Children’s Social Care

Lord Shipley Excerpts

Tuesday 19th November 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The noble Baroness makes an important point about the relationship between this work and the work of MHCLG. Just a week or so ago, my right honourable friend the Secretary of State for Education and the MHCLG Secretary met with the Care Leavers’ Association. We are working with MHCLG on planning provision for additional children’s placements, in order to ensure that high-quality placements can be developed more quickly. I take her broader point about the way in which we literally build our communities in order to protect our children, and I am sure that good planners and good local authorities will be thinking about that.

[Lord Shipley (LD)]

My Lords, I remind the House of my registered interests. I strongly welcome the Statement and particularly the confirmation that, wherever possible, children should remain with their families. Where it is not possible, children should live close by, not miles away. From what the Minister has said, I have not fully understood how long it might take to achieve that objective, given the Government’s plans.

I see in the Statement that the Government plan to set out funding plans on children’s social care in the upcoming local government finance settlement. I hope it will be possible to have a debate on that, because that settlement will include many things, Sometimes we have a Statement—often there is not even that—but I think that this settlement will need a debate.

[Baroness Smith of Malvern (Lab)]

I welcome the noble Lord’s welcome for this work. I agree with the point that has just been made that it is important that we work closely with partners across local government to address this. The noble Lord is right that more detail will be set out in the local government settlement, but it is not for me to decide whether there will be a debate. However, I assure the noble Lord that, if there is one and if I am called on, I will be more than happy to come and give more detail on how the spending will help to support progress on the objectives that we have set as quickly as possible, as he rightly says.

The problem of how far children live from their homes—I think over 20% of children live more than 20 miles away from their home authority—has been around for a very long time. That is not a reason not to take quick action; the noble Lord is right. This will be difficult, but we are absolutely determined to make progress.

Higher Education

Lord Shipley Excerpts

Thursday 7th March 2024 Lords Chamber

[Lord Shipley (LD)]

My Lords, I thank the noble Lord, Lord Blunkett, for enabling us to have this extremely important debate. As someone whose main career was with the Open University, and then as a council leader, working closely with local universities in the north-east, I recognise the huge contribution that they make to their local economies. As Universities UK said in its Jobs of the Future report, more than 11 million extra graduates will be needed to fill jobs in the UK by 2035, in industries such as computing and engineering, teaching and education, and health. The latest developments in AI mean that there will be a 10% net increase in jobs that require a degree over the next 20 years. This comes at a time when the UK economy is stagnating.

However, the UK’s net zero economy grew by 9% in 2023, according to a report by the Energy and Climate Intelligence Unit and the CBI. This tells us that growth can be achieved if research and investment lead it. Universities, as so many speakers have said, are central in doing that. Some 90% of universities embed entrepreneurship in their degree programmes, and 80% of university research is categorised as world leading or internationally excellent. It must be built on.

In 2021, according to Universities UK, 21,000 spin-out companies were in existence, together with start-ups and social enterprises. We must build on that too. However, two weeks ago, on 21 February, there was a two-page advertisement funded by the UK Government in my regional morning paper, the Journal. The headline read: “Levelling up is happening here in the north-east”. That is good, and I welcome it, but the word “universities” never appeared, and it should have done. Indeed, a report by the Bennett Institute for Public Policy, based at Cambridge University, argued that the role of universities was not adequately recognised in the levelling up White Paper. I hope that the relevant departments across Whitehall will recognise that situation.

When I led Newcastle City Council a number of years ago, we developed very close working relationships with the two universities in the city and the regional development agency, One NorthEast. Our investment policies were aligned to buy the huge Newcastle breweries’ vacant site in the city centre. The council assembled the land and dealt with the planning side. One NorthEast provided capital and development support, and Newcastle University aligned its research and spin-out ambitions on the site. Multimillion pound cutting-edge investments have followed. We need more of that, and it is done through partnership work.

A lot has been said about overseas students. I agree entirely with what the noble Lord, Lord Blunkett, said: they are crucially important. They pay high fees and enable fees for UK students to be lower than they otherwise would be. They generate resource in our university cities and towns, particularly supporting the retail sector. We know that many overseas students are entrepreneurs and will set up businesses generating jobs. Overseas students have been vital for growth. The OBR has just reported that half of our projected growth will rely on immigration. I agree with the noble Lord, Lord Bilimoria, that we should leave overseas students out of ONS figures, to be counted in immigration figures only if they stay.

In conclusion, I am absolutely convinced that universities are central to growth and productivity gain. I support the remarks made by a number of noble Lords, including my noble friends Lady Garden of Frognal and Lord Storey, about the importance of part-time higher education to the economy. A report by London Economics found that the Open University has a total economic impact of £2.8 billion across the UK, a benefit-to-cost ratio of £6 for every £1 spent. We should never forget the importance of part-time higher education and lifetime learning. We need to invest in our universities.

Children’s Social Care Implementation Strategy (Public Services Committee Report)

Lord Shipley Excerpts

Wednesday 20th September 2023 Lords Chamber

[Lord Shipley (LD)]

My Lords, I have found this a very helpful, focused debate. I hope that the Minister will find that this debate and our report will be a useful aid to government thinking on the implementation strategy, and on the kinship care plans to be published later this year.

