Early Years Intervention

Lord Northbourne Excerpts

Thursday 8th January 2015 Lords Chamber

[Lord Northbourne (CB)]

My Lords, like other noble Lords, I am most grateful to the noble Baroness, Lady Massey, for getting this debate and for the wonderful work that she does for children in all sorts of other contexts. I also congratulate the Government on recognising the crucial importance of each child’s early years and on introducing the early years programme, which I fully support.

My contribution this afternoon is on one issue that your Lordships might think tangential—but it is fundamental. I do not believe that the early years programme alone as it is designed today will be enough to make a confident, committed and supportive parent out of a young person who has never known life in a secure and supportive family. We have a cycle of disadvantage to break.

All secondary schools, especially those serving disadvantaged communities, should work towards a policy that helps as many teenagers as possible to develop not only their academic skills but also their self-confidence and personal, interpersonal and emotional skills—sometimes called the soft skills—to give them the character and resilience that they need in both the workplace and raising a family as they grow up. Such a policy, alongside appropriate academic education, could be a powerful agent to increase social mobility and justice in our society—concerns about which have been so clearly expressed by noble Lords already. We know that secondary schools can do this because the best ones are doing it today. Alas, too many are not. On the same issue of supporting young people as they grow up to become parents, weekly boarding for children from severely disadvantaged families can be immensely effective.

These issues are touched on in two recent government reports published in November which I happened to find. The first is Social Justice: Transforming Lives—Progress Report. It says:

“The family is the most important influence in a child’s life”,

and that families are,

“the bedrock of our society”.

It goes on to discuss support for families but makes little or no reference to preparing young people in school for the responsibilities of adult life and parenting.

The second report is the Government’s response to the second annual report of the Social Mobility and Child Poverty Commission. It says:

“Children’s development in their early years provides the crucial building blocks for later life”.

The recommendation was that the Government should give,

“more focus to preparing children for the world beyond schools”.

The Government said in their response:

“We absolutely agree that preparing children for the world beyond education should be a key focus for all schools”.

However, they gave no indication of how they will do that.

I suggest a wider remit for secondary schools so that they provide opportunities for pupils. This is done in the best schools through team games, a cadet force, athletics, challenges, adventure and opportunities in drama, art, music and dancing, as well as debates and appropriate involvement in the running and discipline of the school—everywhere and always there are opportunities for belonging and to succeed. Not only secondary schools but youth movements and cadets should also participate in developing and helping tomorrow’s parents.

I expect noble Lords will think that this will be very expensive and difficult to do. It will of course cost more, and it will need more teachers and teacher training, as well as money for facilities. But if noble Lords are worried about cost, I ask them to think about the cost of dysfunctional families today, recently estimated at more than £40 billion a year. We live today in a society where disadvantage is passed down from generation to generation. Our policy should be that that must stop.

[Baroness Garden of Frognal (LD)]

My Lords, I apologise for intervening, but the timing of this debate is beginning to drift. I remind noble Lords that when the clock reads “5” your time is up.