. Some 16 pages of it are devoted to the music partnership schemes that have now been established. In a recent formal statement of joint understanding with the Independent Schools Council, the Government pledged to promote the case for partnership among state schools. That is vital to ensuring the continuing expansion of partnership schemes. Success will be achieved only when state and independent schools come together of their own free will. Coercion could not lead to success.

There are now 624 projects uniting state and independent schools in the teaching and performance of music. There can, and should be, more. I well remember the noble Lord, Lord Wallace of Saltaire, expressing the view in a debate a few years ago that partnership schemes needed to be expanded fast. I do not disagree with him. Between them, the ISC’s 1,300 member schools have 725 concert halls and theatres, along with 425 dance studios. All should be used as fully as is possible and practicable by staff and students in both sectors of education. Mr Tom Arbuthnott of Eton College, a leading figure in the promotion of music partnerships, writes that they are,

“particularly easy to get off the ground, largely due to musicians’ instinct to perform, and the likelihood that Directors of Music are going to care very much about spreading the benefits of music over as wide an area as possible”.

Those telling words—“spreading the benefits of music”—must be kept ringing in the ears of independent and state schools. They must ring in the ears of government Ministers too—at high volume. Music partnerships between independent and state schools will not of course solve the profound problems which this debate has identified but they can make a useful contribution.

Child Sexual Abuse: Safeguarding Failures

Lord Lexden Excerpts

Monday 10th September 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, where independent schools are charities they are regulated by the Charity Commission. We regulate all of them in terms of their right to run a school. The noble Baroness mentioned female genital mutilation; that is one of the few areas where there is a mandatory requirement to report any suspicions or evidence of it to the police. We take that very seriously and awareness of it is growing in schools.

[Lord Lexden (Con)]

My Lords, appalling things happened at these two schools, for which the most profound sense of shame must always be felt. Has my noble friend noted the appointment of Ampleforth’s first female head, Deirdre Rowe, an expert in child safeguarding, who has said that she will lead the school into a new era? More generally, does he agree that boarding schools today are among the most thoroughly regulated and stringently inspected schools in the world?

[Lord Agnew of Oulton]

My Lords, I agree with my noble friend that the degree of oversight of boarding schools in this country is probably one of the most stringent anywhere in the world. I am delighted that Ampleforth has appointed a female head. As part of the Charity Commission’s oversight of that school, it has appointed an independent observer, Emma Moody, who has the rights and powers of a trustee and is there specifically to oversee safeguarding.

Relationships and Sex Education

Lord Lexden Excerpts

Thursday 19th July 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I thank the noble Lord, Lord Addington, for his comments and indeed for his contribution yesterday. He asks a very practical question. This is something that needs to be handled sensitively, and we will be looking in the consultation response for any sense that we need to strengthen the guidance to schools. Broadly speaking, head teachers are experienced at engaging with parents, particularly on difficult topics, so we trust them to put the right processes in place for their schools. We will see if there is a sense in the consultation that they do not feel well enough supported, and if that is the case then we will address this point further.

[Lord Lexden (Con)]

Will the end of the consultation period be followed swiftly by final government decisions? Clearly, it is important that things proceed quickly, since new arrangements take effect in September 2019. I thank the Minister for clarifying, too, in response to the question asked by the noble Lord, Lord Watson, that independent schools will be covered by these new arrangements. It seems to me extremely important that all elements of our school system participate in what is now going to be established.

[Lord Agnew of Oulton]

Yes, we are keen to get on and do this, and the plans at the moment are that the results of the consultation response will be published on GOV.UK within 12 weeks of the consultation closing. We will make an announcement on the draft regulations and draft statutory guidance at the start of next year. At that point, we will, if appropriate, make clear any changes to the draft statutory guidance and regulations prior to parliamentary debates, during the passing of the associated regulations.

