Schools: Sport
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Baroness King of Bow
To ask Her Majesty’s Government what plans they have to increase sports activities in schools.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, the Government are providing £150 million for each of the academic years 2013-14 and 2014-15 to be distributed to every state-funded school with primary age pupils. This funding will be ring-fenced and must be spent on improving the provision of physical education and sport. Schools using this funding will be reviewed by Ofsted. The funding will complement efforts across Government which will ensure that all children enjoy opportunities to take part in sporting activities. We are also spending up to £166 million on the School Games.
Baroness King of Bow
Is the Minister aware that the Prime Minister has lamented the fact that elite sport is dominated by those with a private education? This happens because private schools have hockey masters, rugby masters, cricket masters, and so on, who can spot and develop talent. Is he further aware that state schools can do that only if they create the infrastructure by pooling resources essentially to do the same thing? Incidentally, that is what the school sports partnerships do. Will the Minister come to Tower Hamlets Youth Sport Foundation to see how the borough’s schools are pooling resources so that everyone can continue to keep the Olympic legacy alive and have the chance to do more sport in schools?
Lord Nash
I would be delighted to come to Tower Hamlets to do that. The noble Baroness may be pleased to know that, in addition to the four free schools we already have opening in Tower Hamlets, several more will probably be approved shortly. She makes a very good point about independent schools. The Headmasters’ and Headmistresses’ Conference is working on a scheme for co-operation between private schools and primary schools and King Edward’s School in Birmingham is developing a scheme and looking for other schools to do the same.
Baroness Grey-Thompson
My Lords, sports and activities are incredibly important for disabled children and some very pleasing figures have been released in Wales today in the aftermath of the Games which show that participation among disabled people has risen. Has the Minister given any possible consideration to whether sports provision could be cemented within the educational plans as proposed in the new Bill? It is much more cost effective than therapy and it would be a perfect opportunity to help change the fitness and health of disabled people.
Lord Nash
One of the best ways to celebrate and encourage disabled pupils is to celebrate the success of our Paralympians, including that of the noble Baroness, who won 11 gold medals, four silver and one bronze. It is central to our curriculum that all children enjoy sport at school. We have provided £300,000 to Sport England for disability sport to encourage wider participation in sport among children and of course the School Games are open to all participants. We have also been involved in a number of other measures.
Lord Higgins
Thank you. I was going to give way. I declare an interest as patron of Herne Hill Harriers. Does my noble friend agree that far too many people give up sport when they leave school and that it would both encourage the general standard of sport in schools and encourage people to continue sport after school if more schoolchildren joined outside sports clubs before they left school? Will he see whether the department can do something to encourage this?
Lord Nash
My Lords, I agree entirely with my noble friend. I would like to see all our children doing sport every day. The Department of Health has funded the Change4Life sports clubs. We aim to establish 13,500 clubs in schools by 2015. We also aim to have 6,000 partnerships between schools and local sports clubs by 2017 by providing funding for the national governing bodies of the various different sports. A number of other measures are also in place.
Baroness Billingham
Is it not the case that one-third of schools have reported a decline in sports participation in the past two years? They report that this is due to a cut in funding and to timetable pressure. Michael Gove has much to answer for. Given the dire warnings, how do the Government intend to deliver the promised Olympic legacy of a new sporting generation?
Lord Nash
The latest Taking Part survey shows that the number of 11 to 15 year-olds participating in sport increased significantly in the six months to September 2012, from 86% to 94%. The school sport partnerships were expensive and patchy in their delivery. We have announced £65 million to release PE teachers to help primary school pupils, in addition to the funding that I mentioned earlier.
Lord Addington
My Lords, there is a great deal of consensus that if we want school-age sport to follow on to adult activity we must involve clubs at an early stage, as my noble friend suggested. Will the Minister give me an assurance that in future, if any changes are made to the interaction between a club and a school, all those involved will be publicly consulted to make sure that the changeover does not take anybody by surprise and that we keep as much expertise as we have gathered so far?
Baroness McIntosh of Hudnall
My Lords, does the Minister agree that the effective use of the money that has been set aside for sport depends on the continued willingness of teachers—not just dedicated PE teachers but other teachers—to support sports activities outside the normal school curriculum and timetable? Will he take this opportunity to pay tribute to all the teachers who put a lot of their own time into making sure that children are able to take advantage of sporting opportunities when they arise?
Lord Nash
I agree entirely with the point made by the noble Baroness and will take this opportunity to pay tribute to teachers. The House has heard me say before that I regard teaching as the most noble of professions. All good schools provide a comprehensive range of sports during and after the school day and we are keen to send a message to all schools that we expect them to do the same.
Lord Woolf
My Lords, does the Minister think that it is important to extend the very broad approach that he is adopting to the use of sport to the criminal justice field, and in particular young offenders? Is this a matter that he discusses with the Ministry of Justice?
Schools: Bullying
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Baroness Brinton
To ask Her Majesty’s Government what funding is available to enable self-excluded severely bullied children to return to education.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, bullying should not be tolerated. Schools should take action to prevent bullying and protect pupils. Alternative provision is provided if a pupil cannot remain in a mainstream school. This enables pupils to receive education in different settings with specialist support if necessary, including for a return to a mainstream school. Some parents may none the less decide to withdraw their child altogether from all state-funded education. Local authorities may offer support to parents in those circumstances.
Baroness Brinton
I thank the Minister for his response. Given that the National Centre for Social Research report in 2011 estimated that 16,500 young people aged 11 to 15 are absent from state schools where bullying is the main reason, does the Minister agree that specialist education and psychological support interventions, such as the very successful Red Balloon Learner Centres, are the best way of helping these children back into mainstream schooling? Can he also say how such interventions can be funded if it is voluntary on local authorities’ behalf?
Lord Nash
The noble Baroness’s pioneering work in this field in Cambridgeshire is a model of best practice, and I am familiar with Red Balloon’s work. I very much agree with her that, for some severely bullied children, the type of intervention she describes may well be the most appropriate provision to support a pupil returning to mainstream education. However, that will not always be the case. Severely bullied children are not a homogenous group and among them will be some with a wide variety of specific needs and requirements. Local authorities can commission appropriate provision from a wide variety of providers and are funded to do so.
Lord Alton of Liverpool
My Lords, with the noble Baroness’s Question concentrating our minds on a toxic problem which is estimated to have led to at least 20 suicides each year, should we not be thinking of more imaginative and radical ways of co-ordinating our approach to bullying in schools? I commend to the Minister particularly the work of theatre companies such as Ten Ten, whose production I recently saw in a school setting and which, by working with young people, imaginatively addressed this issue of bullying. Does he agree that with one survey stating that 69% of UK children reported being bullied, and now with the phenomenon of cyberbullying and 31 million school days being lost each year through bullying, we need to take this incredibly seriously?
Lord Nash
I could not agree more. Suicide is a tragedy whenever it occurs. I am not familiar with Ten Ten but I would like to be; perhaps the noble Lord and I could discuss it later. We are particularly focusing on cyberbullying. Our central thrust is to send a strong message to all schools that bullying is not to be tolerated. We have focused Ofsted much more on four specific categories of which behaviour and well-being—including bullying—is one. We have also recently funded four organisations with £4 million to work with schools specifically on bullying.
Lord Geddes
My Lords, what practical help is being given to schools to prevent bullying?
Lord Nash
My Lords, in addition to the points that I have covered, including the Ofsted framework and the four organisations we have funded—namely BeatBullying, the Diana Award, Kidscape and the NCB—we are working with other innovative provision. In my own school, for instance, we have a programme where, if a child has been bullied and wishes to be out of school for a while, there is a student centre where they can come back in on a temporary basis and gradually engage again with classes until they have the confidence to get back into school life. I am keen to spread this practice elsewhere.
Baroness Uddin
My Lords, does the Minister accept that underlying many of the statistics is the fact that bullying is also about racism and Islamophobia? If so, what are the Government doing about it? I take this opportunity to commend the work of the Osmani youth centre, which is based in Whitechapel.
Baroness Howe of Idlicote
My Lords, bullying is rampant throughout our society—even, it would appear, in areas such as the BBC, as we have heard via the media. Given that prevention is better than cure, as everybody has stressed, what practical steps are being taken to ensure not only that playground or classroom bullying is classified as absolutely unacceptable but that every school is required to eliminate it? Will the Government publish a document giving examples of how this has already been successfully achieved in some areas?
