Childcare: Early-years Funding
Lord Nash Excerpts(10 years, 10 months ago)
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Baroness Pitkeathley
To ask Her Majesty’s Government how their proposed plans to increase free early-years childcare will be funded.
The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, our current estimate is that this will cost around £350 million, to be delivered from reducing the tax relief on pensions for those earning more than £150,000 a year. We want to make sure that funding is sufficient to providers and fair to taxpayers. That is why we have committed to increasing the average funding rate, and to get this right we will hold a funding review. Details of this will be announced before Second Reading on 16 June.
Baroness Pitkeathley
That is very good news to the House, but is the Minister familiar with the remarks made recently by the chief executive of the Pre-School Learning Alliance? He said:
“Just about everybody that you talk to who has an ounce of knowledge about delivering childcare will tell you it is underfunded”.
He went on to say that,
“the Government … has no idea how much it costs to deliver childcare”.
In the light of those comments, can the Minister assure the House that the Government do know how much it costs and that essential childcare services will be properly funded?
Baroness McIntosh of Hudnall (Lab)
My Lords, what measures will the Government take in delivering this, on the whole very welcome, initiative to ensure that those who are actually providing the childcare are properly paid and properly managed?
The Earl of Listowel (CB)
Does the Minister recognise that the research clearly shows that high-quality early-years education has long-term benefits in terms of educational and other outcomes for children? In his proposed changes, and particularly with the concerns about funding, will he ensure that we continue to give the highest-quality childcare to our young people?
Lord Christopher (Lab)
My Lords, will the noble Lord define “fair value to the taxpayer”? I have no idea how you measure that. It sounds to me very much like a useful escape clause.
Baroness Hussein-Ece (LD)
Will the Minister give an assurance that there will be monitoring of whether children from the most disadvantaged families are able to benefit from this scheme?
Lord Grocott (Lab)
My Lords, in responding to my noble friend’s question about getting some clarity in his wording, the Minister gave another definition which was even less clear than the first. As he clearly cannot answer the question at the moment, can he help the House by giving us a written reply with a clearer definition of what is meant by “happiness”, “joy”, “fairness”, or whatever other phrase he wishes?
Lord Nash
Much as I would be delighted to enter into a lengthy correspondence with the noble Lord on those rather esoteric matters, I shall not do so. It is clear that we are at the start of a negotiation between the Government and funders and we need to make sure that the funders are able to provide a good service without making too much profit. I am sure the party opposite will be delighted to hear that.
Lord Winston (Lab)
My Lords, I do not feel that the Minister has answered that question entirely clearly. In the previous Session, the Government cut the funding for Sure Start. Sure Start was clearly shown and validated by Jay Belsky and others at University College London to have a major impact on social cohesion, to prevent certain crimes as children grew older, and to have some benefits for education as well as for cohesion in families. There are measures that can seen, and it seems a pity that that funding was cut. Can the Minister assure us that that will be relooked at so that re-funding can be considered?
Lord Teverson (LD)
My Lords, I very much welcome the Government’s commitment in this area—one of the most important areas where we can progress social inclusion over many years. As I understand it, however, the Government’s proposals are for working parents, which suggests that both parents have to be working. Can the Minister assure me that the definition of “working” will not be so tight that it excludes those—for instance, many of the self-employed—who perhaps find it difficult to prove their incomes to other authorities such as mortgage providers?
Lord Nash
I can give the noble Lord the assurance that we will not be trying to exclude anyone who should qualify for this with any clever wording in the way that he might be suspicious of. We will provide more details in due course but we are aiming this particularly at parents who want to do a bit more work and find that the cost of childcare prevents that.
Lord Lexden (Con)
How many families do the Government expect will benefit from their proposals?
Lord Nash
There are up to 600,000 families that could benefit. Obviously the number that actually benefit will depend on the take-up and the precise numbers of those who are already paying for this, although they too will benefit because although there will not be an increase in provision they will have their existing provision funded.
Baroness Farrington of Ribbleton (Lab)
My Lords, will the Minister please give the House an assurance that, in looking for value for money for the public purse, the Government will also have regard to those people working in the sector having not only the right opportunities for training and professional development but themselves having an income that is justifiable in terms of them being able to have a living-wage life?
Queen’s Speech
Lord Nash Excerpts(10 years, 10 months ago)
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Lord Taylor of Holbeach (Con)
My Lords, I remind the House that, in order that we might finish at a reasonable time this evening, there is an advisory time of six minutes on contributions to this debate.
The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, it is an honour to be asked to speak in support of the gracious Speech this afternoon, and a privilege to be back in government. I look forward to the many valuable contributions I know noble Lords will make during the course of this debate, and I also thank my noble friend Lord Freud, who will be winding up today.
Her Majesty the Queen underlined the core principles of the programme of legislation set out in the gracious Speech, which is,
“a clear programme for working people, social justice, and bringing our country together”—
as my right honourable friend the Prime Minister said—
“a One Nation Queen’s Speech from a One Nation Government”.
Today’s debate brings together four key topics: health, welfare, culture and education. All are vital to a strong economy and a secure future for our country.
The Government’s vision is for a modern NHS that provides high-quality, joined-up care for patients seven days a week. We welcomed the NHS Five Year Forward View, a plan developed by the NHS for its own future. It shows that the NHS can continue to make dramatic improvements, but only if it continues to implement important reforms and is supported by a strong economy.
The Government are committed to securing the future of the National Health Service. We increased spending in real terms every year in the last Parliament, and we will increase it in real terms every year in this Parliament, too, rising to at least an extra £8 billion a year by 2020. The Government are also committed to ensuring that patients have consistent, high-quality hospital care, which means all those services patients need urgently, or to get the same standard of care as they would during the week, being available on Saturdays and Sundays. The Government are committed to ensuring that people with mental health problems can get the right care at the right time, and we are committed to integrating health and social care through the better care fund, which enables better joined-up care, closer to home.
Work is the best route out of poverty, and the Government will continue welfare reforms that help people into jobs, make work pay and deliver fairness for the taxpayer. It is essential that the welfare bill is sustainable and is fair to the taxpayer. The Government will therefore introduce a full employment and welfare benefits Bill, which will freeze working-age benefits and lower the benefit cap to strike the right balance between incentivising work, fairness for working households and supporting the most vulnerable. To fulfil our commitment to have the highest employment rate of any major economy we are also introducing statutory duties to report annually on full employment, the creation of apprenticeships and the progress of the troubled families programme. We will introduce a package of measures to further reduce youth unemployment by providing young people with the support they need to gain employment.
We will continue to increase the basic state pension through the triple lock, and support saving by introducing the new state pension above the basic level of the means test. We will give people the freedom to use their pension savings as they want, and to pass them on tax-free. Those measures together strike the right balance between work incentives, fairness and ensuring a safety net of support for those who need it.
By driving growth and enriching lives, the Government will also make Britain a great place to live, work and visit. We will build on the strength of our cultural and heritage institutions, keeping our major national museums and galleries free to enter, and securing the protection of our heritage sites. We will also continue to support tourism in this country, boost sport in our communities and build on our Olympic and Paralympic legacy.
