Education: Social Mobility
Lord Nash Excerpts(10 years, 9 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, I thank noble Lords for the opportunity to debate the role of primary and secondary schools in improving social mobility. We believe in higher standards for all, no matter what a child’s background, and we are committed to getting every child’s education right. From early years education and curriculum reforms through to more freedom for teachers and better vocational education, improving social mobility underpins absolutely everything that we are doing. Our reforms can be summarised in a few words: raising the bar and closing the gap.
It is possible to look at the education sector in this country with the benefit of hindsight and conclude that successive Governments have managed it for appearance’s sake. Over the past third of a century the number of pupils getting a C grade in GCSE maths has risen from 22% to 73% with no apparent increase in performance, and between 2006 and 2009 alone the number of pupils getting a C grade in GCSE maths and English rose by 8% when, at the same time, PISA showed a slight fall in the proportion of English pupils who achieved highly.
Then we had the greatest confidence trick ever perpetrated on the English public: the absolute scandal of GCSE equivalents, whereby subjects that were often not valued by employers and did the pupils taking them no favours were hugely overrated in terms of their GCSE-equivalent status.
You might think that a young person who has five A* to C grade GCSEs, including English and maths, would indeed have five GCSEs, but not a bit of it. In many cases they merely had English and maths and the rest were entirely made up of equivalents, often in merely one subject. For instance, a BTEC higher-level diploma in fish husbandry, in which there were no examinations, equated to four GCSEs. Other favourite equivalent subjects of mine are cake decorating, health and safety and hazard control. The fact that many pupils took these subjects is not the fault of teachers, as they can only respond to the incentives put on them by Governments, but as a result of these incentives, under the Labour Government, the number of pupils taking a core academic suite of subjects fell from 50% to 22%.
Something similar happened to content. For instance, more than 90% of questions answered on novels in English literature are on three books: Of Mice and Men, To Kill a Mockingbird and Lord of the Flies. In the country that gave us Chaucer, Hardy, Dickens, Trollope, Austen and the Brontës—I could go on and on—how can this be, excellent though these books are? It is an example of how the curriculum has been hijacked by political correctness, victim culture, guilt trips and the concept of relevance. For instance, in history, children are doing Nazism over and over again with no concept of the broad sweep of history.
Additionally, about a third of a century ago there grew up a myth that the human brain was like a computer or a calculator and that it just needed to acquire skills and did not need knowledge. More recent cognitive science shows that in order for the brain to learn skills, it needs knowledge to apply what Michael Young of the Institute of Education has called “powerful knowledge”.
Throw in a couple of other things, such as the false perception that there was such a thing as the perfect Ofsted lesson, minimum teaching from the front, group work, lots of activities, peer review, a plenary at the end, the abolition of competitive sports in many schools and the fact that many teachers were unaware of the boundaries to the behaviour strategies they could employ, and it is hardly surprising that during the first decade of this century we plummeted down the international league tables as other countries in the Far East and eastern Europe overtook us. Nor is it surprising that our school leavers are among the most illiterate and innumerate in the developed world, coming joint bottom in a recent OECD survey of 24 countries for literacy and 21st out of 24 for numeracy; or that, as Alan Milburn tells us, we are the most socially immobile country in Europe, so that we, the sixth-largest economy in the world, rank in the mid-twenties for the quality of our education.
This cannot go on. It is not fair on our children. We cannot compete internationally with education of this standard, and the only way we can break that dreadful cycle of worklessness and generational unemployment that we see in so many of our inner cities, coastal towns, former mining villages and other areas is through education. That is why this Government have such an extensive programme of educational reforms in place.
We know that the barriers to social mobility start right from a child’s early years. By the time children reach the age of five there is already a 12% achievement gap between those from lower-income households and the rest. Children from disadvantaged backgrounds can, therefore, benefit most from attending a high-quality pre-school setting. We are the first Government to fund 15 hours of free childcare for all disadvantaged two year-olds, we have extended the benefits of funded early learning for three and four year-olds from 12.5 to 15 hours per week, and we are raising the status and quality of the early years workforce.
My right honourable friend the Minister of State for Schools is currently making a Statement in the other place about action we are taking to deliver fairer funding in English schools. For too long, the system has been out of date, and schools with many disadvantaged pupils can end up being funded at a level well below nearby schools in affluent areas. Today we are announcing a substantial, £350 million, boost to schools in the least fairly funded local authorities in this country. This represents a huge step forwards towards fair funding in English schools and will make a real difference on the ground. The details of our proposals are set out in a consultation document being published today, and a copy will be placed in the House Library.
It is also important that children are well fed. Nutrition is the foundation of effective learning and development, which is why we are funding free school meals for all infant school pupils from September this year, and why we are also providing funding to help set up breakfast clubs and providing every primary school pupil with a free piece of fruit each day.
We have provided additional funding for disadvantaged children through the pupil premium. Pupil premium funding will rise from £1.9 billion to £2.5 billion in 2014-15. The primary school rate will increase from £900 to £1,300 and, for the first time, all pupils who are looked after or leave care through adoption, special guardianship or residence orders will attract £1,900 from April 2014. We are starting to see the positive impact of the pupil premium. In July 2013’s key stage 2 tests, the gap in attainment between these pupils and other pupils in key stage 2 has narrowed by 3.7% since 2010, moving from 17% to 13.2% in 2013. The gap is also starting to narrow in secondary schools.
While closing the gap, we must also raise the bar across the system and we are committed to reforming the school curriculum and exams. We are reforming the national curriculum to equip all young people with the essential knowledge and skills they need to succeed in life by working with academic experts from around the world. In particular, we know that a confident grasp of maths and English is vital, with maths providing the strongest links to future earnings and employment. That is why we have made it a priority to ensure that no student leaves school without reaching a good standard in both disciplines.
In primary schools, we have introduced phonics at every stage of English teaching so that teachers can intervene early to help children catch up and we are increasing the emphasis on spelling, punctuation and grammar. We are strengthening the primary maths curriculum with a greater emphasis on arithmetic. We are introducing a new requirement to teach a foreign language at key stage 2. At secondary school level, we are providing a literacy and numeracy catch-up premium of £500.
We are introducing a new computing curriculum which encourages students to see how they could create technology as well as simply use it and is unique among major economies. Our new design and technology curriculum places a greater emphasis on the links with maths, science and computing and will prepare pupils for the cutting-edge technology industries of the future. All students, whether on academic or vocational courses, will be expected to continue to study English and maths if they did not achieve a GCSE grade C in these subjects by the age of 16.
In further education, we are introducing new core maths qualifications which build on GCSE study for students who achieve a B or C in GCSE maths, and will also be valuable for those with A* and A who are not taking A or AS-level maths. In addition, we are supporting increased take-up of A-level maths and further maths. Maths and English will also play a more important role in vocational education. From 2014-15, all intermediate apprentices will be required to work towards a level 2 in English and maths, and all people undertaking a traineeship will also be required to study English and maths, unless they have achieved a GCSE A* to C in those subjects.
Aside from the importance of developing strong literacy and numeracy skills, we know that disadvantaged children, in particular, benefit from the core cultural capital that comes with access to a breadth of basic knowledge and a core suite of academic subjects, as is found in all successful education jurisdictions. This was recently confirmed in a study by Edinburgh University. To quote the right honourable Diane Abbott MP:
“It is precisely if you don’t have parents to put in a word for you in a tough jobs market that you need the assurance of rigorous qualifications”.
Our EBacc measure is achieving exactly this. Since the EBacc’s introduction, the proportion of students taking the academic subjects in state-funded schools has risen from 22% to 35%, and we are expecting that to grow further this year. The proportion of FSM pupils taking the EBacc has more than doubled since 2011. In the past year alone, history entries went up 19% and geography by 21%. Language study is also increasing rapidly, with Spanish up 31% since 2012.
In addition, we are making GCSEs and A-levels more stretching. Following a public consultation in 2013, the new GCSEs have been drafted by experts to ensure that the reformed qualifications match those in line with the highest-performing jurisdictions. We are working with Russell group universities to restore rigour to A-levels so that students from all backgrounds can apply to university with highly valued qualifications. We are already seeing success. In March last year, UCAS reported that the proportion of 18 year-olds from the most disadvantaged backgrounds applying to university increased to the highest level ever recorded.
Another way to ensure that disadvantaged children have access to cultural capital is through a rounded curriculum that includes character-building activities. We are strongly encouraging as many schools as possible to set a longer school day, including rich, raising-aspirations programmes for their pupils. We also want pupils to be able to access the cadet experience as part of school life. We are making progress towards this, having already established 28 cadet units. Our target for 2015 is 100 units. We are ramping up the National Citizen Service, and investing £150 million in primary school sport.
It is vital that we make schools more accountable for the achievement of our most disadvantaged children. As the Shadow Secretary of State for Education said recently:
“The great crime was an awful lot of effort being put on kids getting a C at GCSE, then not going further. There should be no limits—the system should be saying how far can this child go?”.
I could not agree more. Hence our move towards the new Progress 8 measure from 2016. That will track the progress of all pupils of whatever ability throughout their school careers, rather than encouraging schools to focus excessively on their pupils who are near the GCSE C/D borderline. We will value the progress of every child—low attainers and high performers alike. In addition, schools will not normally be judged outstanding by Ofsted if disadvantaged pupils are not making at least good progress. We are also publishing details of the attainment of disadvantaged pupils and the in-school gap between them and their peers.
None of what I have outlined above would be possible without our brilliant teachers. I have often said that teaching is the most noble profession. Teachers do a wonderful job, and those many thousands of dedicated, hard-working individuals working in our schools are transforming the lives of thousands of children. We now have the best generation of teachers ever working in our classrooms. Education is now the most popular career destination for Oxford graduates. Some 14% of its graduates enter teaching—a remarkable figure—and 74% of graduates entering teaching have a First or Upper Second degree, the highest percentage since records began. We have quadrupled the size of Teach First, now the largest recruiter of graduates in our country, and extended it into primary schools as well as to every region of the country.
We are also changing the way we recruit teachers. The School Direct programme, launched by Charlie Taylor, an outstanding headmaster, enables our best schools to hand-pick the most exceptional candidates and our prospective teachers to start their careers in our best schools. That has proved extremely popular with both schools and trainees, attracting more applicants per place than any other training route, with three applicants for every place compared with 1.8 for training provision delivered by a university.
We are also offering new bursaries worth up to £25,000 to attract top graduates into teaching maths, physics and chemistry. Last year we recruited a record number of physics trainees. For those already in the profession, we are giving heads more freedom and scope to make decisions in line with pupils’ needs. Our new Teachers’ Standards remove unnecessary bureaucracy, and we have freed up teachers to teach as they wish so long as pupils are making progress.
We have strengthened the ability of teachers to discipline pupils and, through reform that links pay and performance, we have made it easier for schools to reward good performance and attract the top graduates and professionals. We have set up almost 350 teaching schools which support other schools to improve teacher training. In addition, of course, there is the academies programme.
The genesis of the academies programme itself was of course the city technology programme introduced by my noble friend Lord Baker, whereby 15 failing schools were essentially taken over by entrepreneurs. The noble Lord, Lord Adonis, took that programme and beefed it up substantially, and by 2010, 15 CTCs had become 203 academies with about 70 in the pipeline. I pay tribute to the noble Lord, Lord Adonis, and my noble friend Lord Baker—both of whom I am delighted to see in their places today—for the sheer brilliance of the academy concept. We have taken the number of sponsored academies now to more than 1,000 up and down the country. Schools that were left to languish in failure by their local authorities for years, with perhaps occasional and soft intervention, are now being turned around permanently by strong academy sponsors.
Those are schools such as ARK’s Charter Academy in Portsmouth, where results have more than trebled since the school became an academy in 2009 against a backdrop of high local deprivation, with 68% of pupils gaining five A* to C grades, including in English and maths, in 2013. Then there are Outwood Grange’s Portland Academy, where results rose from 57% of pupils achieving five A* to C grades, including English and maths in 2012, to 75% in 2013, and Greenwood Dale’s Stanground Academy in Peterbrough, where results have improved from 39% achieving five A* to C grades, including English and maths, in 2012, to 62% in 2013.
The academies programme is working across the piece. The performance of sponsored academies is far outstripping that of other schools; for instance, sponsored academies that have been open for three years improved their GCSE results last summer by 12% versus 6% for other schools. The latest Ofsted Annual Report on schools found that:
“Sponsor-led academies are delivering a step change in performance for chronically underperforming schools”.
We have also allowed all good schools to become academies in their own right, and a further approximately 2,500 schools have done this. These convertor academies do better than local authority maintained schools against the new tougher Ofsted framework.
Some 60% of secondary schools are now academies or on the way to becoming academies. We have now focused our attention on primary schools; indeed, we are the first Government to really focus our attention on the underperformance of primary schools. Some 11% of primary schools are now academies, and we have taken more than 500 underperforming primary schools and turned them into sponsored academies. We are focusing the academy programme on school-to-school support by groups of schools in local geographic areas. Half of academies have engaged with a vulnerable school or schools to raise standards.