As the noble Baroness, Lady Morris, said, we heard from many young people who are doing positive things with their lives, despite all the disadvantages of being in the care system. It was impressive to listen to witnesses who supported the Government’s desire to improve the children’s social care system. Generally speaking, people want it to be done more quickly. The strategy is going in the right direction. It can be improved, but can it be sped up? The strategy is to have trials and pilots, but some have a sufficiently robust evidence base now to be rolled out more quickly. For example, elements of family help could be rolled out nationally faster than currently planned. It would be good if all young people could see some benefit from the Government’s strategy over the next couple of years.

We ask the Minister: can we speed up? We can, but the strategy lacks the funding needed to deliver the reforms. As we have heard, the Independent Review of Children’s Social Care in 2022 said that investment of £2.6 billion was needed over the next four years, and that so far only £200 million is being provided over two years, which is simply not enough. To quote paragraph 28, as a committee our formal conclusion was:

“The level of investment outlined in the Strategy is entirely inadequate and will ensure the Government will fail to achieve its vision for children’s social care”.


It would be helpful if we could have a specific comment from the Minister about that.

We say things in the report around young people’s need for advocacy. It was instructive to hear from young people themselves, who said that they were not listened to by those making decisions about their care. The strategy on advocacy is currently too vague about how to listen to young people, and establishing clear standards will be very important. Can the Minister tell us what the plan is? Will it be an opt-out model, and can she guarantee that it will be independent of local authorities, for it must be?

We were told that there are some 20,000 children in England living as separated siblings. Of course, as we heard from the noble Lord, Lord Willis, in one case they were twins. Many children are being placed too far from home. It is essential that this issue is addressed, partly through funding, and partly through the structures, which I will come back to in a moment. If there is to be a radical reset in the system, it needs far better cross-departmental co-operation and policy alignment. I am pleased that there is a cross-government care leaver Minister now, but Whitehall needs to be a great deal more joined-up than it is.

We have heard about kinship care. The strategy is due by the end of the year, and it is clear that increased support for kinship carers is needed. It is hard to see why we should wait until spring next year to know what that amounts to, for 150,000 children are living in kinship care, and the Nuffield Trust has shown that young people in kinship care have better outcomes than young people in foster or retirement care.

I ask the Minister, on foster care, whether setting national or regional targets actually works. Are they local enough? The shortage of foster carers seems to me to need to be dealt with at a local level. Getting prospective carers is a much more local matter than the Government realise. On workforce issues, there are apparently going to be 500 apprenticeships in children’s social care. I would be interested to know what the timelines around that are. However, there is an 8,000 staff shortfall in the children’s care system. The Competition and Markets Authority has said that the children’s care market in “dysfunctional”. The demand is not forecast accurately, demand for placements is higher than the supply, young people are being sent too far away because of a lack of placements, and providers can profit from the shortage of placements.

In our committee report, we raised questions as to whether regional care co-operatives are seen as the solution. Are they? Is the Minister confident of that? They are not local, and I do not understand what their accountability regime actually is. It is possible that Ofsted gave evidence to support the suggestion that a regional care co-operative model could cause more children to be relocated further away from their home area, but I hope not. Will regional care co-operatives work in restoring a functional market? Will smaller providers, not only big providers, benefit from procurement? Might the Government look at subregional procurement as opposed to regional procurement, if they are unhappy with very local procurement?

In conclusion, as we have heard from various speakers, we have had lots of reviews in recent years but we need to beware of yet more reviews, because we need action to be taken. The evidence base is there, and we need to ensure that we have more children in safe, loving homes.

Lifelong Learning (Higher Education Fee Limits) Bill

Lord Shipley Excerpts

2nd reading
Monday 19th June 2023 Lords Chamber

[Lord Shipley (LD)]

My Lords, I am very grateful to the noble Baroness, Lady Thornton, for reminding us of the role of the Open University over many years. I spent over 30 years of my life working for the university. I share the concerns she expressed about the latter days; I think we had not really understood the negative impacts of the changes to the funding regime in 2010. I hope that this Bill will be one of the means of seeking to put that right. The noble Baroness’s point about a level playing field and equality of access for students following distance learning courses was very well made.

I join with others in congratulating the right reverend Prelate the Bishop of Sheffield and the noble lord, Lord Sewell of Sanderstead, on their excellent maiden speeches. I look forward to hearing their contributions in the months ahead.

I worked with other colleagues on the skills Bill, and it was clear then that the lifelong learning entitlement would need to be a key element of the Government’s skills policy. I am pleased about the consultation that has taken place on the Bill and the timing of its implementation, from 2025, which are very important.

The Bill is an important step forward for individual learning, for the economy and, crucially, as a number of speakers made clear, for improving the country’s productivity, for I believe that it will prove to be a key element of that. The opportunities for the green economy, such as the North Sea, the net zero hub on the Humber, the increasing need for more semiconductor industries and the need for battery manufacture, will all help to create clusters of new industries. That means that the skills required for those will need to be developed locally, using all the elements in the skills Act.