A free media are the bedrock of an open society, so we will continue to defend the operation of a free press and deliver a comprehensive review of the BBC royal charter, as well as supporting our world-leading creative industries. We will also take action to protect children online by requiring age verification for access to all sites containing pornographic material and age rating for all music videos. We will enable economic growth by securing the delivery of superfast broadband to provide coverage to 95% of the UK by the end of 2017, and by releasing further public sector spectrum to the private sector. We will also ensure that mobile coverage is boosted, including by holding the operators to their binding agreement to provide coverage to 90% of the UK by 2017.
In the last Parliament, we strengthened the academies programme, building on the trail blazed by the noble Lord, Lord Adonis. Since 2010, our sponsored academy programme has meant that sponsors have taken on more than 1,100 failing and struggling schools. There are many examples of such transformation up and down the country, such as Charter Academy, in Portsmouth, sponsored by ARK since 2009, which has been totally transformed. Some 83% of pupils achieved five good GCSEs, including in English and maths, in 2014, compared with 22% in the school’s last year before becoming an academy five years earlier. Queen’s Church of England Academy, in Nuneaton, has been sponsored by the Diocese of Coventry Multi Academy Trust for just over a year. In that time, a record improvement in the school’s SATs results saw the percentage of pupils achieving level 4 and above go from just 19% in 2013 to 70% in 2014. Wyndham Primary Academy, in Derby, sponsored by the Spencer Academies Trust, has seen a spectacular increase in results. In 2014, 90% of pupils achieved the expected level in reading, writing and maths, up from 64% at the predecessor school in 2012. In 2014, 70% of pupils at the Ryecroft Primary Academy, in Bradford, sponsored by the Northern Education Trust, achieved the expected level in reading, writing and maths, up from 43% at the predecessor school. Outwood Academy Portland, sponsored by Outwood Grange, has seen results increase from 41% of pupils achieving five good GCSEs in 2011, to 76% in 2014. REAch2 Academy Trust sponsors the largest number of primary academies in the country. Results in seven of its schools have improved by more than 20% since joining the trust, and across the trust REAch2 schools have improved on average at three times the rate for the national average.
We want to build on these and many other success stories, and bring about that dramatic improvement in standards to many more schools. There are still too many pupils in failing schools, and we have seen many instances of obstruction and delay, where a sponsored academy solution is needed to bring about improvement. Indeed, the average time it takes for a school to become a sponsored academy is 13 months, and that is just too long. Every day a school spends in special measures is a day too long for its pupils. Sadly, these delays are often about putting the interests of adults ahead of the interests of children, preventing pupils in those schools from getting the quality of education they deserve. The Education and Adoption Bill will strengthen our ability to deal with failure much more swiftly by making it clear that for any school that Ofsted has judged inadequate, there must be a sponsored academy solution.
Downhills Primary School, in Haringey, was a high-profile case in which a national union-backed campaign put up barriers to the process through a series of repeatedly unsuccessful appeals and reviews, causing ongoing delay to our transformation of a school that had been failing pupils for more than a decade. Under the sponsorship of Harris, the academy group sponsored by my noble friend Lord Harris of Peckham, the school has been judged by Ofsted as good with outstanding leadership, and reading, writing and maths results have soared by a quarter. The Education and Adoption Bill will give us new powers and will help to prevent these obstacles in future, including by requiring governing bodies and local authorities actively to progress and facilitate the conversion of failing schools into academies.
The Bill also provides new powers for us to intervene in not only failing schools but coasting schools—those that consistently underperform and do not support their pupils to make the progress they should. We will now be able to identify additional support for these schools—for instance, from national leaders of education. Where necessary, we will be able to progress academisation for these schools, bringing in new leadership where it is needed.
To be clear, this Bill will not impact on schools that are performing well or on schools that are already on a good trajectory of improvement. In schools where head teachers have the capacity to improve sufficiently, have a credible plan and are working effectively with their governors to make progress, we will give them the time to do that.
Your Lordships will know that reforming schools so that every child, whatever their background, has the best possible chance in life is a major priority for this Government, as well as being my personal passion. I look forward to debating these important reforms with your Lordships and will ensure that draft regulations and guidance, including on the definition of coasting schools, are available before the Bill reaches your Lordships’ House.
We spent significant time in this Chamber considering adoption during the passage of the Children and Families Bill. Since then, there have been significant improvements in the adoption system. These include: establishing a national Adoption Leadership Board, bringing together leaders from across the sector; investing £200 million in local authorities and a further £17 million in the voluntary adoption sector; and launching a £19.3 million Adoption Support Fund to provide therapeutic support for adopted children. All those things have led to significantly more children finding permanent, loving homes through adoption. The number of adoptions has increased by 63% in the last three years. Children are also spending less time waiting to be adopted, with the average length of time between coming into care and being placed with a family down by nearly four months, according to the most recently published quarterly data.
However, it is still the case that the adoption system is highly fragmented, with most agencies operating on a very small scale. This prevents children being matched quickly with the best parents for them, and it means that support services are not commissioned on a sensible scale. This is starkly illustrated by the 3,000 children who are still waiting, despite there being enough approved adopters.
That is why the Conservative manifesto committed to the introduction of regional adoption agencies. These agencies will work on a much larger scale, across local authority boundaries, to match children without delay. We want to work with local authorities to deliver these, providing financial and practical support, and we have been delighted with the enthusiastic response with which our proposals have been met from across the sector. However, if some local authorities are unwilling to rise to the challenge, government needs a backstop power that can be used to direct local authorities which do not get involved voluntarily. That is why we are bringing this legislation forward now.
As I have mentioned and as we discussed today at Questions, a core principle of this Government’s programme of legislation is a clear programme for working people and families. The second Bill—the Childcare Bill—will extend one of this Government’s most successful schemes by doubling the number of hours of free childcare on offer to working parents of three and four year-olds to 30 hours per week. The two year-old entitlement remains for the most disadvantaged of families so that every child, regardless of background, has a fair start in life.
The additional hours for working parents of three and four year-olds will be implemented from September 2017 but, in confirming the Government’s commitment to support working families with the costs of childcare, on Monday the Prime Minister announced plans to introduce the changes for some families a year earlier than planned, with some areas offering the new, additional 15 hours from September 2016.
It is important that the hourly rate for the childcare entitlement strikes the right balance between being fair for providers and delivering value for money to the taxpayer. To get this right, we will conduct a review of funding for the entitlement, and the Government have committed to increase the average amount per hour by which each free place is funded.
The Government understand how important childcare is to parents and families and we have already made more high-quality provision available for parents through our reforms, introduced 15 hours a week of free childcare for disadvantaged two year-olds, legislated for tax-free childcare and given families flexibility and choice.
The gracious Speech sets out a clear programme for taking this country forward. It is no doubt challenging and ambitious but this Government are committed to achieving it. I welcome the debate today on these important matters.