We have also taken the academies programme and expanded it into the free schools programme under which any group can apply to the Government to open a new school. Our free schools programme is benefiting disadvantaged children in particular, with 70% of open secondary free schools in areas of basic need, and every primary free school in an area of basic need. We have created 150,000 new places through this programme. At the end of 2013, 73% of free schools inspected were rated good or outstanding, compared to 64% of all schools inspected in the same timeframe.
I think we have all been a little confused about the Labour Party’s policy on free schools, but I am pleased to see that the shadow Education Secretary has now made it clear. He originally said that it would be parent-led academies, but I was delighted to see that on the “Sunday Politics” show recently he amended this to say that they will be academies led by social entrepreneurs and parents—in other words, free schools with another name.
Alongside academies and free schools, both our UTCs and studio schools provide high-quality technical education to 14 to 19 year-olds alongside academic GSCEs and A-levels. There are currently 17 open UTCs which have been designed and delivered in partnership with more than 200 employers and more than 40 different universities, with a further 33 approved. Twenty-eight studio schools are now open and over 400 employers are involved, with a further 18 approved.
The last piece of our holistic reform of education is ensuring that success at school is transferred into gainful employment. To equip our young people to compete in a global market, we need to end what my right honourable friend the Secretary of State for Education has called the,
“apartheid between academic and practical learning”,
and see practical, technical and vocational training integrated and as rigorous as academic learning. Professor Alison Wolf carried out an independent review of vocational education; she found that vocational education was immensely valuable as part of a broad curriculum, but made it clear that changes were needed to prevent schools enrolling pupils on low-quality qualifications that do not promote progression to further education or employment. We have slashed the number of qualifications approved for reporting from 3,175 to 180 for 14 to 16 year-olds and from 3,721 to 318 for 16 to 18 year-olds. Along with our TechBacc, these reforms will identify existing high-value vocational qualifications, spur the development of new vocational qualifications and provide students in England with a respected, high-status vocational training route to help them compete in the world and give them the skills that employers need.
Ofsted reports that schools have improved faster in the past year than at any time in its history. Our reforms are working. They are extensive, but they are necessary and I commend them to the House.
Lord Nash
My Lords, it has been a privilege to participate in today’s debate, and I am grateful to all noble Lords for their valuable and insightful contributions. This has been a fascinating and instructive discussion, which has demonstrated once again the range of experience, knowledge and passion that this Chamber offers. I would like to join the ranks of noble Lords who said that they are of the first generation in their family to go to university. However, my grandfather was the professor of oil engineering at Birmingham University, although he got there via night school while working for years on an oil rig. How likely is that to happen today?
I will attempt to deal with noble Lords’ points in order, but so that I can perhaps end on a rather happier note, I will start by addressing some of the points made by the noble Baroness, Lady Jones. I disagree with the noble Baroness that the attainment gap is widening; it has narrowed for pupil premium pupils in primary schools from 17% to 13% under this Government, and is narrowing in secondary schools. I do not wish to say that the Labour Party did not try with its educational reforms, some of which noble Lords will know I am a great fan of. However, between 2000 and 2009 on the OECD tables we fell from eighth to 28th in maths, fourth to 16th in science, and seventh to 27th in literacy, while other countries in eastern Europe and the Far East overtook us. Under this Government we have come off the bottom by a few points in maths and literacy, but we still have a very long way to go. Among our school leavers we now have the lowest level of NEETs for many years.
As far as free schools are concerned, we have closed one and a half of them. The total number of pupils in those one and a half free schools was 200. The closure of those schools is very significant to those pupils and their parents, and we are working closely with the relevant local authorities to ensure that they find alternative places. In the case of Discovery virtually all of them have. However, those children’s places represent 0.1% of the total 150,000 free school places we have created to deal with the shortage of places we inherited.
So far as unqualified teachers are concerned, I am delighted that we are having this discussion. It is such a red herring, and if that is the best criticism we are going to get, I am delighted. That shows that we are truly reaching a consensus on the future of our education system. The number of unqualified teachers has fallen under this Government from over 18,000 to just under 15,000. It is not true to say that there are more unqualified teachers in academies and free schools; it is only a couple of per cent, and many of those are drama teachers working part-time, support teachers or teachers on their way to qualifications.
I agree entirely with my noble friend Lord Storey, the noble Baroness, Lady Tyler, and other noble Lords that a person’s background should not decide their life chances. My noble friend Lord Storey made a brilliant analysis of early years and primary education based on his extensive experience for many years as a primary head in Liverpool. He identified the importance of early identification and the lack of words that pupils from more disadvantaged backgrounds experience. That is why we are putting such an emphasis on early years and primary education. There has been far too much focus on GCSEs, and we all, particularly parents, need to appreciate that it is in primary years that things can go so badly wrong or so right.
I agree entirely with the noble Baroness, Lady Coussins, about languages, particularly about the wider benefits of studying a language. That is why we are making such teaching mandatory at key stage 2. I am grateful for her comments about the increased take-up of languages, particularly for less privileged pupils. I will commit to study in detail the Language Trends survey to which she refers, particularly as regards the point she made about take-up, and to consider further what we can do to improve language take-up. We continue to highlight the importance of recruiting high-quality linguists in teaching through our extensive bursary programme, and of course academies now have the freedom to recruit from a much wider field and can bring in native speakers of a language to enthuse and inspire children’s learning, even where they do not hold qualified teacher status. Through the free schools programme we have opened the Bilingual Primary School in Brighton, which delivers the curriculum in both English and Spanish, and the Judith Kerr Primary School in Southwark, where the curriculum is delivered in both English and German.
The right reverend Prelate the Bishop of Newcastle spoke eloquently and movingly about the success of the Northumberland Church of England Academy. I agree entirely with him about the importance of links with business, professions, the forces and the wider world. All schools should provide their pupils with a direct line of sight to the workplace. That was also mentioned by my noble friends Lady Garden and Lord Shipley, and other noble Lords.
All good schools should involve their local businesses and professional communities to give young people a broad experience of the careers open to them, opening doors, as the noble Baroness, Lady Taylor, said. I have been incredibly heartened to see many examples of that developing across the country; for example, Business Class, a programme organised through Business in the Community, brings schools and businesses together. There are now just under 300 partnerships in 59 clusters across the UK, under which pupils gain access to work experience, work placements and careers-focused activities, while businesses have the opportunity to influence the curriculum and skills being taught in schools.
There is also Inspiring the Future, Speakers for Schools, Barclays Life Skills and, in my own school, a huge Raising Aspirations programme involving businesses and charities. I have seen with my own eyes the dramatic effect it can have on pupils who come from incredibly narrow backgrounds to see and mix with people from work. We have two people full-time employed on this programme; I believe that all schools should have at least one person full-time on the programme. The noble Baroness, Lady Jones, took me to the Morpeth School in Tower Hamlets recently, where there is a highly successful “speed dating” career service. Tomorrow, I shall be in Leeds, visiting Make the Grade, another organisation that provides schools with a bespoke programme for employability and skills. The remit of the National Careers Service will be expanded to encourage links with businesses.
The noble Lord, Lord Baker, spoke passionately about the UTC programme, and I pay tribute to his relentless determination in this regard. He mentioned NEETs. Our destination measures will, I hope, result in the NEET percentage for schools becoming an increasingly big driver of parents’ choice and school behaviour.
The noble Baroness, Lady Massey, talked about entrenched elitism and the concentration of power in a few hands. It seems odd to some that a party that is sometimes—although it may be rather exaggerated—criticised for being run by a bunch of toffs is so concerned about the future of the most disadvantaged, but we are. Indeed, compared to the home circumstances of many of these young people, we are all toffs, and I know that we all share a concern to make sure that the playing field is levelled. Private school students are 55 times more likely to win a place at Oxbridge and 22 times more likely to go to a top-rank university than students at state schools on free school meals. The life chances of a child are still far too determined by their background, and that is unacceptable.
The noble Baroness mentioned mentoring programmes, of which there are many good examples such as Chance UK, Mosaic and the mayor’s mentoring programme in my own school. We have a large mentoring programme and a separate one to mentor those boys and girls in gangs. The noble Baroness asked whether the Government will survey mentoring and support schemes, and I undertake to look at that.
We have discussed PSHE at great length, and I am greatly looking forward to speaking at the PSHE Association’s annual conference on 26 June.
My noble friend Lady Garden, and the noble Lord, Lord Northbourne, spoke about the impact that poor parenting can have on a child’s life chances. The parenting classes trial known as CANparent is running until spring this year and is delivering high-quality parenting classes benefiting parents from all backgrounds. It aims to test how a market in parenting classes can be established and to remove the stigma from attending such classes, which often puts off young parents in particular. We want all families to be able to access and benefit from parenting classes if they choose, creating a culture of seeking help and strength from parenting classes to be the norm. Parents who attend good parenting classes find that they can be life-changing. I was intrigued by the suggestion from the noble Baroness, Lady Taylor, that books should be put in the baby bags that new parents receive. That is certainly something that I shall look at.
My noble friend Lady Garden talked about schools advertising the number of pupils that go on to apprenticeships, and I certainly hope that our new destination measures will encourage this.
The noble Lord, Lord Northbourne, talked about hope and the very early years of children. He mentioned a number of initiatives. Of course, we are also doing a huge amount of work in our programme on families with multiple problems. The noble Lord also mentioned soft skills in secondary schools; I have sent a message at every opportunity about the importance of this and that all schools should have this right at the forefront of what they do. As my noble friend Lady Perry said, good teachers and academy sponsors get this big time—the importance of confidence and inspiration. I do not know a single successful person who does not have that essential confidence and a positive attitude.
My noble friend Lady Tyler reminded us that character and resilience are other important features of a rounded education that are too often overlooked, and that they can be learnt. I am a great believer in characteristics such as learnt optimism. Schools play an important role in providing character-building activities for their pupils, and we encourage all schools to have those programmes. I shall consider the point that she made about taking more cognisance of these. I am also delighted to hear about her recommendations about teachers being involved in extracurricular activities and that character-building skills should be incorporated in ITT and sharing facilities with private providers.
The right reverend Prelate the Bishop of Winchester made some observations about School Direct. In 2013-14, School Direct attracted more applications per place than any other training route, with three applications for every place compared with 1.8 for provider-led provision. It is a struggle to recruit for some of the shortage subjects but this has also been the case for other types of places. All School Direct places are delivered in partnership with an accredited ITT partner and 71% of places have been allocated to schools working with a university provider. The expansion of School Direct has provided opportunities for universities to maintain, or even increase, their ITT market share.
The quality of ITT training is, however, very patchy. We believe that we need to create other training options, and that competition will improve the situation. Those institutions which do provide good-quality ITT should have nothing to fear from competition. Those that do not—and they exist—need to raise their game, but we believe in a mixed economy in teacher training and greater research into the effects of education measures, which is why, for instance, we have funded, with some £100 million, the education endowment fund.
My noble friend Lady Perry made some very kind remarks about the success of the academies programme and paid tribute to the chain of my noble friend Lord Harris. She mentioned that there are now many other successful chains, including Ark, Greenwood Dale, Outwood Grange, REAch2 and Aldridge.
I was delighted to hear the noble Baroness, Lady Taylor, mention that we are moving towards more of a consensus on education. She talked about an overemphasis on structures. I agree that we can talk too much about structures; the key is what happens in the classroom. However, I believe it was Tony Blair who said that you have to free up the structure to get the autonomy for schools to deliver. The noble Baroness mentioned failure. Of course, there are failures in the academy system. We have, in fact, issued 41 pre-warning notices to academies that are failing in their achievement, but 25 of those concern academies approved by the previous Government. I see no point in highlighting that because it is still a very small percentage. Overall, the performance of academies and academy chains far outstrips that of other schools.
The noble Baroness, Lady Taylor, mentioned the 16 to 19 free school we have approved led by Bolton Wanderers Football Club, which will be a continuation of the excellent work it is doing with young people in its community. I was interested to hear first hand about its work when I met the club with the noble Baroness last year.
My noble friend Lord Lingfield spoke about the institute for further education, which he described so eloquently. It is a fantastic way of helping FE institutions celebrate their success, build their reputation and status and gain recognition for what they have achieved in their communities. I look forward to its formal launch later in the year.