Lord Nash
We should consider that. We have tightened teachers’ disciplinary powers, including their powers to search and confiscate, for instance, mobile phones and remove inappropriate material, and, particularly, to search for text bullying. We are continuing to focus on these areas.
Lord Lexden
Can my noble friend tell the House what the Government are doing to ensure that children in alternative provision have support and education to a standard that is on a par with that in mainstream schools?
Lord Nash
We are focusing intensely on alternative provision providers. This Government have sent a very clear message that we expect alternative provision education to be equivalent to that in mainstream schools. There is no doubt that alternative provision in this country is extremely erratic. I am delighted to see that we have a number of alternative provision providers coming through in the new free school applications, and I expect that a number of them will be approved. A number of alternative provision providers are converting to academies. We have some excellent alternative provision providers. We have also asked Ofsted to look specifically at alternative provision through a thematic inspection process.
Baroness Jones of Whitchurch
My Lords, does the Minister accept that many severely bullied children are very bright and can flourish educationally if they are given the right specialist intervention? However, such intervention has to happen at an early stage and all too often there is a gap between these children being identified and their being brought back into proper educational provision. The Minister has presented a picture of patchy provision across the country and said that it is erratic. What is the department doing to make sure that we have a complete picture of what is happening nationally and that those who are not providing the necessary educational provision are stepping up to the mark?
Lord Nash
I entirely agree with the noble Baroness’s point about the patchy nature of the provision. That is why we are encouraging more new providers to enter the system and set some standards. It is also why we have asked Ofsted to focus particularly on this area. Children who are excluded from school are often very bright and very energetic and we have a duty to make sure that they can be educated in the best way possible.
Lord Storey
My Lords, the Minister will be aware that schools are required to have an anti-bullying policy. Can he ensure that when Ofsted inspects schools, it does a quality assurance of that very important policy?
Adoption: Adoption Legislation Committee Reports
Lord Nash Excerpts(12 years, 10 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, I would first like to congratulate the noble and learned Baroness on securing this debate. I would also like to thank her and other noble Lords for giving me the opportunity to hear the many thoughtful contributions to it. Finally, I would like to thank the noble Baronesses and noble Lords who served on the Adoption Legislation Committee for the authoritative and considered report that we are debating today.
Every child has the right to belong to a family. When they cannot live with their birth parents, we must ensure they are provided with a safe and loving alternative family that can meet their needs. There is overwhelming evidence of harm being done to vulnerable children and inexcusable levels of drift and delay in care and adoption services. That is why, alongside our work to improve outcomes for children in care, the reform of the adoption system is a major priority. I am grateful to the noble Earl, Lord Listowel, for his words about that matter. This reform really matters, for deep, personal reasons, to our education Ministers—to my right honourable friend the Secretary of State for Education, who was himself adopted, and to my honourable friend Edward Timpson, whose parents fostered 87 children and who has two younger adopted siblings. I assure noble Lords that that experience drives Ministers to care equally about all children in care.
I appreciate that the committee is as disturbed as the Government are by the unacceptable delay in matching an adoption for those children for whom adoption is the right decision, as well as about the delays in processes and the shortage of adopters. We are already addressing many of those issues, but the report is extremely valuable and a considerable contribution to the debate on adoption reform, and we will continue to reflect on its recommendations in our work going forward. We will submit a full response to the report before the Children and Families Bill is considered in detail by a Committee of this House.
I should now like to respond to some of the points made by noble Lords. I am delighted that the noble Baroness, Lady Jones, thinks that the Bill is in relatively good shape and I look forward to its speedy transition through your Lordships’ House. I believe that our hearts are all in the same place on this matter although we may differ on some of the methodology used to achieve these goals.
We believe that the Children and Families Bill carefully strikes the necessary balance between putting in place a maximum 26-week time limit to tackle delay in all cases while also allowing sufficient judicial discretion to extend time where necessary to resolve the case justly, having explicit regard to the child’s welfare. The Bill also ensures that when making any timetabling decision, including whether to grant an extension, the court must have specific regard to the impact on the welfare of the child. As the noble and learned Baroness, Lady Butler-Sloss, said, a family group conference helps to ensure that all relevant measures are considered.
I am pleased to address the points concerning reform of adopter recruitment. We have identified several problems with adopter recruitment such as the small scale of many adoption agencies and the fact that local authorities look first to their own adopters and then to adopters recruited by organisations with which they have an arrangement. Only if these are unsuccessful, and after an unnecessary delay, might they consider adopters recruited by voluntary adoption agencies. Not only does this create delay for children, but it also artificially narrows the choice of adopters that social workers have when looking for the best match for a child. This is simply wrong. Decisions should legally and morally be on the basis of what is best for the child, not on the basis of organisational convenience. It is for this reason that, while we welcome all improvements in recruitment of adopters, we want to be certain that bureaucratic arrangements do not lock out choice for children. Because of the nature of this problem, while we would like to see the reforms we need being put in place by the sector itself, and we would like, as the noble Baroness, Lady Hamwee, said, to see local authorities working together. We have had to accept, based on historic experience, that it may be necessary for the Government to direct local authorities to achieve changes, as the noble Viscount, Lord Eccles, said. We would, though, use this power only if the Secretary of State felt it was absolutely necessary to direct that services be pushed outwards, not to achieve efficiencies or because of ideology but to improve the lives of children now and in the future. This is about opening up services, not centralising power.
Many noble Lords spoke about post-adoption support. I appreciate that the committee considers that the package of reform does not go far enough without a duty to provide support. We are listening carefully to all the arguments on this issue. We published on 3 May an “adoption passport” setting out all the rights of adoptive families. This will improve awareness among adopters and local authorities, particularly of the right to an assessment, remove any stigma from seeking help and improve access to support when parents move to another local authority area and over the lifetime of the child.
The noble Baroness, Lady King, referred to freelance workers. I am pleased to say that, through the Children and Families Bill, we are bringing greater equality for adopters in terms of rights to pay and leave. I will write to the noble Baroness on self-employed adopters.
Racial matching was raised by the noble Baronesses, Lady Hamwee, Lady Walmsley and Lady Jones. Our view is that an overemphasis on this area has contributed to the delays, such that black children take on average a year longer to be adopted, and that that conceals a number who wait so long that they never get adopted. We believe that a nudge on this is not the way to change behaviour but that we should remove the wording altogether, as is proposed, so that we can change practice, which is what we are after. Of course, we will be looking for social workers to come to a balanced decision, weighing up all the relevant factors, one of which will, of course, be ethnicity. However, as I say, we are convinced that to change practice we should remove the wording as the fact is that for certain children there are just not enough adopters of the appropriate race. If, as the noble Baroness, Lady Walmsley, says, the use of the provision is not widespread, why does it take a year longer for a black baby to be adopted? As I understand it, we will not be putting the wording into the checklist. We do not believe that it is realistic that social workers will swing back to no emphasis on ethnicity. It is just not in their nature, particularly if they are better trained, as we intend them to be.
The noble Baroness, Lady Armstrong, made points about changing the behaviour of parents in early intervention. The points were well made and we have a substantial programme under way across departments on the most challenged families with multiple problems, but I agree that there is more to do. We remain committed to early intervention, continue to be interested in local initiatives, and are pleased that the ADCS acknowledges that local areas are already working hard to address this issue. Ofsted inspections are looking at the effectiveness of early intervention and will share good practice when it is found.
There is no firm data yet on the number of adoption breakdowns, although some research has looked at subsets of adopted children. The Department for Education has commissioned research into the number and causes of adoption breakdowns, and it is expected to be completed early next year. We began collecting data on the number of adoption breakdowns from April 2013, and the data should be available from October next year.
On the points made by the noble and learned Baroness, Lady Butler-Sloss, about children not being consulted, they are supposed to be, and we will look at sharpening up our guidance on this and what we can do to encourage child advocacy.
The noble Baroness, Lady Howarth, raised the question of the status of social workers. We are determined to do something about this. We continue to work to raise their quality and improve their recruitment and retention. We have asked Sir Martin Narey to undertake a review of initial social work training, and his findings will inform further work.
On the point about overseas children referred to by the noble Baroness, Lady Walmsley, we mentioned the matter in our response to the Select Committee’s post-legislative scrutiny. I have the wording here, which I will send to her and we can discuss it.
We are carrying out work on social impact bonds. I am very encouraged by the progress being made by the Consortium of Voluntary Adoption Agencies in the development of a social impact bond approach to finding and supporting families for children with complex needs. This kind of innovative approach has the potential to shift thinking about adoption support, whereby it can be seen as an investment rather than a cost. This could be of great benefit to the increasing number of children with complex needs who are waiting for families. Although not directly involved in the bond, my department is keeping in close contact with the CVAA as plans develop.
