Early Years Foundation Stage (Miscellaneous Amendments) and Childcare Fees (Amendment) Regulations 2021
Lord Storey Excerpts(3 years, 3 months ago)
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Lord Storey (LD)
My Lords, I very much agree with the noble Lord, Lord Hunt, about SATs in primary schools, but I gently remind him that it was his Government who brought in a whole raft of testing through SATs in our primary sector. Never mind—a sinner reformed and all the rest.
First, I thank the noble Lord, Lord Watson, for this regret Motion. It is important to assess four and five year-old children in their first few months in school. Children start school in different ways. Some are excited and eager to start to play and learn. Some are shy and nervous at this big change to their lives, and some are very frightened at this big step. Those first few days and first few months—indeed, the first term—are an enormously important time for them to settle into their classroom environment; a time to gradually learn through play and discovery. The reception class teacher and teaching assistants need to get to know the child, work with the child and play with the child. This time of observation and learning is absolutely crucial to a child’s development and critical in the assessment of a child’s needs and development. It is a time for the early identification of any special needs a child may have.
These early weeks and first term are the time not only to get to know the child but to arrange to meet the parents, grandparents and carers, not just at the classroom door, but through home visits. In this way, the teacher can really understand the whole child—their interests and skills, the things they like doing, the things that make them happy and the things that make them unhappy.
Why do I have concerns about reception baseline assessment? The Department for Education says that by giving each child a baseline assessment when the child first starts primary school, schools will not only have a clearer idea of how much progress pupils are making but should be able to identify which children are likely to need extra help.
Children of just four and five already have to contend with the anxiety of starting school and are often daunted by unfamiliar tasks at this stage. Concentration levels may be an issue, particularly for summer-born pupils almost a year younger than their autumn-born peers. It would be good if the Government took a proper look at these children and brought forward proposals on how to support them.
Checks administered on a one-to-one basis are time consuming for teachers as well. At the very time they should be getting to know the children, they will be spending time—20 to 30 minutes per child—probably out of the classroom. With a class of potentially 30 children, that is several hours when the teacher could have been with the children in the classroom.
The Government have an interesting history on baseline assessment. In September 2016, the DfE was due to introduce a reception baseline check for all children. The Government suggested that the new tests would ensure higher standards and allow all pupils to receive the attention they needed and build on areas of weakness. Schools piloted three different types of assessment. A third of the pilot schools had tests carried out one to one with a reception teacher; these focused on the very basics of learning such as counting and picture, letter and number recognition. The NFER assessment used common reception resources such as counting beads, plastic shapes and number and picture cards, and the children worked through activities while the teacher recorded their progress on a digital device. The other third of schools decided to use an assessment that relied on teachers’ observations of children’s skills within the normal day-to-day school routine. This method of assessment was designed so that the children did not even know they were being tested.
In the summer of 2016, the baseline check was put on hold indefinitely and teachers were told to continue with the early years foundation stage profile pending further decisions. This decision was taken because the Government confided that the three pilots could be taken by the same child and come out with different results. So we see that the data provided by reception baseline assessment is sometimes—indeed, often—unreliable.
Administering tasks and tests, which takes teachers away from the classroom at the very time they want to get to know the children, is not the right way to proceed. Let me give an example. Imagine this: little Elizabeth starts reception. She is nervous and in wonder mode. In her first few days, as she is getting to know the classroom environment and the teacher, she is taken out of the classroom and tested. She then goes back into the classroom. What happens to those results? Do her parents get to know them? Do her next six teachers get to know them? What happens at the end of those seven years? What happens if little Elizabeth has not made the progress she should have made? Will the Government do anything to the teachers or to the school? What is the purpose of those tests and that assessment?
As has been said, now—when schools are still struggling with the problems of Covid—is certainly not the time to experiment with this baseline assessment. As we have also heard, at a time when early years resources are quite limited, now is not the time to spend money on an ambitious scheme when we do not know whether it will be successful.
