Schools: Nutrition

Debate between Lord Morris of Handsworth and Lord Hill of Oareford

Wednesday 13th June 2012 Lords Chamber

[Lord Hill of Oareford]

My Lords, when I walk to the department in the morning I pass a number of schools and, sadly, I see children drinking Red Bull and eating crisps for breakfast. I would call that junk food because it is not very healthy or good. There are things we need to do to improve the quality of food. There are many schools doing that, including academies, and that is something that we should encourage.

[Lord Morris of Handsworth]

My Lords, the consumption of so-called junk food is a clear indication of poverty. What steps are the Government taking to implement the target inherited from the previous Government for ending child poverty?

[Lord Hill of Oareford]

I am not sure that I agree with the noble Lord’s premise that eating junk food is necessarily an indicator of poverty. It is an indicator of people not being properly educated in the importance of good food and that is something that we need to look at. It can also be an indicator of a number of other things. I know from visiting academies which are dealing with some of the poorest children that they are inculcating extremely good habits of eating with pupils all sitting down together, learning and, I hope, building habits for a lifetime. The broader issue of child poverty is clearly important and the Government are working to make further progress on that.

Education Bill

Debate between Lord Morris of Handsworth and Lord Hill of Oareford

Monday 24th October 2011 Lords Chamber

[Lord Morris of Handsworth]

My Lords, I add my name to those supporting the group of amendments spoken to by my noble friend Lady Jones of Whitchurch. I do so because the current provision for face-to-face careers advice preceded one of the dates mentioned in this debate. If I am right, it goes back to the Education Act 1973. It was more than just a passing of an intent; it placed a duty on the local authority to provide support designed to match the needs of the individual student. One of the problems with the Bill in respect of the provision of careers advice is that this statutory right has been downgraded significantly to access, basically, in respect of needs. There is no real provision for quality or indeed quantity assurances. It is a one-size-fits-all provision, based in some instances on an online system.

I see some difficulties in future years. As I understand it, the Department for Business, Innovation and Skills is also promoting an all-age service of advice and career guidance. Again, though, it is faceless and has no interaction because it is online. It is predicated on a one-size-fits-all culture. The current system is tried, tested and respected. It enthuses and inspires confidence and provides a two-way interaction; it is a critical friend that challenges and motivates. That is as it should be. It is a system that extends parental support to the student who needs that sort of guidance, particularly in circumstances of a one-parent family. That is crucial.

I want to raise a point about the transition. As I understand it, the arrangements currently provided by Connexions end in March 2012 and the new provisions being canvassed in the Bill would not come into force until September 2012. So my question is an obvious one: how will the gap be filled?

We have heard much about social mobility. The only way to ensure that all young people have opportunities to raise their aspirations is for them to receive a first-rate education that enables them to achieve academically and to have access to independent, impartial careers advice and guidance that supports them to make the best decisions and helps them to apply for appropriate post-16 learning opportunities. It is for those reasons that I add my name to the group of amendments so ably spoken to by my noble friend.

[Lord Hill of Oareford]

My Lords, I am grateful for this chance to return to the issue of careers guidance and the Government’s proposal to give schools greater responsibility for securing appropriate support, based on the needs and circumstances of pupils. As the noble Baroness, Lady Jones of Whitchurch, said, we had a good and extensive debate on this in Committee, and I am grateful to noble Lords, particularly to my noble friends Lady Brinton and Lady Sharp of Guildford, for meeting me and my honourable friend John Hayes recently to discuss some of the areas of their concern.

Perhaps I may briefly set out the context in which we are implementing changes to the delivery of careers guidance. We know that the single most important factor in making sure that young people carry on and prosper in post-16 education—which is what we all want to encourage—is that they do well before they are 16. Only one in 40 students who get five good GCSEs is NEET at any point after the age of 16, compared to one in six of those who do not get five good GCSEs. Without that bedrock of achievement, the potential of adding to that, even with the best advice and guidance in the world, is quite limited. That is why our focus is on what goes on in schools.

I say that to demonstrate why we have chosen to focus on improving the quality of teaching and learning in our schools, and on introducing the pupil premium to help improve the attainment of children from disadvantaged backgrounds, about whom we have already spoken. At a time of economic difficulty, we are moving away from centrally-directed services and have protected school budgets as much as we can. We have given schools greater autonomy and the flexibility to determine the best use of resources for every pupil.