I understand why the descendants of adopted people may want to find out more about their relative’s history. We need to balance this, however, against the rights and wishes of adopted adults and, where the adopted adult has died, their birth family. It is open to anyone to apply to the Registrar-General for a copy of any person’s birth certificate, and this includes the birth certificate of an adopted person. However, there are cases in which the applicant does not have sufficient information to apply for a birth certificate. The issue was referred to the Law Commission in 2010, and although at present we have no plans to change the law, we intend to keep it under review.
On our adoption reforms, in March 2012 the Government published An Action Plan for Adoption: Tackling Delay, setting out the steps to be taken to streamline the adoption system so that more permanent loving families for more children can be found quickly and effectively. Through the action plan and subsequent policy announcements, we outlined our proposals for tackling delay and improving the involvement of adopters in different parts of the system. Collectively, our reforms are intended to reduce the delays faced by children awaiting adoption and create a system better able to focus on the needs of those children with more active involvement and support from adopters.
The new adoption website and helpline that we have just launched, First4Adoption, is an example. Noble Lords will also be aware that we have recently laid regulations before the House that will bring into force on 1 July this year the new two-stage adopter approval process, the fast-track procedure for adopters and foster carers, and other changes that have been welcomed by the sector.
Noble Lords may also be aware that we have been fulfilling our commitment to publish more and better data on the adoption system through adoption scorecards, so that the progress of those organisations that are doing the most to help the children who need adoption can be recognised, and those that are not can be identified.
Finally, as I have, I hope, made clear, we welcome the committee’s thoughtful and informed contribution to developing adoption policy and legislation. Again, I thank the noble Lords who served on the committee and contributed their thoughts today for the breadth of the issues that have been raised, many of which the Government will consider in more depth over the coming weeks and months. I look forward to debating the Bill in your Lordships’ House, and that is likely to be in July.
I know that noble Lords share our commitment to improving the lives of children and I hope they will agree that we are addressing many of the issues raised in the committee’s reports. We will, none the less, continue to reflect on the committee’s extremely helpful recommendations as we continue to reform and improve adoption. I thank all noble Lords who have contributed to today’s important debate.
Childcare Ratios
Lord Nash Excerpts(12 years, 10 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, the Government announced in January, in the More Great Childcare document, the intention to give nurseries more flexibility over staff/child ratios where they employ suitably qualified staff. We have consulted on what those qualifications should be. The consultation closed at the end of March. We are now considering the responses and will make further announcements in due course.
Baroness Royall of Blaisdon
My Lords, I am grateful to the Minister for that response. The people of this country rightly want politicians to listen to their concerns. I realise that the Government are consulting, but given the scale of public opposition, especially from parents and all those involved in childcare, will the Government take this chance to rule out this dangerous policy, which simply will not work?
Baroness Farrington of Ribbleton
My Lords, there is a fear in the country now that the Government know the price of everything and the value of nothing, despite the response from professionals to government proposals. They ignored the view of the police about police officers being more important than the money spent on police and crime commissioners, as well as the views of other professionals, for example on the curriculum and history teaching, and even the health service, which the coalition government manifesto promised would not be reorganised top-down. When will this Government please start to listen to those who know more than they do as a result of their professional training?
Lord Nash
My Lords, we have the tightest ratios in Europe for under-threes. Other countries manage better childcare more efficiently. Our childcare is very expensive and we are motivated to deliver better-quality childcare and more choice for parents. These ratios will not be mandatory; they will be in childcare facilities only where suitably qualified staff are located and parents may choose whether to send their children to those facilities.
Baroness Deech
My Lords, are the Government aware that the working mothers of this country do not have time to organise and lobby and that groups such as Mumsnet are not necessarily representative? There are women who go to work and who are ambitious and high up the scale; there are women low down the working scale who cannot afford childcare. The Government have to listen to working women who need affordable childcare. I have been involved in setting up nurseries and, over 40 years, the ratios have changed this way and that way—more square footage this way, more square footage that way—but it does not make a scrap of difference if you have well intentioned staff, and you will of course have several staff in a nursery. The children are no worse off than would be five children at home with a mother on her own. The Government must listen to working mothers who need affordable childcare.
Lord Hamilton of Epsom
My Lords, is it not right that, if we are consulting, we should go through the consultation process and not pronounce until that is finished? Surely it is right in those circumstances that members of this coalition Government keep their views to themselves until that consultation has been completed.
Lord Hughes of Woodside
In the traffic this morning coming into the House, I happened to have the radio on and heard the very eminent professor who conducted the study on childcare. She said that she was totally opposed to the changes and the ratios recommended by Government. Will the Minister listen to her?
Lord Campbell-Savours
My Lords, what evidence is there that the cost of childcare will drop? What assumptions are the Government making about the cost of childcare?
Lord Nash
They will drop if nurseries are able to employ staff on ratios which enable them to operate more efficiently. There are providers in France who provide higher-quality childcare at more affordable rates because they are able to offer these flexible staffing ratios. More efficient providers may well be able to produce cheaper prices.
Baroness Howarth of Breckland
My Lords, I was a social worker of some years, having begun my career in children’s departments. At that time, more children were cared for by minders than are now—the ratios were different. Certainly, the ratios have swung back and forth. Will the Minister look carefully at the evidence which shows that children need a certain ratio of carers of good-quality training in order to gain the stimulation they need to go on into the education establishment where they will benefit from their learning? If the Minister is looking at other jurisdictions, I ask him to look particularly at the different training and pay of carers. Although our care is expensive, there are other reasons for that expense. I agree entirely with the view that if we have a different ratio all that will happen is that child carers will charge the same and have more children, and we will have poorer childcare with less finance.
Baroness Brinton
My Lords, given that the cost of childcare has exceeded inflation substantially over the past 10 years since the current ratios were introduced, and given that the Government are considering tax refunds and support for parents, are they looking at any other mechanisms to make childcare more affordable?
Lord Cormack
Further to the observations of my noble friend Lord Hamilton, can the Minister assure the House that consultation means precisely that and that, if the weight of evidence indicates that the Government’s course should be changed, the Government’s course will be changed?
Education: Personal, Social and Health Education
Lord Nash Excerpts(12 years, 11 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, I thank all those who have taken part in the debate, and particularly the noble Baroness, Lady Massey, for raising this important issue. I know of her long-standing personal commitment to ensure that children not only receive an excellent academic education, but learn the soft skills so that they can be “rounded and grounded”. I find myself in agreement with most of what has been said today. I agree with the noble Baroness that PSHE is not just a single subject, but a concept that should be part of the life blood of all schools, and that every school should have a clear PSHE ethos and programme. I want to assure noble Lords that I will use every opportunity to exhort all schools to do this and we will consider carefully what noble Lords have said today.
However, we believe that teachers need the flexibility to decide what to teach and how to teach it in ways that are appropriate. I will agree to meet the noble Baroness, interested Peers and other parties to discuss this important issue because there is no question that high quality PSHE education is vital to equip children and young people with the knowledge and skills they need. That is why we have outlined in the introduction to the new national curriculum our expectation that schools should teach PSHE by drawing on good practice. All young people should benefit from high quality PSHE education, including sex-and-relationship education. It is the Government’s aim to empower schools to deliver this as part of what my noble friend Lady Perry called a “broad and balanced” curriculum.
It is important to distinguish here between the national curriculum and the wider school curriculum. Over time, the national curriculum has extended to cover more subjects, prescribing more outcomes, and taking up more school time. The Government launched their review of the national curriculum to achieve two goals: first, to set out the core knowledge that pupils should have that is on a par with other high performing countries; and, secondly, to slim it down by reducing prescription, thus allowing teachers more flexibility and freedom to exercise their professional judgment. We know that international evidence shows that the best school systems in the world devolve more autonomy to the professionals working on the ground. Our overall reduction in prescription will give teachers greater flexibility in the way they teach, allowing them better to tailor their curriculum and to engage students in the classroom.