My noble friend Lord Addington spoke with his customary eloquence about the problems encountered by children with hidden disabilities such as dyslexia. The Children and Families Bill—which is, as of today, an Act, I am delighted to say—makes it clear that schools and colleges must use their best endeavours to secure support for pupils with special educational needs. We have taken steps to improve teachers’ skills in recognising and supporting young people with dyslexia and other types of SEN. We support systemic synthetic phonics, which has been shown to be effective for teaching dyslexic pupils to read and write. We have supported 3,200 teachers to obtain specialist qualifications in dyslexia and, since 2009, the Government, and the previous Government, have funded the training of more than 10,000 new SENCOs. We are also developing specialist resources for initial teacher training and new advanced-level online modules on areas including dyslexia, autism and speech and language skills. Reasonable adjustments must also be made for examinations and assessments. As a result of my noble friend’s powerful intervention during the passage of the Children and Families Bill, we now have this incorporated in the Act. I hope that this will now happen.
The noble Baroness, Lady Uddin, talked powerfully about autism. Transition to adulthood is something that many young people with autism find particularly difficult. They will benefit in particular from the change to a zero to 25 system and the opportunity to keep their education, health and care plan in place as they transfer from school to college. I will look carefully at the other points the noble Baroness made.
My noble friend Lord True made an impressive point about the danger of adults involved in education putting their interests, dogma and prejudices ahead of those of children—something which we are eradicating but which, sadly, still exists in increasingly isolated pockets of failure. I reiterate my support for clusters of secondaries and primary schools coming together in local multiacademy trusts. So far as the role of local authorities is concerned, we are of course involving them extensively in our targeted, basic-needs programme.
The noble Lords, Lord Graham and Lord Sutherland, spoke powerfully about their experiences, and I will look for the statistics that the noble Lord, Lord Graham, is after.
My noble friend Lord Lexden spoke with great knowledge based on his experience of the independent sector, which has a long history of increasing social mobility through bursaries, scholarships and collaboration with the state sector. Indeed, in 2013 Independent Schools Council schools provided more than £300 million in fee discounts for pupils, which benefited almost 40,000 children. This is something that I absolutely applaud and welcome. I know that the independent/state schools partnerships programme has been particularly successful—notably at King’s Wimbledon and in Southwark, which have had remarkable improvement in the achievement of the state schools involved. I know from my experience as a trustee of the Eastside Young Leaders Academy in Newham, where we have sent more than 15 children—15 black boys who were right on the edge of exclusion—under full bursaries to schools such as Rugby, Wellington and Eton—how powerful this can be. However, we are not currently looking to initiate an open-access scheme. Our priority is to invest our resources in making sure that all state schools provide an excellent education for their pupils, which, in the end, will be the greatest means of achieving much higher levels of social mobility and ensuring that every child fulfils their potential. However, we wish to encourage ever greater co-operation between the independent and state sectors.
I know that the noble Earl, Lord Clancarty, was particularly concerned about discount codes for the arts subjects. I should like to reassure him that we take this very seriously. A recent review of discount codes for dance and drama has led to our decision to separate them, meaning that they will be counted separately in performance tables, as he knows. We are also taking evidence on the decision to discount art and design GCSE with art and design and photography GCSE. We will review this decision in the light of that evidence, and I would be delighted to meet the noble Earl to discuss that further.
My noble friend Lady Berridge is right about inspiring children to aspire to university and work experience, and make sure that this is not a province of only Daddy and Mummy’s friends. I look forward to introducing her to David Johnston, who runs the Social Mobility Foundation, which organises work experience and other connections between state school pupils, business and other outlets.
I am delighted to say that that I sense an emerging consensus across the House and all parties as to the future of our education system, which is so important, bearing in mind that the future of our children and of our country depends on this.
I conclude on the subject of teachers. As the noble Baroness, Lady Greenfield, said, there is no substitute for good teachers. There has never been a more important time in the recent history of our country to be involved in education. We must continue to raise the status of teaching because of the importance of education to our children and our country’s future. Teachers are performing the most important job in our country at this time. I thank them most warmly, as I thank all noble Lords who have participated in this excellent debate.
Schools: Academies
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Baroness Hughes of Stretford
To ask Her Majesty’s Government, following the decision to remove 10 academies from the E-ACT Academy chain, what action they are taking to ensure that other chains are managing schools satisfactorily.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, within the Department for Education we have a very tough process of performance management for academy chains. The vast majority are sponsored academies—that is, schools which have in most cases previously been allowed to languish in failure for years. Sponsored academies are now improving at double the rate of local authority-maintained schools. In the small number of cases where an academy is not performing well, we hold the trust to account and challenge it to take decisive action. We have a zero-tolerance approach to failure. Since 2011, we have issued 41 pre-warning notices to underperforming academies and these have proved highly effective.
Baroness Hughes of Stretford (Lab)
My Lords, the question here is not individual academies but chains that have been allowed to take over very large numbers of schools. In fact, it is reported that E-ACT, the subject of my Question, has now lost control of 10 of its 34 schools—a third—after damning Ofsted inspections of those schools. Over the weekend, we heard that another big chain has claimed £1 million for so-called ghost pupils. Has not the Secretary of State been reckless in allowing big business to take over such large numbers of our schools without any continuing oversight of its ability to do so? Will he now agree with us, with Ofsted and apparently also with his Schools Minister, David Laws, that to protect the interests of children, parents and teachers, Ofsted should be allowed to inspect not just the schools but these very big sponsoring chains?
Lord Nash
E-ACT was undoubtedly overambitious. It took on a lot of schools which were failing and in very challenging situations. Personally, I think that big business being involved in the academy programme is an excellent idea, and it was of course the noble Lord, Lord Adonis, who introduced this. As I said, this programme, which we are extending, is working extremely well, and we have extremely rigorous oversight of academy chains. We welcome Ofsted’s batch inspection of schools in academy chains and the support that it gets from those chains. However, Ofsted has a lot to do and, given the very tight grip that we have on the central management of these chains, we do not think that it is necessary for it to go any further than that.
Lord Storey (LD)
My Lords, my noble friend will be aware that academy chains are always catching up with some of the smallest local authorities in terms of the number of schools for which they are responsible. Local authorities’ children’s services and school improvements are inspected. Why does the Minister think that academy chains should not be inspected as chains?
Lord Nash
I think I have just said that I believe that the department has a very tight grip on the central management of academy chains, which, as I said, are performing extremely well by and large. That is not the case with local authorities, among which there are many unfortunate failures. Nearly 400 local authority schools are in special measures and 30 have been in special measures for 18 months. As my noble friend knows, a number of local authorities have, according to Ofsted, been performing particularly poorly.
The Earl of Listowel (CB)
My Lords, does the Minister agree that it is a benefit that schools can work in partnership, whether through chains or other means? Can we look back at the London Challenge and the Greater Manchester Challenge to see what more can be done to help schools to work together in partnership, particularly with outstanding heads mentoring other heads?
Lord Nash
I entirely agree with the noble Earl. The school-to-school support model, which you could say was pioneered by the London Challenge, started by the previous Government, is one that we favour over other models. That is why we focus all academy groupings on a local and regional cluster basis, whether or not they are part of chains. We think that school-to-school support is the way forward.
Lord Forsyth of Drumlean (Con)
My Lords, given the enormous success that the academies have achieved in turning round schools and offering opportunities to youngsters, why does the Minister think that we have so many Questions from the party opposite sniping at these very considerable successes?
Lord Nash
I think that I have in the past alluded to the fact—without wishing to rise to the challenge too much—that for many years many schools in this country have undoubtedly been allowed years to languish in failure. We now have many successful chains, such as ARK, Harris, Outwood Grange, REAch2, Greenwood Dale, Aldridge and Perry Beeches, which are turning round inner-city schools that were previously just written off. Some of their performance statistics are really quite miraculous.
The Lord Bishop of Chester
My Lords, I should like to return to the issue of inspection. In as much as the multichain bodies are involved in the governance of all the academies in their chain, and Ofsted inspects governance, why does Ofsted not also inspect the chains themselves?
Lord Nash
Ofsted looks at the support that chains are giving to their schools, and we have a very tight grip on the governance of all the chains. We have been in discussions with 50 chains to strengthen their governance arrangements and have a network of non-executive directors whom we have been introducing to chains to support them.
Lord Dykes (LD)
To restore public confidence, should not these institutions be genuine, single, self-standing schools without these rather dodgy business connections where chains are using taxpayers’ money which may not be properly audited?
Lord Nash
It is absolutely clear that anyone in any sort of governance arrangement with an academy or an academy chain cannot profit from their engagement. Any services provided from the connected party must be provided at no more than cost, and many of those philanthropists provide those services at considerably less than cost.
School Pupils: English Speakers
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Baroness Sharples
To ask Her Majesty’s Government what is their estimate of the number of children starting school for whom English is a second language.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, the latest school census in England in January of last year showed that 19% of pupils in year one, 113,000, and 14% of pupils in year seven, 75,000, have English as an additional language. More than 1 million pupils in schools, 13% of the total, have English as an additional language.
Baroness Sharples (Con)
Is my noble friend aware that certain schools are involved in considerable expense because they have to employ interpreters? What is being done to help parents learn English, so that it can be spoken at home?
Lord Nash
My Lords, it is for schools to determine how to respond to the needs of pupils with EAL, including how they support pupils’ families. We do not hold centrally a figure for the number of interpreters employed in schools. Local authorities have the freedom to allocate EAL funding to schools as they see fit. Schools may well choose to spend this on interpreters or on employing bilingual staff. For example, we know that in 75 local authorities, primary school pupils with EAL attract between £250 and £750 each. The Government are investing £210 million per annum in community learning language programmes to support families with EAL. We are also funding English courses for 24,000 adults with the lowest levels of English through the £6 million English language competition. There is no specific duty for schools to teach English to parents; however, schools have a key role to play in this. Parents of new pupils at, for instance, Millbank Academy—one of the primaries up the road, which is in my wife’s group—where 85% of pupils have EAL, are introduced both to other parents and a member of staff who speaks their home language, and are invited to the school every week to be updated on their pupil’s progress.
Baroness Coussins (CB)
My Lords, a recent British Academy report highlighted the importance of the diverse languages of the UK’s minority communities for our diplomacy, national security and defence needs. Will the Minister therefore acknowledge the data, which suggest that the presence in schools of children who are bilingual or have English as an additional language tends, in fact, to raise overall school performance at GCSE, not damage it? What action will the Government take to recognise and improve these language skills for the benefit of the whole country?
Lord Nash
The noble Baroness is quite right. In fact, pupils with EAL progress very well and have higher EBacc scores. Indeed, sadly, it is many white, working-class British boys with English as a first language who do particularly badly. We recognise the importance of language skills, which is why we have introduced them as a compulsory measure into primary schools. Under this Government, the number of pupils doing languages at secondary school has risen substantially.
Baroness Hussein-Ece (LD)
My Lords, my noble friend will be aware that many children who begin school with little or no English go on to become successful students and have a very positive work ethic that they contribute to the school. But is he aware that there are successful schemes in some authorities whereby bilingual students are trained to provide additional support to young people and their parents who do not have English as a first language to adapt quickly to school life and to the English way of life?
Baroness Jones of Whitchurch (Lab)
My Lords, will the Minister join me in celebrating the role that teaching assistants can play in helping these particular children integrate quickly, particularly if the teaching assistants are drawn from the local community and share the child’s first language as well? Will he reassure all those hard-working teaching assistants around the country that the Government do not have any plans to phase them out?
Lord Nash
The noble Baroness is quite right that teaching assistants can play a vital role, particularly in this area. As we have discussed, the use of teaching assistants can sometimes not be done well—but, properly used, they are vital. We believe that it is for the head teachers to decide how they employ teaching assistants. It is entirely a matter for them.
Lord Brooke of Alverthorpe (Lab)
The House will be grateful to the noble Lord the Minister for the statistics that he has given us. More importantly, what is the estimate of the number of children who are now going to school who cannot eat properly, have not been toilet trained properly and cannot cope with healthy foods by comparison with what they are accustomed to eating? What are the Government doing to help parents to train those children to make sure that they have a better standard and to stop the closure of the Sure Start centres, which were aimed at trying to prevent that difficulty?
Lord Nash
The noble Lord is quite right that we unfortunately see an increasing number of pupils entering primary school with very challenging social skills. Primary teachers and assistants have to spend several terms socialising them. Meals are very important, which is why we have introduced compulsory meals. On early years training, in fact we have invested substantially in early years and continue to support childminding.
The Earl of Listowel (CB)
Does the Question not highlight the additional challenges that certain teachers and schools have? Will the Minister assure the House that in the inspection and evaluation of schools, full appreciation of the job that teachers do and the distance that each child travels, as well as their achievement in academic league tables, are taken into account to stop demoralising teachers who work in particularly challenging areas and do a wonderful job taking children forward through their education?
Lord Nash
The noble Earl is quite right; teaching is the most noble profession and we should at all times recognise that and constantly try to raise the status of teaching in all our lives. Teachers do a wonderful job. Our new Best 8 progress measures will track the progress of all pupils of whatever ability throughout their school careers. We think that that is very important.