As the noble Lord, Lord Hannan, said a moment ago, the nature of work is changing around us, and it will go on changing. We need the provisions in the Bill, which will enable people to keep learning over a much longer period than just the conventional three or four years. So I am supportive of the Government’s intentions with the Bill, which will make a huge difference to adults of all ages by allowing them to access learning flexibly during the whole of their lifetimes.

As the noble Lord, Lord Willetts, said, the decline since 2010 surprised everyone. There has been a significant decline in adult participation rates in recent years, which are lower in England than in Wales and Scotland. The decline in participation since 2009-10 is over 40%, which is evidence that we need incentives and flexibility for adults to study so that it suits their own career planning.

The Minister may recall our concern about the whole package of reforms the Government are introducing and the extent to which T-levels will prove a success—I hope they will. It is about the financial strength of the further education sector and the success of apprenticeships. Not enough young people are being encouraged into apprenticeships from which they can then progress to the higher levels, if they start as a young person at a lower level.

I am pleased that the Bill will give access to loans equivalent to four years of post-18 education at levels 4 to 6. Level 7 was mentioned, and I am interested in how the Minister will respond to that. But it is good that, at higher, technical and degree level, it can be modular, part time or full time; that flexibility is evident in what the Government are saying. However, the noble Lord, Lord Blunkett, and others identified the progression route from levels 2 and 3, and, from our conversation in our briefing last week, the Minister will be aware that there need to be pathways into level 4. We need to talk further about how we increase the participation rate.

I take the point that the noble Lord, Lord Stevens of Birmingham, made about secondary legislation. I am probably one of those who thinks that we do not need everything to be in the Bill, simply because we may need to be very flexible about how we respond to things like demand.

My noble friend Lady Garden of Frognal talked about debt and maintenance support. These are real issues, and I hope that the Government look at the idea of the skills wallet, which has a lot to commend it. We learned in 2010 that older learners, with their higher domestic costs and household obligations, are less attuned to taking out loans when the outcome of taking out that loan may not be absolutely obvious to them at the time. I think that we need to have a debate on that, which we may be able to do in Committee.

One other issue I raised last week with the Minister is whether the universal credit system needs any adjustment to ensure that learners do not risk losing their benefits when undertaking a course. Anything that the Minister can tell us now or later would be useful.

In conclusion, a lot of questions have been asked, and I will not repeat them. However, the issue of careers advice and guidance has been raised by a number of speakers. There will be demand for substantial advice and guidance by individuals from institutions and professional bodies—and maybe from trade unions—all of which will have a role in helping. It is true that there is a wide body of support for this Bill, and I am included in that. It is a huge improvement, and it really matters that this is successful. All that we say at this stage and in Committee will relate to the fact that we want this to be a success.

Free Music Education

Lord Shipley Excerpts

Monday 12th June 2023 Lords Chamber

[Baroness Barran (Con)]

We have just published a national plan for music education, Arts Council England has just carried out a consultation review of our music hub approach and we have published a new model music curriculum, so it is fair to say that this area has received a lot of attention.

[Lord Shipley (LD)]

My Lords, in an earlier reply, the Minister said that every child has access to a range of musical experiences. Can she confirm that that extends to a right of every child to learn a musical instrument for free?

[Baroness Barran (Con)]

I think the noble Lord knows the answer to his question. Music lessons are an area in which schools are allowed, with certain restrictions—for example, children who are in care have an absolute right to free musical instrument lessons—to charge if the lesson is at the request of the pupil’s parents.

Young People: Skills (Youth Unemployment Committee Report)

Lord Shipley Excerpts

Wednesday 23rd November 2022 Grand Committee

Moved by

[Lord Shipley]

That the Grand Committee takes note of the Report from the Youth Unemployment Committee Skills for every young person (HL Paper 98), Session 2021-22.

[Lord Shipley (LD)]

My Lords, I am very pleased to speak to the report of the Youth Unemployment Committee, Skills for Every Young Person. It is some 210 pages long and contains 88 conclusions and recommendations. I thank the staff who supported the committee: Simon Keal, our clerk, Francesca Crossley, our policy analyst, and Abdullah Ahmad, our operations officer. I also thank our specialist advisers, Dr Kathleen Henehan from the Resolution Foundation and Oliver Newton from the Edge Foundation.

I thank the noble Lord, Lord Baker, for enabling the Youth Unemployment Committee to be created at a time when there were serious worries about the impact of Covid on young people. There are long-term consequences of Covid, which are affecting many young people. I thank the members of the committee for their work over nine months during the Covid lockdown, when we met mostly by Zoom and Teams. I thank those speaking today, who will add their own experiences and insight to our work during this debate.

On behalf of the committee, I thank all the many people who submitted evidence to us or attended as witnesses: all the school, academy and college leaders, employers, charities, academics and, of course, young people themselves. It was of fundamental importance to us to listen directly to young people. Thanks must go to the noble Baroness, Lady Newlove, for facilitating our listening engagement with young people in Bolton and south-east Lancashire, to the right reverend Prelate the Bishop of Derby for facilitating a similar listening engagement in the east Midlands and to the noble Lord, Lord Woolley of Woodford, for facilitating our listening engagement in London with young people from ethnic-minority backgrounds. This approach proved highly rewarding and played a major part in developing the thinking of the committee.