School Curriculum: PSHE
Lord Nash Excerpts(11 years ago)
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Baroness Massey of Darwen
To ask Her Majesty’s Government whether they have any plans to make PSHE a statutory part of the school curriculum.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, high-quality PSHE education has a vital role to play in preparing young people for life in modern Britain. However, making it statutory is not the simple answer. We believe that all schools should teach PSHE in a way that is appropriate for their pupils, and we outline this expectation in the introduction to the new national curriculum. We are working closely with the PSHE Association to quality-assess resources and establish a new charter mark for schools that demonstrates robust evidence of high-quality PSHE provision.
Baroness Massey of Darwen (Lab)
I thank the Minister for his response. Does he agree that personal, social and health education is not—or should not be—a one-off topic in schools, that it is more about developing social and emotional skills, not just imparting information, and that such skills can improve behaviour and academic performance, as many schools have found?
Lord Nash
I agree entirely with the noble Baroness. As the Secretary of State said last week, high-quality PSHE should offer people a curriculum for life as a planned programme of learning that is supported by a whole-school ethos covering all the knowledge and skills that young people need to manage their lives. I do agree with the noble Baroness’s point about character, which is why we have launched a £5 million innovation fund. Under our highly successful free schools programme, we have schools majoring on character development, such as the outstanding Dixons Trinity Academy in Bradford and those in the Floreat group. I recommend that all noble Lords from across the House visit some of those schools before they jump to conclusions based on inadequate information.
Baroness Walmsley (LD)
My Lords, in the light of the fact that deaf and disabled children are three times more likely to be sexually abused, and four times more likely to be physically or emotionally abused, than other children, will the Government make sure that schools ensure that these children receive their PSHE education in an appropriate form of communication that they can understand and are not withdrawn from PSHE classes for one reason or another because it is the easiest class to take them out of?
Lord Aberdare (CB)
My Lords, the Government argue that schools should have the flexibility to determine their own curriculum outside core subjects, but the result is that most schools are not teaching essential skills such as first aid, which not only gives students valuable life skills and confidence but would save many lives, as shown by countries where such training is mandatory. Does the Minister not agree that making PSHE statutory, including subjects such as first aid, and indeed citizenship, would result in students emerging much better prepared for their lives as citizens?
Lord Nash
The national curriculum creates a minimum expectation for the content of a curriculum in maintained schools. Quite deliberately, it does not represent everything that a school should teach. It would not be possible to cover all that when there are so many groups wishing things to be included in the curriculum, but many schools already choose to include CPR and defibrillator awareness as part of their PSHE teaching. We will work with the British Heart Foundation to promote its call push rescue kit to schools, including through our social media channels and the summer term email.
Baroness McIntosh of Hudnall (Lab)
My Lords, what work is being done with teacher educators to ensure that there is a good supply of properly qualified teachers to take this agenda forward, particularly in view of what my noble friend Lady Massey said about it being a whole-school enterprise and not a specialist subject?
Lord Nash
The noble Baroness is quite right in her observations. High-quality professional development for teachers is an essential part of raising standards in schools. The PSHE Association has some excellent resources, which we signpost for schools. They include an online CPD course, which explores assessment policy writing, creating schemes of work and SRE education. Teachers can of course benefit from the national PSHE CPD programme.
Lord Northbourne (CB)
My Lords, does the Minister agree that every child, as they pass through adolescence towards the world of work and raising a family, needs to acquire what are often called the soft skills: self-confidence, an ability to communicate, character and caring about other people? Can he make it clear whether these things are to be taught, are supposed to be taught or are being taught through the PSHE syllabus or somewhere else in schools, and whether the Government are concerned to ensure that every school provides a learning environment in respect of soft skills?
Lord Nash
The noble Lord makes a very good point. These skills are particularly important for underprivileged children. The noble Lord, Lord Giddens, made a very good point recently: that in order to have social mobility, you need social immobility. We need to give particularly children from disadvantaged backgrounds these soft skills, which is why we have such a big focus on character education. We would expect this to be inspected by Ofsted as part of SMSC and as part of a broad and balanced curriculum.
Earl Attlee (Con)
My Lords, what is Ofsted doing to ensure that schools properly cover PSHE?
Lord Nash
As with other areas of the curriculum, PSHE and citizenship are not explicitly covered in the school curriculum inspection framework. However, in reporting, inspectors must consider how the school is meeting the needs of the range of pupils and pupils’ SMSC and cultural development to help to prepare them for life in modern Britain. Inspectors will also look at how effectively schools engage with parents in the development of their SMSC policy.
Baroness Jones of Whitchurch (Lab)
My Lords, the Education Select Committee, as the noble Lord will know, recently reported that PSHE requires improvement in 40% of schools, that the situation appears to have got worse over time, and that young people are consistently reporting that the sex and relationship education that they receive is inadequate. Surely the Minister is showing a large degree of complacency about this. Perhaps making PSHE statutory is, indeed, a simple answer.
Lord Nash
The noble Baroness feels very strongly about it, but the Labour Party had 13 years to make it statutory and did not do so. We are currently considering the findings of the Education Select Committee report. We have launched a communications campaign to promote the selection of high-quality resources via our social media sites. They include PSHE Association programmes of study, “Sex and Relationships Education for the 21st Century” and various other products.
The Earl of Listowel (CB)
Will the Minister praise the previous Government’s success in reducing teenage pregnancy to its current low, while recognising that compared to the continent we are still well behind? Will he keep a very open mind about this issue of a statutory requirement for PSHE? After all, the Education Select Committee in the other House recently recommended in its report that there should indeed be statutory provision in this area.
Schools: Academies
Lord Nash Excerpts(11 years, 1 month ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, academies are independent, self-managing organisations. Academies cannot borrow, except in exceptional circumstances, and so can build up reserves in order to accommodate longer-term plans that reflect their success and popularity, such as capital investment to fund maintenance or expanding provision for greater pupil numbers. They also need to hold cash to pay short-term obligations such as salaries.
Comparing net current assets of academies with the closest equivalent measure in local authority maintained schools shows that academies have 51 days’ cash, whereas local authority maintained schools, which can obtain money for capital from their local authorities, have 25 days’—51 days is a prudent buffer.
Baroness Jones of Whitchurch (Lab)
I thank the Minister for that reply, but does he accept that most parents would be appalled to know that academies are stockpiling public money, averaging nearly £6,000 per school, rather than spending it on their child’s education? Does he not accept that the fact that academies feel the need to have these reserves is simply a damaging consequence of having thousands of individual academies being managed separately—many would say badly—by the Secretary of State?
Lord Nash
As I already said, we regard the cash management of academies to be very prudent. We see no reason why efficiently run schools should not be involved in careful financial planning. It may well be that the Labour Party would like to run the school estate like they ran the economy—borrow, borrow, borrow and nearly go bust. We do not think that that is a sensible approach and we do not think that we should penalise successful schools.
Lord Storey (LD)
My Lords, my noble friend will be aware that this works out at an average of £1.2 million per secondary academy and £1.8 million per academy chain school. He will also be aware of the suggestion that we are setting up schools to be run as businesses. Will he tell us, in no uncertain terms, that there never have been and never will be any attempts to run schools as profit-making businesses?
