Life Skills and Citizenship

Lord Singh of Wimbledon Excerpts

Thursday 7th September 2023 Lords Chamber

[Lord Singh of Wimbledon (CB)]

My Lords, citizenship teaching can help develop an understanding and respect for the norms of society. But these norms are constantly changing; what was considered acceptable in one generation, can be seen as cruel and oppressive in another. The less than equal treatment of women was the accepted norm until quite recently. In the 1960s, it was perfectly okay to have adverts in shop windows for accommodation to let stipulating “No dogs, blacks or Irish”. In the early 1980s, it was lawful to stop a Sikh child going to school in a turban.

A Christian hymn reminds us,

“New occasions teach new duties; time makes ancient good uncouth”.


It is not only time, but also space that makes ancient good uncouth. In our shrinking, interdependent world of the 21st century, we cannot afford the old luxury of disparaging foreigners, including Scots and Welsh, as lesser beings, to strengthen our sense of unity and superiority. Nor should we look on other religions with traditional negativity. We are, as Sikhism teaches us, all members of one somewhat imperfect family. It is important that we move away from the old narrow view of identity and equip pupils to meet new challenges and responsibilities in a shrinking and interdependent world.

Does the Minister agree that citizenship teaching should not be based on past norms but on underlying ethical imperatives? The often-ignored ethical three Rs—right, wrong, and responsibility—must be taught and learnt in schools.

While the RE curriculum provides for the teaching of different religions as discrete entities, we should also recognise ethical commonalities between faiths, which I believe should underpin the teaching of citizenship to help children meet the challenges of the world of tomorrow.

Schools: Admissions

Lord Singh of Wimbledon Excerpts

Monday 17th July 2023 Lords Chamber

[Baroness Barran (Con)]

I share my noble friend’s warm welcome for the remarkable work of all our schools, including our faith schools, all around the country.

[Lord Singh of Wimbledon (CB)]

My Lords, I was present when the then Education Secretary Michael Gove, on a visit to the Guru Nanak school in Hayes, applauded Sikh respect for other faiths, shown in assemblies and teaching. This and high academic performance lead to oversubscription for entry. Does the Minister agree that greater support should be given to faith schools that teach respect and inclusivity over those grounded in the divisive belief that their faith alone has a monopoly on the truth?

[Baroness Barran (Con)]

I do not accept that there are faith schools that have the kind of perspective that the noble Lord set out. We work hard with all our schools, and schools work together in local areas, to make sure that those values of respect—particularly for those of any other faith or none—are upheld. That is part of our citizenship curriculum and our fundamental British values.

Schools: Curriculum Update

Lord Singh of Wimbledon Excerpts

Thursday 8th June 2023 Lords Chamber

[Baroness Barran (Con)]

This country is not unique in its disadvantaged children having suffered particularly during the pandemic. We have been very clear about our vision for the National Tutoring Programme, which is particularly relevant in giving disadvantaged children access to some of the privileges enjoyed by children from more socially advantaged homes. Tutoring on its own is not enough, which is why we have made a number of commitments including, at one end of the spectrum, putting senior mental health leads in our schools and, at the other, reinforcing our commitment to sport, music and other resilience-building activities in our schools.

[Lord Singh of Wimbledon (CB)]

My Lords, does the Minister agree that the building of character and resilience does not require the appointment of a commission? Teachings of right and wrong, and of responsibility and resilience, are common in our different religions and other world views, but are, sadly, badly obscured in formal RE, with its overfocus on rituals, artefacts and the shape and size of religious buildings. Does the Minister further agree that much greater emphasis should be put on the important ethical commonalities between religions?

[Baroness Barran (Con)]

I am not sure that I agree with the noble Lord’s description of the RE curriculum, but he makes the broader point that schools play a part—along with, obviously and incredibly importantly, families—in setting the moral compass of our children and our nation’s future.