There has been a long delay of a year in holding this debate, but it has the advantage of being held with a new set of Ministers at the helm. The Prime Minister has put education at the centre of unlocking growth, and it is reported that the Government will attempt to boost growth through investment in training and end the long-standing bias towards academic rather than technical qualifications. Skills are the bedrock of a thriving labour market. We heard again and again that there is a serious mismatch between the skills young people develop in school and college today and those that the future economy will need. This is caused by two key issues.

First, the developing economy has new sectors and jobs—in the green sector and the digital sector, where there is growth in cyber and artificial intelligence. At the same time, existing sectors such as social care are struggling to fill posts. To tackle this, we recommended that the Government develop a long-term national plan for anticipating and addressing skills mismatches.

Secondly, we heard from employers that when students leave school, many do not have the skills they need to find work. The school system is characterised by a national curriculum focused on academic subjects and written exams. This is not helping young people develop or showcase other skills that we need, such as teamwork, communication, creativity or problem solving. Equally, although careers guidance has improved, it is still not being taught uniformly and is not being supported by quality work experience provision. This means that too many young people are not aware of the skills they need to get into a new, growing sector.

Therefore, we recommended that the Government must recalibrate the compulsory components of the national curriculum and performance measures, putting skills at their heart. Digital and creative subjects such as design and technology are seen as less important than other subjects in the Government’s EBacc measure, while essential skills such as oracy, teamwork, and problem solving are not being tested because of the focus on the academic. I was very disappointed to read in the press last week of suggestions that design and technology may continue to decline because of the poor funding situation of many schools. This must be avoided.

We were disappointed by the Government’s response to our report, in which they argued that they do not see a need for curriculum reform. I am confident that the committee is right and that what we have said reflects the general view outside Whitehall and Westminster.

As an example, the president of the Royal Society in a letter to the Times on 28 October said:

“While preparing people for the workplace is not the sole aim of education, if it is failing to do this, it is failing young people and the economy. For too long we have allowed academic snobbery to make vocational education the poor relation and laughed off a lack of maths skills.”


This strikes a chord with our recommendations 82 to 87 on the national curriculum.

On a more positive note, we were pleased to hear that the Government will produce better, more accessible information on skills. The publication of data from the Skills and Productivity Board and the creation of a new Unit for Future Skills is welcome. We still believe that more should be done to facilitate careers guidance in primary schools; it is where individual career decisions start to be made.

While youth unemployment has fallen from its pandemic peak, it remains higher than in several comparable global economies. Although we have seen a fall in the number of young people not in employment, education or training since mid-2020, the recent estimate of over 600,000 young people in this category is simply far too high at a time when we have 500,000 job vacancies across the United Kingdom. This problem is exacerbated by past and present Governments under- funding and undervaluing further education in comparison with the university route, as well as there not being enough apprenticeship opportunities for young people who want to do them, and the apprenticeship levy not being focused primarily on young people.

Young people who are disadvantaged are still not receiving the support that they need—we talk in chapter 6 of the issues that the lack of support creates for those groups. We said that to tackle disadvantage as a barrier to work, we must ensure that all young people—especially the most disadvantaged, including those with additional needs, those in care and those in custody—have access to quality careers advice from primary school age onwards and a strong work experience offer. It became clear to us that more disability employment advisers are needed.

We called for a new education and workplace race equality strategy that tackles discrimination and unequal opportunities. I draw particular attention to recommendations 59 and 60 about young people from ethnic minority backgrounds, who still face barriers. That strategy would focus on collecting data and proposing targeted support programmes. I know that the Government said that they did not feel such a race equality strategy was necessary at this time; nevertheless, they committed to monitoring our recommendations and addressing any concerns. I strongly hope that they will do so.

We heard a lot of evidence about progression routes needing to be available so that those starting a course know what they should move on to do next. The biggest example of that was Kickstart, where there was no clear progression route following taking part in the course. We were told that we needed better promotion of careers and apprenticeships in schools and that there was a need for rigorous enforcement of the Baker clause to ensure parity of esteem for technical and academic routes. We were told, too, that there was a need for a careers guidance guarantee that would enable every disadvantaged young person to have access to one-to-one careers guidance, as well as a need for a constant review of the real impact of careers hubs and the Careers & Enterprise Company on individual schools and colleges and a continuous review of T-levels to ensure their availability in all parts of the country. We were impressed by the potential for the use of the UCAS system to include apprenticeships using local platforms. We thought that there was a need for a lifetime skills guarantee to apply to qualifications below level 3, and also concluded that we had to strengthen digital skills at all levels.

That takes me on to say that I welcome the appointment of Gillian Keegan MP as Secretary of State for Education. She gave evidence to our committee on 13 July 2021, when she was Minister for Apprenticeships and Skills at the Department for Education. She said that she was the first apprentice who had held that role and that she was passionate about apprenticeships because it was a life-changing experience for her. She also said:

“There has always been a disconnect between the education system and employers. That has possibly accelerated in the last 20 years or so, as we have really entered the digital age … That is why the careers hubs are important, because that is working with real businesses.”


Reading that again, and the transcript of what she said to our committee 18 months ago, it seems that there is now huge potential for a change of government direction towards technical education and apprenticeships.