The sponsored academies programme, which has been built on the excellent work done by the previous Government, is about sponsors taking over the running of poorly performing schools that are often in deprived areas. Many of the areas will, as the noble Baroness, Lady Finlay, touched on, have a high incidence of poor parenting, teenage pregnancy, absent fathers, drug and alcohol abuse and gang issues. As the noble Baroness, Lady Massey, said, it is a complex world. Running programmes that empower pupils to combat these issues is second nature to the sponsors and to many other schools in such areas. We want to build on this good practice to enable and exhort all schools to follow what good schools do in a way that is appropriate to them. We feel that the danger with a box-ticking approach is that schools will revert to the minimum provision, whereas our ambition, while recognising that we are a long way short of it at the moment, is that all schools should provide far more than that. For many children in situations where family life has collapsed and religion plays no part in their lives, their school represents the only solid brick they have.
I recently had occasion to investigate the gang activity in one particular area of London. What I discovered was, frankly, frightening and deeply disturbing. One of the important things that any school in an area such as this should do is provide strategies for preventing their students being recruited into gangs, which is happening at an increasingly young age. However, a school in a leafy suburb probably has other issues to worry about. It is horses for courses, and we want our schools to be free to adapt their provision accordingly. However, our approach is that we should not legislate for PSHE, particularly when the needs of individual pupils vary so widely. We trust teachers and head teachers to provide the PSHE that is relevant and necessary in their own school, but we plan to set high expectations.
However, many elements of PSHE have a statutory basis elsewhere in the national curriculum. For example, science covers the biological aspects of reproduction and the life cycle at key stages 2 and 3. Science also covers issues of health and drugs, ensuring pupils are taught about such topics as the impact of diet, exercise, drugs and lifestyle on the way their body functions, and the effects of drugs on behaviour, health and life processes. In PE, pupils are taught to become,
“physically confident in a way which supports their health and fitness”.
Several noble Lords, including the noble Baroness, Lady Kidron, and the right reverend Prelate the Bishop of Chester, spoke most convincingly of the necessity of good sex-and-relationship education, which is one of the most important aspects of PSHE and is compulsory in maintained secondary schools. All schools must have an up-to-date policy in this regard. One of the cornerstones of this education is parental involvement and consultation. The guidance covers a broad range of topics and stresses the need for pupils to be taught to develop a strong moral framework to guide their decisions, judgments and behaviour.
The very important issue of violence against women was highlighted internationally in February by the powerful One Billion Rising campaign. Young people need to be aware of these important issues and our guidance provides a strong framework for this to happen and how to avoid exploitation and abuse. This includes the teaching of consent. We have provided the PSHE Association with grant funding to promote the teaching of consent and help schools to develop their curricula. We have also commissioned the Bailey review.
I thank the noble Baroness, Lady Hughes, and the noble Lord, Lord Northbourne, for their comments on raising the quality of PSHE teaching in schools. I agree that this is important. In addition to a demanding curriculum, good-quality teaching is fundamental. There is overwhelming evidence that links teacher quality to pupils’ attainment. The Government’s reform of ITT demonstrates our commitment to recruiting the very best graduates into teaching and to giving teaching schools more of a role so that schools close to the needs of particular types of pupils can develop appropriate training.
The PSHE Association provides a wealth of resources for teachers and has launched its chartered teacher programme. This gives PSHE teachers the opportunity to evidence their professional practice. We have asked Ofsted to report on specific effective practice in PSHE teaching. It has agreed to do so and is considering the best way in which this might be accomplished and could include, for example, a national conference.
I agree with my noble friend Lord Eden about the danger of the internet. The Child Exploitation and Online Protection Centre has developed a specific educational resource that teachers can use to ensure that their pupils have the knowledge and skills they need to stay safe when using the internet.
The right reverend Prelate the Bishop of Ripon and Leeds talked about emotional development. Emotional skills can be developed through all aspects of the curriculum. Key emotional and moral issues such as respect and tolerance should be part of all teaching, and practised and modelled by teachers themselves. At my school, all teachers and pupils have a clear vision of the characteristics that we want our pupils to develop, such as compassion and resilience.
As to the relationship between religious education and PSHE, schools are free to design their PSHE programmes to complement other aspects of the school curriculum and a school’s ethos as a whole. I agree that religious education and PSHE together can contribute to a strong-values ethos.
The noble Baronesses, Lady Masham and Lady Massey, commented on health education. One of the key aims of any PSHE programme is to ensure that pupils receive the information they need to stay healthy and safe. I would expect a basic understanding of the rudiments of health to be a strong part of this. Again at my own school, we have a substantial information service on health issues and problems. This service is accessible by all pupils via the school intranet.
The noble Lord, Lord Aberdare, and the noble Baroness, Lady Finlay, spoke about the importance of teaching first aid skills. PSHE provides opportunities for schools to teach first aid if they wish, and engage with such organisations as the British Red Cross and St John Ambulance. My honourable friend Elizabeth Truss met the British Heart Foundation and the Resuscitation Council on Monday this week. She listened with interest to their concerns and will consider them carefully as part of the national curriculum review.
I agree with the right reverend Prelate the Bishop of Chester that decisions about SRE should be taken by parents. Governing bodies of all maintained schools are required to have an SRE policy. I agree wholeheartedly with the noble Lord, Lord Northbourne, about the importance of building pupils’ confidence and social skills.
I thank the noble Earl, Lord Listowel, and the right reverend Prelate the Bishop of Chester for their comments on school governance, particularly in relation to education. We are simplifying the guidance on governance, particularly in relation to statutory provision of sex education. We believe that this will be much clearer. As regards the number of chartered teachers, this has been a rigorous programme but we anticipate the numbers to rise significantly next year.
I agree with the noble Lord, Lord Parekh, that global understanding and multicultural literacy are important skills for pupils in today’s society—so important that I suggest that such provision should not be limited to PSHE lessons but be part of the whole school ethos, embedded throughout the curriculum in all teaching.
The Government believe that PSHE is a vital part of a broad and balanced curriculum and that excellent PSHE provision is part of the life-blood of all good schools. I thank all noble Lords for their contributions to this important debate.
National Curriculum
Lord Nash Excerpts(13 years ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, thank you for the opportunity to debate the Government’s proposals for the reform of the national curriculum in England. As noble Lords know, on 7 February, my right honourable friend the Secretary of State for Education announced a number of proposals to improve the content and design of the national curriculum. These proposals are the product of a painstaking and thorough review which the Department for Education has undertaken over the past two years—a review that was launched with the expressed aims of restoring rigour and high standards, ensuring that all children are taught essential knowledge, skills and understanding in the key subject disciplines, and granting teachers greater freedom to design lessons that meet the needs of all pupils.
The proposals on which we are now consulting are the culmination of extensive analysis of curricula used in the world’s most successful education jurisdictions, particularly in the core subjects of English, mathematics and science, and consideration of nearly 6,000 submissions to our call for evidence. We have also engaged with teachers and head teachers from across the country to learn more about the most effective practice in England, and have worked with subject experts and key organisations across all national curriculum subjects to inform our thinking.
The launch of the consultation on our proposals last month was preceded by a number of other publications of interest. In December 2011, the review’s expert panel, chaired by the respected curriculum and assessment expert Tim Oates, published its report. This set out a series of recommendations for the new national curriculum framework. It formed part of a wider suite of documents setting out the results of the call for evidence and research conducted by the review. This included a summary of evidence gathered about curricula for English, maths and science in high-performing jurisdictions and a research report on subject breadth in the curricula used in other education jurisdictions. The findings uncovered consistent themes that have challenged some of the tenets of our current system, showing, for example, that high-performing jurisdictions set higher expectations in terms of what they believe children can and should master at different ages.
In June 2012, we published draft programmes of study for primary English, maths and science for wider discussion. Since then, we have discussed the drafts with key subject organisations, teachers and subject experts, and have reviewed the content in the light of the feedback we received. These discussions have informed the draft national curriculum that was published last month.
The new curriculum upon which we are now consulting is both challenging and ambitious. It benchmarks our expectations in the core subjects of English, mathematics and science against those displayed by the highest performing education jurisdictions.
It is right to place this debate in an international context and to learn from those who are performing best. These jurisdictions, such as Hong Kong, Massachusetts and Singapore, which are shown by international surveys of pupils’ performance to consistently outperform England despite the best efforts of our many excellent teachers, deliberately set out to compare themselves against others, learning from other nations and asking constantly what is required to help all children do better.
Let me set out the scale of the challenge and how we are falling behind. Our performance in maths in the TIMSS study of pupil performance at the age of 10 has not improved since 2007, or at the age of 14. TIMSS science results show a drop in performance—at age 10, our mean score dropped markedly from 542 in 2007 to 529 in 2011, and at age 14 from 542 to 533. Our results in the PISA survey show that we are behind high-performing jurisdictions in reading, with an above average spread of attainment between pupils who do well and those who do not.