Primary School Children

Lord Lexden Excerpts

Wednesday 18th July 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, the noble Baroness is correct that we cannot be clear on future careers over the next 10 or 20 years. Underlying this, we have to ensure that young children are properly educated in the basics, and I am pleased to be able to report that the provisional key stage 2 data, which came out last week, show an ongoing improvement in the number of children achieving the national standard; it has gone up from 61% to 64%, which in turn was an increase from the previous year. I acknowledge the role of the creative industries, but there is a strong sense that STEM will be increasing the number of jobs at double the rate of other areas between now and 2023, and we are doing a lot to encourage STEM awareness in schools.

[Lord Lexden (Con)]

Does my noble friend agree that children at primary school should concentrate above all on the subjects that need to be grasped firmly at that early stage, such as the basic history of their country?

[Lord Agnew of Oulton]

My Lords, of course understanding the basic history of our country is fundamental, but to do that they need a good knowledge of basic reading and writing, and that is what I was referring to.

Grammar Schools

Lord Lexden Excerpts

Wednesday 27th June 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, it is a top priority of the Government to ensure that we have enough good maths teachers. Indeed, the noble Lord may be aware that we have now opened two specialist maths schools linked to universities, and are about to announce another one. They are producing some of the best mathematicians for the future generation, and I hope that they will go into teaching themselves.

[Lord Lexden (Con)]

Does my noble friend agree that wide public attention could usefully be given to the Government’s recent memorandum of understanding with the Independent Schools Council? It stresses that its own bursary support, which amounted to nearly £400 million last year, should be targeted on families,

“on the lowest incomes as well as looked after children, to increase opportunities for these children and to support social mobility”.

[Lord Agnew of Oulton]

My Lords, the noble Lord makes a very good point. We have recently signed this memorandum of understanding with the Independent Schools Council, which is reflective of its changing attitude to try to help more children from disadvantaged backgrounds into its schools. But it is also relevant—and I thank the noble Lord for his prompt—that we have just signed a memorandum of understanding with the Grammar School Heads Association. This is all about sharing the aims of seeing more pupils from disadvantaged backgrounds sitting the entrance test, applying to grammar schools and being admitted. That is already happening, and more than 90 of our 160 grammar schools are already prioritising pupil-premium children where they can.

Social Mobility Commission

Lord Lexden Excerpts

Monday 23rd April 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, the national strategy for social mobility is focused on removing barriers to opportunity for all, including disadvantaged people and places—whether it is through education, using the pupil premium, in which the Government have invested £13 billion since 2011, closing the attainment gap, which has narrowed by 10% in the last seven years, or increasing the national living wage by 4.4% at the beginning of this month, and by £2,000 a year since April 2016. The recommendations of the Education Select Committee are being considered by the Government, but our commitment to improving the lot, particularly of the least advantaged, remains paramount.

[Lord Lexden (Con)]

What are the Government doing to help break down barriers between children from different religious and cultural backgrounds?

[Lord Agnew of Oulton]

My Lords, we have an ongoing process of education. We announced the integration strategy a couple of weeks ago, using the schools linking programme to create sustained opportunities for children of different backgrounds to mix and socialise, and strengthening expectations on integration for all new free schools.

Schools: Free Lunches and Milk

Lord Lexden Excerpts

Tuesday 27th March 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, if we did not have a cap on the eligibility for free school meals but relied purely on universal credit, over half of children would end up being eligible. We have a number of recipients on universal credit earning in excess of £40,000 a year.

I believe that the pupil premium has been a tremendous success. We have closed the attainment gap by 10% since it was introduced in 2011, and invested more than £11 billion in schools to encourage them to recruit pupils from the poorest backgrounds.

[Lord Lexden (Con)]

What does my noble friend make of the claim that has been bandied about that 1 million children may be deprived of free school meals as a result of these reforms?

[Lord Agnew of Oulton]

My Lords, that was a very theoretical figure. It simply presumed that there would be no cap on the numbers of recipients if the universal credit system carried on without any cap. It was misleading, and it has concerned a lot of parents out there, because it has set hares running that are simply not relevant. We have been meticulous in trying to ensure that recipients of free school meals today will continue to receive them. Indeed, we have made that commitment not just for the current phase of their education but up to 2022, or thereafter if they are still in the school system.