Finally, I draw attention to recent evidence on apprenticeships from the Learning and Work Institute. What I am about to say came in an email from the institute, so these are its words: “Research on apprenticeship outcomes shows that nearly half—47%—of the 2,500 apprentices surveyed dropped out of the training before completion. A lack of support from apprentice employers—37%—or tutor—26%—was the most common reason for non-completion, but reasons also included poor programme organisation—32%—or teaching quality—24%. Those who did not complete their apprenticeships were much less likely to find a permanent job or promotion. It is particularly important that young people at risk of becoming NEET have access to high quality apprenticeships, and steps are taken to address non-completion.” I guess the Minister will be aware of these figures, but they are important to consider so that we understand what action can be taken to alleviate the concerns that have been raised. The Learning and Work Institute also draws attention to the fact that the number of people starting apprenticeships is declining, mirroring not a decline in interest but rather in opportunities available.

Last but not least, the committee called for a new, independent young people’s commissioner to be the voice of our young people. We noted split responsibilities across several ministerial portfolios for the support of young people. We concluded that this split was unhelpful, that it is essential to avoid silos and silo working and that a young people’s commissioner would focus attention on the interests of young people directly in making representations to the Government. I hope that further thought will be given to that because there are other commissioners for other age groups, and it seems that the focused attention of a commission on young people specifically would help to bridge some of the gaps that we identified between Ministers and departments in Whitehall.

I want to borrow something that my noble friend Lord Storey said in one of our meetings. How will we know when we have succeeded with this task of encouraging apprenticeships and greater technical education? We will know when secondary schools have banners on their railings that do not talk just of their Ofsted rating or the number of GCSEs and A-levels they have secured but will also tell the public how many apprenticeships they have produced for young people. I beg to move.

--- Later in debate ---

[Lord Shipley (LD)]

My Lords, I thank the Minister very much for what she has said, and I should say that the government response to our report was extremely helpful. It defined what the issues were, which enables us to have a continuing debate on the conclusions and recommendations that the committee reached and on the Government’s actual actions to reflect what is happening outside Whitehall and Westminster.

As I have indicated, this has been a very helpful discussion and it has shown a broad unanimity of view on the issues. We will continue having this debate, because the country needs this debate. Let us look at the broad facts that we have debated tonight: 9% of young people are unemployed and there are 630,000 young people not in employment, education or training, yet there are 500,000 job vacancies in our country. As employers kept telling us, there is a huge skills mismatch, and they have great difficulty in recruiting the people they need at the levels at which they need them. So I conclude by saying that something has to change, and I hope it may be that this debate, our report and the government response will assist us in achieving the change that the country is actually asking for.

Motion agreed.

Times Education Commission Report

Lord Shipley Excerpts

Thursday 13th October 2022 Lords Chamber

[Lord Shipley (LD)]

My Lords, I thank the noble Lord, Lord Lexden, for enabling us to have this debate and the Times Education Commission for its very thoughtful analysis and its clear conclusions and recommendations. Some of those recommendations are similar to those reached by other recent reports, some are new and some require further discussion, but all of them share a concern to improve educational outcomes for all our young people.

I was privileged to chair the Select Committee on Youth Unemployment last year. We reported in November, almost a year ago. I just say in passing that we still await the allocation of time to debate that report on the Floor of this Chamber. I am not sure why it takes quite so long for Select Committee reports to be discussed, for ours is not the only one in this position.

I spent most of my professional career with the Open University, so I was pleased to read in the commission’s report its commitment to lifelong learning. As the report says:

“The idea that education is something that stops at 18 or 21 is increasingly at odds with the reality of a rapidly changing world.”


However, I ask the Minister if the Government can say anything more about the lifelong loan entitlement: it would be very helpful to know. I understand that it was confirmed last week at the Conservative Party conference that it remains government policy to launch it in 2025, but it is now many months since the skills Act passed this House, so it remains to be seen how much of an impetus to lifelong learning it will be.

In the context of lifelong learning, the commission’s call for the creation of new university campuses in higher education cold spots seems a very promising proposal, but of course flexible higher education will be crucial to delivering this, given the geographical scale across the country of 50 or so such centres. That is because flexible higher education tends to have a higher entry rate into higher education cold spots outside large cities, because there is inevitably limited face-to-face provision there. The option of supported distance learning is also very time effective and cost effective for students in remoter rural areas.

One of the objectives of our Select Committee on Youth Unemployment was to consider the impact of the Covid pandemic on young people, so it is very useful to see the publication just this morning of a landmark study involving longitudinal analysis undertaken by the UCL Centre for Education Policy and Equalising Opportunities, the UCL Centre for Longitudinal Studies and the Sutton Trust. It is, I understand, the largest study of its kind into the impacts of the pandemic on young people’s life chances. The report says that the majority of students say that their academic progress has suffered and that their future plans have changed due to the pandemic. Eighty per cent of young people say that their academic progress has suffered as a result of the pandemic. Importantly, state school pupils are more than twice as likely to feel that they have fallen behind their classmates than independent school pupils. Nearly half—45% of all pupils—do not believe they have been able to catch up with lost learning; almost half of young people have accessed no catch-up education; and a large majority have not accessed tutoring.