We disagree with the party opposite in seeking to move the focus away from—in the jargon—inputs to outcomes, because we think that it is more important to know how a school or college does by its students than to know precisely what it does. That is the thinking behind the development of new destinations measures. We think that these will show parents and pupils how well a school or college does in helping its students on to positive destinations, whether it is in further education, higher education, apprenticeships or work. We think that those will act as a powerful tool to help those institutions to make sure they look at everything that leads to positive outcomes, from education through to, and including, careers guidance.

A number of amendments in this group touch upon the important issue of the quality of careers guidance and how we can help to ensure that what is available to schools is good quality. I agree with the noble Baroness, Lady Morris of Yardley, about the importance of that. There is no disagreement between us. Careers guidance should be of the highest standard and offered free from the influence of any particular organisation. That is a point that was raised by a number of noble Lords who, I know, have been concerned that sometimes schools have steered children in a particular direction and not towards apprenticeships or other rival institutions.

The national careers service will be required to meet a robust high-quality standard and all providers involved in the service will be expected to be accredited to the standard by April 2013. It was recently announced that this quality standard would be the revised matrix standard, and that will assist schools in making well informed decisions about which providers they want to work with.

Alongside this, the Careers Profession Alliance is taking forward work to increase the professionalism of the careers workforce in response to the recommendations of the Careers Profession Task Force. An online register for members who have reached a level 6 qualification, have agreed to uphold a code of ethics and have demonstrated a strong commitment to continuing professional development, is expected to be introduced in April 2012.

We spoke in Committee of the need to reduce generally the burden of guidance from the centre. There were previously 169 pages of guidance on careers for schools, and we want to reduce that. However, having listened to contributions in Committee, I recognise that it is sensible to allow scope for focused guidance to be issued to schools to support them in fulfilling their new duty. After considering the concerns raised by my noble friends Lady Sharp of Guildford and Lady Brinton at a recent meeting, I want to go further and ensure that the statutory guidance highlights to schools how they can be confident that the external support they are buying in is of the desired quality. The guidance will contain a clear description of the quality standard for careers guidance for schools in commissioning independent advice and support for their pupils. I will certainly commit to consulting on that guidance.

Education Bill

Debate between Lord Morris of Handsworth and Lord Hill of Oareford

Wednesday 13th July 2011 Grand Committee

[Lord Morris of Handsworth]

I indicated at the outset that I support the group of amendments moved by the noble Baroness, Lady Jones. That was my start point. Within the context of those amendments, the points I have made refer to issues that coincide clearly with the face-to-face provisions and the provisions about experience, and so on. I am clearly satisfied in that respect.

My point here concerns the shift from the duty to provide to the duty merely to give access. There is an opportunity in the amendments for real change to improve the Bill. I support the group of amendments moved by the noble Baroness, Lady Jones.

[Lord Hill of Oareford]

My Lords, we know that the most important determinant of success post-16 is attainment pre-16. I start with a simple point to explain why the Government have been focusing on investment in the early years, why we have been seeking to improve the quality of new teachers, why we are bringing in reforms to the curriculum and why we have introduced the pupil premium to help to address the gap in attainment between more affluent and more disadvantaged backgrounds, which is of concern to everyone in the Committee.

Schools: Well-being Education

Debate between Lord Morris of Handsworth and Lord Hill of Oareford

Monday 27th June 2011 Lords Chamber

[Lord Hill of Oareford]

I agree with my noble friend’s underlying point that, in looking at all these issues, it is extremely important that we leave scope for individual schools to exercise their judgment on the best way of teaching the children in their care. There are elements of PSHE that are part of the national curriculum, but more generally I agree with my noble friend’s point that we do not want to prescribe everything from the centre and do want to leave as much discretion to individual schools as possible.

[Lord Morris of Handsworth]

My Lords, although the House will welcome any steps to raise the standard of education in our schools, can the Department for Education be reminded that it is educating tomorrow’s multiracial society—common standards, common values, but different history?

[Lord Hill of Oareford]

I consider myself reminded, and I very much agree with the point that underlies that. We want to have an education system that caters for all children. To go back to the earlier point, one of the best ways that we can do that for all children is to make sure that they can read and write whatever their background; to have high aspirations for them; and to hope to give them the chance to progress and have as many opportunities as possible.