In the most recent PIRLS 2011 study, England ranked 11th out of 45 countries in the reading performance of pupils in the equivalent of year 5. Five countries performed significantly better than England: Hong Kong, the Russian Federation, Singapore, Finland and Northern Ireland. In the most recent PISA 2009 study, England ranked 25th out of 65 countries in the reading performance of pupils aged 15, falling from seventh in 2000; 28th out of 65 countries in the mathematics performance of pupils aged 15, falling from eighth in 2000; and 16th out of 65 countries in the science performance of pupils aged 15, falling from fourth in 2000.
Every performance measure reinforces the scale of the challenge that we face. In 2011, 18% of pupils in England left primary school without meeting the current expected standard in English, and 20% in mathematics. Employers and universities have also repeatedly highlighted school leavers’ lack of proficiency in these subjects. In mathematics specifically, England is among the countries with the lowest levels of participation for 16 to 18 year-olds, with fewer than 20% of young people studying mathematics to the age of 18. In most high-performing jurisdictions, the study of maths in this age group is almost universal. The Government have already set out their ambition for the vast majority of young people to study mathematics to the age of 18. It is therefore vital that we act now to create a new national curriculum that gives every child, regardless of their background, a broad and balanced education so that, by the time their compulsory education is complete, they are well equipped for further study, future employment and adult life.
Beyond ensuring that children are taught the essential knowledge in the key subject disciplines, we want to give teachers greater freedom to use their professionalism and expertise to help all children realise their potential. As part of this, it is important that schools and the wider public understand the difference between the statutory national curriculum and the whole school curriculum. All schools must provide a curriculum that is broadly based and balanced, of which the national curriculum is just one part. The school curriculum could be described as the way that schools bring the national curriculum to life and meet the needs of all their pupils. To do so, teachers must have freedom: freedom from top-down prescription and freedom to innovate. That is why there will be no statutory document to accompany this new curriculum telling teachers how to teach the subject content that it defines.
This is a huge cultural shift, but also a massive opportunity for teachers. In providing greater flexibility for professionals, we have considered changes to both curriculum breadth and depth. International evidence shows that high-performing jurisdictions tend to promote a wide range of subjects in compulsory education. We will therefore retain the current subject composition of the national curriculum, with the addition of foreign languages at key stage 2. Subject to the outcome of this consultation, we will change the name of the subject currently known as ICT to “computing” to better reflect its new content. We do not believe that further prescription of subjects to be taught at key stage 4 is necessary or appropriate; we are using other measures such as the English baccalaureate to encourage more schools to offer a broad academic education to all pupils—particularly the most disadvantaged—to the age of 16, in line with our international competitors.
I am sure that noble Lords will be interested in some of the detail of the new curriculum. As I have already mentioned, programmes of study in all subjects—except primary English, mathematics and science—have been significantly slimmed down, removing unnecessary prescription about how to teach and setting out the essential knowledge and skills which every child should master. In primary English, maths and science, we have taken a conscious decision to provide a higher degree of exemplification in order to ensure that we achieve the step change in standards that is essential.
In English, there is greater emphasis on reading for pleasure, and greater clarity on spelling, punctuation and grammar. In mathematics, the new curriculum will place a stronger emphasis on arithmetic and will include more demanding content on fractions, decimals and percentages. In the sciences, the programmes of study we have published include greater detail on key scientific concepts and processes. The mathematical aspects of science have been strengthened, and for the first time primary schools will be expected to teach their pupils about evolution and inheritance.
For the first time, and in line with practice in other countries and evidence about children’s cognitive development, there will be an expectation that foreign languages will be taught in primary schools. As well as enhancing the status of languages in the school curriculum, this will provide a better foundation for the teaching of languages in secondary schools, where there will be new content on translation, grammar and vocabulary at key stage 3.
In citizenship, our proposals make financial education statutory for the first time, and similarly propose that practical cooking is compulsory at key stage 3 in design and technology. In music we have balanced performance and appreciation, and in art and design there is a stronger emphasis on drawing skills and on the historical development of art. In history, rather than a disconnected set of themes and topics, we have set out a clear chronological narrative of British and world history. In geography there is a greater emphasis on locational knowledge so that pupils can use maps and locate key geographical features such as oceans, cities and continents.
In PE, there is greater emphasis on competitive sport to build character and self-esteem and to improve teamwork. As well as being valuable in and of itself, this will help ensure that we build on the wonderful legacy of the London Olympics. Finally, as I mentioned, we propose to replace the old ICT curriculum with a new computing curriculum with a focus on the principles of computer science and practical programming skills to ensure that England retains a competitive edge in the growing digital economy that will be key to our nation’s future economic prosperity.
The new curriculum will provide parents everywhere with a clear guide to what their children should know and be able to do in every subject as they make their way through school. It will also provide those schools that are choosing to take advantage of the freedoms and opportunities afforded by academy and free-school status with a reference point for designing their own school curriculum. The consultation exercise on our proposals will run until 16 April and we are keen to hear from everyone with an interest before the new national curriculum is finalised and published later this year. The timing of the debate is therefore pertinent, and I welcome further discussion of these proposals. I beg to move.
Lord Nash
My Lords, I thank the noble Baroness, Lady Whitaker, for her detailed comments on design. I very much hope that she will feed them into the consultation. We recognise the concerns raised about design and technology study programmes. We are listening, and working with the subject community and the Design and Technology Association to improve the draft.
I thank my noble friend Lord Storey for his comments, in particular about the primary curriculum, an area in which he is extremely expert. It is a delight to hear someone who has spent so much time teaching children rather than thinking about theories of education talking about what it is appropriate to teach children. I am particularly grateful to him for laying off history today, and for supporting our move to give teachers more freedom.
The noble Lord asked about teaching sex education at key stage 3. Aspects of the biology of reproduction and the human life cycle are included in science in key stage 2. It is up to primary schools to decide whether to provide additional sex and relationship education, taking into account the views of parents. Many schools choose to provide sex and relationship education in year 6.
I am grateful for the comments on soft skills made by the noble Lord, Lord Northbourne. As he knows, I share his views about their vital importance. As noble Lords are aware, the outcome of the PSHE review was announced last week. PSHE remains an important and necessary part of all pupils’ education, but teachers need flexibility to deliver high-quality PSHE and are best placed to understand the needs of their pupils. This will not come from additional central prescription. Therefore, PSHE will remain a non-statutory subject, without new standardised frameworks or programmes of study. My honourable friend Elizabeth Truss wrote to Sir Michael Wilshaw last week, asking Ofsted to draw up a guide to effective PSHE practice.
Aspects of PSHE will continue to be taught throughout the statutory curriculum. In science, pupils will learn about the structure and function of the male and female reproductive systems, and the menstrual cycle. In both science and PE, children will learn about the benefits of a healthy lifestyle, including the impact on the body of diet, exercise and drugs. In maths and citizenship, children will receive financial education, including learning about wages, taxes, credit and debt. In designing appropriate PSHE content for school curricula, teachers will be expected to build on content in the national curriculum on drugs, finance and health education, and on the statutory guidance on sex and relationship education.
All schools today have to focus more on PSHE. With the collapse in many areas of family life as a result of the high incidence of absent fathers, the absence of religion in many children’s lives and the prevalence of gang culture, the only constant in many children’s lives—the only brick—is their school. All children in the modern world face a variety of issues and schools have to do much more on what was called the pastoral front than they used to. This is meat and drink to good schools and we expect all schools to emulate what the good ones do. We trust teachers and head teachers to adapt what they do to their own particular circumstances. We are not arguing about the necessity for PSHE, and no one feels more strongly about the need for it than I do, having seen the effect at first hand of what really good pastoral, inclusion, behaviour and raising aspirations programmes, which of course include PSHE as a part, can have on disaffected children. However, we do not feel that it is appropriate to legislate for it. We should leave teachers free to teach what is appropriate to their circumstances. However, we have asked a specific question in the consultation about our proposed aims for the national curriculum and we will take all views into account before finalising them.
My noble friend Lord Black of Brentwood commented on animal welfare. It is not the role of the national curriculum to prescribe everything that might valuably be taught to children. We are slimming down the national curriculum to focus on essential knowledge in core subjects. The draft primary science curriculum requires pupils to be taught about the needs of animals, including food, water and so on, and the care of animals is something that we would expect all good schools to cover in their wider curriculum as part of the soft skills. However, we will look further into this matter.