Baroness Farrington of Ribbleton (Lab)
Can I share with the Minister an experience that I had? A London taxi driver was talking to me about his daughter’s education? His daughter had a first class degree and had gained a job in India in IT. He said, “You see, my daughter was very fortunate. She went to a school where she was able to learn Urdu and Gujarati”. The availability of such languages in our schools should always be seen as an asset and an opportunity for English first-language pupils.
Education: Vocational Education
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Baroness Neville-Rolfe
To ask Her Majesty’s Government what assessment they have made of the approach taken by Germany and Austria in promoting vocational education; and what lessons they have drawn for the United Kingdom and UK competitiveness.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, in Germany and Austria, vocational education is of high quality and closely involves all local employers, which in Germany is sometimes on a compulsory basis. Of course there are differences between our countries, but there is much we can learn from them. This has informed our reforms of vocational education and Professor Alison Wolf’s review. By introducing the tech bacc and tech levels, reforming apprenticeships and through our UTCs and studio schools, we are expanding high-quality technical education while at the same time ensuring that industry is involved at every step of the way.
Baroness Neville-Rolfe (Con)
My Lords, I thank the Minister for that welcome news. We all valued the visit of Chancellor Merkel to Parliament last Thursday, during which she spoke of competitiveness. The German education system does a better job for the nation’s economy and for the less academic partly by ability streaming in schools with the possibility of switching between streams. This provides better educational outcomes and a larger, better pool of talent that can be apprenticed to German business, which is very actively involved. Can we improve our PISA scores and our business performance by doing the same in our schools?
Lord Nash
My noble friend is quite right that the PISA results were a stark wake-up call for all of us about the need to improve our education system across the board in order to compete internationally. In comparison with Germany, we do particularly badly on maths and science. To achieve improvements, we are continuing to introduce a whole suite of reforms, as noble Lords know. As for streaming, we believe that all pupils need a core body of knowledge and indeed I understand that Germany is now extending the period during which their pupils have this. However, there is much that we can learn from Germany. Our UTCs and studio schools, of which we have now approved almost 100, are modelled closely on the success of German technical schools, as are our higher apprenticeships.
Lord Bilimoria (CB)
My Lords, the Minister mentioned studio schools in both his responses. I have recently been appointed a patron of studio schools. Since they were first started in 2010, how many schools have opened and what progress has there been on this excellent initiative that encourages employability skills and a more hands on approach? The CBI says that employers want employability skills. Will the Government be funding more studio schools?
Lord Nash
I am delighted to hear of the noble Lord’s involvement in studio schools. It is fantastic for someone with his experience to be giving back in this way. There are 46 studio schools, 28 of which are open with a further 18 in pre-opening phase. More than 400 employers are involved in studio schools. We welcome all high-quality applications for studio schools.
Baroness Wall of New Barnet (Lab)
My Lords, I congratulate the noble Baroness on the points that she made, with which I agree totally. Could we not emulate Germany in another way by recognising vocational qualifications such as apprenticeships? Apprenticeships are celebrated in Germany very much like graduate degrees are celebrated in this country. For instance, engineers who have come up through an apprenticeship route are held in much esteem, much more than they are in this country. What can we do to make sure that we emulate that?
Lord Nash
The noble Baroness is quite right. The first thing we can do is to reform the standard of our previously existing vocational qualifications, which were nowhere near good enough, with far too many that were not doing our pupils any favours. However, for the first time we now have a high and equal status pathway for pupils through the tech bacc.
Lord Baker of Dorking (Con)
My Lords, is the Minister aware that in Germany 60% of school children enjoy some form of technical education? The figure in Britain is 15%, and that is one of the reasons why at the moment Angela is the rooster in the walk. Will he ensure that the expansion of UTCs continues? We have 50. There should really be 100 as these colleges are the only colleges that produce employable engineers and technicians and so far none of their students has joined the ranks of the unemployed.
Baroness Morgan of Ely (Lab)
My Lords, many further education colleges encourage young people who have already attained five GCSEs at school effectively to resit vocational courses at the same level as GCSEs—level 2—rather than pushing these students to a level 3 —A-level standard—qualification. What steps are the Government taking to give incentives to colleges to push students to progress and to deliver quicker and better the vocational skills that our economy desperately needs?
Baroness Sharp of Guildford (LD)
My Lords, does my noble friend agree that high-quality careers education and properly trained careers advisers are necessary so that young people in schools know the full range of opportunities available to them from vocational education?
Lord Nash
I agree that they are extremely helpful, but my noble friend will have heard me say before that the technology has moved on from the careers adviser being the gold standard. The gold standard must be the active involvement of all schools with business so that all their pupils have a clear, direct line of sight to the workplace.
Lord Flight (Con)
My Lords, have the Government looked at the Swiss model of higher education? Of the order of only 20% of young people attend universities, which are essentially academic, but virtually everybody else gets seven years of sandwich training. Moreover, Switzerland is assessed to have the highest general level of education for its citizens in the world.
Lord Nash
I am aware that the Swiss have a very successful education model. We have studied models around the world and happen to have taken note of this, although Switzerland is a specific country. I shall look at this in more detail and would welcome a discussion with my noble friend about it.
Schools: Careers Guidance
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Baroness Humphreys
To ask Her Majesty’s Government what progress has been made in implementing the recommendations of the Ofsted report of September 2013 Going in the Right Direction? Careers Guidance in Schools from September 2012.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, we want all schools to follow the example of the best and provide inspiring careers advice for young people, based on more real- life contact with the world of work. In response to Ofsted’s report, we are strengthening statutory guidance, particularly with respect to contact with the workplace, and in improving information on apprenticeships and vocational options. We are developing the role of the National Careers Service. Ofsted is ensuring that careers guidance and pupil destinations will be given greater priority in inspections.
Baroness Humphreys (LD)
I thank my noble friend for his reply. Ofsted reported that in more than three-quarters of the schools visited,
“the new arrangements for careers guidance were not working well”.
What specific guidance have the Government given to schools on what constitutes a comprehensive careers guidance strategy, which was recommendation 1 in Ofsted’s report? How will that ensure that all pupils receive appropriate and impartial guidance to enable them to make educated choices concerning their educational pathway post-16?
Lord Nash
My Lords, the revised guidance will make it clear that schools should have a strategy for the advice and guidance they provide to young people. The strategy should be embedded within a clear framework linked to outcomes for pupils rather than an ad hoc set of activities. It should reflect the school’s ethos and meet the needs of all pupils. We will share case studies so that schools can learn from the very best practice. The revised guidance will also set out clearly what schools can do to ensure that pupils have information about all the types of education and training they can pursue, and hear directly from different types of providers, including further education and sixth-form colleges, and employers delivering apprenticeships.
Baroness Bakewell (Lab)
My Lords, there is an ongoing problem of informing young people about apprenticeships. This is a long-running story, found to be inadequate by the Ofsted report, which said that the careers advice being given in schools is not addressing that. The dilemma is that when a teacher on the staff of a school is also the careers officer, their loyalty to the school inclines them to advise children to stay on in the sixth form. What can the Government do to generate a new national careers service energy, so that this particular problem is more swiftly answered?
Lord Nash
I take the noble Baroness’s point, although I think that more people staying on in school is hardly our biggest problem in education. Ofsted is very focused on making sure that guidance is given well. In relation to apprenticeships, we fund the National Apprenticeship Service that funds the Education and Employers Taskforce to deliver a programme of apprenticeship knowledge and employability skills to 16 to 18 year-olds. More than 70 advisers from the National Careers Service, the National Apprenticeship Service and Jobcentre Plus were stationed in the Skills Show in November last year, and the National Careers Service and the National Apprenticeship Service ran a jobs bus road show. A wide range of marketing materials and resources about apprenticeships are available on the National Apprenticeship Service website and it has also developed a free mobile app. So this is something we are very focused on.
Baroness O'Cathain (Con)
My Lords, can my noble friend tell the careers advice people that we must make sure that we get the right jobs for the right people? The mismatch at the moment is horrendous, particularly with ICT jobs. It is estimated that by the end of next year there will be something like 400,000 to 700,000 mismatched jobs. The competition in the BRIC and MINT countries is making hay when it comes to these jobs. What are we doing to try to rise to that challenge?
Lord Nash
My noble friend is quite right. The UK’s long-term economic future depends on high-level technology skills, and the Government are committed to strengthening the teaching of computing and in particular computer science in schools. That is why the new computing curriculum, which is to be taught from September this year, will be mandatory at all key stages. It has a greater focus on how computers work and on the basics of programming, as well as covering digital literacy and the application of information technology. It encourages pupils to design computer programmes to address real-world problems. The inclusion of computer science in the EBacc will help ensure that more pupils obtain a high-quality GCSE qualification.
Baroness Lane-Fox of Soho (CB)
My Lords, is the Minister aware of a report that came out of the EU two weeks ago valuing the internet app economy at several billion and stating that it will need one million jobs by 2020? Does he agree that the changing nature of the ICT world and of jobs needed within it is complex and should be reflected in careers guidance?
Baroness Hughes of Stretford (Lab)
My Lords, despite the Minister’s claims, Ofsted, the Education Committee, the British Chambers of Commerce and the CBI have criticised the Government’s hands-off approach to careers guidance. The CBI said recently that careers advice is on life support now in many schools in England. Does the Minister accept that it was wrong to give schools sole responsibility for careers advice but no money to deliver it? Will the Government now act to eradicate the postcode lottery in careers guidance and insist, as my noble friend said, on independent, face-to-face advice for all young people?
Lord Nash
I know that the noble Baroness and I share aspirations for what we expect for young people, but the answer to her question is a firm no. As noble Lords know, the fact that the country is short of money is not this party’s fault. However, I also think that the assumption that a face-to-face interview with a careers adviser is the gold standard is a very outmoded model. As noble Lords will see when we publish our guidance, I hope shortly, we have a very strong emphasis on employer engagement, which we believe is the secret to good careers advice. I give an example: Westminster Academy, which has built up partnerships with more than 200 employers, has 73% FSM and 75% A* to C, including English and maths. I can think of no better example or argument for employer engagement on the ground, giving pupils a direct line of sight to real-life workplaces rather than just career advisers.
Lord Storey (LD)
My Lords, my noble friend will know that one of the hardest things in career education is building up those networks, contacts and opportunities for work experience. It is particularly difficult for children from disadvantaged backgrounds—one has only to look at interns in Parliament itself. How do we ensure that children and young people from disadvantaged backgrounds have those opportunities?
Lord Nash
My noble friend is quite right. We have to ensure that work experience and internships are not just available from daddy’s or mummy’s friends. The Social Mobility Foundation has done a great deal of work in this regard, and I know that it is developing a focus on providing work experience and internships for pupils from backgrounds who would not normally be able to access them. Even it struggles sometimes to engage with schools, but that is something that we are very focused on.
Schools: Arts Subjects
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The Earl of Clancarty
To ask Her Majesty’s Government what encouragement they will give to the take-up of arts subjects in secondary schools; and whether that will include a review of the current school performance discount codes.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, the Government believe strongly that every child should experience a high-quality arts education. Music and art and design are statutory subjects for key stages 1 to 3 in the new national curriculum. The arts remain an entitlement area at key stage 4. From 2016, our new Progress 8 accountability measure provides schools with more incentive to enter pupils for arts subjects. Up to three can be included. Discount codes for drama and dance are being reviewed.
The Earl of Clancarty (CB)
My Lords, I thank the Minister for that reply and welcome the review of the discount codes. In the light of the figures recently released by DCMS on the value of the arts and creative industries to the economy, will the DfE seek to reverse the continuing trend towards fewer arts GCSEs being studied within schools? Will the Government review the discount codes which group together many disparate GCSE art and design subjects so that they count as one subject only towards performance tables, biasing the tables and, indeed, schools against the arts?
Lord Nash
I share the noble Earl’s passion for the arts and know that it is an area in which he has great experience. I am happy to report that key stage 4 entries for arts subjects have not significantly changed since 2007 and currently account for 9% of all key stage 4 entries. I assure the noble Earl that we take discounting very seriously. We are looking specifically at how it works as it is so important that schools are not incentivised to offer pupils a narrow curriculum, although it is equally important that pupils take subjects that are distinct from each other. We are reviewing how the discount codes for dance and drama work, and we are also considering whether to allow appeals against the discounting decisions that have been made in other areas if there is evidence to support reconsidering our initial consideration.
Lord Cormack (Con)
My Lords, does my noble friend accept that not only does studying the arts enrich the lives of those who study them but that there are marvellous careers in the arts and crafts and we ought to do more to encourage young people to consider such careers?
Lord Nash
I entirely agree with my noble friend. It is important that we give all our students that core cultural capital that Diane Abbott has acknowledged in the other place as being essential, particularly for underprivileged children, to enable them to get on in life and that we encourage more careers. We now have a number of university technical colleges focused on the creative industries.