Safeguarding of Young Children

Lord Singh of Wimbledon Excerpts

Tuesday 24th May 2022 Lords Chamber

[Baroness Barran (Con)]

We will be debating the report in your Lordships’ Chamber later this afternoon, but I would say that social workers have some of the hardest jobs in this country and we thank them for everything they do. We continue to invest in those services to address the terrible cases such as that to which the noble Lord refers.

[Lord Singh of Wimbledon (CB)]

My Lords, the safeguarding of young children is yet another important social concern alongside violence against women, racism in the police and youth crime. They are simply surface sores of an underlying social malady. Does the Minister agree that the long-term solution to such problems is a much greater emphasis in schools on the other three Rs; namely, right, wrong and responsibility?

[Baroness Barran (Con)]

I am sure that the noble Lord’s suggestion may be part of the solution, but to expect any single thing to resolve these difficult and complex problems will not be sufficient, hence the more comprehensive approach that we are taking.

Schools: Extremism and Intolerance

Lord Singh of Wimbledon Excerpts

Monday 28th March 2022 Lords Chamber

[Baroness Barran (Con)]

The Government recognise the very important contribution that whistleblowers make. We have had anonymous reporting lines since 2015 and established an online reporting system in 2021, which is available to those working in the sector and to the general public. I hope I can reassure my noble friend that we have made good progress on implementing Peter Clarke’s recommendations. To give the House some examples, we have strengthened the Ofsted inspection framework so that its inspectors are now required to assess how well schools protect pupils from the risks of extremism and radicalisation, and to promote fundamental British values. We have pursued action against those who may have breached teacher standards and taken action against those involved in the management of schools. We continue to assess whether other areas of the country could be similarly vulnerable, and we have a dedicated counterextremism function in the department to consider allegations.

[Lord Singh of Wimbledon (CB)]

My Lords, does the Minister agree that extremism arises from claims that the one God of us all has human prejudices and is more favourably disposed to our particular faith, as opposed to others’, no matter how we behave towards others? Does she further agree that the teaching of RE in schools should emphasise ethical commonalities, which are much greater than the smaller area of conflict-producing differences?

Education: Climate Change Science

Lord Singh of Wimbledon Excerpts

Thursday 16th May 2019 Lords Chamber

[Lord Agnew of Oulton]

I assure the noble Lord that we are improving the curriculum all the time. For example, in 2018, 96% of pupils in state-funded schools were entered for the science component of the EBacc. The proportion of pupils taking GCSE geography increased from 26% in 2010 to 41% last year. We have also seen increases in participation in A-level chemistry and physics. These are all science and evidence-based subjects.

[Lord Singh of Wimbledon (CB)]

My Lords, could the Government get the United States President to drop in on one of those classes during his visit?

[Lord Agnew of Oulton]

The noble Lord makes a very interesting suggestion, which I shall pass on to the Foreign Office.

Religious Schools: Admission Policies

Lord Singh of Wimbledon Excerpts

Monday 29th April 2019 Lords Chamber

[Lord Agnew of Oulton]

My noble friend is quite right: the largest voluntary-aided schools are Catholic schools. There are some 850,000 pupils in those schools, and 33% of those pupils are from other faiths or none. They get higher results, on average, than the state system and they started free education in this country before the Government.

[Lord Singh of Wimbledon (CB)]

My Lords, does the Minister agree that while it is important to look at the interaction between people of different faiths in choosing the intake of faith schools, it is equally important to ensure that a broad curriculum of religion is taught so that people are taught about other religions in a respectful way and about how to respect those different faiths? The teaching should focus on underlying ethical imperatives common to all faiths.

[Lord Agnew of Oulton]

The noble Lord is quite right. With the help of all Members of this House, we got the relationships and sex education regulations through last week. They underpin the whole concept of preparing children for our very diverse society. To reassure noble Lords on the recent voluntary aided application system, we were very clear in the criteria that anyone applying for it had to address the needs of all pupils in that community, of all faiths and none. They have to prepare children for life in modern Britain and create inclusive environments. Nothing is more important, beyond a good education, than an integrated system.