Covid-19: Education Settings
Lord Storey Excerpts(3 years, 4 months ago)
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Lord Watson of Invergowrie (Lab) [V]
My Lords, once again I want to pay tribute to all education staff, pupils and parents, who have done so much over the past 16 months to ensure that children and young people were able to have as much learning as was possible in the most trying of circumstances.
Last week, in a repeat of an Urgent Question in your Lordships’ House, I asked the Minister to confirm that parents, pupils and teachers would know what was to happen in September to school bubbles, before this term ends, allowing school leaders time to put plans in place and give their staff a desperately needed break over the summer. Naturally, it is satisfying that the Government responded to my personal plea with a Statement made by the Secretary of State two days ago, but only up to a point.
The main restrictions on education and childcare are ending with effect from 19 July. With more than 640,000 children in England absent from school last week due to Covid, whether that is the right thing to do, just days before the school year ends, is questionable. The summer holidays act as a natural circuit breaker, and surely it would have been preferable to use that as the end point for restrictions that were unhelpful for learning but were necessary to minimise the spread of Covid.
The Government have been desperate to do something—anything—to meet the clamour from many of their MPs and their supporters in the media, but the new Health Secretary was candid in his admission, a few days ago, that England was entering what he termed as “uncharted territory” in its wholesale scrapping of lockdown rules from 19 July. New infections could easily rise above 100,000 a day over the summer, he said—more than at any point in the pandemic. The concern felt by many parents and children, at the sweeping away of the current system for containing Covid outbreaks in schools, colleges and nurseries, is understandable.
The Statement says that by 19 July, grouping pupils into protective bubbles within schools, colleges and nurseries in England will no longer be required, along with several other preventive measures. The use of self-isolation for children with close contacts will end in mid-August. Last week, when I invited the Minister to explain why secondary pupils had no longer been required to wear masks in classrooms from mid-May, at a time when cases were rising and masks still had to be worn in shops and indoor spaces, she replied it was done on the advice of Public Health England. Is that also the basis of the Government’s latest guidance removing requirements such as staggered school start and finish times, social distancing and the recommendations for the wearing of masks in communal areas, and—where bubbles have never been able to be enforced—on school transport? If so, will the Government publish the data that informed those decisions?
Doing away with bubbles from 19 July means more schools will have just a few days before the end of term. Many, I suspect, will feel it is not worth changing until the new term. Of course, by then some will already have begun their summer holidays. When the Secretary of State delivered the Statement in another place on Tuesday, he was asked several questions by my colleague Kate Green MP. Not many received a response, so I will repeat some and offer the Minister the opportunity of addressing these issues.
The DfE has run pilots using testing instead of the bubble system in schools, but that was not mentioned in the Statement. What were the results of the pilot, using daily testing in some schools? Did this mean more hours in the classroom? Did it result in more cases being detected? If the JCVI does propose vaccinating older children, is the Minister confident that the necessary infrastructure to begin that process will be in place before schools return in September?
Also, with regard to exams in 2022, the Secretary of State said on Tuesday that mitigations would be put in place to take account of the fact that many children, facing exams in the forthcoming academic year, particularly year 10, had missed a great deal of school over the past year. What sort of mitigation has been considered by the DfE to support children caught in that situation? Given the chaos and confusion that reigned both last year and this year, those young people deserve to know, when they arrive for the new term, what format of exam system they will face.
Our aim with these questions is not to catch the Government out. We genuinely want pupils to return to school after their summer break knowing what to expect, and for their parents to have confidence that sensible and effective measures to keep everyone as safe as possible from a further spread of Covid are in place. I look to the Minister for reassurance that that is not too much to ask.
Lord Storey (LD) [V]
My Lords, I add my thanks to all those teachers and support staff, children and young people. I am surprised that this is being done now and we have not waited until the beginning of the autumn term, which is literally only a few days away.