Lord Nash
My noble friend will know from his experience over 25 years as a primary head that all schools are facing cost pressures from national insurance and pensions, so any prudent school will have some level of cash reserves. I mentioned capital requirements for academies. The education sector has a lot to learn from the business sector in terms of efficiencies. We have found that when business people and educationalists work well together through the academies programme the effects can be quite dramatic. I cannot make promises for ever, but there are no plans as far as this Government are concerned to bring profit-making to the school system.
The Lord Bishop of Norwich
My Lords, some academies and other schools have secured private funding which they ring-fence to finance a chaplain, international links or some other good purpose. For the avoidance of doubt, will the Minister give an assurance that such funds are not to be treated as free reserves? Further, will he encourage academies to secure such funding?
Lord Nash
I entirely agree with the right reverend Prelate and I pay tribute to his very good work in the school system in Norfolk. We should welcome such funds into the school system. We should welcome people who bring these funds and give their time freely. It is a development that we should seek to encourage.
Lord Faulkner of Worcester (Lab)
My Lords, given the Minister’s statement a moment ago that he does not wish to penalise successful schools, will he look again at the imposition of VAT on sixth-form colleges, which was the subject of a Question that his noble friend answered the other day, to which, frankly, we did not get a satisfactory Answer? For £31 million, which is a tiny part of the amount held in reserves by the academies, the VAT burden could be lifted altogether. Is that not the right thing to do?
Lord Naseby (Con)
Is it not enormously sensible for the governors of our academies to hold reserves at the end of a Parliament, when they have no idea what the policy may be in the future? We also have low inflation at this time, and I imagine that a fair number of them are preparing for capital works based on their reserves.
Baroness McIntosh of Hudnall (Lab)
My Lords, would the noble Lord assist those of us who are, perhaps, not as clever as some other Members of this House and do not entirely understand the status of the money that is being held in these reserves? He said that academies are independent institutions and, of course, they are. However, they are publicly funded and the money held in those reserves is therefore, by most ordinary people’s calculation, public money. With reference to the answer he gave to the noble Lord, Lord Storey, could he explain in what way these funds are different from, say, the funds held in a charity? Are they to be used wholly and exclusively for the benefit of the institution? Can he assure the House that nobody else can benefit from them?
Baroness Farrington of Ribbleton (Lab)
In the light of the reply he gave to my noble friend, would the Minister be prepared to state that the Government’s policy should be and is that any pupil or student—of any age, whether sixth-former or primary school pupil—is entitled to have an equivalent amount of money spent on their education, unless there is a special allocation because of special needs? Government Ministers lambast local authority maintained schools, including some church schools, for not spending money and yet claim that academies have this right.
Child Exploitation in Oxfordshire
Lord Nash Excerpts(11 years, 1 month ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, with the leave of the House, I shall now repeat, in the form of a Statement, the Answer given by my right honourable friend the Secretary of State for Education to an Urgent Question in another place earlier today concerning a serious case review of child sexual exploitation in Oxfordshire. The Statement is as follows:
“No child should have to suffer what the victims of child sexual exploitation in Oxfordshire have suffered. The serious case review published today by Oxfordshire Safeguarding Children Board is an indictment of the failure of front-line workers to protect extremely vulnerable young people over a number of years. Reading the details of what happened to them has been truly sickening. The serious case review makes clear that numerous opportunities to intervene to protect these girls were missed, as police and social workers failed to look beyond what they saw as troubled teenagers, to the frightened child within.
I welcome the publication of the serious case review. It is only by publishing such in-depth accounts of what happened, what went wrong and why, that children’s social care systems locally and nationally can address the failings that have betrayed some of our most vulnerable children. That is why the Government have insisted that serious case reviews be published and in full. The Minister for Children and Families has also written today, with Ministers from the Home Office and the Department of Health, to request from Oxfordshire Safeguarding Children Board a further assessment of the progress being made, and we will send an expert in CSE to support it in this month.
Sadly, Oxfordshire was not alone in failing to address the dangers of CSE. We now know from the report of Professor Alexis Jay and Louise Casey on Rotherham, and Ann Coffey’s report on Manchester, that child sexual exploitation has been a scourge in many communities around the country.
This Government have been determined to do everything in their power to tackle CSE. That is why, today, we are publishing an action plan setting out the action we have already taken to strengthen our approach to safeguarding children from sexual exploitation, and the further steps we think are necessary to address the culture of denial, improve joint working, stop offenders, support victims and strengthen accountability and leadership. We are setting up a national centre of expertise in tackling CSE to support local areas around the country. There will be a new whistleblowing portal so that anyone can report concerns about CSE. We have prioritised CSE as a national threat so that police forces will now be under a duty to collaborate across force boundaries. We will consult on extending the criminal offence of wilful neglect to children’s social care, education professionals and elected members.
This afternoon, I will join the Prime Minister, the Home Secretary and other Secretaries of State in Downing Street to discuss with local and police leaders how we will collectively take forward the actions set out in today’s plan. The experiences of the children set out in this serious case review should never have happened. We are determined to do everything in our power to stamp out this horrific abuse and to bring perpetrators to justice”.
That concludes the Statement.
Baroness King of Bow (Lab)
My Lords, I welcome the Government’s decision to view child sexual abuse as a national threat—clearly it is one. No one can be unmoved by the horrific sexual sadism inflicted on vulnerable young girls and boys, or, for example, the case of the 12 year-old girl who had to have a back-room abortion after being raped. In one of the trials, a social worker gave evidence that nine out of the 10 professionals responsible for one young girl’s safety knew what was happening but did nothing.
On this side of the House, we believe that stronger laws are needed to protect children. Does the Minister find it strange that just last week his colleagues voted against a new specific offence of child exploitation? Does the Minister feel the Government’s definition of wilful neglect does enough to ensure that individuals report signs of sexual abuse? Lastly but possibly most fundamentally, does the Minister recognise that if we want to stop dealing in disaster we desperately need age-appropriate and compulsory sex and relationship education in schools? Why will not the Government join the cross-party consensus of the Labour Party, the Liberal Democrats, the Education Select Committee and all the professionals in the field, and agree to introduce this immediately?
Lord Nash
As I have already said, we will consult on widening the offence of wilful neglect. I am sure that, as a result of that consultation, we will look again at all possible legislation and offences that we could bring into the piece. As no doubt the noble Baroness heard me say, sex and relationship education must be taught in all maintained schools and is taught in virtually all academies. We welcome the supplementary advice, Sex and Relationships Education (SRE) For The 21st Century, issued by the PSHE Association, the Sex Education Forum and Brook. They produce some excellent resources, which are available to all schools.
Lord Laming (CB)
My Lords, this is yet another thoroughly dispiriting report. Many of these young people were in the care of the local authority for their protection and safety. Will the noble Lord assure the House that he will continue to do everything that he can to persuade local authorities that when they assume parental responsibility for a child or young person, they have not only a legal duty but a moral duty to be a good parent to those vulnerable children?