The noble Baroness, Lady Coussins, talked about languages. The evidence shows that we have a strong basis on which to build the new expectation that foreign languages will be taught in primary schools. A recent survey conducted by the CfBT Education Trust, the Association for Language Learning and the Independent Schools’ Modern Languages Association found that 97% of primary schools are already teaching a language, and that more than 80% are reasonably confident about meeting the statutory requirement for 2014. Evidence, including some from other countries, shows that children benefit from being taught languages at an early stage. They can inspire children with a love of language that will stay with them throughout their secondary education and beyond. For this reason, we are opening up the choice of languages beyond European modern languages by including Mandarin, Latin and Ancient Greek. It is right that we give our pupils this opportunity and provide a better foundation for the teaching of languages in secondary schools.
We will not be making languages compulsory at key stage 4 because we are conscious of the need to slim down the curriculum and allow schools the freedom to meet their pupils’ needs. However, to support the introduction of the new key stage 3 second language education, the Teaching Agency is facilitating an expert group chaired by a leading primary head teacher for languages and bilingual education. The group is meeting at the moment to develop the signposting of resources and the identification of high-quality teaching materials that are freely available and is looking at ways in which initial teacher training in schools can best prepare for the introduction in 2014. On schools becoming academies to avoid language teaching, we welcome schools becoming academies, but we are not encouraging them to do so for this reason. The national curriculum should be a benchmark for all schools. Academies would have to justify to their communities if they chose not to teach what all other maintained primary schools do at key stage 3.
My noble friend Lady Walmsley made a point about language experience courses in schools, which of course they are free to run. I am also grateful for her comments about cooking and IT. On IT careers advice, we expect all schools to engage with their local business communities for careers advice in IT and other industries.
I turn now to the subject of climate change. It is not true to say that climate change has been cut out of the curriculum. It is specifically mentioned in the science curriculum and both climate and weather feature throughout the geography curriculum. Nowhere is this clearer than in the science curriculum for 11 to 14 year- olds, which states that pupils should learn about,
“the production of carbon dioxide by human activity and the impact on climate”.
This is explicit coverage of the science of climate change. It is at least as extensive and certainly more precise than the current science national curriculum for this age group, which states only that:
“Human activity and natural processes can lead to changes in the environment”.
In addition, the Royal Geographical Society has said that the draft geography programme of study will provide,
“a sound underpinning of factual knowledge to prepare, at GCSE and A level, for pupils to study the topics that confront us all, globally, as citizens and which are inherently geographical, such as climate change, pollution, ‘food, water and energy’ security and globalisation”.
On academies not teaching the national curriculum, it is true that they have the freedom to vary any part of the national curriculum that they consider appropriate. However, even in a school system where more and more schools are moving towards greater autonomy, there is still a need for a national benchmark to provide parents with an understanding of what progress they should expect and to inform the content of core qualifications. Of course, academies and free schools must prepare their pupils for national exams and will be judged in part by destinations.
I am grateful to my noble friend Lord Lucas for his comments, particularly on the importance of the broad sweep of history and the opportunity now facing us with design and technology in schools.
I thank the noble Lord, Lord Sutherland, for his Mr Micawber-like comments on the need not to crowd the national curriculum. On his point about Ofsted, I have already talked about the PSHE review. Ofsted inspects for a broad and balanced curriculum and for progression. Without good PSHE, progression can be difficult for some pupils. However, Ofsted is the sharpest tool in our box and I undertake to discuss this further with Sir Michael Wilshaw.
The noble Lord, Lord Empey, commented on the lack of incentives for computer science graduates to enter the teaching profession. We are providing a £9,000 bursary for computer science graduates. The British Computer Society-Chartered Institute for IT is offering scholarships of £20,000 to exceptional candidates. The UTCs and studio schools programme is about encouraging more young people into the technical industries.
I thank my noble friend Lady Brinton for her comments about the inadequacies of the current system. On maths and English post-16, students who have not achieved at least a GCSE grade C in English or maths at the age of 16 will be required to continue to study mathematics post-16 from September 2013. We also want to encourage schools and colleges to provide opportunities for students who have already achieved a GCSE grade A to C to continue with the study of mathematics at level 3 as part of their post-16 programme. We are developing new courses for this cohort, and work is under way with Ofqual, mathematics sector bodies and awarding organisations to determine the most appropriate format for these new core mathematics qualifications.
I thank the noble Earl, Lord Clancarty, for his comments about primary schools. He is quite right that education often goes wrong in primary schools. That is why we are focusing on the most underperforming primary schools. On trips to cultural places, that is something we expect all schools to do.
I thank the noble Lord, Lord Quirk, for his comments about teachers. He raises a very good point. All schools will have to focus on training their teachers for the delivery of the new curriculum. I thank the noble Baroness, Lady Jones, for her opening comments about how one can never get a draft of a curriculum that pleases everyone. On the authorship of parts of the history curriculum, as the noble Baroness knows, the history curriculum was drafted with the input of a great many experts in the field. We were very pleased to see 15 eminent historians, including David Starkey, Niall Ferguson and Antony Beevor, endorse our approach in a letter to the Times on 27 February.
On academy freedoms and the national curriculum, academies were allowed under the previous Government not to teach the national curriculum. If the Labour Party wants to change that, I would be interested to hear about it. On plans for an office for educational improvement, of course we agree with the principle of evidence-based policy. That is what we have been doing, and plenty of evidence is available. However, we are not convinced that the noble Baroness’s approach of setting up a new quango—no doubt at great cost—is necessary.
Turning to the content of the history programme, I reiterate the importance of giving our pupils a clear chronological narrative of British and world history rather than a disconnected set of themes and topics, often repeated, as is the case currently with for instance Nazism, over the course of their school careers. It is right, too, that the teaching of history should cover significant individuals who have helped shape the history of Britain and the world. Those names listed in the programme of study are just some of the individuals we expect schools might cover. It is not a definitive list, and teachers are free to teach about any other individuals or aspects of the history of other countries and cultures as they see fit to meet the needs of their pupils. It is clear that the history curriculum generates a wide range of views about what pupils should be taught, and it is right to have that debate. I also acknowledge that others might have made different choices, but that is why we are consulting on the programme at present and welcome responses from all parties.
The noble Baroness, Lady Jones, made a comment about vocational education. One of the Secretary of State’s first acts was to commission the Wolf review, which we have implemented in full. We also commissioned Doug Richard to look at apprenticeships and are taking his proposals forward.
I must comment on the rather sensational latter which was recently written by 100 academics. They are of course right that we want our students to learn higher-order thinking skills, but those academics, I am sure, would acknowledge that to progress to that level, students need a basic grounding in lower-level skills and in knowledge. Sir Michael Wilshaw has—
Lord Sutherland of Houndwood
I just wonder whether the Minister has noted that my noble friend Lord Quirk and I have both chaired meetings with more than 100 professors in them. They were called senates and they did not always fill us with confidence that the judgment coming out was the right one.
Lord Nash
I am obliged to the noble Lord, Lord Sutherland, for that comment and have to say that I rather sympathise with Sir Michael Wilshaw, who has encouraged people like that to get out there and see what is happening in many of our classrooms. Once you have done that, only then can you appreciate how vacuous the content is that is being taught in many of our schools and how we need to improve the national curriculum in order for pupils to progress to a higher cognitive level.
As I outlined in my opening speech, the draft national curriculum on which we are consulting is based on careful analysis of the world’s most successful school systems. That showed that our curricula, in particular for the core subjects, focuses insufficiently on key knowledge and is less demanding than in other jurisdictions. The new national curriculum will change this and will also give schools more freedom over the curriculum and teaching, not less. The new national curriculum acknowledges the vital role of knowledge in education and is based on up-to-date, cutting-edge research about how the brain learns. It lists the important knowledge pupils need to know within clear subject taxonomies. To quote the leading US cognitive scientist, Dan Willingham:
“Data from the last 30 years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that’s true not simply because you need something to think about. The very processes that teachers care about most—critical thinking processes like reasoning and problem solving—are intimately intertwined with factual knowledge that is in long-term memory (not just in the environment)”.
Indeed, how interesting would debates in your Lordships’ House be if noble Lords did not have huge reservoirs of factual knowledge stored in their long-term memories which they use to display high-order skills such as argument, reasoning, analysis, comparison et cetera? The curriculum does contain lists of facts but these facts are not opposed to higher-order thinking and the skills of analysis and creativity; rather, these facts enable such skills and provide a framework of understanding.