The Minister’s Statement is made against a backdrop of rising cases. School outbreaks are up to the highest level all year and rising sharply. Children, of course, remain unvaccinated, at risk of transmitting the virus and suffering from long Covid themselves. The Government have consistently claimed to be following the scientific advice before making decisions. Will the Minister publish the results of their trials on daily contact testing as an alternative to self-isolation?
We now know so much more about Covid-19 than we did a year ago, yet the Government are not learning lessons from either the knowledge that we have gained about the virus or the effective measures taken in different countries. We know that airborne transmission is the main way that Covid-19 is spreading. Countries such as Germany have invested in upgrading air-conditioning units and providing mobile purifiers. What are the Government here doing to improve ventilation in our schools?
In the Statement, the Minister says that education settings
“will continue to have a role in working with health protection teams in the case of a local outbreak. Where necessary, some measures may need to be reintroduced.”
What are the measures that will be reintroduced? The Minister says that, in classrooms or communal areas, face masks and social distancing will no longer be required. Does that include whole-school assemblies, or the daily act of worship in Church schools?
The requirement for a staggered start and finish time for schools and colleges can continue until the end of the summer term if schools wish. Is it sensible to have hundreds of children and students leaving schools and colleges at the same time, with, for younger children, hundreds of parents at the school gates to meet them? What is the scientific advice to stop staggering school start and finish times? If a school wishes to continue staggering the start and finish of its school day, can it do so?
Like the noble Lord, Lord Watson, I want to see as many children in school as possible and I want to see children and staff safe. The Statement is not a plan to deal with Covid-19 in our schools; it is lettered with instances of “maybe”, “we should” or “we advise schools to”. It ends with these words:
“children and young people will be able to get on with their education and lives”.
But if Covid is ripping through our schools, colleges and universities, there will be no “getting on with their lives”; in fact, we are putting their lives at risk. I fear that this is playing Covid roulette with our children and young people.
The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)
My Lords, I am grateful to the noble Lords, Lord Watson and Lord Storey, for their thanks to the hundreds of thousands of teachers and support staff, and for the work of parents who have been home-educating during this time, to see our children come to the end of term.
To deal first with the point made by the noble Lord, Lord Watson, about why we have not left all this until the end of term, the Government made it clear that schools should be in line with other public health restrictions, so that they were neither more nor less restricted, based on the scientific evidence. The release of restrictions in line with step 4 is the point at which to change the situation for schools. Also, as the noble Lord later outlined correctly, there is no one date on which schools break up, so that would have meant different dates in different parts of the country. I believe that schools start breaking up tomorrow and that the finish date is 28 July. The fact that this is in line with step 4 will mean that it is a consistent date with the other restrictions being released in our country.
Regarding the situation of school attendance as of 1 July, 83.4% of children were actually in school at that time. On the levels of disease that we are seeing in the population, that is why the department Ministers, Nick Gibb and Gillian Keegan, wrote to schools and colleges last Monday to outline the situation on school activities over the summer—summer schools and other out-of-school settings that use their buildings. Testing for those purposes will continue over the summer, but most pupils, who will have been out of school, will not be subject to testing over the summer. That is one of the main reasons why we have made it clear to schools that they should set up the ATS at the beginning of the autumn term and that, up to three days before term begins, they can begin the two lateral flow tests for secondary age pupils, primary staff and secondary staff. They will not have been tested over the summer period, of course. This is the action that we are taking to take account of the level of disease in the population at the moment. There are obviously some controls, and we have given guidance to schools and colleges that they should leave in place the regular cleaning, handwashing and ensuring that inside spaces are well ventilated, leaving doors and windows open as appropriate.
The noble Lord, Lord Watson, raised school transport. Again, we are bringing that advice in line with the situation as it will be for the population in England on 19 July, which is that it will be a matter of choice whether to use face coverings on public transport. That will be the same for dedicated school transport.
On the specific questions that the noble Lords, Lord Watson and Lord Storey, raised about the daily contact testing pilot, over 200 secondary schools and colleges participated in the independently monitored, voluntary trial, which was given approval by Public Health England’s independent research ethics and governance group. The trial concluded only on 25 June, so its findings are expected shortly. Those findings will need to be evaluated before any decisions can be made by government on how DCT can be used, if at all.
