Schools: Gardening

Debate between Lord Nash and Baroness Nye

Monday 24th April 2017 Lords Chamber

[Lord Nash]

My noble friend is right that there are many good careers in horticulture, landscape gardening, gardening et cetera. We invested heavily in enhancing the careers provision in schools through our Careers & Enterprise Company. I know that this is something it has looked at, and that many schools take this quite seriously. Indeed, at Cambridge special school in Hammersmith pupils do a BTEC in land-based studies using city farm space attached to the school. This has been very beneficial to many graduates’ careers.

[Baroness Nye (Lab)]

My Lords, research by the Royal Horticultural Society shows that its Campaign for School Gardening can contribute to a sustainable environment, which is important because schoolchildren walk along roads where legal limits on air pollution have already been breached in 16 areas just this year. When will the air quality action plan to cut illegal levels of nitrogen dioxide be published? The election is no excuse, because Cabinet Office guidelines are absolutely clear that purdah rules can be lifted where public health is at risk.

[Lord Nash]

The noble Baroness has wandered slightly off my brief, but I will take this back. Of course, the Government are developing a 25-year environment plan to achieve our manifesto commitment to be the first generation to leave the natural environment of England in a better state than we found it.

Careers Advice and Guidance

Debate between Lord Nash and Baroness Nye

Monday 6th March 2017 Lords Chamber

[Lord Nash]

I share the noble Lord’s concern about the lack of awareness in some cases of these kinds of opportunities. Of course, we are determined to increase the status of technical education. We have been discussing this in the Technical and Further Education Bill and have accepted an amendment from my noble friend Lord Baker to require schools to allow principals of institutions offering technical education to come into the schools to meet the pupils.

[Baroness Nye (Lab)]

My Lords, a recent report on apprenticeships from the Young Women’s Trust found that young women received lower average pay and less on the job training and were more likely than their male counterparts to be out of work after their apprenticeship. I declare an interest as a trustee of the Young Women’s Trust. Part of the problem is the occupational segregation that occurs. What are the Government doing to make sure that young women receive appropriate careers advice?

[Lord Nash]

I share the noble Baroness’s concern. Our reforms to career guidance are based on schools connecting with pupils so that they understand the breadth of opportunities available to them, particularly in relation to girls. We welcome initiatives such as the Inspiring Women campaign, run by Inspiring the Future. We also have a lot of activity under way to stimulate more interest in STEM, including the Stimulating Physics Network and the Further Mathematics Support Programme. These provide support to schools, with a particular focus on engaging girls.

Secondary Schools: Funding

Debate between Lord Nash and Baroness Nye

Monday 27th February 2017 Lords Chamber

[Lord Nash]

I am alarmed by the comments because it is quite clear that those schools that perform well in arts subjects also perform particularly well in the EBacc. As the NAO has said, by comparing efficient schools with others, there is plenty of money in the system and we have a number of tools in the department to enable schools to run themselves more efficiently, and those that do have sufficient resources, particularly for the classroom and for their curriculum.

[Baroness Nye (Lab)]

My Lords, it must be the case that these cuts will fall disproportionately on non-EBacc subjects as schools encourage pupils to take more EBacc subjects to boost their results. To avoid a ticking time bomb for the creative industries pipeline, will the Government consider including design and technology as well as computer science as part of the EBacc, as proposed by his colleagues in the other place?

[Lord Nash]

There is no evidence that the take-up in GCSE art subjects has declined as a result of the EBacc. In fact, the New Schools Network found that the number of art GCSEs taken by pupils has gone up since the introduction of the EBacc. We have to remember always that when we started in 2010, sadly, only one in five pupils in state schools were studying a core suite of academic subjects. That is why we focused on the EBacc and have doubled the number of pupils who have these academic subjects, which are particularly important for pupils from disadvantaged backgrounds.

Education: Henley Review

Debate between Lord Nash and Baroness Nye

Tuesday 15th March 2016 Lords Chamber

[Lord Nash]

The noble Baroness is quite right that the board has not met since the general election, but it has achieved a great deal. It has monitored progress against the recommendations from the Henley review; it has evaluated the impact of the programmes which have been funded, some of which I have referred to; and it has been involved in making sure that best practice is shared across the industry.