Baroness Walmsley (LD)
My Lords, my question is about the proposal to extend the offence of wilful neglect because there is evidence to suggest that that will not work. The BBC’s “Panorama” reported a case from the 1990s where a member of staff had sexually assaulted several boys. That was reported to the headmaster but the member of staff left and found another job, where he carried on abusing children. The police officer investigating the case, Alec Love, tried to bring a case of wilful neglect against the headmaster of the first school, but the judge threw it out. Mr Love said it was very hard,
“to prove the person wilfully set about to neglect the child or young person”.
Today, the serious case review report found that the authorities made mistakes and could have acted sooner but it found no evidence of wilful neglect or that the signs of exploitation were ignored. In the light of both these findings, why do the Government think that simply extending the offence of wilful neglect beyond the health service and adult social care will be effective?
Lord Nash
I am grateful to the noble Baroness for her comments. The Government do not think that simply extending this offence of wilful neglect will be effective in and of itself. It is obviously a high bar and, as a result of consultation, I am sure we will be taking advice on whether there is something else that we should do, in addition or instead. We have already committed to consult on the introduction of mandatory reporting.
Lord Beecham (Lab)
My Lords, in Rotherham and in Birmingham the Government instituted an independent inquiry into the local authority and have gone further in Birmingham’s case by requiring all-out elections. Will the Government now institute such an inquiry in Oxfordshire?
Lord Nash
The events and the serious case review took place some years ago, in 2011. Last year, Ofsted found that Oxfordshire was good, but the Children and Families Minister has today written to the Oxfordshire LSCB, asking it to carry out a further assessment of its work on CSE, specifically of work with the police and the health services, and will be sending in an expert on CSE, Sophie Humphreys, to help it.
Baroness Howarth of Breckland (CB)
I am the vice-chair of the Lucy Faithfull Foundation, an organisation that has worked in this area for many years. Of course, Lucy Faithfull was a well respected Member of the noble Lord’s Benches. I want to ask about local authority social work departments. How many vacancies are there in these departments? What are the Government doing to encourage social workers, who are feeling extraordinarily oppressed and dispirited at the moment? What do the Government know about the current level of case loads for social workers? How can we encourage local authorities to have the right resource to meet the programme? I have one more small question: what are the Government doing to work with voluntary organisations? The Lucy Faithfull Foundation had a prevent programme, which now runs in Wales, Scotland and Northern Ireland but was cut in England. Those sorts of programmes are essential to prevention.
Lord Nash
The noble Baroness makes some very good points, as one would expect from someone with her vast experience in this area. This Government are determined to try to raise the status of social workers and improve the practice of social work. We have had Sir Martin Narey’s report, as a result of which we introduced the knowledge and skills statement for social workers. We have an outstanding chief social worker in Isabelle Trowler and we are investing heavily in new training methods, such as Frontline, Step Up to Social Work and master’s qualifications for social work. I do not think we can do enough in this area.
Baroness Hussein-Ece (LD)
My Lords, the Minister referred to local authority councillors and how they should be at the forefront of making sure that this sort of practice is mitigated and investigated properly. Is he satisfied that local authority councillors are given proper training and made to understand that they have the responsibilities as corporate parents? I was a councillor in two London boroughs, and had approaches from staff and individuals when they were worried about cases of sexual abuse, and the staff were not doing enough about it, so they came directly to me. I took on the role to make sure that this went straight to the chief executive and that it was investigated properly. But I encountered time and again that a lot of local authority councillors do not understand that they are corporate parents and have responsibilities that they should take very seriously.
Lord Nash
I am sure that the noble Baroness makes some very good points. Sadly, in my job I meet a lot of local authority councillors in very difficult situations, so I may not have a particularly good cross-section. Her point about proper training for councillors is a very good one, and I will take it back and look at it.
Baroness Kingsmill (Lab)
My Lords, I have a small but telling point. Is the Minister aware of how he diminishes this issue by using the acronym, CSE? It is child sexual exploitation and it would be wise if the Minister said that in full, so that we may realise the real horror of what we are talking about.
Baroness Butler-Sloss (CB)
My Lords, will the Minister pick up two points made by the noble Baroness, Lady Howarth, about vacancies among social workers and resources? Vacancies and a lack of resources are major problems for social workers dealing with child sexual exploitation.
Lord Bichard (CB)
My Lords, will the Minister reassure the House that, as a result of this further appalling tragedy, we will not just be placing the blame at the door of a local authority, local authorities or social workers but that government departments and Governments will examine their own conscience, look at their own practices and policies, and play their part in ensuring that, so far as possible, these things do not happen in future?
Lord Patel (CB)
My Lords, we all agree that we have to protect vulnerable children and young people. The UK is a signatory to the Lanzarote convention. Why has it not ratified it in legislation when 38 other countries, including most European countries, have done so and have brought forward legislation?
National Curriculum: Animal Welfare
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Lord Hoyle
To ask Her Majesty’s Government whether they have any proposals to include animal welfare in the national curriculum in schools.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, the new primary science curriculum, introduced from September 2014, focuses on the essential scientific knowledge that young people need to be educated citizens. It teaches primary pupils about the requirements for animals to survive: appropriate habitat, food, water and air. Subjects such as citizenship and PSHE also provide opportunities for pupils to learn about animal welfare, and teachers are free to decide what further activities they offer on this subject.
Lord Hoyle (Lab)
I thank the Minister for that positive reply. As he says, it is important for young people to know about animals—not only domestic animals or farm animals, but wild animals and the environment. Is he aware that the RSPCA did a survey in 2014 of 800 teachers, 95% of whom thought that it ought to be taught to young people? Indeed, 83% thought it ought to be part of the national curriculum.
Lord Nash
I am aware of the survey to which the noble Lord refers, and I know that the RSPCA teaches around 4,000 teachers about this every year. We feel that it is very helpful for young people to learn about animal welfare in the national curriculum, but we do not think it is right to include it, certainly not at this stage. We have a long way to go to make sure that the majority of pupils in this country have an education in core academic subjects first.
Baroness Parminter (LD)
This year the Government are reviewing their codes on how to care for dogs, cats and horses. Does my noble friend agree that it is important that children are made aware of those new codes? If so, will the Government be offering any advice about their inclusion in school timetables?
Lord Nash
As I said, I agree entirely that animal welfare is an important subject for pupils to learn about, but we have to recognise the low base from which we are starting education in this country. When we came to power, fewer than one in five pupils attending a comprehensive school was getting that core suite of academic subjects that would be a basic expectation in many countries, and certainly in any private school. We have recovered substantially from that position: now nearly 40% get that core suite, but the Question underestimates the low base from which we are starting.
Baroness Howarth of Breckland (CB)
My Lords, will the Minister commend those organisations that take the trouble to take animals, particularly dogs, into care establishments and schools for children with learning disabilities? It has been shown that those youngsters improve their behaviour on encountering animals. Maybe this is one area where we could increase attendance.