On the question from the noble Lord, Lord Watson, about vaccination infrastructure, no decisions have been made yet on whether young people from the ages of 12 to 17 should be routinely offered a Covid-19 vaccination or how this should be implemented. The MHRA has licensed two vaccines for that age group, but then it is a separate decision for the JCVI about whether there should be routine vaccination. We have asked the JCVI to advise whether it should be offered to young people aged 12 to 17; we will be guided by those experts’ advice and provide an update in due course.
We have already confirmed that exams and vocational and technical qualification assessments will go ahead next year. We recognise that students taking those examinations have had significant disruption to their education and we are considering with Ofqual what we need to do to ensure that the grades students receive for exams next year are fair. We understand the need for the education sector to have certainty and we will announce further details shortly.
Regarding the questions from the noble Lord, Lord Storey, on the prevalence of the disease, the strategy is clear that those who have been most at risk from the disease will have been offered the vaccination and a large proportion of the population will be double-vaccinated. On his specific questions about ventilation, we are doing a pilot study with Public Health England and SAGE to look at CO2 levels in our classrooms. Obviously, when we have the results of that we will update your Lordships’ House. It is still within the guidance to schools about how they should manage those spaces, but we envisage that music lessons in all forms, assemblies and collective religious worship will be back in schools without restrictions.
We also want to give schools and children back their freedoms, in line with those that will be given to the population in step 4. In terms of the risk to the population as a whole, those who are most at risk from the disease will have been offered the double vaccination. We have of course asked schools to have contingency plans and have updated the guidance on them, should there be an outbreak either in that school or in an area of the country where there is a particularly high prevalence of disease, outlining whether further restrictions should be in place. There will be individual circumstances around whether bubbles or masks are reintroduced, but all that is to be balanced with the particular circumstances of any outbreak, and bearing in mind that we now know the effects that having to be in bubbles or wear masks has on children’s education.
One of the few silver linings of the cloud that has been over us in Covid—I must take issue with the concluding statement of the noble Lord, Lord Storey—and something for which we can be grateful is that the evidence has been consistently clear that overwhelmingly children do not get this disease seriously, unlike the older members of the population. That is why the vaccination programme has gone down the age ranges, including in the beginning NHS and social care staff. We must be really grateful for that, and we look forward to seeing our children back in school without these restrictions as of 19 July.
Skills and Post-16 Education Bill [HL]
Lord Storey ExcerptsTuesday 6th July 2021
(3 years, 4 months ago)
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Lord Baker of Dorking (Con)
My Lords, I am delighted to take part in this debate. I will address principally Amendment 81 but also the general points raised by my noble friend Lord Lucas, the noble Lord, Lord Adonis, and the noble Baroness, Lady Garden.
The Bill basically focuses on education for 16 to 19 year-olds, but it cannot be looked at just as a separate section; it depends on what has happened between 11 and 16. If you have made a mess of 11 to 16, you cannot compensate for it by this Bill. I believe that, since 2010, we have made a mess of 11 to 16 education. This is really what is behind the amendment in the name of the noble Baroness, Lady Whitaker; she is talking about disadvantaged children. The proportion of disadvantaged children today—you are usually considered to be disadvantaged if you do not get level 4 in English and maths—is between 30% and 35%. That is not a small minority—it is over 2 million students who failed, after 14 years of free state education, to acquire a basic literacy and numeracy qualification. It is a huge indictment of the English education system and what has been imposed upon it since 2010.
In 2010, Michael Gove imposed his curriculum on schools, without any consultation whatever. His curriculum, known as EBacc or Progress 8, consists of eight academic subjects: two English, one maths, three science, one foreign language and either history or geography. That is a grammar school curriculum; it is an academic curriculum. It excludes any sort of technical training, computer training, design training or cultural studies. Since 2010, there has been no fall in the number of disadvantaged children: the number then was roughly the same as it is now, at 30% to 35%. It was the same in 2015, when the Conservatives took control; there has been no significant improvement. I fear that there is absolutely no doubt that the attainment gap between the brightest and the less bright students will have grown substantially during Covid.
