Education Bill

Debate between Lord Northbourne and Lord Peston

Tuesday 28th June 2011 Grand Committee

[Lord Northbourne]

My Lords, it is fairly apparent that the amendments which we are discussing are probing amendments. They are couched in terms around the importance of school readiness; that is to say children, when they reach compulsory school age, being socially, physically, emotionally and cognitively ready to move into the environment of a primary school. My amendments are intended to raise an important issue: what authority or public body has overall responsibility for providing and for co-ordinating help and support for disadvantaged families and their children during the children’s foundation stage? That is a question to which I hope the Minister may be able to give us an answer because it is far from being clear in the legislation. It is an important question in the context of the Government’s policy to increase equality and social mobility in our schools. I hope that these amendments will provide an opportunity for the Government to outline their policy on this issue for the Committee so that, if necessary, more substantive amendments can be tabled at Report.

There is overwhelming evidence that a child’s parents or carers have a powerful influence on educational attainment and that the foundation years may have more influence on education even than the quality of the child’s school. To improve educational attainment for all we need to improve support for parents in the early years, particularly those experiencing difficulty or bringing up their children in challenging circumstances. Support for families is the task of a generation involving all the agencies which work with children and parents. Local authorities are in the right position to lead and should have, in my view, an explicit duty to do so. If they do not, we have to ask the Government to come off the fence and ask who is responsible for successfully preparing children in the foundation stage.

Recent reports by Frank Field and Graham Allen entitled respectively The Foundation Years and The Next Steps present compelling evidence that investment in early intervention and the foundation years can significantly improve life chances, reduce poverty and at the same time generate potential cash savings which have been estimated at £24 billion or more a year.

My other amendment in this group—Amendment 122 to Clause 40—requires the school inspectorate in proposed new paragraphs (d) and (e) to report on,

“the extent to which the school is working with parents”.

The existing legislation contains awfully little about working with parents, but all good schools should do that; where a school does not, pupils’ chances of success are prejudiced. Parents and Parliament have a right to know which schools are or are not doing their best to harness the contribution which parents can make to their children’s progress. It is interesting to note in this context that a government report that I was reading referred specifically to the success of Chinese children. We all know that Chinese parents are very pushy. They believe in their children, and the results are consequentially very satisfactory.

My proposed new clause addresses the preparation of young people in school, not only for work but for life in the family and in the community. It is intended to ensure that, in partnership with parents, schools pursue active policies so that, as far as possible, pupils have the opportunity at all stages of their school career, in an age-appropriate way, to learn about the exciting opportunities and important responsibilities that will open up to them as they grow up. That includes, of course, at an appropriate age, the joys and responsibilities of parenthood.

The Frank Field report has proposed—I strongly agree—that those issues should be sensitively addressed all through the time of growing up in school. From research he did with pupils in his constituency, he found a strong demand among young people themselves for more help and understanding of the problems that they will encounter as they grow up. Will that recommendation, which to some extent I have encapsulated in the amendment, become part of the Government’s policy or will they sweep it under the carpet?

[Lord Peston]

I have come specially to support the noble Lord on this. He refers to his amendment as a probing amendment, but in fact he puts his finger on what I regard as the single most important issue of education in our country at this time, particularly with his emphasis on the child’s parents or carers. He referred to the Chinese as pushy, but others of us were certainly pushy when we brought up our children. We were there for them all the time and taught them to read; we read to them first, of course. I am sure that many other parents in this Room have done the same sort of thing, but in this area we really are two nations, because other children’s parents are not like that at all—assuming that their parents or carers are there for them at all. Education is obviously overwhelmingly about personal development, but it also leads to people’s position in a highly competitive society. Too many of these children do not have a chance from the word go.

I hope very much to hear a positive response from the Government. The Government cannot take over the role of the parent—I do not suggest that we live in a society where that would even be remotely contemplated—but they must judge all their policies at least as being supportive in this area of activity. The noble Lord said that he was not going to divide us—of course, we do not divide on such matters in this Room—but we need something rather more substantial in the Bill that corresponds to the spirit of what he said, and that I, and I am sure all my colleagues, would support.