[Baroness Nye (Lab)]

My Lords, does the Minister accept that government policy has impacted on the value given to art and design in schools and colleges? The National Society for Education in Art and Design survey report shows that learning opportunities in art, craft and design across all key stages have reduced significantly in the past five years and that teachers thought that the introduction of the EBacc was responsible. Will he therefore review the time allocated for the teaching and learning of art and design within the curriculum, which could then be part of the national plan for cultural education, as proposed by Darren Henley?

[Lord Nash]

I have to take issue with the noble Baroness on this point. The percentage of pupils at state schools entered for at least one GCSE in the arts has actually gone up by 10% since 2011, while the numbers of pupils entered for GCSEs in art and design, music and the performing arts have all increased. Indeed, last year thousands more students took GCSEs in art and design.

Education: English Baccalaureate

Debate between Lord Nash and Baroness Nye

Monday 14th December 2015 Lords Chamber

[Lord Nash]

I entirely agree with that, and we are ensuring that this happens for those who have not passed at grade C, certainly for maths. Obviously if pupils wish to continue with science, they can do so.

[Baroness Nye (Lab)]

My Lords, the Minister will be aware that the latest figures show that almost one in five secondary teacher training places for September has not been filled, and on non-EBacc courses, less than two-thirds of the number of trainees required have been recruited, with design and technology being the hardest hit. Does he think that the concentration on STEM and EBacc subjects will accelerate the decline in the number of art teachers in schools, which has already fallen 11% since 2010?

[Lord Nash]

The position in relation to teachers is no different from what it has been several times over the past 15 years: a less than 1% shortfall. The substantial increase in the number of pupils taking maths A-levels—18% in maths and 27% in further maths—gives us good hope that we will see more maths teachers in future.

National Curriculum: Violence against Women

Debate between Lord Nash and Baroness Nye

Monday 28th October 2013 Lords Chamber

[Lord Nash]

My Lords, I entirely agree with my noble friend’s point. I think she is particularly referring to domestic violence, where we have a lot of work under way, but there are a number of cycles that we need to break through work in schools: worklessness is one; violence is another good example.

[Baroness Nye (Lab)]

My Lords, the last time the sex and relationship guidelines were updated was at the turn of the century, when the founders of Facebook were still in high school and Twitter was confined to the bird world. Will the Minister explain why the Government are so opposed to updating those guidelines to help teachers help children understand the internet world that they are growing up in now?

[Lord Nash]

My Lords, as part of the recent PSHE review, we looked at whether or not the SRE guidelines needed to be updated. We concluded that they represent a very sound framework for guidance in this area. We are doing a great deal on internet safety, as the noble Baroness knows, including bringing it into the curriculum for the first time, and a great deal of work with CEOP. We think that the framework is there and that to keep constantly changing it due to changes in technology is counterproductive, as technology is moving so fast.

Schools: Careers Service

Debate between Lord Nash and Baroness Nye

Wednesday 23rd October 2013 Lords Chamber

[Lord Nash]

My Lords, the noble Baroness uses the expression “a devastating indictment”. The previous Connexions regime did not work and hardly anyone, from Ofsted to Alan Milburn, had a good word to say about it. That is pretty devastating. There is clear guidance on pupils who will specifically benefit from face-to-face advice—disadvantaged pupils and those with learning difficulties or disabilities. I think that I have made my position clear. What we regard as a really first-class education is what I outlined rather than last-minute careers advice.

[Baroness Nye (Lab)]

Since the Government gave sole responsibility to schools for careers advice we have seen eight in 10 schools dramatically cut the careers advice they provide, according to a survey by Careers England. Even the director of the CBI has questioned the laissez-faire approach of this Government, so will the Minister explain why the Government are against benchmarking careers guidance to national standards which can be assessed within Ofsted inspections, as recommended by the Barnardo’s report?

[Lord Nash]

My Lords, Ofsted inspects careers guidance through the leadership and management strand, and the extent to which the school is offering a broad and balanced curriculum. Schools are also held to account by destination measures.