Social Mobility

Debate between Lord Nash and Lord Reid of Cardowan

Thursday 27th October 2016 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)]

My Lords, I thank my noble friend Lord Holmes for tabling this debate. I echo my noble friend Lady Jenkin’s comments about what a wonderful role model for social mobility he is. I thank all who contributed to this debate. It is clear that we all share the view that social mobility is essential to making our country one that works for everyone, not just the privileged few.

I congratulate my noble friend Lady Couttie on her maiden speech. Her role as leader of Westminster Council—the most socially mobile local authority, according to the Social Mobility Commission, as she said—means that she brings with her excellent insights into this issue. I pay tribute to her work on the troubled families programme. I have had the pleasure of dealing with her in my role as an academy sponsor in Westminster, and I therefore know that she will bring considerable intellect and clarity of thought to your Lordships’ House.

Children from many different types of families lack access to the opportunities they need to succeed, and this Government are determined to tackle that, not only for the most disadvantaged but for those parents who work but, as the right reverend Prelate the Bishop of Portsmouth said, struggle to get by—those who are “just managing”. There are social mobility cold spots up and down the country, as a number of noble Lords mentioned, where too many children start school behind, too many schools are not good enough, progress to the best universities is limited to the very few, and too many children go home to families where no one has worked or possibly ever worked. Gaps in cognitive skills by family background start off large, as early as age three, and get larger as children progress through education. Our recently launched opportunity areas will be at the forefront of tackling the causes of these gaps.

We agree that there is a need to level up the playing field to ensure that for all children, it is talent and hard work that determines success in life, not the lottery of one’s birth circumstances. When less able but better-off children are 35% more likely to become high earners than bright but poor children, we know there is a problem that we need to fix. This issue goes beyond the education system, and I welcome the steps taken by professional firms to recognise talent and not background, including changing A-level criteria and creating new apprenticeship routes into top jobs. This marks real progress but there is further to go. Education is a crucial part of the answer to reverse this problem. By prioritising knowledge and skills, the right advice at the right time and the need for challenging life-shaping experiences, the education system can support everyone. The Department for Education now has higher education, further education and skills back within its remit. I will not dwell on how we lost them in the first place.

The noble Lord, Lord Livermore, made a powerful speech on how socially immobile our society is, and asked about the need to consider the impact on the social mobility in policy development. Having all the educational levers in one place means that we can make sure that each part of the system leads fluently to the next and sets all children up for successful careers which play to their individual talents. This gives us an exciting opportunity to make education a driver of social mobility. He referred to the question of a social mobility factor. The social mobility impact is essential to our policies and we are testing our new policies in the department against this. I also echo the comments of my noble friend Lady Jenkin about the particular personal driver of the new Secretary of State for Education in relation to social mobility. I see this in evidence every day, and it is impressive.

As the noble Baronesses, Lady Morris and Lady Massey, and the noble Lord, Lord Storey, said, early years are so important. It all starts from the earliest days and weeks. High-quality early years education lays the foundation for a child’s education, opening the door to a future opportunity. Attendance at a preschool can result in an increase of seven GCSE grades or equivalent at key stage 4—the equivalent of getting seven B grades compared to seven Cs. Parents are their child’s first educators and need to know how best to support development and instil a love of learning, because we know that when children start behind, they stay behind. Our What to Expect, When? guide sets out the development expectations at each stage so parents can properly support their children to reach these milestones.

I reassure the noble Baronesses, Lady Massey and Lady Prosser, that the Government recognise the vital importance of early intervention and the crucial role played by education and children’s services in providing it effectively and promoting good outcomes for children and families. The Early Intervention Foundation has been funded for three years by the DfE and other government departments, and further funding has just been agreed for the 2016-17 period. As well as doubling free childcare for eligible parents of three and four year-olds, we have expanded the entitlement for two year-olds from our lowest income families.

The noble Baroness, Lady Prosser, asked about the decision to move from Sure Start local programmes to Sure Start children’s centres and the transfer of responsibilities for the programme to local authorities. This decision was taken by the previous Labour Government. The local authority duties in relation to children’s centres were set out in the Childcare Act 2006 and would have been debated at that time. The noble Baroness, Lady Morris, particularly stressed the importance of the years zero to five. It has been particularly encouraging, since we enabled free school applications for primaries to include nurseries, to see how many primary free schools have included applications for nurseries. The points she makes are powerful and I will discuss them with Minister Dinenage. The noble Baroness may be pleased to hear that the Secretary of State visited a children’s centre in Norwich last week.