The victims of this policy are the disadvantaged and the unemployed. No one has mentioned the level of unemployment. Youth unemployment is now at 14.8%, which is very high—three times the national average—but there has been no mention at all of that. Nor has there been mention, so far, of students in the Bill; they have been left out like the mayors mentioned by the noble Lord, Lord Adonis—they are not mentioned at all. I see no measure in the Bill that will prove a significant change in dealing with the skills gaps in our country.
The other matter that I am concerned about is that the Bill should have been a wonderful opportunity to create a combination of academic and technical education but, in fact, it makes the division even greater. The Bill is saying that if you stay on at school in the sixth form, that is the best way to get to university. When it is passed, the heads of every secondary school will say to their students, “Don’t go down that technical route, you’ll never get to university. Stay with us.” So all the rest will go down this technical route, and that is a real divide.
In Clause 4, the Bill actually says that schools and 16 to 19 academies will not be allowed to teach technical education. It says it in statute. I never thought that I would see that particular definition in an English law—least of all brought back by a Conservative Government, I may say. That is a complete bifurcation: there is an academic route and a less academic route. This is not really what should happen. The schools that I have established over the last 12 years include both academic and technical education and we have magnificent results, but the Bill really does not have that role in it whatever. It is educational apartheid—I do not use that word lightly, but that is what this is; there are two clear routes in future. Where is the parity of esteem, when the secondary head can say to his children, “Stay with me and you will get to university, because I will do those eight academic subjects, and we will get you through your A-levels as well”?
I am afraid that there is no real advantage in the Bill for the disadvantaged students, and I regret that very much indeed. When we talk about disadvantaged children, just remember that in every child there is a bit of flint. Sometimes you have to dig very deep for it, but that is the purpose of education—to find that bit of flint and create a spark, or, as Shakespeare said:
“The fire i’th’ flint
Shows not till it be struck.”
That flint has to be found long before 16; it has to be found at primary level and at secondary level and this is what we are failing to do as a country.
Lord Storey (LD)
I ought first to declare an interest as a vice-president of the Local Government Association. I looked at these amendments and found myself agreeing with every single one. I looked back and remembered when we had the technical education Bill and, when we were in Committee in the Moses Room, I think there were probably about eight to 10 of us. How wonderful it is now to see how people have realised the importance of technical and vocational education—we have a proper Committee for a further education/vocational education/skills Bill.
I do not have a problem with local skills improvement plans—does anyone? It seems eminently sensible that you look at the needs of each locality in terms of business, job creation and development, and put that plan together. It is not something where you say, “Nationally, we will all do this”; you look at each local area. I was interested to hear the noble Lord, Lord Liddle, talk about Cumbria. He will be pleased to know that I spent a week in Keswick and, as we walked around, virtually every single restaurant, hotel and shop had an advert pleading for people to work in the hospitality industry. Clearly, that is a skill that is needed in that area. It is obviously brought about because of Brexit, but that was a problem even when we were in the EU—there were not enough people in the hospitality industry.
I look at my own city of Liverpool, and back in the 1960s and 1970s we were the poorest region in Europe and, as a result, we qualified for what was called Objective 1 money—nearly €1 billion, I think. We got that twice; we got two tranches because our GDP was among the lowest in Europe. Why did we get a second tranche? Because the first time we failed completely to use the money effectively. We did not draw up a plan; we did not say, “What skills do we need? How can we turn the economy around?” We just sort of threw the money about. For example, FE colleges were booming with hairdressing and beauty treatment courses, so we gave them money to develop those courses. Yet there was a shortage at the time of engineers and of people in the construction industry, but there was no plan to say, “This is how we should be doing it.” So the notion of a local skills improvement plan seems eminently sensible.