In every field of human endeavour it is accepted that you must know the rules of that field before you can produce anything of worth within it. Great artists and writers know their rules before they break them. Great scientists and mathematicians know the work that has gone before them. This curriculum provides the foundational knowledge that will stand our future artists, writers, scientists and mathematicians in good stead, while also allowing all pupils to appreciate the great achievements of the past.
I thank noble Lords for their valuable contributions to this important debate. As I mentioned earlier, the consultation on the draft curriculum will close on 16 April and we welcome responses from anyone with an interest. Subject to the outcome of the consultation, we then plan to publish the final curriculum in Autumn 2013, to allow time for schools to prepare for the first teaching in September 2014.
Children: Care
Lord Nash Excerpts(13 years ago)
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The Earl of Listowel
To ask Her Majesty’s Government how they have consulted early years practitioners on their plans to increase the maximum ratio of carers to babies and toddlers under two years old to 4:1, and carers to two year-olds to 6:1, where high-quality carers are available.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, my honourable friend the Parliamentary Under-Secretary of State for Education and Childcare, and officials at the Department for Education, have consulted a wide range of interested parties on our proposals through a series of meetings and workshops. Officials have also visited a number of early-years providers to discuss the proposals. The Government launched a public consultation on 29 January, seeking views on these proposals from parents, early-years practitioners and others.
The Earl of Listowel
My Lords, I thank the Minister for his reply, and for the Government’s consultation on this implementation. However, is the Minister aware of the widespread concern among parents, practitioners and experts, and among organisations such as the Pre-School Learning Alliance, that the Government are even considering reducing the ratio of carers to babies and carers to pre-schoolers? Will the Minister now consult with his colleagues and consider pausing, taking off the table the proposal to reduce ratios, and will he take the advice of those in the sector on how to improve quality and affordability of childcare?
Lord Nash
My Lords, our consultation on adult/child ratios will continue until 25 March. We should not pre-empt its outcome. The changes that we have proposed to the ratios are not obligatory. Providers will be under no obligation to change the way in which they operate. Our proposals are about giving freedom to high-quality providers to use their professional judgment to decide for themselves how to deploy their staff to best meet the needs of the children for whom they care.
Baroness Benjamin
My Lords, from September, 20% of two year-olds—those from the poorest backgrounds—will become eligible for free early-years education for the first time, which will be so important for their brain development. How will the Government make sure that there are enough new, high-quality nursery places to take those extra children, and enough early-years workers, who will be responsible for their emotional, social and language development as well as their safety?
Lord Nash
We are doing a great deal of work with local authorities and other providers to ensure that these spaces are available. The department is allocating funding to local authorities at an average hourly rate of £5.09 for statutory two year-old places. This is a competitive rate that will encourage providers to deliver the places. We know that private and voluntary-sector providers and childminders are already delivering more places for two year-olds, paid for by local authorities. The proposals set out in More Great Childcare will encourage investment in better-qualified staff and in their training, so that more two year-olds can be cared for by professionals who are well equipped to help them develop, learn and prepare for school.
Lord May of Oxford
My Lords, will the Minister reassure me that he will correct the inadvertent carelessness here? Taken literally, the Question states that the Government want four carers for each toddler under two and six carers for each toddler over two.
Baroness Afshar
My Lords, will this cause the usual problem of exacerbating the difficulties of those who cannot afford better rates by providing minimal care for second-class citizens whose children will be cared for at this level, while intense, high-quality care will be reserved for those who can pay better rates and employ more people?
Lord Nash
The noble Baroness raises a good point. This is something that we will consider carefully in the consultation. It is not our intention, which is to provide higher-quality care by more highly qualified staff. All the evidence is that children from deprived backgrounds in particular, who have a deficit of structure and language in their home lives, need higher-quality staff to care for them.
Baroness Hughes of Stretford
My Lords, the Government’s proposals will allow childminders, for example, to look after six babies at any one time: two aged six months and another four aged 12 months. Does the Minister think that it is possible for one childminder singlehandedly to provide safe, good-quality care for such a group of babies? If so, what evidence have the Government examined to support this, and to form their view that this will not be detrimental to the development of those children?
Baroness Deech
Does the Minister agree that it is quite unrealistic to expect women to take half the seats in boardrooms and half the top jobs if there is no affordable childcare? Does he agree that, while one may quibble about changes in ratios, there is also too much pressure on women these days to stay at home and be perfect mothers? What steps will the Government take to make sure that, as in other European countries, there is ample affordable childcare to allow women who want to go to work to fulfil their potential?
Lord Nash
We are taking steps with our two year-old offer. I agree with the noble Baroness, and Polly Toynbee herself points out that British mothers have one of the lowest employment rates in the OECD because we have the third most expensive childcare, often of mediocre quality. We believe that our proposals will go some way to solving this problem.
Baroness Farrington of Ribbleton
My Lords, does the Minister remember, or has he read, the report from the noble Baroness, Lady Warnock, on children with special needs, many of whom are concentrated in less advantaged backgrounds? Would he agree with me that those people providing childcare, whether they are carers at home or in provided accommodation, ought to be able to devote time to individual children? I am sure that the noble Lord would not be quite so sanguine had he done the job of bringing up very small children, not even family members, in difficult circumstances.
Lord Nash
I have not read the report to which the noble Baroness refers, but I shall now do so, and I thank her for pointing it out to me. I go back to the point about quality. The EYFS is an inclusive framework for all children, which specifically requires that providers implement policies and procedures that promote equality of opportunity for all children, including those with SEN disabilities. Since 2012, the EYFS has included a new progress check for all two year-olds to identify early their specific needs.
Schools: Careers Guidance
Lord Nash Excerpts(13 years, 1 month ago)
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Baroness Jones of Whitchurch
To ask Her Majesty’s Government whether they will provide face-to-face careers guidance for all young people in schools.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, statutory guidance has been published to underpin the duty on schools to secure independent and impartial careers guidance introduced in September 2012. The statutory guidance places a clear expectation on schools to secure access to independent face-to-face careers guidance where it is the most suitable support for young people to make successful transitions, particularly those from disadvantaged backgrounds, or those who have special educational needs, learning difficulties or disabilities.
Baroness Jones of Whitchurch
I thank the Minister for that reply. Has he been made aware of the serious concerns that we raised during the passage of the Education Act 2011 that the changes to careers provision would lead to a worse service for young people? Is he now aware of the growing evidence that our concerns unfortunately have proved to be justified? That view is echoed by the Commons Education Committee, which reported in January. It said:
“The Government’s decision to transfer responsibility for careers guidance to schools is regrettable. International evidence suggests such a model does not deliver the best provision for young people. The weaknesses of the school-based model have been compounded by the failure to transfer to schools any budget with which to provide the service”.
What do the Government intend to do to address these failings, in particular the overreliance on referring pupils to careers websites, when it has never been more important for children to have guaranteed, personalised, face-to-face careers advice?
Lord Nash
I am aware of the concerns to which the noble Baroness refers. However, hardly anyone—from Alan Milburn to Ofsted—had a good word to say about the quality or effectiveness of the careers guidance provided by Connexions. That is why we gave responsibility for securing careers guidance to schools. They know their pupils best and can tailor provision to their individual needs. The £200 million we have saved on Connexions careers guidance has gone to help protect the schools budget, which itself is a pretty remarkable performance bearing in mind the state of the public finances we inherited. We know of schools which have seized the opportunity.
There is no gold standard for careers advice. It is a difficult area. The duty has been in place for less than two terms. To check on progress, we have asked Ofsted to undertake a thematic review, which will be published in the summer. Information on websites can be very helpful, and the Government are considering the Select Committee’s recommendation and will respond shortly.
Baroness Brinton
My Lords, I thank the Government for extending the duty for careers advice from years 8 to 13 from September of this year. However, in response to a Written Question on 27 February in which I asked about the status of independent careers advice in academies, the Minister reassured me that academies opened after September 2012 would be covered by the guidance, but those which opened prior to that are not. Does the Minister agree that it cannot be right that some pupils in schools have access to that advice and others do not?
Lord Nash
It is true that academies opened since September of last year will have an obligation in the same terms but academies opened prior to that do not. We have written to all those academies making them aware of this advice and asking them to change their funding agreements accordingly. Good schools seek to identify their students’ aptitudes at an early age and to give them guidance throughout their school career. We take the view that one minimum face-to-face interview at the end of one’s school career is a poor substitute for a broad education.
Lord Peston
My Lords, bearing in mind the enormous scale of youth unemployment and the fact that a large number of young people who happen to be in jobs are in jobs well below their qualification and skill levels, can the noble Lord imagine himself being transformed from the government Front Bench to being a schools career adviser? What advice would he give to the young people leaving school later this year?