Lord Storey (LD)
My Lords, the Minister will be aware that many young people develop their passion and talent for the arts by attending Saturday clubs, such as the Liverpool Institute for Performing Arts 4:19 Part-Time Academy. Parents pay for this privilege. How can we ensure that children, particularly from disadvantaged backgrounds, can also access those Saturday club resources?
Lord Nash
I know of the contribution in this area of the Liverpool Institute for Performing Arts, which the noble Lord knows well and whose lead patron is Sir Paul McCartney. Indeed, we have approved it to open a primary free school, which will use the creative and performing arts to encourage a lasting enthusiasm for learning. Pupil premium funding is allocated to schools to decide how to improve the outcome for disadvantaged pupils. Ofsted now inspects against this and it will be very difficult for schools to get an outstanding rating if they are not making good progress for their pupil premium pupils. All schools have to publish online how they are spending their pupil premium money and its impact.
Baroness McIntosh of Hudnall (Lab)
My Lords, may I recommend to the noble Lord that he looks at a report from Professor Ken Robinson that was co-commissioned by his department, as it then was, and the DCMS more than a decade ago? In the report Professor Robinson explained in great detail the value of creative education, broadly, both educationally and socially. Can the noble Lord tell the House how relations between his department and the DCMS currently are, because I am afraid that Professor Robinson’s report fell slightly foul of a lack of co-ordination between them at the time? Can he say whether his department is well acquainted with the wide range of educational opportunities provided by arts organisations to enhance the curriculum in the way that he seeks?
Lord Nash
The noble Baroness raises a good point. I am not aware of the report, but she is of course vastly experienced in this area as a former chief executive of the Royal Opera House and principal of the Guildhall School of Music and Drama. Cross-departmental working is never a smooth affair. We had some success with my noble friend in the Children and Families Bill, and I would be very interested to look into this in more detail. The noble Baroness is absolutely right that all schools should engage with wider organisations. My own school engages with a wide range of charities and organisations to enhance our arts and drama offer.
Baroness Deech (CB)
Is the Minister satisfied with early education in classical music at schools, the availability of instruments and whether we begin to compare with Venezuela’s El Sistema?
Lord Nash
Music is very important for young people at primary school and there are some very good charities operating in this area, such as London Music Masters. I was inspired to see a KIPP school in Harlem in New York, where every pupil is in the orchestra. That is certainly something that all primary schools should focus on.
Lord McConnell of Glenscorrodale (Lab)
My Lords, is the Minister aware of the Sistema project in the Raploch, in Stirling, Scotland, established by Richard Holloway following the success in Venezuela? Would he or one of the other Ministers be willing to visit that project and see the incredible impact that it has had on children in one of the most deprived community schemes in Britain, who are all now training to learn an instrument and playing in the most incredible concerts—entertaining not just locals but nationally through television as well?
Lord Ramsbotham (CB)
Can the Minister confirm that arts subjects will be on the syllabus of the fortified secondary schools that the Ministry of Justice is establishing for the custody of young offenders?
Lord Brooke of Sutton Mandeville (Con)
My Lords, pursuant to the ante-penultimate question, my noble friend’s department published an excellent analysis of 14 schools’ arts departments about 30 years ago—the 14 presumably being chosen to include an independent school. Has such an analysis been mounted during the past 30 years and, if not, would my noble friend consider one?
Baroness Jones of Whitchurch (Lab)
My Lords, is the Minister aware of just how disillusioned the arts community is with the Government’s education reforms? Certainly, in all the meetings that I have with the arts community, it consistently sends out a message about how it feels that arts education in schools is marginalised and devalued. I think that the Secretary of State bears some responsibility for this. Going back to the noble Earl’s original Question, when is the Secretary of State going to champion the arts, speak up for them and recognise the massive contribution that they make to our economy and society?
Lord Nash
I am extremely glad that the noble Baroness asked me that question. Under Labour, the number of pupils entering key academic subjects fell from 49.9% to 22%, as a number of extremely dotty subjects such as the level 2 diploma in fish husbandry—which accounted for four GCSE equivalents—were perpetrated into the system to give the appearance of success. Noble Lords will be delighted to hear that under this Government we are back to pre-Labour levels for arts subjects. We are determined to ensure that all pupils get the core cultural capital they need and study a broad sweep of poetry and writing. It is not possible to accuse my right honourable friend the Secretary of State for not being absolutely passionate about arts subjects.
Children and Families Bill
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“(e) in the case of a child or a young person aged under 18, any social care provision which must be made for him or her by the local authority as a result of section 2 of the Chronically Sick and Disabled Persons Act 1970 (as it applies by virtue of section 28A of that Act);(f) any social care provision reasonably required by the learning difficulties and disabilities which result in the child or young person having special educational needs, to the extent that the provision is not already specified in the plan under paragraph (e).”
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, I want to speak to the group of amendments beginning with Amendment 4, which are tabled in my name. The amendments follow previous, very constructive discussions in Committee and on Report about the SEND tribunal and redress, with contributions from a number of noble Lords. I thank in particular the noble Lords, Lord Rix and Lord Low, my noble friend Lord Storey and the noble Baronesses, Lady Hollins, Lady Hughes and Lady Howarth, for their contributions in those debates and subsequent discussions with me and my noble friend Lord Howe.
As noble Lords will have heard me say previously, one of our main aims in introducing the special educational needs clauses in the Bill has been to reduce the adversarial nature of the SEN system. We want children, young people and parents to have a better experience when engaging with the SEN system, particularly when children and young people are being assessed and, if people have complaints, when they are seeking redress.
We have taken action to ensure that people have a better experience of the system. Just recently, the Minister for Children and Families announced a £30 million programme to provide parents and young people with independent supporters to help them through the process of assessment and drawing up EHC plans. The new assessment process which will be brought in by the Bill will be more joined up and participative, with the education, health and social care services being more directly involved and with a more active role for parents, children and young people. Education and health will work together jointly to commission the services that children and young people with SEN will need.
With reference to complaints, we have maintained in the Bill the duty on local authorities to arrange disagreement resolution services so that parents and young people can resolve disagreement with local authorities about authorities’ duties under this part of the Bill, and with schools and further education colleges about their provision for individual children and young people with SEN.
We have introduced consideration of mediation and the opportunity to go to mediation before parents and young people can register appeals with the tribunal. We know that many parents currently find appealing to the tribunal stressful and off-putting, despite the tribunal’s efforts to hold the appeal hearing in an informal venue where the lay person feels comfortable presenting their own case.
Mediation offers parents and young people an excellent opportunity to discuss their concerns about assessments and education, health and care plans in a non-adversarial setting, assisted by a trained mediator. If they are able to reach agreement with the local authority, it means that they or their children will be provided with the support that they want more quickly than if they waited for a tribunal hearing to be arranged. There is no compulsion on the parties to agree, so if parents and young people are still concerned about what special educational provision is being offered, they can appeal to the tribunal.
However, the Bill as currently drafted means that health and care provision is excluded from the disagreement resolution, mediation and appeal processes. Noble Lords have rightly raised their concerns about this. Following the commitment that I gave on Report, we have worked with colleagues at the Department of Health and the Ministry of Justice to develop a package of proposals to address this issue. These amendments provide that package.
The amendments will widen the disagreement resolution and mediation arrangements to cover health and social care and will require the holding of a review of the complaints and redress arrangements for those with education, health and care needs, with the review including pilots to test the tribunal making recommendations about health and social care.
On disagreement resolution and mediation, all local authorities currently have to make disagreement resolution services available. We will widen these so that when an assessment or reassessment is being carried out, or an EHC plan being drawn up or reviewed, parents and young people will be able to ask for disagreement resolution on health and social care complaints as well as on education complaints. As with the current arrangements, engaging disagreement resolution services will be voluntary on both sides—the parent or young person and the local authority or CCG. Similarly we are proposing to widen mediation to cover health and social care. This will mean that after an EHC plan has been drawn up, parents and young people will be able to go to mediation about the health and social care elements even if they did not have a concern about the education element. If they wanted mediation on health or social care, the CCG and local authority, respectively, would have to take part.
On Report we had an extensive discussion about the merits of a review of redress in the system. I am pleased to have tabled Amendment 33 today, which will establish such a review. The Secretary of State and the Lord Chancellor will hold the review to look at how well the redress arrangements under the Bill are working; and more widely at other complaint arrangements relevant to children and young people with education, health and social care difficulties. The review will take account of the Francis and Clwyd reviews of complaints in the health service. We will involve other organisations which have an interest, such as the tribunal, Healthwatch, the Local Government Ombudsman, the Health Service Ombudsman and Parent Carer Forums.
The Secretary of State and the Lord Chancellor will report back to Parliament within three years of the implementation of the SEN provisions making recommendations as to the future of redress and complaint arrangements, including recommendations on the role of the tribunal. We believe that we would have to give sufficient time to build up the evidence on which to make recommendations. However, three years is a maximum and if the review felt it had the evidence in less than that time it could report to Parliament earlier. I estimate that we might have sufficient evidence by the summer of 2016, so I can say that the review would report no less than two years from the implementation of the Bill and no more than three years.
Part of the review will involve pilots testing the tribunal making recommendations on the health and social care aspects of plans where parents and young people have complaints about them and they are already appealing to the tribunal about the special educational element of the plan. This would mean that they could have their complaints about the plan considered as a whole rather than in isolation. The recommendations would not be binding on CCGs and local authorities as social care providers but we would expect them to consider seriously any recommendations the tribunal made. The pilots would begin in the spring of 2015 as the first appeals about EHC plans begin to be heard, be carried out in at least four local authority areas and would last for two years while it builds up evidence on which to base any recommendations about the future role of the tribunal.
I believe that, taken together, this is a strong package which addresses the need to provide parents and young people with a more joined-up way of dealing with complaints which go across education, health and social care. I beg to move.
Lord Storey (LD)
My Lords, my noble friend Lady Northover used the term “consensual”. That is a very appropriate word to use—it is almost the hallmark of the Bill. On every issue we have tried to come to a consensual agreement, understanding the needs of children and families. These amendments are very helpful. I said on Report that if we could not agree a single point of appeal as part of this Bill that would happen in the future without a shadow of doubt.
It seems to me that people who look at this objectively would think, “Wow—amazing. We have a plan for each child that’s joined up for education, health and social care. That’s very progressive legislation”. And then they would scratch their head and say “But if something goes wrong, or you want to make an appeal about something, why are there three separate appeals mechanisms and three different routes?” That is very confusing and intimidating to parents—there should be one point of appeal. That has been the line that many of us have taken all the way through the passage of this Bill.
I am absolutely sure that the Minister and his team have tried to accommodate that view. I have met with various Ministers and civil servants from other departments. I actually think the amendments probably make sense, because the culture of those departments is very different. There would be a danger that if we did not tread carefully, we would make a mess of the appeals process. So yes, we want a single point of appeal in the future. Yes, it makes sense to deal with disagreement in mediation. Yes, it makes sense to have pilot schemes that we can look at. That will be a really important step forward.
I do not intend to speak again today so I will end my comments by thanking the Minister and my noble friend Lady Northover for the incredible commitment and amount of time they have given during the passage of the Bill. They have been prepared to meet at any time, almost at the drop of a hat, any group on any subject. That has been amazing. I also thank the members of the Bill team, who have been absolutely stunning. I do not think I have come across a group of people who have been so prepared to help in a neutral, fair and supportive way—if you can have those three words linked together. I thank all concerned.
Lord Nash
My Lords, I thank my noble friend Lord Storey for his kind words. On the point made by the noble Lord, Lord Touhig, about the scope of the review, I assure him that we will not rule out any conclusions from it. We are currently revising the code and will engage with all interested parties, including the National Autistic Society, about their concerns with its drafting.
Concerning the points made by the noble Baroness, Lady Howarth, we will have a wide definition of mediation. In my opening remarks, I mentioned that there would be £30 million for independent supporters. That money will go through voluntary and other organisations, rather than to local authorities, but in addition we are giving local authorities £70 million to support implementation of the reforms.
On the start date for the review, the pilots will begin in the spring of 2015 when the first EHC plan appeals will be heard. We expect the review to begin at the same time and, if possible, slightly earlier.
As far as the points made by the noble Baroness, Lady Hughes, are concerned, when I saw the period of three years I probably had the same feelings that she has. They say that there is only one thing more dangerous than a young person in a hurry, and that is an old person in a hurry. Nevertheless, we will try to get the result as soon as we can, but it would not be sensible to try to have it earlier than in two years’ time.
I am very happy to discuss the make-up of the review and who is on it. It is important that that is seen to be as objective as possible. I am grateful for the noble Baroness’s remarks about us perhaps reaching an eventual consensus on this matter.
Again, I thank all noble Lords who have participated in this aspect of the Bill, and I hope that they will be able to continue working with the departments and offer their expertise as we shape the review.
“(4A) Regulations under subsection (4)(c) may include provision conferring power on the First-tier Tribunal, on determining an appeal against a matter, to make recommendations in respect of other matters (including matters against which no appeal may be brought).”