Lord Storey
“(3) The employer representative body and relevant providers in a specified area must co-operate to develop a skills improvement plan for submission to the Secretary of State for approval and publication.(4) The employer representative body and relevant providers in a specified area must co-operate to—(a) keep the plan under review, and(b) where appropriate, develop a replacement plan for submission to the Secretary of State for approval and publication.(4A) The relevant provider must have regard to the plan so far as it is relevant to any decision that the relevant provider is making in relation to the provision of post-16 technical education or training that may be relevant to the skills, capabilities or expertise that are, or may in the future be, required in that area.(4B) In developing a new or replacement plan, the employer representative body and relevant providers must consult with such persons as they consider appropriate in the specified area, including—(a) local authorities,(b) mayoral combined authorities,(c) trade unions, and(d) students’ unions.”Member’s explanatory statement
The purpose of this amendment is to ensure that establishment of the LSIPs involves colleges as joint partners and involves the input of the wider community.
Lord Storey (LD)
My Lords, it is important for the development of these local skills improvement plans that the partners involved are working together. The notion of divorcing, if you like, the employers from those providing the education seems to me to be wrong. The two key players to make a success of this are obviously the employers, who know their needs and can identify the skills that are short, and the colleges that provide the training and education. I do not like the notion that we should separate those two or that, as the Minister’s letter said, we might consider what they say. My Amendment 5 seeks to understand whether the colleges will be joint partners in this venture and make that point.
I say that for other reasons as well, not just in terms of developing the local skills improvement plans but because it helps the colleges themselves. It helps them to work with the employers in their locality at a really close level. It will improve the ethos and standing of colleges in the community, making employers realise what colleges are about and what happens in them: they will be properly engaged with them on a regular basis, not think of them as “some sort of building over there”. That dialogue and, dare I say it, teamwork will bring about genuine and effective plans. This is not an attempt to create more bureaucracy or paperwork; it is about saying that—I reiterate—these two key players must be locked together to make this happen.
My other amendment in this group, Amendment 38, is again about
“effective partnership working between employer representative bodies and local authorities and Mayoral Combined Authorities”.
We now have nine different mayoral authorities in England, and these nine city regions account for 41% of the country’s population and 43% of our economic output. The notion that they are sort of over there and may just be consulted seems wrong; they should be clearly involved in not just the final decisions but the day-to-day decision-making on these plans.
They already have emerging powers in relation to adult education and funding for FE, skills training and learners above the age of 19, so they are already important players in this area of work. In fact, as I said earlier, Liverpool was given a £41.1 million grant of local growth money to support skills and capital investment, and is currently working on a budget of £18 million for this year to make it available. I notice that other noble Lords also have amendments in this group. In particular the noble Lord, Lord Watson, is equally calling for working bodies to work closely together on this.
At the beginning of my contribution, I used the term “teamwork”. We only have to see how this has produced the successful run so far of the England team, which is not about separating a manager from players, and whatever else, but working together as a team. I hope that this amendment will be considered and that the Minister will ensure that there are not just considered but effective working arrangements.
The Deputy Chairman of Committees (Lord Lexden) (Con)
My Lords, I must inform the Committee that if Amendment 5 is agreed to, I will not be able to call Amendment 6 by reason of pre-emption.
Baroness Berridge (Con)
Yes, as I have said, in the process of bidding for the trailblazers, we have allowed local geographic areas to define themselves as the economic area. So, it could be the mayoral combined authority for Greater Manchester, or it might be that parts of the north of that area decide that they are going to be in an area with somewhere else. We have not prescribed that. We have allowed that local decision-making, and we are not dictating from the centre. We would be criticised if we were to do that. It is up to that geography to define itself. I will have to come back to my noble friend on a model plan. We will be publishing the trailblazer plans during that pilot, but I will write to my noble friend about any other model plan.