There are many other pieces of evidence in the report that merit further study, but I want to repeat the conclusions reached by Sir Peter Lampl, chair of the Sutton Trust and of the Education Endowment Foundation, who said today:

“These findings show that far more needs to be done for young people. While all young people have been affected by the pandemic, there is clear evidence that students from less well-off households have been impacted most. Funding provided so far for catch-up has been a drop in the ocean. It’s less than a third of what is required and it’s at a level three times lower per person than in the US. The government’s education recovery plan must be much more ambitious, or we will blight the life chances of a whole generation.”


That is clearly a very important point.

The noble Lord, Lord Lexden, made mention of the Royal Society response to the Times Education Commission, and I agree with him that its conclusions are very important. The Royal Society talked of a narrowing path to success in the 16 to 19 curriculum breadth and employment outcomes, and the importance of reviewing the school education system, including exploring how a broader education up to age 18 should be undertaken to provide the skills to drive sustainable growth founded on increased productivity. The Youth Unemployment Select Committee reached similar conclusions:

“The Government must recalibrate the compulsory components of the national curriculum, taking into account its capacity to equip young people with essential knowledge and the technical, cultural, creative and professional skills the economy demands. Skills development and the tackling of skills shortages should be central to curriculum development … This would not involve removing key subjects, but rather refocusing on those that are essential to a good education, increasing school autonomy and facilitating the development of a broad range of skills.”


These are clearly very important issues.

The Royal Society talked of the need for a mathematical futures programme, since it has been estimated that at least one in four economically active adults is functionally innumerate. The Royal Society also says that there should be an acceleration in science teaching to give young people the world-leading science education that they deserve. In my view, these are crucial proposals if the Government’s growth agenda is to be fulfilled.

On investment in people, I draw your Lordships’ attention to a report published in July by the Prince’s Trust and the Learning and Work Institute, supported by HSBC UK, entitled The Power of Potential. The report finds that

“there are almost half a million NEET young people”—

that is, not in education, employment or training—

“who are able to and want to work”,

and with the right support, could help to fill the record number of vacancies we have. Many young people with mental and physical health problems and caring responsibilities are keen to find work despite these challenges. Of those NEET young people polled, more than eight in 10 said that they had employment or career aspirations within the next three to five years. The question, as our Select Committee addressed, is what will change to ensure that we do not waste the talent of so many of our young people. Nearly 10% are NEET. That figure is far too high, and it is for the Government now to move ahead, given all the evidence they have.

Some of the conclusions of the commission are very important, and some are similar to our work on youth unemployment. On the question of an electives premium for all schools to be spent on activities including drama, music, dance and sport, we had similar conclusions in relation to digital skills, design and technology, and creative skills, which are extremely important given the apparent decline in provision in our schools in recent years.

The commission also proposed setting up a new cadre of elite technical and vocational sixth forms with close links to industry, to be known as career academies. I find this a most interesting proposal, which would require further discussion, but I think we need to consider what it means in the context of current provision—I am thinking of university technical colleges and the T-level curriculum. The commission also recommends providing a laptop or tablet for every child, which our committee concurred with.

The commission says that there should be a counsellor in every school and an annual well-being survey of pupils. I concur with that and would add careers advice to it, specifically how important it is, particularly for those students leaving school, to continue to have one-to-one advisory support for what they are doing to develop their careers.

The commission wants to reform Ofsted so that it works collaboratively with schools. I agree, and our committee said that:

“The Government must also recalibrate progress indicators so that schools wishing to focus on practical, technical, cultural, business- and work-related skills alongside core subjects are able to do so without being downgraded on Government performance measures.”


Research from UCAS has found that two in five students believed that more information and advice would have led them to make better choices. It also found that one in three applicants first start thinking about higher education at primary school, but that disadvantaged students were more likely to consider HE at a later stage than their peers, which we know can limit choices. Additionally, it says that, despite the Baker clause, it found that one in three students reported not receiving any information about apprenticeships from their school. UCAS has made significant financial investment to ensure that its services for would-be apprentices are as strong as they are for potential undergraduates. It says its ambition is to act as a digital Baker clause to ensure that everyone, regardless of background or location, gets independent, high-quality advice on all the choices available to them. I commend all of that.

This debate is about the Times Education Commission report entitled Bringing Out the Best. The Select Committee on youth unemployment that I chaired was called Skills for Every Young Person. With skills, we will bring out the best in all our young people.

GCSE and A-level Results: Attainment Gap

Lord Shipley Excerpts

Thursday 8th September 2022 Lords Chamber

[Lord Shipley (LD)]

I thank the noble Baroness, Lady Armstrong of Hill Top, for the opportunity to debate this vital issue. As she said, we are letting children down. Regional gaps are growing: in the north-east this year, 22.4% of pupils achieved the top GCSE grades of seven or above, compared to 32.6% in London. At A-level, 30.8% of pupils in the north-east achieved top grades of A or A*, compared to 39.5% in London.

This is partly about incomes. The Institute for Fiscal Studies has said that a 16 year-old’s family income is more than four times as strong a predictor of GCSE attainment as their local authority of residence. This will only get worse in the face of the current crisis impacting so severely on the household budgets of low-income families, which is why the Government simply must take action to support those on low incomes. This is not just about the regional divide in attainment; it relates to the levels of poverty and household income across the country.

