Education Bill

Debate between Lord Ramsbotham and Lord Peston

Tuesday 18th October 2011 Lords Chamber

[Lord Peston]

My Lords, we are all indebted to the noble Lord, Lord Northbourne, for raising the subject today, as on many other days previously in my years here. He is indefatigable in his determination to remind us of the importance of young children and of the family in providing the relevant context.

I was going to say that we are all parents but looking at the grey hair around this House, I am obviously talking overwhelmingly to grandparents rather than parents. However, thinking back to when we were young parents, there would be no disagreement that our duty was overwhelmingly to our children. I am not opposed to parental education; quite the contrary—the more the better. I certainly did not have any but my wife and I had no doubt whatever that when we got married we would have children and that, of course, the children were our responsibility. We devoted our lives to them. They are now very grown up but occasionally the phone rings and one will ask, “Is mum there?”, meaning that he has a problem of the sort that he used to have when he was three years old.

There is nothing between us on what we are focusing on. The question is: what contribution we can make in the context of this Bill, which will become an Act of Parliament? I am not too happy at the negativism I have heard from one or two noble Lords on this.

I say to myself, “Why should we not put our aspirations in the Bill?”. Would it not be useful for your Lordships—people of experience and distinction—to send out the message that the noble Lord, Lord Northbourne, wishes us to send? I believe very strongly that the answer to that question is yes. I see nothing in our unwritten constitution that says aspirations must never be placed in an Act of Parliament. Indeed, I would go further: I feel those of us in this House would be failing in our duties if we did not insist that proper recognition was made of our aspirations. I am therefore in agreement with the noble Lord, Lord Northbourne, that this should be in the Bill.

I also think that, in terms of making policy, there is a genuine problem sometimes in not having all the relevant information we might need. This is not the last Bill that will ever be presented to your Lordships’ House on education, nor the last to be presented that will deal with the subject of children. It would be jolly good if we were able to speak with a full factual basis behind us. That is why I would particularly hope that the Minister would look at Amendment 3—also tabled by the noble Lord, Lord Northbourne—with the intention of giving us a database for future policy-making in due course.

I conclude as I began: it would be a very valuable thing for this House of older men and women to send out a message to the world that we really do think this is of central importance, and we aspire to do something about it.

[Lord Ramsbotham]

My Lords, like other noble Lords, I should like to pay tribute to my noble friend Lord Northbourne for his absolutely indefatigable championing of early years provision, which is the context of the amendment. I also agree with my noble friend Lady Howe about the importance of assessment, and echo the words of the noble Lord, Lord Eden, about communication. While I am commending, I also commend the Minister for the way that he has communicated with us all throughout this Bill, by writing to us, informing us and keeping us in the picture. That is very much appreciated.

I have to say to the Minister that, in saying what I am going to say, I end up with a question, which is a question born out of disappointment, from over a number of years, in failing to achieve what I know many noble Lords in this House want. In coming to this particular description, I was interested in the report and summary of evidence released in July by the All-Party Parliamentary Group for Education. I would like to quote certain passages from the all-party group’s reports, which I think are important, especially in connection with the amendment of the noble Lord, Lord Northbourne.

First, the all-party group states that all respondents to the inquiry,

“were of the opinion that early intervention is essential and that recommendations or statutory guidance should be provided to health authorities to prompt earlier intervention”.

I say that because I will conclude with health. Of all the different interventions, I have always felt that one of the most important is that of speech and language therapists, who enable children to communicate with their teachers when they start school. Without that, the pupils cannot engage. When we are talking about education, we are also discussing why people cannot engage. This point has been made over and over again, without success.

As has been said many times,

“It is vital that assessments and interventions are tailored to the specific needs of pupils”.

The point about such interventions is that they should identify specific needs, including difficulties and disabilities such as problems with hearing, sight and so on. This interests me because I have tried to get this introduced before, after I carried out an experiment in young offender institutions with children aged 15 and upwards. That experiment proved that, had those children had that intervention earlier, they might not have arrived at the institution—by and large, their journey until then had been one of failure, not least failure in education. I saw this represented and repeated by children on intensive supervision orders in Leeds, which proved exactly the same thing. The report by Mr John Bercow, as he then was, into the whole question of learning difficulties and how they were not being tackled, highlighted the same problem.

However, when I put up the suggestion that there should be speech and language therapists in every young offender institution to establish what was preventing people making progress, the whole issue ended up with money. The Ministry of Justice was unable to fund speech and language therapists because they came from the Department of Health. Similarly, when I put up exactly the same proposal in earlier education Bills, the same answer has come: it is the Department of Health's responsibility to provide these people.