Lord Nash
I agree entirely with the noble Baroness. Organisations such as Battersea Dogs & Cats Home, Blue Cross, Cats Protection, Dogs Trust and PDSA do excellent work. I am sure she will be interested to know that, under the Government’s successful free school programme, we will have the Milton Keynes special free school opening next year. It will be a 70-place alternative provision primary school for pupils with social, emotional and behavioural difficulties. It will incorporate a forest approach. They will keep chickens and will be taught by an experienced poultry keeper.
Baroness Jones of Whitchurch (Lab)
Does the Minister agree that hunting with dogs is a cruel and unnecessary sport? If so, how would he explain to young people in schools that the Tory party is threatening to repeal the hunting ban?
Baroness Perry of Southwark (Con)
Does my noble friend agree that when topics such as the use of animals in scientific experiments are dealt with in schools they should be dealt with in a balanced way, and that children should be able, as he has just said, to balance the various arguments on different sides?
Baroness McIntosh of Hudnall (Lab)
My Lords, would the noble Lord agree that it is slightly unfortunate that he chose to use this really quite innocuous Question to make a very crude party-political point? Would he also accept that, in doing so, he undermines the morale of teachers who have been working in the system for very many years and doing the very best they can, sometimes in quite difficult circumstances? Would he further he accept that the best primary schools have animals for the children to look after and that is how they learn about animal welfare?
Lord Nash
As I think the noble Baroness has heard me say on a number of occasions, I regard teaching as the most noble of professions. It is certainly the most important profession at this time as far as the future of this country is concerned. But I think we just have to get real. Under the previous Government, the number of pupils getting a core suite of academic subjects in education slumped. We are recovering from that position, but until we start loading up the curriculum with extras on a compulsory basis we have to recover educationally to provide our pupils, particularly those from disadvantaged backgrounds, with that core cultural literacy that they need.
Lord Grocott (Lab)
My Lords, the Minister gave a rather strange reply to an earlier question on the Hunting Act: that, somehow or other, properly educated pupils will be able to make up their own minds on the subject. It is not a question of making up one’s own mind on the subject. When a law of the land has been passed by both Houses of Parliament, the assumption is that people will obey it. I hope that he thoroughly agrees with that in relation to the Hunting Act.
Schools: Substance Abuse Education
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Lord Howarth of Newport
To ask Her Majesty’s Government what plans they have to improve teaching in schools about the dangers of substance abuse.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, drugs education is a statutory part of the new national curriculum for science. Pupils should be taught about the effects of recreational drugs, including substance misuse, on behaviour, health and life processes. Provision in this area can be further strengthened through PSHE education. To support teachers, we have provided funding to the drug and alcohol information service Mentor-ADEPIS to produce resources and guidance.
Lord Howarth of Newport (Lab)
My Lords, is the Minister aware that evidence was given to the Home Affairs Select Committee that most schools provide drug education on just one occasion in the school year, or even less? Is he aware that the charity Mentor said:
“We are spending the vast majority of the money we do spend on drug education on programmes that don’t work”?
Is he aware that his department told the committee that it did not monitor the programmes and resources that schools use to support their teaching in this very important area? What steps have been taken since the publication of the Select Committee’s report to improve this state of affairs, and does he agree that very much more needs to be done if Education Ministers are to fulfil their proper responsibility to help to protect young people against the dangers of substance abuse in general and the consumption of drugs in particular?
Lord Nash
Ofsted tells us that the drugs education in schools is good. There are a great many charities working with schools, not necessarily during formal curriculum time. Attendance is at an all-time high at schools. Absence has fallen substantially. We have strengthened the national curriculum to cater for more drugs education.
Baroness Meacher (CB)
Will the Minister support the constructive policies of many European countries, which have been shown to improve prevention; reduce the numbers of young people addicted to drugs; reduce the prison population, particularly of young people; and increase the numbers of young people and others receiving treatment, relative to the performance of this country on all those measures?
Lord Storey (LD)
My noble friend may be aware that the Health and Social Care Information Centre found that drug abuse was more prevalent among those young people who had been excluded from school, at something like 12%, than among those in school. What plans do the Government have to reach those pupils so that this problem can be dealt with effectively?
Lord Mawhinney (Con)
My Lords, bearing in mind my noble friend’s original Answer, does he have any concern that talking about “recreational drugs” might have the effect of undermining the Government’s very strong desire to deal with substance abuse?
The Countess of Mar (CB)
My Lords, many young people in schools have parents who are already drug abusers. Is any special pastoral care—and, in particular, guidance—given in schools to children of these parents?
Baroness King of Bow (Lab)
In 2013, the Office for National Statistics records a sharp increase of 21% in the number of deaths from drug misuse in England. Among men, deaths from heroin and morphine are up a staggering 32% on the previous year. Given the dangers of substance abuse and that those dangers are clearly growing according to the Government’s own statistics, does the Minister think that the Government should act with more urgency to find programmes that actually work?
Lord Nash
Among 11 to 15 year-olds drug use has continued to fall from a peak in 2013. It was down again last year. We are very concerned about “legal highs”, or new psychoactive substances, from which there have been a number of deaths. That is specifically why we have introduced the ADEPIS programme, which has produced a range of resources to support teachers when teaching about legal highs. We have already banned more than 500 new drugs and created the forensic early warning system.
Baroness Perry of Southwark (Con)
Does my noble friend agree with me that schools cannot be expected to do everything on their own, and that it is vital that parents also play a part not only in monitoring what their children are doing when they are out in the evenings but in discussing these issues with them in an open and frank manner?
Lord Brooke of Alverthorpe (Lab)
Is the noble Lord aware that, according to the latest figures, the number of young people presenting with alcohol problems at A&E has increased? Is he also aware—and this is hearsay—that people who do talks at schools say that when they make approaches to speak on drugs, alcohol and other mental health problems, they often get a warmer reception and greater welcome in the private sector than at state schools, where their approaches do not get a similar response?
Lord Nash
It is true that figures show that alcohol abuse among young people of school age is down, but that may not be the case for those in their late teens or early 20s. On the noble Lord’s point about the private sector, we are trying to make sure that all state schools have an active extracurricular programme so that these kinds of extracurricular courses are well attended.
Lord Ramsbotham (CB)
My Lords, can the Minister confirm that drugs education is on the syllabus of young offender establishments? Although there may be treatment, there is not much evidence of education, which is just as important.
Schools: Faith Schools and Free Schools
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Baroness Massey of Darwen
To ask Her Majesty’s Government what are the conditions which must be met before a new state-funded faith school or free school is allowed to be established; who sets and agrees the conditions; and how the conditions must guarantee a broad and balanced curriculum for pupils.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, the department sets out clear conditions in guidance and application guides for the establishment of all schools. All state-funded schools, whether faith-designated or not, must deliver a broad and balanced curriculum. This is a requirement of education legislation or of their academy funding agreement. Ofsted inspections place a clear emphasis on assessing whether schools are providing a broad and balanced education.