Free School Lunches and Milk, and School and Early Years Finance (Amendments Relating to Universal Credit) (England) Regulations 2018

Lord Lexden Excerpts

Tuesday 20th March 2018 Lords Chamber

[Baroness Walmsley (LD)]

My Lords, I too echo the concerns of the noble Lord, Lord Bassam, about the Government’s proposals to introduce an earnings threshold for eligibility for free school meals and milk. This is very unfair, because it takes no account of the number of children who the parents have to feed. It is a cumbersome way of doing things which will make it very difficult for families to plan their budgets and, as we have heard, will cause a poverty trap for many. This comes on top of recent cuts in benefits which have already made many working families worse off and the food banks busier.

Let me say first why free school meals are so important. There is plenty of research showing that nutrition levels in school meals are vastly better than those in either the average packed lunch, only 1.6% of which reach the same nutritional standard, or certainly those in a cheap bag of chips and a fizzy drink from the shop on the corner. One of the best services we have for school-age children is the provision of a nourishing meal at lunchtime. For some children in poverty, this is the only decent meal they will get all day, and it is essential that it is provided for them if their parents cannot afford to pay. Many teachers will tell you that they have children in their class who come to school without any breakfast. One local authority has taken this so much on board that it has decided to offer free meals for poor children every day of the year. That is because teachers notice evidence of malnutrition in some children when they come back to school after the holidays.

A nourishing, balanced meal containing fruit and vegetables is important not just for the health of the child, providing the vitamins needed for healthy growth and helping to prevent obesity; it is important also for the child’s behaviour and academic attainment. Pilot studies on the effect of universal provision of free school meals for key stage 1 children when they were introduced by the coalition Government showed a distinct improvement in behaviour, and attainment advanced by as much as two months. This was particularly so with children from disadvantaged backgrounds. So it is clear that free school meals are one of the major tools in our armoury for closing the attainment gap between the rich and the poor.

The main objective of our education system must be to help all children attain their maximum potential, and good nutrition is one foundation of this. A hungry child is not a learning child. Anything that has the potential for reducing the number of poorer children who receive such meals should be rejected. Indeed, we should provide free meals for more children, not fewer, because a free meals regime increases uptake, decreases stigma and reduces the number of children bringing in sandwiches and biscuits or going to the chip shop. That in turn improves the attainment of all children.

The Government have told us that 50,000 more children will receive free meals under the new regulations than under the old and promise that no child already on free school meals will lose their meals while at their current stage of education. The problem with that is that children grow up. They get to the end of primary school or secondary school and, suddenly, children who were formerly eligible for free meals will no longer get them. There needs not to have been any change in their parents’ earnings for this to happen because there is now an earnings threshold which takes no account of the size of the family.

Every mum and dad knows that it takes twice as much money to feed two children as one, and three times as much to feed three. That is £10 a week for lunches every week of term, or £20 or £30 for bigger families, which could easily be enough to make it not worth taking a few extra hours’ work. Where then is the fundamental work incentive that is supposed to underpin universal credit? Where now is the mantra “making work pay”?

I am not going to go through the case studies in the briefing, as the noble Baroness, Lady Sherlock, has already done so, but there is clear potential for making a lot of families worse off. The Government need to look at the disposable income of a family once the 63% withdrawal of universal credit for every extra pound earned has been taken account of and school meals paid for. If they do that, they may come up with a fairer system.

School lunches are not a luxury; they are an essential of life for those families who find it hard to feed their children. Of course, we are talking not only about meals; many other passported benefits are linked to free school meals which help make bringing up children bearable. They currently include the early years pupil premium. I beg the Minister to decouple that at the very least, because, again, it is in the interests of closing the attainment gap.

Universal credit was supposed to avoid the cliff edge and make it worth while going to work. By introducing a lower earnings threshold, the Government are creating a cliff edge at a very low earnings level where it will hurt most and undermine the whole point of universal credit. In doing so, they are putting at risk the health and academic attainment of the poorest children. Will the Minister please think again?