My noble friend Lord Farmer asked about family hubs and children’s centres. The Prime Minister has been clear that tackling poverty and disadvantage and delivering real social reform will be a priority for this Government. The noble Lord, Lord Storey, also asked about our thinking and plans for children’s centres. We will provide further detail in due course and will make it clear how stakeholders and the public can contribute. I very much hope that my noble friend Lord Farmer will contribute to this, as I personally have considerable empathy for his family hubs concept.

My noble friend Lord Farmer talked about the troubled families programme. In June 2013, as part of the first troubled families programme, 150 employment advisers were seconded from Jobcentre Plus to work in local authorities and offer direct support to help troubled families into work. In total, more than 18,000 families in the first programme saw an adult come off out-of-work benefits and move into continuous employment. The noble Lord, Lord Storey, asked about the Select Committee on Social Mobility. The Government’s response was published in July and the debate in the Lords on that has not yet been tabled.

We want all pupils to have access to a good local school. Today, there are more than 1.4 million more children in a good or outstanding school than in 2010. We are doing more to bring in and support excellent teachers, leaders and school sponsors in all parts of the country to turn around schools that are not delivering for young people and which are all too often attended by the most disadvantaged. We believe that all good and outstanding schools that have the capacity to do so should be able to expand to meet the demands of parents in their local area.

The noble Lord, Lord Storey, and the noble Baronesses, Lady Prosser and Lady Massey, asked how grammar schools will help with social mobility. Selective schools have a track record of closing the attainment gap, adding value for all children, but even more for the most disadvantaged children who attend them. That is why we want more disadvantaged children to have the opportunity to attend selective schools, and we want a commitment from those schools to take steps to ensure that disadvantaged children get places. However, we accept that grammar schools as they currently operate admit too few disadvantaged pupils and that they could do more to raise standards for all pupils in the areas in which they are based. That is why our proposals will ask them to do more.

We have been clear that this is not about returning to the binary system of old, but about creating a system in which new and existing grammars contribute in a meaningful way: improving educational outcomes for all pupils and increasing access for disadvantaged pupils.

More high-quality teachers are essential to lift the horizons of children who are not currently fulfilling their potential. We are continuing our commitment to develop teacher and leadership capacity. We recently announced a £75 million investment fund for innovative professional development projects aimed at strengthening teaching and leadership in the areas of the country that need this most, including the opportunity areas.

The noble Lord, Lord Addington, asked about sports bodies getting involved. We are doing this under our free schools programme. We recently approved a free school involving Saracens rugby club. We have a number of football clubs involved in AP schools, and we hope shortly to bring other sports clubs into the free schools programme. He also asked about progress on emphasising SEN. Following the Carter review, we have much strengthened ITT teacher training standards in relation to SEN. The new framework published in July includes explicit content on SEND that will improve the quality of training for teachers entering the system. In order to be awarded qualified teacher status, teachers must demonstrate a clear understanding of the needs of all pupils, including those with SEND, and be able to use and evaluate distinctive teaching approaches to engage and support those with special educational needs and disabilities. Trainees must also recognise signs that may indicate SEND and support those pupils’ needs. Representative bodies in the sector are working on guidance to ensure—

[Lord Reid of Cardowan]

On that point, which I almost made earlier, will the Minister pay special attention to the growing indications and evidence that some children who have “suffered”, as it has been put, from social and educational disadvantage—particularly those on the autism spectrum or with Asperger’s syndrome—are particularly well equipped, it seems, for tackling cyber and digital communications issues? This is important not only for them but for the nation: they seem to have a particular proclivity for contributing to the national development of cyberspace.

[Lord Nash]

I will take that point back. I remember, many years ago, visiting a high-end SEN boarding facility where I was shown two satellite photographs of Iraq and asked if I could spot the difference between them. I could not. The teacher said that neither could the computer. But one of our former pupils could. Representative bodies in the sector are working on guidance to ensure that the new framework is properly embedded by providers.

The noble Baroness, Lady Prosser, asked about our expectations for apprenticeship starts. We are taking action to support the growth of apprenticeships to meet our 3 million commitment, working with large and small businesses to begin or expand their programmes, setting new expectations for public sector bodies and through public procurement.

Measures proposed in the Enterprise Act will also protect the term “apprenticeship” to prevent misuse by providers in England, ensuring it is associated with high quality. Investing in a high-quality technical offer is not only the right thing to do; it is also important because we know that at least half the population do not choose to go down the route to higher education. For this reason, we must ensure high-value alternatives that serve students from all backgrounds, but in particular those from lower income families who are most likely to choose these routes. My noble friend Lord Holmes asked about the Institute for Apprenticeships; it will be fully operational by April 2017. The noble Baroness, Lady Prosser, talked about some employers finding it difficult to get access to schools to talk about apprenticeships; we are aware of this issue and we are considering how best to address it. Under our skills plan, young people will be free to choose between the academic and technical options, and they will be able to switch between them at key points. We want them to make informed choices based on the career they want to enter, not their social background.