Baroness Massey of Darwen (Lab)
I thank the Minister for that response, but is he aware that a recent Ofsted report described a free school as follows:
“any teaching or learning going on at the school is purely incidental … Student achievement is weak … Standards are low …one of the worst schools”,
that they have inspected, and criticised bullying and discrimination? It seems evident that there must have been some lack of organisation in setting up that school. Is it worth risking children’s achievement and well-being for an educational whim?
Lord Nash
My Lords, we have a rigorous approach to setting up new schools. They will not all work. We have closed a couple of free schools, with a total number of 200 pupils. Although that is very serious for those pupils and their parents, that compares with getting on for a quarter of a million new free school places that we will introduce under the free school UTC and studio school programme. Of the 87 pre-warning notices that this Government have issued to academies, more than 60% have been to sponsors approved by the previous Government, so it is clear that setting up new schools is not entirely straightforward.
Lord Storey (LD)
My Lords, my noble friend has been a great proponent of British values. Does he agree that respecting and understanding other religions might find a route in ensuring that faith schools had a percentage of pupils from other faiths?
Lord Singh of Wimbledon (CB)
My Lords, I declare an interest as the director of the network of Sikh organisations responsible for the inspection of Sikh faith schools. The teaching of gender equality and respect for other faiths is obligatory in Sikh faith schools. Does the Minister agree that any school that fails to do that should be treated as a failing school?
Lord Tebbit (Con)
My Lords, the noble Baroness, Lady Massey of Darwen, spoke of the dangers of reacting to an educational whim. Will my noble friend assure me that he will not react to the educational whims of that extraordinary group of people who my right honourable friend Michael Gove rightly described as “the Blob”? They are an obstruction to education.
Lord Harrison (Lab)
Is the Minister aware that much of the recurring criticism of these schools is about the failure to deliver education on religion which encompasses all religions and those people who have none at all?
Baroness Hussein-Ece (LD)
My Lords, given the concerns recently raised by some free faith schools which have cropped up in recent years, is it not time to have a bit of an evaluation of faith schools and their place in our society rather than rolling out even more?
Lord Nash
Faith schools and church schools are an essential part of our school landscape. Church schools represent 34% of all schools and 25% of all pupils are educated in them. Church schools consistently outperform other schools and have a superb record of community cohesion. We want to provide parents with diversity and choice.
The Lord Bishop of Leicester
My Lords, does the Minister agree that “faith school” covers a variety of different kinds of institution? Church of England schools are not faith schools in the narrow sense of providing an education for people of just one faith. In places such as Leicester they provide a rounded education for the whole community, including many of other faiths who value highly what they have to offer.
Baroness King of Bow (Lab)
My Lords, will the Minister confirm that the only way to establish a faith school—like any new school—is via the free schools programme? Some of the problems that we have seen with faith schools are therefore evident more widely—namely, lack of oversight and lack of qualified teachers. As with the Al-Madinah free school and others, that lack of oversight and the presence of unqualified teachers have damaged the education of children in communities in Derby, Durham and Crawley, where free schools have had to close. I know that the Minister will say that many free schools are excellent, and he is right: free schools, like state schools, can be outstanding or inadequate. However, I hope he will agree that that is not the point. The point is that, unlike state schools, free schools can employ unqualified teachers and avoid robust scrutiny. When will the Government better protect and scrutinise the education of children in free schools?
Lord Nash
I point out to the noble Baroness that a faith school can be set up through the VA route, although very few are established in this way. I think I have already pointed out that our record of failure in establishing new schools is rather better than that of the previous Government. I am delighted that we are back on unqualified teachers because, if that is all we have to argue about, it clearly shows cross-party support for our education reforms. In fact, there are fewer unqualified teachers under this Government—only around 3% are unqualified. I am surprised that the Labour Party wants to restrict people from RADA or the Royal College of Music who may be able to teach for only a few hours a week in a primary school. I find it particularly surprising that the shadow Secretary of State for Education—it should be borne in mind that he is himself an unqualified teacher, went to a school which has many unqualified teachers, and failed to answer Jeremy’s Paxman’s question nine times—is quite prepared to send his own children to a school with unqualified teachers.
Ofsted: Academy Chains
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Baroness Jones of Whitchurch
To ask Her Majesty’s Government what plans they have to give Ofsted the powers to inspect the management of academy chains.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, when inspecting an academy in a chain, inspectors can and should consider the effectiveness of the governance arrangements and the school improvement support provided by the chain. Ofsted also carries out inspections of groups of academies within chains. These are an effective means of considering the management of academy chains and ensuring academy chains are held properly to account. The Secretary of State has written to HMCI recently, setting out our views out on this, and the letter is available on our website.
Baroness Jones of Whitchurch (Lab)
I thank the Minister for that reply, and I am very pleased that the Secretary of State has belatedly been forced to make some concessions on this matter. However, can the Minister explain why we continue to have one set of rules for the people who run academy chains and another set of rules for local authorities? The latter are assessed on their strategic leadership of their schools, which of course is essential to the schools’ performance and improvement. So why do we not assess academy chain managers on the same basis as local authorities?
Lord Nash
There have not been any concessions. It is completely unnecessary for Ofsted to inspect chains’ head offices. Its batched inspection methodology, which it has used in a number of cases, is working extremely well. Ofsted has a great deal to do. As of September this year, it is taking in-house all its subcontracted inspectors, who do the vast majority of its inspections, and it is unnecessary to ask it to do a further task that is not needed.
Baroness Brinton (LD)
Could my noble friend explain to the House what role the new regional commissioners will have in relation to academy chains and Ofsted? For example, if Ofsted finds that a school is not being supported as it should be by its parent academy chain, whose responsibility is it to remonstrate with the academy chain and make sure that it gets that support?
Lord Nash
The regional schools commissioners are responsible for looking at the performance of academy chains, particularly schools that are doing poorly. They are in close touch with all academy chains. Each regional schools commissioner has a responsibility for an academy chain, and it will be their task to make sure that appropriate support is brokered and, in extreme cases, to help to broker a change of sponsor.
Baroness Massey of Darwen (Lab)
My Lords, the Secretary of State’s letter mentions an inspection framework for the management of academies. Exactly what inspection framework is meant?
Lord Naseby (Con)
Is my noble friend aware that he is surely right? Local authority inspections are one thing but, in addition, there are a whole host of charitable foundations that have Ofsted inspections—but that is, again, in a different framework.
Baroness Eaton (Con)
Does my noble friend agree that the overwhelming success of the majority of free schools and academies is the strongest evidence yet that allowing autonomy and freedom to schools and heads is the best way in which to raise standards?
Lord Nash
I entirely agree with my noble friend: free schools are our most successful group of non-selective state schools, with 24% rated outstanding. We are told by Ofsted that we have the highest-performing school system that we have ever had. The performance of the first batch of primary academies is much higher than that of local authority maintained schools, and secondary academies open for any length of time are clearly also doing better.