Three days ago, on Monday, the Department for Education released its analysis of the gap in achievement between poor primary school pupils in England and their peers taking key stage 2 SATs. This showed that the gap in achievement has reached a 10-year high, and there is evidence that the impact of Covid on poorer pupils was much greater than on others, one key reason being that lessons moved online in March 2020. The pandemic has made a widening gap even wider. This year, only 59% of pupils met the standard in all SATs subjects, compared with 65% in 2019. But the number of poorer pupils—those qualifying for free school meals—was only 43%, compared to 65% for other pupils.

The Government have made a major commitment to levelling up. In their levelling-up plan, they said that they will give

“everyone access to good schools and the opportunity to receive excellent education and training.”

Does that commitment still stand? I ask because Schools North East said on 25 August that the north/south gap showed that the measures taken to combat the impact of the pandemic were insufficient. Its director said that the pandemic had exacerbated

“serious perennial issues, especially that of long-term deprivation”.

Schools North East has called for a support plan, so will there be one? Will the Government beware economic and geographical factors being mistakenly presented as educational ones, as Schools North East has asked?

We should remember that north-east primary schools perform well in national terms. That performance reduces at secondary level, and one key reason is a lowering of aspiration. Better careers guidance in primary schools, plus curriculum reform to increase the teaching of design, technology, digital skills and creative subjects in secondary schools, would help deliver the aspiration that the Prime Minister called for yesterday.

This debate is about comparing London and the north-east, but that can be done successfully only if the Government review why London performs so well when, not many years ago, it did not. Major investment was made in the London school system to very positive effect. Will similar investment be made in schools across the north-east and all the more deprived regions? Will educational investment areas already announced be extended to many more schools and places? There is an existing levelling-up commitment to create 55 new educational investment areas where attainment is currently weakest. I submit that this is not enough. In 2019, the Government announced Opportunity North East initiatives, with up to 30 schools benefiting from expert guidance from other schools. Might this be expanded?

Money is at the heart of all this. Will there be more catch-up funding? Will the planned national funding formula address the imbalances identified? Will there be better pay for good teachers? Crucially, and finally, what will happen to school budgets now? The rising costs of pay, supplies and energy will put serious pressure on them. If levelling-up means anything, it must surely mean protecting schools’ ability to support disadvantaged pupils properly; are the Government committed to that?

Schools Bill [HL]

Lord Shipley Excerpts

Report stage & Lords Hansard - Part 1
Monday 18th July 2022 Lords Chamber

[Lord Hunt of Kings Heath (Lab)]

My Lords, I am going to speak to Amendment 97ZA, in the name of the noble Baroness, Lady Hollins. Unfortunately, because of today’s conditions, she is not able to travel to your Lordships’ House.

If the noble Baroness were here, I think she would first say that a lot of progress has been made in how we support those with learning disabilities and autistic people in the last parliamentary Session. The Health and Care Act saw the introduction of mandatory training for all health and social care staff to ensure they are better able to work with people who can otherwise struggle to find a voice within the complex system designed to support them. She would also refer to the Down Syndrome Act, which acknowledges the gaps between the intent of existing legislation such as the Equality Act and the Care Act and its implementation in practice. That is a rationale which underpins the amendment I have signed.

We know that many autistic people and those with learning disabilities can have complex needs across the breadth of the public sector and experience so many barriers to accessing support. What happens in childhood can determine their lifelong trajectory, whether this be in a positive or negative way. For example, for some children and young people this may be the beginning of a downward spiral of school exclusions and admissions to mental health facilities. That is how the journey to long-term segregation in an ATU begins—journeys that the Department of Health and Social Care’s oversight panel chaired by the noble Baroness, Lady Hollins, is currently trying to reverse.

Clause 54, “School attendance policies”, gives little regard to the way that neurodiversity and chronic health conditions can affect a young person’s development and how their educational needs may differ from their peers. This is important because people with learning disabilities and autistic people have higher rates of physical health and mental health comorbidities. This is particularly so for autistic children in mainstream schools.

I am very grateful that the noble Baroness, Lady Barran, wrote to Peers following Second Reading to try to address the concerns of the noble Baroness, Lady McIntosh of Hudnall, that the attendance clauses in the Bill would penalise pupils with SEND and those with autism. In the letter she said:

“We are clear that schools should authorise absence due to both physical and mental illness. Schools should only request parents to provide medical evidence to support absence where they have genuine and reasonable doubt about the authenticity of the illness. We are also clear that schools pressuring a parent to remove their child from the school is a form of off-rolling, which is never acceptable.”


That was very welcome indeed, but as she knows, the words of Ministers do not always turn out to be adopted in practice everywhere throughout the school system.

The importance of this is in the statistics. In 2022, her department stated that persistent absence—defined as missing over 10% of available sessions—involved 12.1% of students; hence the legitimate concern about this, which I understand. However, the rate is nearly three times higher among autistic pupils, at over 30%. Exclusions of autistic children have more than doubled from 2,282 in 2010 to over 5,000 in 2020. There is a big question here: why is it so much higher?