My noble friend Lord Holmes and the noble Lord, Lord Storey, asked about careers guidance. Good careers education and guidance should give people access to the information and data they need to make informed decisions on education, training and employment options, including the routes into technical education, apprenticeship and higher education. Young people should have a good understanding of the world of work and the skills needed to do well in the labour market. A planned careers programme can help all young people to make important decisions, especially those from disadvantaged backgrounds who are still all too often held back by a lack of support. We know that the more interactions that school children have with the world of work, the more likely they are to do better in their studies. The noble Lord, Lord Storey, also asked when we plan to announce our proposals on careers. We have already done so, in the sense that we are investing £90 million in careers education over this Parliament, including funding the Careers & Enterprise Company to continue its excellent work, under the guidance of the very able young woman Claudia Harris. This organisation has made an excellent start and it will be looking particularly at the opportunity areas. Since August 2016, the company has appointed more than 1,100 enterprise advisers and 78 enterprise co-ordinators in its enterprise adviser network, connecting more than 900 schools in 37 out of 38 local enterprise partnerships.

We are investing £20 million to increase the number of mentors from the world of work to support 25,000 young people at risk of underachieving by 2020. This year, we have introduced destinations data which provide clear and comparable information on the success of schools and colleges in helping all their students take qualifications that offer them the best opportunity to continue in education or training. Primary Futures was mentioned—I have visited it and agree that it is an excellent programme for primary schools.

We also know that young people need access to wider experience and extra-curricular activities as well as the workplace. A lack of these experiences can widen gaps. Business has made it clear that the right attitudes and attributes matter much more to employers when recruiting than academic results alone. Supporting schools to develop well-rounded and resilient pupils is a priority for this Government and we are continuing to work with a range of partners to ensure that this happens. We should draw on the experience of schools such as Kings Langley in Hertfordshire, which I visited recently. From being in the bottom 3% of schools in the country in 2002, it is now flourishing and attributes much of its academic success to its focus on developing the character of all its students, with a particular commitment to three core values: stickability, self-regulation and empathy. It also has a very impressive programme of engagement with parents.

My noble friend Lord Holmes and the noble Lord, Lord Addington, highlighted the role of the National Citizen Service. We are working with the service to expand it considerably. We have just announced that it will benefit from more than £1 billion over the next four years, so that by 2021 it will cover 60% of 16 year-olds. I have to say that having personally been slightly involved when it was first established, I am delighted about this and must pay tribute to my noble friend Lord Wei who was involved in designing this programme. When he first explained it to me I have to say that I was a little sceptical, but he knocked it into shape and it is wonderful to see it flourishing so well. The independent Ipsos MORI evaluation found that 82% of pupils who attended it considered it very satisfactory.

My noble friend Lord Holmes asked about the opportunity areas, and what exactly they would do. We launched the opportunity areas to provide £60 million of additional funding to support social mobility coldspots. In these areas, we will focus our ideas and resources on young people. We will work with the local areas to identify the priorities and the action that needs to be taken. We expect this to include an increase in high-quality teachers in schools, summer schools run by local universities, advice for young people on what subjects to study to get into a good university, and introductions to employers to help them understand the world of work. They will also be given priority in existing schemes—for example, Teach First—and we will incentivise our best academy sponsors to work in these areas. We shall announce other areas in the coming months.

I now turn to the final points made by my noble friends Lady Jenkin and Lord Holmes regarding health and sport. Childhood obesity is the great health challenge of this generation. We have one of the worst records on childhood obesity in the developed world—one in five children leaves primary school obese. The Government’s approach is to help children and families to recognise, and make, healthier choices and to be more active, supported by schools and the NHS. But we cannot do this alone, and everyone has a part to play to help children improve their diets, be more active and lead healthier lives.

As announced in the strategy, many new DfE policies are expected to make a direct contribution to reducing the incidence of childhood obesity, such as the doubling of the primary PE and sport premium to £320 million from September 2017. As well as this, there will be a review of school food standards to reduce sugar consumption, and from September next year there will be £10 million per year to expand breakfast clubs, so that children have a nutritious start to their school day.

My noble friend Lord Holmes asked about the sugar tax. In the 2016 Budget the Government committed to using money from the sugar levy to double the sports premium from £160 million to £320 million. This funding is committed to 2020, and will help drive up the quality and breadth of PE and sport provision, and increase participation so that all pupils develop healthy and active lifestyles.

The increased funding for the premium will play a key role in helping to tackle childhood obesity. We are working with DCMS, the Department of Health and the sector to agree how this funding will be allocated, and are exploring the options for strengthening accountability arrangements and guidance, to ensure value for money.