[Lord Lexden (Con)]

My Lords, the noble Lord, Lord Bassam, made his case with characteristic vigour and force, and with deep feeling as he recalled life in the 1960s in a part of Essex with which I was very familiar myself. The Motion states that up to 1 million poor children could be deprived of free school meals as a result of government policies. As my noble friend Lord Patten has shown, independent experts have urged us to treat this truly alarming prediction with considerable caution. We should be wary about rushing to the conclusion that a crisis is in the making.

It is accepted on all sides that the introduction of universal credit throughout our country, so vital in helping more people into jobs, will affect the number of children eligible for free school meals while ensuring that poor families, whose needs must be safeguarded, remain at the centre of policy. Interim arrangements were announced last summer to secure free school meals for all pupils whose parents were at that time recipients of universal credit. Future recipients will be subject to a means test as regards the provision of free school meals to their children. There is nothing new or unexpected about this. It has been a feature of the plans for this major, constructive reform of our welfare system since 2013.

What are the implications? The Department for Education estimates that, in the years ahead, some 50,000 more children will be entitled to a free school meal than under the arrangements which universal credit is replacing. That is welcome reassurance, but the Government should perhaps consider some form of monitoring. I wonder whether arrangements could be made to publish at regular intervals between now and 2022 authoritative figures for the number of children actually receiving free school meals so that the effects of this hugely significant change of policy can be assessed. We need to be sure that the poorest families in our country continue to receive the help they need.

[Lord Freud (Con)]

My Lords, I want to pick up on two statements made by the noble Lord, Lord Bassam, one of which I agree with and one of which I do not. The first and possibly more substantial statement is the claim that 1 million children will lose out and that the new threshold of £7,400 changes where the line is between when people have free school meals and when they do not. This figure was chosen to try to find the right level for continuing to make that provision, so I disagree with the noble Lord there.

However, where I agree with the noble Lord, as well as the noble Baroness, Lady Sherlock, and the right reverent Prelate the Bishop of Portsmouth, is on the disincentivising effects of what is almost the only cliff edge—rather than a cliff edge, it is almost a waterfall effect; it is more waterfall than the cliff edge that we are used to. Nevertheless, it is there. SSAC produced a report four years ago, which I commend to the House, looking at what we could do with passported benefits generally in order to incorporate them within universal credit and eliminate not just free school meals—there are others, such as prescriptions—and put them within the taper in a way that did not have a cash-flow impact. The report suggested a structure that the DWP response endorsed.

As SSAC pointed out, we have the most passported benefits of any country—they have proliferated—and we need a mechanism to add to universal credits and put them on a taper so that we do not have a disincentive effect. The DWP and this House care about disincentivising work, but other departments do not—they worry about feeding children and so on—so it is important to keep up the pressure in the years to come so that we do not allow these cliff edges or waterfalls to be reincorporated into the system. To do that we will have to design a way of putting the passported benefits into universal credit.

Schools: Music

Lord Lexden Excerpts

Wednesday 7th March 2018 Lords Chamber

[Lord Agnew of Oulton]

I agree with the noble Baroness entirely. Some case studies that I pulled in ahead of this Question bear out what she said. In my own academy trust, the Inspiration Trust, I appointed a director of music just before I took on this role, and I asked him to give me his early feedback—he started only in September. He said: “On listening and music appreciation, the pupils find listening easier and can listen for longer; pupils more readily try new things. Improved multitasking skills: pupils react, listen, move, hum along to music while focused on their main task”. With regard to extracurricular ensemble, he talks about pupils being better able to understand commitment, time management, perseverance and co-operation. So I completely agree with the noble Baroness.

[Lord Lexden (Con)]

Has my noble friend noted that nearly 650 independent and state schools are now collaborating in the teaching and performing of music, and would he agree that further scope exists to increase these joint ventures as independent schools seek to play a larger part in the education system as a whole, in accordance with the Government’s wishes?

[Lord Agnew of Oulton]

I agree with my noble friend. Indeed, apart from the 641 independent schools in music partnerships, 492 independent schools invite pupils to attend lessons or performances, and 51 second music teaching staff to state schools. Since I took on this post, I have met once the chairman of the Independent Schools Council, and I am meeting him again soon to review collaboration between the two sectors.