“(ga) youth offending teams;(gb) persons in charge of relevant youth accommodation;”
“Review of resolution of disagreements
(1) The Secretary of State and the Lord Chancellor must carry out a review of how effectively disagreements about the exercise of functions under this Part are being resolved.
(2) The Secretary of State and the Lord Chancellor must prepare a report on the outcome of the review.
(3) The Secretary of State and the Lord Chancellor must lay the report before Parliament before the end of the period of three years beginning with the earliest date on which any provision of this Part comes into force.”
“Parent carers
(1) In the Children Act 1989, after section 17ZC (as inserted by section 89) insert—
“17ZD Parent carers’ needs assessments: England
(1) A local authority in England must, if the conditions in subsections (3) and (4) are met, assess whether a parent carer within their area has needs for support and, if so, what those needs are.
(2) In this Part “parent carer” means a person aged 18 or over who provides or intends to provide care for a disabled child for whom the person has parental responsibility.
(3) The first condition is that—
(a) it appears to the authority that the parent carer may have needs for support, or(b) the authority receive a request from the parent carer to assess the parent carer’s needs for support.(4) The second condition is that the local authority are satisfied that the disabled child cared for and the disabled child’s family are persons for whom they may provide or arrange for the provision of services under section 17.
(5) An assessment under subsection (1) is referred to in this Part as a “parent carer’s needs assessment”.
(6) Subsection (1) does not apply in relation to a parent carer if the local authority have previously carried out a care-related assessment of the parent carer in relation to the same disabled child cared for.
(7) But subsection (1) does apply (and so a parent carer’s needs assessment must be carried out) if it appears to the authority that the needs or circumstances of the parent carer or the disabled child cared for have changed since the last care-related assessment.
(8) “Care-related assessment” means—
(a) a parent carer’s needs assessment;(b) an assessment under any of the following—(i) section 1 of the Carers (Recognition and Services) Act 1995;(ii) section 6 of the Carers and Disabled Children Act 2000;(iii) section 4(3) of the Community Care (Delayed Discharges) Act 2003.(9) A parent carer’s needs assessment must include an assessment of whether it is appropriate for the parent carer to provide, or continue to provide, care for the disabled child, in the light of the parent carer’s needs for support, other needs and wishes.
(10) A local authority in carrying out a parent carer’s needs assessment must have regard to—
(a) the well-being of the parent carer, and(b) the need to safeguard and promote the welfare of the disabled child cared for and any other child for whom the parent carer has parental responsibility.(11) In subsection (10) “well-being” has the same meaning as in Part 1 of the Care Act 2014.
(12) A local authority, in carrying out a parent carer’s needs assessment, must involve—
(a) the parent carer,(b) any child for whom the parent carer has parental responsibility, and(c) any person who the parent carer requests the authority to involve.(13) A local authority that have carried out a parent carer’s needs assessment must give a written record of the assessment to—
(a) the parent carer, and(b) any person to whom the parent carer requests the authority to give a copy.(14) A local authority in England must take reasonable steps to identify the extent to which there are parent carers within their area who have needs for support.
17ZE Parent carers’ needs assessments: supplementary
(1) This section applies for the purposes of section 17ZD.
(2) The references in section 17ZD to providing care include a reference to providing practical or emotional support.
(3) Where a local authority—
(a) are required to carry out a parent carer’s needs assessment, and(b) are required or have decided to carry out some other assessment of the parent carer or of the disabled child cared for,the local authority may combine the assessments.(4) The Secretary of State may by regulations make further provision about carrying out a parent carer’s needs assessment; the regulations may, in particular—
(a) specify matters to which a local authority is to have regard in carrying out a parent carer’s needs assessment;(b) specify matters which a local authority is to determine in carrying out a parent carer’s needs assessment;(c) make provision about the manner in which a parent carer’s needs assessment is to be carried out;(d) make provision about the form a parent carer’s needs assessment is to take.(5) The Secretary of State may by regulations amend the list in section 17ZD(8)(b) so as to—
(a) add an entry,(b) remove an entry, or(c) vary an entry.17ZF Consideration of parent carers’ needs assessments
A local authority that carry out a parent carer’s needs assessment must consider the assessment and decide—(a) whether the parent carer has needs for support in relation to the care which he or she provides or intends to provide;(b) whether the disabled child cared for has needs for support;(c) if paragraph (a) or (b) applies, whether those needs could be satisfied (wholly or partly) by services which the authority may provide under section 17; and(d) if they could be so satisfied, whether or not to provide any such services in relation to the parent carer or the disabled child cared for.”(2) In section 104 of the Children Act 1989 (regulations and orders)—
(a) in subsections (2) and (3A) (regulations within subsection (3B) or (3C) not subject to annulment but to be approved in draft) after “(3AA),” insert “(3AB),”, and(b) after subsection (3AA) insert—“(3AB) Regulations fall within this subsection if they are regulations made in the exercise of the power conferred by section 17ZE(5).””
Lord Nash
My Lords, both in Committee and on Report, we have discussed support for parent carers. I am delighted to move Amendment 42, which will insert a new clause on the assessment of support for parent carers into Part 5 of the Children and Families Bill. I particularly thank the noble Baroness, Lady Pitkeathley, and my noble friend Lady Tyler for the time they spent discussing the issue with me and officials. I sincerely thank the parent carers whom I met recently for sharing with me their moving stories.
On Report, I committed to bring back an amendment in response to the powerful arguments that had been made. I am pleased to bring forward an amendment to consolidate existing legislation on parent carers of disabled children into the Children Act 1989 and to streamline the legislation so that it is consistent with the approach being taken to young carers and carers of adults. The consolidated legislation will remove the requirement for those with parental responsibility for disabled children to be providing substantial and regular care in order to be assessed. It will take a more consistent approach across carers and avoid confusion. The legislation will also require local authorities to assess on the appearance of needs as well as following a request by a parent carer. This will benefit those parents who are not aware of the rights.
The amendment specifically requires a local authority to consider the well-being of the parent carer in carrying out the needs assessment alongside the need to safeguard and promote the welfare of the disabled child, which of course must remain of paramount importance. The requirement to consider well-being builds on existing legislation, which already requires local authorities to consider aspects of parental well-being, including whether they wish to work or to undertake education, training or leisure activities. The amendment widens the definition of “well-being” to the definition in Part 1 of the Care Bill. This wider definition includes other aspects of well-being, such as physical and mental health and emotional well-being. The amendment means that we are taking a more consistent approach to different groups of carers.
As I said on Report, I also recognise that there is work to do to ensure that guidance sets out clearly the legislative framework on how services should work together to support families. My officials are working with representatives of parent carers and local authorities to consider the changes to statutory guidance that are needed.
I hope that your Lordships agree that this amendment is necessary, and I urge noble Lords to support it. I beg to move.
Baroness Pitkeathley (Lab)
Noble Lords will not be surprised to hear that I am very pleased with the government amendment. Much more important, parent carers everywhere will be relieved and delighted. All that we ever wanted was for parent carers to have the same rights to assessment as those which have been given by this Government and previous Governments to carers of adults and to young carers. We also wanted the well-being principle to be enshrined in legislation for parent carers as it has been for other carers.
We are given to understand that nothing so pleases the Almighty as a sinner that repenteth. While I would not for a moment wish to accuse the noble Lord of being a sinner, he and his officials were certainly a bit resistant to these ideas at the beginning, but—no matter—the important thing is where we have ended up. This amendment sends a strong message to parent carers that their well-being really matters. I pay warm tribute to the Minister and his officials for being willing to listen, to meet parent carers and to bring this elegant and wide-ranging solution to the problems which those parent carers so graphically illustrated in his meeting with them.
Baroness Howarth of Breckland
My Lords, I want to speak briefly to say two things. The first is that I understood some of the early concerns about ensuring that all children in need receive equal attention and about the difficulties when one group might find themselves with greater attention. I understand where the noble Lord was coming from in trying to think through that issue, but in our discussions it was quite clear—I think he understood—that, if you work with these as a family, you are not actually giving more attention. If the assessment can be done as a family, then it works as a holistic measure. Secondly, I want to pay tribute to the noble Baroness, Lady Pitkeathley. Without her indefatigable work for carers, we probably would not be where we are.
Lord Nash
My Lords, I thank the noble Baroness, Lady Pitkeathley, for welcoming this amendment and echo what the noble Baroness, Lady Howarth, has just said about her tireless efforts in this area. It is entirely down to her that we are where we are. I would also like to thank her for her comments about repentance and my noble friend Lady Tyler and the noble Baronesses, Lady Howe and Lady Howarth, for their words.
As I said previously, we cannot underestimate the contribution that parent carers of disabled children make. It is right that we recognise the particular challenges that they face in supporting their families. I am very pleased that we are able to bring parent carers of disabled children into the Children and Families Bill today.
“Arrangements for living with former foster parents after reaching adulthood
(1) The Children Act 1989 is amended as follows.
(2) After section 23C (continuing functions in respect of former relevant children) insert—
“23CZA Arrangements for certain former relevant children to continue to live with former foster parents
(1) Each local authority in England have the duties provided for in subsection (3) in relation to a staying put arrangement.
(2) A “staying put arrangement” is an arrangement under which—
(a) a person who is a former relevant child by virtue of section 23C(1)(b), and(b) a person (a “former foster parent”) who was the former relevant child’s local authority foster parent immediately before the former relevant child ceased to be looked after by the local authority,continue to live together after the former relevant child has ceased to be looked after.(3) It is the duty of the local authority (in discharging the duties in section 23C(3) and by other means)—
(a) to monitor the staying put arrangement, and(b) to provide advice, assistance and support to the former relevant child and the former foster parent with a view to maintaining the staying put arrangement.(4) Support provided to the former foster parent under subsection (3)(b) must include financial support.
(5) Subsection (3)(b) does not apply if the local authority consider that the staying put arrangement is not consistent with the welfare of the former relevant child.
(6) The duties set out in subsection (3) subsist until the former relevant child reaches the age of 21.”
(3) In Part 2 of Schedule 2 (local authority support for looked after children) after paragraph 19B (preparation for ceasing to be looked after) insert—
“Preparation for ceasing to be looked after: staying put arrangements19BA (1) This paragraph applies in relation to an eligible child (within the meaning of paragraph 19B) who has been placed by a local authority in England with a local authority foster parent.
(2) When carrying out the assessment of the child’s needs in accordance with paragraph 19B(4), the local authority must determine whether it would be appropriate to provide advice, assistance and support under this Act in order to facilitate a staying put arrangement, and with a view to maintaining such an arrangement, after the local authority cease to look after him or her.
(3) The local authority must provide advice, assistance and support under this Act in order to facilitate a staying put arrangement if—
(a) the local authority determine under sub-paragraph (2) that it would be appropriate to do so, and(b) the eligible child and the local authority foster parent wish to make a staying put arrangement.(4) In this paragraph, “staying put arrangement” has the meaning given by section 23CZA.””
Lord Nash
My Lords, I thank the noble Earl, Lord Listowel, and the noble and learned Baroness, Lady Butler-Sloss, for the way in which they have brought this matter to the attention of the House. I also pay tribute to the late Paul Goggins, the MP for Wythenshawe and Sale East, who sadly passed away on 30 December. He was a champion for children in care and I know worked closely with the noble Earl, Lord Listowel, on a range of issues including promoting staying-put arrangements.
The noble Earl and the noble and learned Baroness made a compelling case for enabling young people to remain with their former foster carers once they turn 18 where this is what they and their foster carers agree they want.
With this year’s figures showing only a slight improvement in the numbers who have been able to stay in such arrangements, we have agreed that more action is now required. So I am delighted to be putting forward a government amendment that addresses this extremely important matter. We have consulted on our new clause with a range of voluntary organisations, including the Fostering Network, Barnardo’s and the Who Cares? Trust. I am pleased to say that they have all fully supported its wording.
Proposed new Sections 1 to 6 deal with what constitutes a staying-put arrangement, the duties placed on local authorities for the duration of the arrangement and the conditions that underpin the support of the local authority. The new clause says that a staying-put arrangement is one where the young person is someone who was in care immediately prior to their 18th birthday as an eligible child, and continues to reside with their former foster carer once they turn 18. So long as the arrangement is consistent with the welfare of the young person, the local authority will be required to provide advice, assistance and support to them and their former foster parent to support the maintenance of the arrangement. It would also be required to monitor the arrangement.
Proposed new Section 23CZA(4) explicitly says that the support provided to the former foster carer must include financial support. This is a crucial element of the new duty. These duties will continue until the former relevant child reaches the age of 21 unless either they or their former foster parent decides to end the arrangement sooner.
Local authorities are already under a duty to assess the needs of eligible looked-after children and devise a pathway plan for their transition into adulthood. The assessment process usually starts around the time of the child’s 16th birthday. The second part of the clause places a duty on local authorities to determine, at this early assessment stage, the appropriateness of working towards facilitating a future staying-put arrangement.