I conclude by thanking all noble Lords for their contributions to the debate. There is no quick fix for social mobility—but we are committed to addressing the challenges that exist, so that we can make Britain a country that truly works for everyone.

Schools: Foreign Languages

Debate between Lord Nash and Lord Reid of Cardowan

Monday 26th January 2015 Lords Chamber

[Lord Nash]

The noble Baroness makes an extremely good point. We have given the British Council, for instance, £500,000 to recruit foreign language assistants to work in the UK. Currently, some 1,250 foreign language assistants have been recruited for English schools, and the British Council is working with Hanban to introduce a number of Chinese language assistants into the country.

[Lord Reid of Cardowan (Lab)]

Given the multicultural identity and diversity of ethnic backgrounds of people in the United Kingdom at present, there must be hundreds of thousands—perhaps millions—of people, including, I suspect, hundreds of thousands of schoolchildren, who are bilingual. What thought have the Government given to, or what action have they taken on, mobilising this resource by focusing either on recruitment or on some form of potentially creative, if informal, educational process to make sure that we use the resources that our multicultural society has given us?

[Lord Nash]

The noble Lord makes a very good point. I have talked about what we are doing in terms of teaching assessments, but I will look at the point he has made in more detail.

Birmingham Schools

Debate between Lord Nash and Lord Reid of Cardowan

Tuesday 22nd July 2014 Lords Chamber

[Lord Nash]

I can assure the noble Baroness that we are extremely focused on that. We make sure that all schools, particularly when we are approving them as free schools, are thoroughly inclusive. We visit the schools, and if we see any practices that we think are inappropriate, we are very quick to draw them to the attention of the schools and make sure they are rectified. We are extremely focused on that. The noble Baroness makes a very good point.

[Lord Reid of Cardowan (Lab)]

My Lords, first, I thank the Minister for repeating the Statement, and I thank the authors of the two reports. I do not know the author of one of them, but I know Peter Clarke, and I have long appreciated his judgment and analysis, which come through in this report. It is obvious that there were problems in the schools, the local communities and the local authorities, and we have concentrated on that. However, without in any way laying particular personal blame or being party political, it is equally obvious that there were failings at the centre of government, and in more than one department. To put it at the minimum, someone somewhere, or a number of people, took their eye off the ball. The Minister said that procedures had been “tightened up”—I think that that was his phrase. Could he elaborate a little more on that? Can he say—if we are reviewing everything that is happening in Birmingham, in the local authorities, the schools, regarding the teachers and so on—what is the nature of the review being carried out in the Home Office and/or the Department for Education, and whether any conclusions have already been reached?

[Lord Nash]

I am grateful to the noble Lord for his comments, particularly given his vast experience in this area, and particularly his comments about Peter Clarke. We have dramatically beefed up our due diligence and counterextremism division in the department, and will further strengthen it. We were the first department outside the Home Office to set up such a unit. I cannot comment on the Home Office, but we will look carefully at all the issues arising out of this. I can assure the noble Lord that, in terms of analysing the individuals involved in any schools in which the department is involved in any approvals, we will use our due diligence unit very rigorously.

Birmingham Schools

Debate between Lord Nash and Lord Reid of Cardowan

Monday 9th June 2014 Lords Chamber

[Lord Nash]

I welcome my noble friend’s extremely mature comments, with which I largely agree. So far as a moratorium on faith schools is concerned, there is a great place in our society for faith and church schools, which have been extremely successful. Church schools in fact promote community cohesion, it is acknowledged, better than other schools. We must make sure that all schools promote community cohesion and inclusiveness.

[Lord Reid of Cardowan]

My Lords, I make no apology for responding by returning to the dog that did not bark in the Minister’s speech, which is the chronic dysfunctionality of the relationships across departments in tackling extremism. I do not accept the Minister’s implication—his explicit reference—that this is party-political. From, if I may say so, a little more experience of dealing with these issues than the noble Lord, perhaps I may say that it is an essential prerequisite for tackling extremism that there is the best and smoothest cross-departmental approach—across prisons, community services, local government and education itself. It astonishes me that there was no reference to that in the Statement.

The Minister and I agree about the action plans, but the action plans are only as good as those who are leading the strategic position. It astonishes me that there was no reference to what is obviously the dysfunctionality between those two departments. The whole idea of forming the Office of Security and Counterterrorism in the Home Office—I declare an interest because I was behind the formation of that organisation, to which the Minister referred—was to enhance co-ordination across departments. If that is lacking and there are no plans to try to improve on that despite personalities, the actions that he has mentioned today will not be as effective as we all want.

[Lord Nash]

Of course, the noble Lord is extremely experienced in these matters and I bow to his much greater experience of them than mine, but there is no dysfunctionality between the departments. We are working extremely well across departments and across all agencies on this matter.