In 2020, Totsika et al published what I think is the only peer-reviewed study into school non-attendance for autistic students in the UK. They found that non-attendance occurred in 43% of their sample of just under 500 students and that autistic children miss 22% of school. Some 32% of absences were attributable to illness and medical appointments, and:

“Truancy was almost non-existent.”


This study found that going to a mainstream school, as opposed to a specialist school, increased the chances of missing school by nearly 100%.

Autistic people experience higher rates of physical and mental health difficulties compared to their neurotypical peers. Anxiety is a predictor of school non-attendance for all children, but we also know that anxiety is more common in autistic children, with approximately 40% having a clinical diagnosis of an anxiety disorder and another 40% experiencing subclinical anxiety symptoms.

The DfE has guidelines around managing non-attendance and support for students with SEND or medical conditions. This includes a duty to ensure suitable education, including alternative provisions or reasonable adjustments and that the local council should

“make sure your child is not without access to education for more than 15 school days”.

However, we know from experience with the Autism Act 2009 and the Down Syndrome Act that, just because it is written in guidance, it does not mean it happens in practice.

The noble Baroness, Lady Hollins, shared with me the example of one parent who wrote:

“My local authority has not accepted medical evidence that my daughter can’t attend school due to severe anxiety... Now we won’t get tuition help and all her further absences will be unauthorised!”


This is despite supporting evidence by a chartered psychologist. She goes on to say:

“Imagine forcing someone with a physical illness to come to school when a doctor says they can’t?”


Another parent has written to us saying that

“Fining parents for school absence due to school-based anxiety is … counterproductive”.


The amendment tabled by the noble Baroness, Lady Hollins, is based not on a few cases but many. It seeks to confirm the Government’s commitment to ensuring that SEND students are not disproportionately penalised by the Bill. There is a duty to implement existing guidance in day-to-day practice. I hope the Government will be sympathetic to the intent of the noble Baroness’s amendment.

[Lord Shipley (LD)]

My Lords, I would like to speak briefly to Amendment 91, in my name in this group, which aims to clarify the provisions on school attendance orders to ensure that they should only be issued when, in the opinion of the local authority, this course of action is in the best interest of the child in addition to being expedient.

The Minister may remember that we debated this in Committee. The Bill says clearly that school attendance orders can be issued where “it is expedient” to do so. I had an amendment which said that it should be in the best interests of the child, not that it could be “expedient” to issue a school attendance order. In reply, the Minister said that the word “expedient” was in the 1996 Act anyway and that the test would be the same.

For avoidance of doubt on this matter and to have a clear record, it seems that the best way to proceed is to take my amendment, in which I have not deleted the word “expedient” but have added that it is

“in the best interest of the child”

to have a school attendance order. The benefit would be much greater clarity, and I hope the Minister can agree to my suggestion.

Schools Bill [HL]

Lord Shipley Excerpts

Report stage & Lords Hansard - Part 2
Monday 18th July 2022 Lords Chamber

Tabled by

[Lord Shipley]

106: After Clause 67, insert the following new Clause—
“Local authorities: strategic education functions(1) The Secretary of State must, by regulations, provide that a local authority in England must perform the functions listed in subsection (2) on behalf of all state-funded schools in its authority area.(2) The functions are—(a) to ensure that every child of compulsory school age living in the local authority area has a school place;(b) to coordinate the provision of education to children who are at risk of exclusion from school;(c) to coordinate the provision of support to children with special educational needs or disabilities;(d) to act as the admissions authority for all state-funded schools in the local authority area, including by managing in-year admissions;(e) to manage the appeals process against individual admissions decisions;(f) to prevent pupils from being removed from the pupil roll of a school unlawfully;(g) to monitor the performance of schools; and(h) to monitor how schools engage with their local community.(3) The Secretary of State must, by regulations, provide that a local authority in England is given such powers as are reasonably necessary to perform the functions listed in subsection (2).(4) The powers conferred by regulations under subsection (3) must include, but not be limited to—(a) the power to request that the Secretary of State directs an Academy school to increase or reduce the number of pupils it admits; and(b) the power to require the proprietor of an Academy school to appear before a committee of the local authority to answer questions about the performance of the school or about how the school engages with the local community.(5) The Secretary of State must, by regulations, impose a duty on schools not maintained by the local authority to cooperate with the local authority in the performance of the functions listed in subsection (2).(6) The duty under subsection (5) must include, but not be limited to—(a) a requirement to inform the local authority of any plans that the school has to increase the number of pupils it admits; and(b) a requirement to provide pupil attendance data to the local authority when requested. (7) In this section—“local authority in England” has the same meaning as in section 579 of the Education Act 1996 (general interpretation);“state funded school” means a school in England funded wholly or mainly from public funds, including, but not limited to—(a) an Academy school, an alternative provision Academy or a 16 to 19 Academy established under the Academies Act 2010;(b) community, foundation and voluntary schools (within the meaning of the School Standards and Framework Act 1998).”Member's explanatory statement
This amendment gives local authorities new strategic functions in relation to all schools in their area.

[Lord Shipley (LD)]

My Lords, I spoke to this in Committee and on the first day on Report. I just want to say that I welcome the Minister’s commitment on the first day on Report to developing a collaborative standard between trusts, local authorities and third sector organisations. It is an approach to be welcomed.

Amendment 106 not moved.