Lord Nash
It will take me a second just to make that transition. We are focused on making sure that more of our pupils leave school with a good education. It is fair to say that the figures on NEETs have gone down in the past quarter for the first time in 10 years. But the advice I would give such a person is to seek some good careers advice from a qualified person.
Baroness Sharp of Guildford
Is the Minister aware that in a survey conducted by Edge a year or so ago, it was revealed that teachers knew less about apprenticeships than either parents or pupils? Many schools are not providing decent advice about the range of options open to young people. How can careers advice, which is supposed to be independent, be given by schools when the teachers know nothing at all about these options?
Lord Nash
We do not expect teachers to be widely experienced on individual careers. That is why the duty is for them to seek independent advice. All good schools should involve their local business and professional communities from an early stage in their children’s education to give them the broad experience of the careers options open to them.
Baroness Scotland of Asthal
My Lords, how will this be assessed? I speak only from my own experience, when my careers adviser told me that if I tried very hard I might aspire to become a supervisor in Sainsbury’s. Is similar advice still being given to aspiring young black girls in Walthamstow?
Lord Nash
Schools are held to account through Ofsted on how well students are prepared to progress to the next stage of education and employment. Linked to that, part of the leadership and management assessment would include the extent to which the school is offering a broad and balanced curriculum. Schools are also held to account by the destinations measured, but I think the noble and learned Baroness rather makes my point for me: it is not just about one interview with a careers adviser.
Schools: Academies
Lord Nash Excerpts(13 years, 1 month ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, 2,673 academies are now open in England. Nearly 60% of state-funded secondary schools are now either open or in the process of becoming academies, and more than 1,000 primary schools are now open as academies. Three alternative provision academies are open, with 20 more planned, and 63 special academies are open, with 50 more planned. The department is working to ensure that as many good and outstanding state schools as possible have the opportunity to sponsor other schools.
Baroness Seccombe
My Lords, that is very exciting news. I understand that academies are producing increasingly high levels of attainment. Will the Minister say what plans the Government have to tackle underperformance in all our schools, including academies?
Lord Nash
My noble friend is absolutely right that these schools are increasing attainment. The Government are ruthlessly focused on tackling school underperformance, and it is one of my main responsibilities. The Government believe that every child, irrespective of background, deserves a high-quality education. We have built on the previous Government’s programme to establish a further 415 sponsored academies, including 200 of the worst-performing primary schools, and we are focusing on many more underperforming schools. Where we see underperformance and failure in any school, we will not hesitate to use all our powers.
Lord Bilston
My Lords, will the Minister confirm that the coalition Government are currently planning to convert academies and to move them from the public sector to the private sector? If that is the case, will the Minister confirm—it is certainly our opinion—that that would be entirely the wrong policy?
Baroness Walmsley
Will the Minister say how many academy schools are fulfilling their duty to support other schools to improve? Is he satisfied with that number? I have an indication that not all academy schools are doing that.
Lord Nash
All good and outstanding schools that have chosen to convert to academies are expected to support other schools. More and more academies are taking this further and sponsoring other academies. Eighty-nine converter academies are now sponsoring other schools and providing support by sharing innovative ways of thinking and clear examples of what works, and we are working hard to encourage more to do so.
Lord Grocott
Will the Minister comment on reports that heads are being offered around £65,000 as an inducement to convert their schools into academies? If that is true, what is the estimated cost to public funds if the number of academies turns out to be as he anticipates: that is, the number of schools multiplied by £65,000? At a time when we are constantly being told that austerity is the order of the day, can he confirm that it is his opinion, as it is mine, that this is a complete waste of money?
Lord Nash
We are offering grants—all this is available on our website—to help sponsors to turn round failing and underperforming schools. In its November 2012 report, the National Audit Office rightly acknowledged the extraordinary success of the academy programme. We make no apology for spending money on a programme that is proven to drive up standards and make long-term improvements. We want as many schools as possible to take advantage of the significant benefits of academy status.
Lord Lexden
Can my noble friend tell the House how successful the Government have been in working with independent schools in expanding their marvellous academies programme?
Baroness Warnock
Can the Minister tell the House whether any research is going on to monitor the progress of children with special educational needs in academies and free schools?
Baroness Jones of Whitchurch
My Lords, does the Minister acknowledge the problem, which was recently identified in the Academies Commission report, that many academies are in effect setting their own rules for admissions, which are incredibly complex for parents to navigate and are in effect excluding many children from disadvantaged backgrounds from the academies programme?
Lord Nash
I do not acknowledge that. All admission authorities, be they local councils or self-governing schools, including academies, must comply with the new, fair admissions code. Anyone who has concerns, including the noble Baroness, about how state-funded schools are admitting pupils can formally object to the Office of the Schools Adjudicator. The law requires that academies and free schools make the majority of their places available to children from the area.
Young People: Personal Finances
Lord Nash Excerpts(13 years, 2 months ago)
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Lord Kennedy of Southwark
To ask Her Majesty’s Government what action they are taking to ensure that young people have a proper understanding of managing personal finances before leaving school.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, I agree entirely with the sentiment underlying the noble Lord’s Question. The ability to manage one’s finances is a very important skill that all young people should have. The Question is also brilliantly timed as my right honourable friend the Secretary of State for Education is currently on his feet in another place, outlining the draft programmes of study for the national curriculum, among other things. The new national curriculum will place a renewed emphasis on mathematics, which itself will include a strong focus on arithmetic, money and percentages. In addition, citizenship will include a strong and specific emphasis on financial education.
Lord Kennedy of Southwark
I thank the Minister for his reply. Leaving school with the skills, knowledge and confidence to manage money is vital—we agree about that. If those skills are not learnt in school they will probably never be learnt. I found out that the average age when a child makes their first purchase online is 10. What cross-departmental work is going on to ensure that those essential skills are learnt, and would he agree to meet me and some campaigners on the issue to discuss this in more depth and explore what can be done further?
Lord Flight
My Lords, I am grateful to the noble Lord, Lord Kennedy, for raising this matter and for the Minister’s reply. This is territory on which I have sought to campaign. Within the two territories to which he referred—mathematics and citizenship—will the territory of understanding concepts be covered? One of the key problems is that unless people have actually had it explained to them, they do not know what a pension or a mortgage is. It is not just about mathematics.
Lord Nash
The noble Lord is absolutely right. The draft programme for study states that pupils will be equipped with the financial skills to enable them to manage their money on a day-to-day basis as well as to plan for future financial needs, and that they understand the concept of wages, taxes, credit, debt, financial risk and a range of more sophisticated financial products. I should hope that any proper education on that front would cover those points.
Lord Laming
Will the Minister assure the House that in his new ministerial responsibilities he will give particular attention to young people who have been in the care of the state? Does he agree that we expect the greatest coping skills from the young people who have had the fewest opportunities in life and do not have families to support them after they leave school?
Lord Tomlinson
Does the Minister agree with me that, on the basis of the Question from the noble Lord, Lord Kennedy, and with the emphasis that he has placed on the continuing development of these financial skills, one day a young person who might aspire to become Prime Minister might know the difference between debt and deficit?
Lord Addington
My Lords, does my noble friend agree that whenever it comes to an issue that needs to go into the national curriculum we always have our own hobby horse, and then another great cohort of us tells us that the curriculum is too crowded? Will my noble friend make sure, if we are going to take this on, that it is integrated into maths lessons?
Lord Davies of Oldham
The Liberals are part of the coalition. I agree with the noble Lord, Lord Flight. This is not just a question of mathematics but of knowledge. It is quite clear that a very high percentage of adults who invest their hard-earned money in all sorts of organisations have no idea of the costs that have been taken from them by the people controlling the fund. The evidence is clear that a very large percentage of our population are quite ignorant of such costs. That is why we need financial education.
Lord Geddes
Does my noble friend agree that this is vitally important for those embarking for the first time on tertiary education—particularly the requirement to budget their expenses?
Lord Phillips of Sudbury
My Lords, I declare an interest as president of the Citizenship Foundation. With his very welcome news when he first answered this Question, does it mean that citizenship is now going to remain part of the core curriculum?
Lord Elton
Following the question of the noble Lord, Lord Tomlinson, does my noble friend agree that if eventually all the electorate were to realise that you cannot throughout your life spend more than you get, they would be more accepting of Budgets that would reduce the deficit and get this country back to where it should be?