We will also issue statutory guidance which underpins the new duty. We have published a draft of this guidance on our website and sent it to noble Lords. We have been consulting voluntary sector organisations about the wording of the guidance and will continue to do so over the coming weeks.
The guidance sets out more detail about the types of support local authorities will be expected to provide. It also sets out how providing staying-put arrangements fits within the wider statutory duties to support young people make the transition to adulthood.
I would welcome comments from Peers in the next couple of weeks on the wording of the guidance. I hope that your Lordships agree that the amendment is a hugely positive step for children in foster care, I urge noble Lords to support it and I beg to move.
The Earl of Listowel (CB)
My Lords, I am grateful to the Minister for bringing forward this amendment and welcome it most wholeheartedly. I am grateful for his kind words. As he says, the amendment will make a huge difference to the lives of hundreds of young people leaving care each year. It has been described as the most important change for young people in care for a generation.
If our children or grandchildren were pushed out of their home at the age of 18, we would be very troubled and do everything in our power to change that. Your Lordships have done just that with this amendment. Just consider the difference that this will make for young women. We know that many women leaving care are prey to sexual exploitation. They are more likely to have pregnancies as teenagers and more likely to have their own children taken into care. It is highly arguable that a contributing factor is their poor relationship with their father. I was speaking earlier today to a woman who lost her father at the age of 14, and the traumatic effect that had on her life impressed that on me once more.
It has been encouraging, during the Bill’s process, to meet young women lobbying me with their male foster carers, looking to continue that healthy relationship with an interested male carer. I am convinced that for many of these young women, the opportunity to have a continuing relationship with a man interested in their success and welfare will have a very beneficial impact on their self-esteem and their future choice of men. I was very pleased to hear my noble and learned friend Lady Butler-Sloss talk about the charity, Families Need Fathers, and I certainly support what she said.
I thank the Minister. He has bent over backwards to listen to my concerns, as I know that he has to many of your Lordships, and he has acted on them. I remember him warning me at our first discussion that there was no money left to fund changes to the law. It is to the Government’s great credit that they have gathered together the £40 million necessary to fund staying put. If I may say so, I hope that the Minister will enjoy reflecting with his family on the difference that he has made to the lives of young people leaving care. I know that his wife already does much important work for young people.
I am also most grateful to the children’s Minister, Edward Timpson MP, for his concern to see this change and to the Secretary of State, the right honourable Michael Gove, for agreeing it and for finding the money to fund it.
I hope that I may extend a few further notes of appreciation to those who have been involved. I am grateful to the Opposition for their support for the amendment, and particularly to the noble Baroness, Lady Hughes, for her enthusiastic support and for setting up the staying-put pilots which provided the essential evidence in making the case for that change. I am grateful to the officials, who worked so hard to make this possible, crunched the numbers on the costs and produced the helpful draft guidance, which I welcome, in time for Third Reading. I am grateful to my colleagues, the noble Baronesses, Lady Perry and Lady Massey, my noble friend Lady Howarth, my noble and learned friend Lady Butler-Sloss, and the noble Lord, Lord Storey, for their advice and support. I am grateful to all those who spoke with such unanimity and strength in Committee—albeit, understandably, occasionally flagging up the caveat of cost. That was extremely helpful.
I am also most grateful to the late and much lamented Paul Goggins MP—I was pleased to hear the Minister’s words of tribute to him and his work. He tabled the staying-put amendment in the Commons and lobbied the Speaker there hard and successfully to have it debated. He gave such strong encouragement to me on the two occasions we met to discuss the amendment. He was a remarkable and lovely man, and it was a privilege to have the opportunity to work with him.
I am grateful to Ann Coffey MP, who spoke to the amendment in the Commons and gave much appreciated later support. I am also grateful to David Simmonds, lead councillor for the Local Government Association on child welfare, for meeting me to discuss the matter and clearly doing such a successful job in lobbying the Government for proper funding of staying put, and to Craig Whittaker MP, chair of the All-Party Parliamentary Group for Looked after Children and Care Leavers, for his advice and support.
I am grateful to the coalition of charities which made this possible, including Barnardo’s, the NSPCC and the Who Cares? Trust, and most especially to Robert Tapsfield, chief executive of the Fostering Network, who led the charge. The help offered by his officer, Vicki Swain, was faultless.
I hope that one day soon we will be looking at extending staying put until age 25—the noble Baroness, Lady Morgan of Drefelin, made a powerful case for this in Committee—and to young people in children’s homes. However, today is the time to celebrate the immensely welcome initiative from the Government. Staying put is a revolution and a landmark. The Government are doing so much good work for children in care, if I may be permitted to say so, and I salute them for it.
Baroness Hughes of Stretford
My Lords, I thank the noble Earl, Lord Listowel, for agreeing to lead on this issue from the Cross Benches. He has been exemplary in the way that he has taken this forward once the issue arrived in this House. I also thank him and the Minister for their recognition of my very good friend Paul Goggins, who is a great loss to the other place and particularly to the cause of improving the lives of children in care.
I am also grateful to my colleagues at the other end because it was very important for us to get cross-party agreement from the two main parties, the Conservative Party and the Labour Party, to the spending commitment involved here. I am pleased that we were able to get that, so that had the Government not agreed to this today we could have given the assurance that we would want to implement it. As the noble Earl, Lord Listowel, says, these amendments extend to a national provision the pilots initiated under the previous Labour Government. I am very pleased that we are able to do that because it will make a huge difference to a great many young people.
I have read the draft guidance and very much welcome the emphasis, which the Minister referred to, on the financial support that local authorities must consider in staying-put arrangements. However, I would also reflect on the fact that the references to any tax and benefit implications for the foster families perhaps need to be strengthened. Local authorities really need to help foster carers unravel any tax and benefit implications of a staying-put arrangement, particularly when they get financial support. The key will be in getting local authorities to implement this fully. Perhaps the Minister could comment on how the Government intend to monitor what is happening so as to know how many young people are being offered, and are taking up, the possibility of a staying-put arrangement and how well those are going.
This is the last time in what has been a very long Bill that I will be on my feet this afternoon. I was reminded earlier that it was July when we had Second Reading. I would like a moment on behalf of myself and my noble friends Lady Jones, Lady Morgan and Lord Stevenson, to make some thank yous. What is remarkable is the number of very substantial improvements made to the Bill during its consideration in this House, which has shown the House of Lords at its best. Despite the fact that many of the changes which we have agreed here had been proposed in the other place and rejected, the willingness of many Members across the House to work together in common cause on key issues has dramatically improved the original Bill, as we received it. On adoption, family justice and special educational needs there are now significant changes which are very welcome. There are new areas of policy as well, as we have been discussing this afternoon, on parent carers, the protection of children from smoking and so on.
There were some lost opportunities for which there was substantial but, in the end, insufficient support to carry the day, particularly on compulsory SRE and online child protection measures. I have no doubt that we will return to those because I know that the noble Baroness, Lady Howe, is not going to give up her indefatigable campaign of online child protection issues. I look forward to supporting her in other opportunities.
While at times the pace of our considerations no doubt caused some concern for the Government, this was in no small measure due to the detailed scrutiny which Members were prepared to give to the Bill, with the time to discuss it and flesh the issues out. We were aided substantially by a wide range of organisations outside the House willing to help us to make the most of the opportunity that the Bill provided, and I thank them very much.
I thank all the Ministers and the Bill team for their willingness to meet us and to listen. They gave very generously of their time and I very much appreciate that. We had some good discussions, and obviously many of those bore fruit.
I also want to mention the Hansard recorders in Grand Committee. We stretched the normal time limits on a number of occasions and I was very conscious of that. I want to put on record that we appreciated their help.
I also thank Sophie Davis, who helps the opposition team in our office. She is terribly well organised, and I am sure that noble Lords who have had e-mails from her and the opportunity to speak to her have found that she is unfailingly courteous and very measured. She has been a great help.
Lastly, I thank the Ministers here today, the noble Baroness, Lady Northover, and the noble Lord, Lord Nash, for their constructive approach and their willingness to bring forward changes that we have discussed. I think that many of us will have heard with regrets the noble Lord’s announcement on Report that he has no intention of remaining a Minister after the general election. One may think that after making such progress with this Bill, it would be rather a waste if this were to be both the first and the last Bill that he took through this House. I hope that he reconsiders. In any event, whatever he does, we wish him well. I thank both Ministers again.
Lord Nash
I thank the noble Baroness, Lady Hughes, for her kind remarks. It has been a pleasure working with her and the noble Baroness, Lady Jones, over the past few months. I have never had so many compliments—certainly not so many back-handed compliments—quite so quickly. The noble Baroness might be interested to know that the draft of the few words that I might say after the final amendment said, “This is my first and last Bill”, and I found myself taking out the words “and last”, so you never know.
I echo the noble Baroness’s remarks about the noble Earl, Lord Listowel; it is in fact entirely thanks to his relentless determination on this issue that we have arrived at the point where we have today with the staying-put arrangements. I thank him for his time in meeting me and officials to discuss the matter and the clause itself. As I mentioned earlier, I would welcome comments from Peers on the draft guidance in the coming weeks, and I will take back the noble Baroness’s comments that she made today.
On the question of monitoring implementation, the noble Baroness, Lady Howarth, made a comment about implementation. I have been saying in the department for some time now that I hope we are not just going to pass the Bill and retire to the sidelines; it is all about making sure that it happens. I just had a word with my honourable friend the Minister responsible for this field and told him that the noble Baroness had made the point again about implementation, and he said that perhaps she would like to come to our first implementation meeting. It is not my brief but I shall be there, and I intend to be at as many as I can get to. As everyone has said, it is about changing practice and ensuring that it actually happens.
On the point about monitoring made by the noble Baroness, Lady Hughes, we will be monitoring the statistical returns from local authorities to assess the take-up of staying put. Also, the revised Ofsted inspection framework includes a new sub-judgment on care leavers that has a focus on accommodation, including staying put. Based on these sources of information, we will be able to identify whether any local authority is not fulfilling its duties, and will not hesitate to challenge those that are not.
We are continuing to work with sector organisations on the guidance to ensure that it supports the effective implementation of this important new duty. We are committed to doing more to support care leavers, and I believe that the proposed new clause is a crucial step forward. I hope that noble Lords will support it.
Baroness Howe of Idlicote
My Lords, I support everything that my noble friend has said. I very much hope that the Minister will find a way to make this a possibility.
Lord Nash
I am grateful to the noble Lord, Lord Ramsbotham, for tabling the amendment, and congratulate him on the speed with which he grasped the moment to do so. This offers an opportunity to provide further clarity on the matter.
In a nutshell, the amendment would mean that, when seeking to bring a case under the Human Rights Act, the commissioner would be exempt from the requirement that he or she must be the victim in the case. This would replicate a provision in the legislative framework of the Equality and Human Rights Commission, and would in effect put the Children’s Commissioner on the same footing as the EHRC. I have several reservations in respect of the proposed amendment. I am happy to discuss the point further with the noble Lord, but I must state those reservations now.
First, I do not accept that the Children’s Commissioner and the equality and human rights commissioner have the same role. As I have indicated at various stages during the passage of the Bill, we see the role of the Children’s Commissioner as being largely strategic, whereas the EHRC has oversight of both strategic human rights issues and individual casework. The amendment would give the commissioner a power to pursue individual cases under the Human Rights Act, which would increase the risk that the OCC loses its strategic focus. Noble Lords will appreciate that we have tried to avoid that.
Schools: Pupil Premium
Lord Nash Excerpts(10 years, 10 months ago)
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Lord Horam
To ask Her Majesty’s Government what plans they have to increase the Pupil Premium for the most disadvantaged primary school children.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, pupil premium funding will rise from £1.875 billion to £2.5 billion in 2014-15. The primary school pupil rate will increase from £900 to £1,300 to reflect the importance of early intervention. For the first time, all pupils who are looked after or leave care through adoption, special guardianship or residence orders will attract £1,900 from April 2014.
Lord Horam (Con)
My Lords, this is a very important educational programme and I am pleased that it is going to have a further boost above what it already has. What advice is available to schools on how best to use the money they receive? What means does the Minister have to check that they are using the money wisely?
Lord Nash
My Lords, advice is available from, for instance, the national college, which lists a database of schools with excellent practice. We direct schools to the teaching and learning toolkit run by the Education Endowment Foundation, which provides an accessible summary of research on key education interventions that have an impact in this area. Ofsted’s report last year on the impact of the pupil premium in schools that do this well was very informative. In addition, any school judged to be requiring improvement, where the leadership is also deemed to require improvement, is expected to carry out a pupil premium review. Schools must publish online details of what they do with the pupil premium and Ofsted will be looking very closely at its use and effect on pupils’ attainment.