Schools: Integrated Communities Strategy

Lord Singh of Wimbledon Excerpts

Tuesday 24th April 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I commend the work of my noble friend Lord Hodgson and his fellow members of the committee that has just reported. I extend an invitation to any of those members to meet me to discuss their recommendations and any criticisms that they have of our handling of this area. One of the most vital parts of the future of this country is to ensure that schools become the integration engine for our society. We are doing a lot to achieve that. Citizenship is part of the key stages 3 and 4 curriculum and, as the noble Lord will know, recently in our integrated strategy document we encouraged a number of additional methods to push this further forward.

[Lord Singh of Wimbledon (CB)]

My Lords, does the Minister agree that the underlying cause of religious extremism is the aggressive assertion that one system of belief is better than another? Will he further agree that, while we are all free to believe what we like, schools should emphasise respect for different faiths and the exploration of the many commonalities between them?

[Lord Agnew of Oulton]

My Lords, most dogma is based on ignorance, therefore a good education system is important because it tackles ignorance. All state-funded schools, including faith schools, have a legal obligation to promote community cohesion and to teach a broad and balanced curriculum. They are required to promote the fundamental values of democracy, the rule of law and individual liberty, as I mentioned in answer to an earlier question. We are looking at the moment at how faith free schools can pay more attention to how they attract pupils from different faiths and backgrounds.

Schools: Indoctrination

Lord Singh of Wimbledon Excerpts

Tuesday 6th February 2018 Lords Chamber

[Lord Agnew of Oulton]

I note the noble Lord’s concern. We addressed many of these points in the debate on Second Reading of the Bill promoted by the noble Lord, Lord Soley. We have just received legal advice on the powers of local authorities to investigate children who are being home educated. It is clear that there are more powers, but I do not think that they have been clearly delineated and explained to local authorities. That is the point of the guidance that we will be issuing shortly and we will be looking for feedback from local authorities on it.

[Lord Singh of Wimbledon (CB)]

My Lords, does the Minister agree that all the main religions should be taught in schools and that, if a school is not doing that, it is a failing school? Should not the teaching of religion be in the context of today’s times rather than literally in the language of outdated texts so that they cannot be manipulated for the purposes of extremism? Does the Minister further agree that the teaching should focus not so much on customs and rituals but on the underlying ethos so that it becomes self-evident that the different religions are all pushing in the same direction?

[Lord Agnew of Oulton]

My Lords, as all of you will know, faith schools play a very important part in the fabric of our state education. We have more than 4,000 Church of England schools and 2,000 Catholic schools. All the guidance around education and religion is about tolerance and understanding it in the context of our own society. The recent provision for the promotion of fundamental British values builds on that. As noble Lords may be aware, we now have specialist Ofsted inspection officers who look specifically for any incidence of where religion is not taught in that context.

Armed Forces: East of Suez

Lord Singh of Wimbledon Excerpts

Thursday 9th March 2017 Lords Chamber

[Viscount Younger of Leckie]

The situation in the South China Sea is certainly also being kept under review, but this Question relates to the Gulf. At the moment we see it as extremely important to be sure that our presence in the Gulf is strong enough for our interests there and to work with our Gulf partnerships.

[Lord Singh of Wimbledon (CB)]

My Lords, we are in the 21st century, not in the 19th. Is this macho posturing really helpful to the cause of world peace? Russia and China could argue, with similar logic, to have a naval presence west of Suez, much closer to home. Should we not be thinking in 21st-century terms?

[Viscount Younger of Leckie]

We believe that we are thinking in 21st-century terms. Let me say a little more about the build-up of our presence in the Gulf. It is very important to have a strong defence presence with the naval facility in Bahrain, HMS “Jufair” and the regional land training hub in Oman—and to have a stronger engagement with the creation of the British defence staff in Dubai. We are also building more short-term training teams to build our partners’ capacity. For example, in 2018 exercise Saif Sareea 3 will take place.