Baroness Farrington of Ribbleton (Lab)
My Lords, would the Minister care to comment on a fear that local authority schools have a much higher percentage of children with special needs, particularly those with special needs that affect their behaviour? The Minister very kindly wrote to me, giving me the percentage improvement in free schools and academies, but many schools contact me to say that their local academies and free schools do not take as many children with difficulties and problems, and that, in addition, those schools get better funding.
Lord Nash
I am very happy to write to the noble Baroness again with more details on this. However, as far as I am aware, most academies, particularly the 1,000 schools that we have taken out of local authority maintenance over the past four years, many of which were languishing in failure for years, have very high rates of pupils with SEN, EAL and free school meals. However, I am happy to write to her with more details.
Schools: Foreign Languages
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Lord Sherbourne of Didsbury
To ask Her Majesty’s Government what assessment they have made of progress in teaching foreign languages in schools.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, the inclusion of a foreign language in the English baccalaureate measure has raised entries from pupils in England by 20% since 2012. We are reforming GCSEs and A-levels in foreign languages, with new teaching from September 2016, to ensure that they are demanding and relevant to employers, and further and higher education. From September last year, maintained primary schools have had to teach a foreign language to pupils from the age of seven.
Lord Sherbourne of Didsbury (Con)
Does my noble friend agree that one of the many advantages of learning a foreign language is the practical benefit to trade and diplomacy? In the case of non-European languages such as Cantonese, Mandarin and Arabic, where the sounds and structure are very different, is it not easier for children to learn them if they are taught them from a very early age?
Lord Nash
I agree entirely with my noble friend about the importance of these matters. It is clear that developing language skills helps cognitive development. Offering more children the opportunity to learn Mandarin, for instance, will help to encourage mobility between the UK and China, and the long-term success of our economy. The Prime Minister has pledged to increase substantially the number of people learning Mandarin Chinese. The Confucius Institute at the IOE is leading the way in this regard.
Baroness Coussins (CB)
My Lords, the Question is about progress. The problem is that we have no real idea about that, because there is no benchmark either to help schools to interpret the national curriculum guidelines consistently, or for pupils to know what level of competence they should achieve at the end of each key stage. Will the Minister agree to consider introducing a light-touch measure for progress linked to the Common European Framework and apply it to all key stages?
Lord Nash
In April last year, we published a set of key principles for assessment, produced as a result of consultation on accountability. We also announced last May a new package of pupil assessment methods developed by teachers for their fellow teachers. Schools are able to develop whatever methodology of assessment they like. However, I will take note of what the noble Baroness says and look at that further.
Baroness Perry of Southwark (Con)
Will my noble friend tell me what the Government are doing to ensure a supply of well qualified and competent teachers of modern languages, both at primary and secondary level?
Lord Nash
I am delighted to answer my noble friend’s question. We have increased the bursary available to people with a first class degree in, for instance, languages, to £25,000. We are providing £2 million to fund nine projects across the country that will help primary and secondary teachers teach the new modern language curriculum at key stages 2 and 3. The National College for Teaching and Leadership facilitates an expert group for languages and also has a pilot scheme for subject enhancement in primary schools.
Baroness Jones of Whitchurch (Lab)
My Lords, does the Minister accept that it is the quality of foreign language teaching, particularly in primary schools, that remains a key challenge? I note what he has just said, but that teaching has been characterised by some as being “rusty O-level” and only a page or two ahead of the children. We all support the idea of extending foreign language teaching to primary schools, but it should not be at the expense of quality. Given what the Minister said, is he satisfied that enough extra resources are being put in to make that kind of teaching a distant memory?
Lord Nash
We believe that they are, but obviously we will keep this matter under review. We do feel that we need to redress the situation in languages. The European Survey on Language Competences in 2012 showed us that our 2011 GCSE students were the worst at languages across all the countries surveyed.
Baroness Maddock (LD)
My Lords, is the Minister aware that, particularly in Canada, for example, schools are bilingual? Are there any plans to try to get more bilingual schools in England, particularly in some of the European languages?
Lord Nash
I am sure that the noble Baroness will be delighted to hear that we have introduced six new bilingual schools under the free schools programme— notably the Bilingual Primary School in Brighton; the Europa School UK near Abingdon; the Judith Kerr Primary School; the La Fontaine Academy in Bromley; and the London Bridge School. Later this year, the Marco Polo free school will be opening.
Baroness Donaghy (Lab)
My Lords, the Minister will be aware that I have expressed concern in the past about the changes in teacher education and the increasing difficulty of national planning. In view of the shortage of language teachers, does he envisage a situation where there will be a complete shortage of language teachers in certain parts of the country, and how does he plan to rebalance this particular problem? Will he speak to the university colleges of education and the church colleges about the importance of teacher education?
Lord Nash
I agree entirely with the noble Baroness about the importance of the matter. More than 1,800 places for modern language teacher trainees are allocated for 2015-16, which is an increase of 4%. As I say, we have substantially increased the bursaries, which were brought in for language teachers by this Government.
Lord Cormack (Con)
My Lords, for how many of our secondary and primary school pupils is English a second language, and is the Minister confident that we have sufficiently able teachers of English to make sure that, when children leave primary schools and go on to secondary school, they are fluent in the English language?
Baroness McIntosh of Hudnall (Lab)
Will the Minister say whether any resources have been made available to schools to bring in native speakers? It used to be that teaching assistants—for example, French, German, Italian or Spanish assistants—were available and could be funded, particularly in secondary schools. My guess is that in primary schools they would be even more useful. Is there any effort to make that happen?
Lord Nash
The noble Baroness makes an extremely good point. We have given the British Council, for instance, £500,000 to recruit foreign language assistants to work in the UK. Currently, some 1,250 foreign language assistants have been recruited for English schools, and the British Council is working with Hanban to introduce a number of Chinese language assistants into the country.
Lord Reid of Cardowan (Lab)
Given the multicultural identity and diversity of ethnic backgrounds of people in the United Kingdom at present, there must be hundreds of thousands—perhaps millions—of people, including, I suspect, hundreds of thousands of schoolchildren, who are bilingual. What thought have the Government given to, or what action have they taken on, mobilising this resource by focusing either on recruitment or on some form of potentially creative, if informal, educational process to make sure that we use the resources that our multicultural society has given us?
Baroness Trumpington (Con)
My Lords, will the Government consider special courses for foreign students wishing to learn the va et vient of English parliamentary language?
Baroness Brinton (LD)
My Lords, given that there has been a substantial increase in foreign language teaching in primary schools, are the Government concerned about the drop from 84% in 2012 to 76% in 2013—and what specifically are they doing to make sure that primary foreign language teaching does not drop further?
Lord Davies of Stamford (Lab)
Perhaps I may give the noble Lord another opportunity to answer the very pertinent question from the noble Lord, Lord Cormack, about the proportion of primary school children in England for whom English is not their first language. I think that the Minister inadvertently forgot that question.
Lord Nash
We are fully aware of the high proportion of primary school pupils in England for whom English is not their first language. Many schools are suffering with pupils who come to the country not speaking any English at all. With regard to which languages pupils may study at primary school, of course they could study their native language but that would probably not pass muster with Ofsted in a broad and balanced curriculum.