Baroness Massey of Darwen (Lab)
My Lords, in the past, some schools have used the pupil premium not for individual pupils but to support general provision. What is being done to check that?
Lord Nash
As I said, my Lords, schools are required to publish online how they have spent the pupil premium and the effect it has had on attainment. If it had been used on general provision, they would have to justify how that had impacted all pupils. Ofsted inspections are increasingly focused on the achievement of disadvantaged pupils. It is now very unlikely that a school which is not showing good progression for disadvantaged pupils would make an outstanding rating.
Baroness Howarth of Breckland (CB)
My Lords, having information online is very helpful. It is even more so when heads are able to meet and share information about the way they have been developing programmes. I have recently seen work done by family learning programmes using part of the pupil premium. Will the Minister encourage head teachers to share good practice more directly, as this seems to have a real impact?
Baroness Walmsley (LD)
My Lords, since my noble friend clearly believes, as I do, that early intervention is a very good strategy, will he go further and agree with the Liberal Democrat policy of putting pupil premium into the early years sector?
The Lord Bishop of Wakefield
My Lords, can the Minister tell us whether the Government are considering ways in which an increase in the pupil premium can be targeted at the forms of deprivation most difficult to address? Rural deprivation, for example, particularly in church schools, is very significant in our part of West Yorkshire, in the Diocese of Wakefield.
Lord Nash
The right reverend Prelate is quite right to point out the problems with rural deprivation; it is similar to coastal deprivation. There are particular schemes that schools follow: mentoring; systemic feedback; much more involvement of parents; early intervention, particularly using the better teachers; and peer tutoring. Much can be learnt from groups like Ark, whose academy in Portsmouth, for instance, which is in a classic coastal town, has improved results in four years from 24% to 68%.
Baroness Hughes of Stretford (Lab)
My Lords, as the Minister himself just said, Ofsted has a crucial role in improving the standards of attainment for the most disadvantaged pupils. Does he therefore agree that its effectiveness depends on it being a very strong and independent organisation? Does he therefore regret the political interference of the Secretary of State in the reappointment of the current chair of Ofsted, who by all accounts has done an excellent job?
Lord Sutherland of Houndwood (CB)
My Lords, does the Minister agree that Ofsted must be judged on the basis of the quality of its evidence and of the surveys that it carries out in schools and the implications for a policy such as this, rather than on political matters?
Lord Nash
The noble Lord is absolutely right. Of course, given his background, he is vastly experienced in this. I could not agree more. Ofsted is doing an outstanding job. It is our sharpest tool. The first thing that the chief inspector did was to abolish the appalling and mediocre term “satisfactory” that had been allowed to exist for years. That shows where he is coming from, and he is having a great effect. Indeed, Ofsted reports that last year our schools improved at a faster rate than any other time in history.
Baroness McIntosh of Hudnall (Lab)
My Lords, will the Minister remind the House what the key measures of deprivation are against which the allocation of the pupil premium is measured? To go back to the question from the right reverend Prelate, are those standard measures applied consistently across the whole country?
Schools: Emergency Life Support Skills
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The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, the ability to save a life is one of the most important skills that a young person can learn, and many young people take part in activities on emergency life support skills in schools. For example, in 2012, St John Ambulance provided support resources for the direct teaching of first aid to more than 500,000 young people in schools. It is for schools to decide whether, how and when pupils should learn emergency life support skills. The Government do not collect data on school provision in this area.
Baroness Finlay of Llandaff (CB)
Given that 60,000 people a year have an out-of-hospital cardiac arrest and yet three-quarters of our population are not trained to give basic cardiopulmonary resuscitation, does the Minister recognise that this is a problem? It is devastating for anyone, particularly a child, to see someone have a cardiac arrest in front of them and not know what to do. We know that immediate cardiopulmonary resuscitation will triple the chance of survival. Life-saving skills really should be mandatory in schools, as they are in other European schools. I ask the Minister to reconsider. Has the current consultation over key stage 4 curriculum content in English, maths and science considered including heart function, cardiac arrest and CPR as part of science teaching?
Lord Nash
The noble Baroness is quite right to draw attention to this very important point. Emergency life-saving skills are extremely important. In addition to the St John Ambulance provision, the Red Cross and the British Heart Foundation run excellent schemes. The BHF’s Heartstart scheme has to date trained more than 3.5 million people.
The answer to her curriculum question is that I do not believe we are intending to put this in, but I will investigate that and write to her about it. With regard to particular incidents in schools, we are looking at that in the context of defibrillators to see if there is anything more that we can do.
Lord Storey (LD)
My Lords, the Minister may have heard of the Oliver King Foundation, named after a 12 year-old boy who died of sudden arrhythmic death syndrome. The foundation set up in his name is campaigning successfully to put defibrillators in every school and public place. Would the Minister consider how the Government might support this campaign, and would he be prepared to meet the foundation?
Lord Nash
I am aware of the Oliver King Foundation. Our current policy is that it is a matter for individual schools to decide whether to have defibrillators and to arrange individual training. However, as many noble Lords will know, we have tabled an amendment to the Children and Families Bill to create a new duty on the governing bodies of maintained schools to make arrangements to support pupils with medical conditions and have regard to guidance in that respect.
We are looking at the issue of defibrillators. I am particularly interested in this myself and I would be delighted to meet the Oliver King Foundation with my noble friend to discuss the matter further.
Lord Kinnock (Lab)
My Lords, does the Minister agree that the imposition of a compulsory universal requirement for schoolchildren, especially those in their young teens, to learn life-saving skills would have all the advantages spelt out by the noble Baroness, Lady Finlay, and directly contribute to the character-building that the Secretary of State rightly says he would like to see imparted in schools? Will the Minister reconsider the latter part of his Answer to demonstrate even more enthusiasm for the addition of this essential skill to the school curriculum?
Lord Nash
As the noble Lord will know, this Government believe as a matter of policy that prescription from the centre has not worked. The evidence of the performance of our school system over the past 15 years speaks for itself. However, we believe, as we have debated many times in this House, that PSHE and programmes such as first aid are incredibly important, and we are sending out messages as far as we can. We have a new PSHE review and we are engaging with bodies such as the PSHE Association to get the message out to all schools that this kind of programme is very important.
Baroness Hollins (CB)
What impact assessment has been made of the effect of relying on voluntary organisations such as the Boys’ Brigade, the Scouts or St John Ambulance to teach vital emergency life-saving skills, instead of including this on a national curriculum? I agree with my noble friend that the biology course could teach these highly relevant practical skills.
Lord Nash
I am not aware of any impact assessments. If I hear of any I will send them to the noble Baroness. The view of the Government is that, as with PSHE, rather than have prescriptive detail—in words on a piece of paper—of what should be taught, it is much better to encourage schools to engage with expert organisations, such as the ones to which the noble Baroness referred. They are the professionals: they are focused on a particular area and can constantly update their material.
Baroness Gardner of Parkes (Con)
My Lords, is the Minister aware that it requires remarkable strength to resuscitate someone simply by pushing on their chest or whatever? As a trained dentist, I went on an adult course and I was amazed by how hard you had to press on someone’s chest to revive them, although we did not have a real person to try it on. The Minister should realise that learning this as a child at school would be much more valuable than learning it at a later stage of life. For that reason, we should all support the view of the noble Baroness, Lady Finlay.
Lord Roberts of Llandudno (LD)
My Lords, with cutbacks in education and probably a reduction in the number of school nurses, how is the Minister monitoring the situation to make sure that schools have a school nurse facility, and that nobody will be endangered by the withdrawal of the service?
Lord Nash
My Lords, I know that the Department of Health is developing a better vision for school nurses. There are 1,300 school nurses but all schools have access to a much wider range of health professionals who may be appropriate depending on the particular conditions. It may be the school nurse’s job to be the bridge between that wider range. We are conscious that, with the new medical condition provision that we put in the Children and Families Bill, we will need to watch carefully to ensure that there is capacity in place to deliver it.
Lord Colwyn (Con)
My Lords, as we have heard, the British Heart Foundation found significant support for teaching emergency life support skills in schools. Is the Minister aware that, in your Lordships’ House, Mr Phipps and his team have signed up to a London ambulance accreditation scheme which includes the use of defibrillators? The scheme could easily be used in schools nationally, 78% of children having stated that they wanted to undertake this training.
Children: Racist and Islamophobic Bullying
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Baroness Hussein-Ece
To ask Her Majesty’s Government what steps are being taken to address the reported increase in the number of children who contacted Childline in the last year complaining of racist and Islamophobic bullying.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, all schools must have a behaviour policy with measures to prevent all forms of bullying. Ofsted specifically considers how well schools tackle bullying and discrimination and we have strengthened teachers’ powers to discipline pupils for poor behaviour including bullying. We are also providing £4 million to four anti-bullying organisations to tackle bullying in schools. The new curriculum also offers opportunities to address some of the underlying causes of bullying, including racist bullying, through developing greater understanding and tolerance.
Baroness Hussein-Ece (LD)
I thank my noble friend for that reply. Is he aware that ChildLine reported a 69% increase in this form of bullying in the past year alone, where students were forced to go to ChildLine rather than go to their school to have this matter addressed? Is he aware that ChildLine further said that it links this specifically to the intemperate language being used around immigration and with Muslim children being called “bombers” and “terrorists”? Will this be specifically taken up and systems put in place so that teachers can deal with it at source rather than children having to go to ChildLine?
Lord Nash
My Lords, every school must have a policy and systems in place and bullying in school at any time is completely unacceptable. The Government are funding Show Racism the Red Card until the end of March to deliver workshops to 10,000 young people in schools. Of course I entirely agree with my noble friend that all of us in public life have a duty to behave responsibly and set positive examples.
Baroness Howarth of Breckland (CB)
My Lords, I was the first substantive chief executive of ChildLine and while I was there we produced a booklet in which children talked about racism. That was 15 years ago and it was one of our most in-demand booklets. It was especially in demand among schools which used it as a base for discussions among young people. Could Ofsted also look at how peer groups are developed? The other thing that ChildLine found was that it was far more progressive when young people worked together with other young people and talked about these issues, rather than direct teaching.
Lord Nash
The noble Baroness is extremely experienced in these matters. Ofsted does look specifically at all types of bullying—cyberbullying and race and religion-related bullying—and in its inspectors’ handbook it says that they will look at the,
“types, rates and patterns of bullying”,
and at the school’s effectiveness in dealing with them. The noble Baroness raises a very good point on peer groups which I will undertake to discuss with Ofsted.
Baroness Benjamin (LD)
My Lords, I was a victim of racial abuse so I personally know the distress and trauma it can cause. Some children react very violently when they are racially abused at school and find themselves excluded, which is even more traumatic—they have long-term complications and implications because of it. Can my noble friend tell the House what sort of counselling and support victims of racial abuse receive from their schools?
Lord Nash
I am very sorry to hear of the distress that my noble friend suffered when she was at school. School staff should support all pupils and the nature of that support will depend on the circumstances. It may well be that the staff can support the victim adequately but otherwise the school can involve a specialist charity or organisation which can provide counselling or mentoring, such as Kidscape or Beat Bullying, which my department funds, or Place2Be, a very good counselling charity.
Lord Patel of Bradford (Lab)
My Lords, the noble Baroness, Lady Hussein-Ece, mentioned the bullying of Muslim children and their being called “bombers”, linked to the media. The Government have a clear strategy—the Prevent strategy. Can the Minister tell me how his department links into the Prevent strategy and what it is doing to support teachers in that respect?
Lord Elton (Con)
My Lords, can my noble friend tell us what guidance and support trainee teachers get in methods of dealing with this sort of abuse and bullying and how that is built on in their continuing development programmes?
Lord Nash
We recently reduced the length of the guidance to schools on bullying from 481 pages, which of course nobody can absorb, to 11. There is a view that we may have gone slightly too far, and we are looking again at whether we should improve certain aspects. Of course, all teachers should receive behaviour management training in ITT. We are also substantially improving the amount of in-school training with the expansion of teaching schools. We have a high number of SMEs and NLEs that are especially focused in this area.
Baroness Afshar (CB)
My Lords, are the Government aware that the everyday otherisation of children in terms of their creed and colour results in their feeling that they do not belong in this society? It is hardly surprising that they grow up radicalised. Surely we have long since passed the time when you were defined by your creed or colour. What are the Government doing to eradicate from common-day parlance—in Parliament, in the papers and elsewhere—the definition of people by their religion?
Lord Nash
My Lords, our society is now multiethnic. The only way we will succeed in making it truly civilised is if we eliminate all forms of racism and all celebrate the diversity of our country—I entirely agree with the noble Baroness. We expect all schools to teach tolerance and understanding of others in PSHE. We are heavily focused on this. The new national curriculum, which will come into force in September, will offer varied opportunities for pupils to learn about different cultures and religions. The citizenship programme is heavily focused on this, and the history curriculum should also celebrate the contribution of different races and ethnic groups to the history of our country.