Lord Storey (LD)
My Lords, I thank all Members for their wise contributions and the Minister for her very detailed replies. I thought the noble Baroness, Lady Morris, really put her finger on it when she said, “I am not confident we’ve got the relationships right.” This is not—and I look directly at the Minister—about those pesky politicians or those pushy colleges wanting to get their hands on the levers of provision. This is about making sure this works. We support the Bill, we want the Bill to be successful, and we want these plans to work. All the contributions that noble Lords have made indicate that we have reservations about the way these plans are going to be drawn up. I was taken with my noble friend Lady Garden’s comment about when she was at City and Guilds. It was trying to get employers to come forward and was asking, “What skills do you want?” They did not have a clue. If you think “We will just give a sop to consultation”, people will feel that they are not properly involved. At the beginning, we heard the noble Lord, Lord Patel, say it gives too much power to a small group. That feeling will be there, and people will not feel engaged and will not want this to be success. So, I hope that in Committee and on Report, the Minister will consider the wise words of Members and we can have a system—if that is the right phrase—that will deliver what we all want. That is really important, as is, as the noble Lord, Lord Bradley, said, that we have those proper checks and balances.
To finish, the noble Baroness, Lady Neville-Rolfe, will be pleased that business and politicians can work together. Liverpool gave the freedom of the city to Terry Leahy. There you go: an arch-capitalist being lauded by the Lib Dem council at the time. I beg leave to withdraw the amendment.
Covid-19: Education Attendance
Lord Storey Excerpts(3 years, 4 months ago)
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The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)
My Lords, the four tests were met for step 3 of the road map at that point, so that is why, on the advice of Public Health England, masks and other restrictions were lifted at that stage for secondary school pupils. We expect to confirm plans to lift restrictions and bubbles in line with step 4 of the wider road map. Obviously, there will be an announcement in advance of that, which should be within term time for the vast majority of pupils, though there are one or two areas where state-funded schools begin to break up on Friday 9 July.
Lord Storey (LD) [V]
My Lords, in the decisions that are made—and made, as the noble Lord, Lord Watson, said, so that schools know well in advance of their return in September—how much of the scientific data has been taken into account?
Baroness Berridge (Con)
My Lords, the Department for Education is obviously guided by the advice from the Department of Health and the Education Secretary is working closely with his counterparts in health and social care and on the advice of Public Health England. On Monday, Minster Keegan and Minister Gibb wrote to schools and colleges to outline the situation at the moment and to give instructions about the pause on testing during the summer but the requirement to still test if children are in school for summer school. They have as up to date a position as we can provide them with at the moment.
Children: Care Homes
Lord Storey Excerpts(3 years, 4 months ago)
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Lord Storey
To ask Her Majesty’s Government what assessment they have made of the use of unregulated care homes for children.
The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)
My Lords, we have recently announced vital reforms for the use of unregulated provision to ensure that children in care and care leavers have access to high-quality accommodation and support that meets their needs and keeps them safe. This includes banning the practice of placing under-16s in this provision from September. We are now consulting on national standards and Ofsted regulation for unregulated provision for looked-after children and care leavers aged 16 and 17.
Lord Storey (LD)
I thank the Minister for her reply. She will know that there were 1,860 reports of abuse against children living in unregistered care homes. This included physical abuse, sexual abuse, trafficking, grooming and the exploitation of young people with learning difficulties and mental health problems. Does the Minister agree that this is a disgrace? Will she take immediate steps to ensure that every child is safeguarded? We also see that, increasingly, these children are not attending school. Will she work with local authorities to ensure that every child goes to school?
Baroness Berridge (Con)
My Lords, it is clear that the local authority has the primary statutory duty to safeguard children. More than 80% of our children’s homes are good or outstanding in Ofsted terms, but the noble Lord is correct. Schools are a vital part of the system and are the second largest reporter to children’s social care, and of course they should be keeping clear attendance figures to know where those children are.
Ofsted Review of Sexual Abuse in Schools and Colleges
Lord Storey Excerpts(3 years, 4 months ago)
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Baroness Berridge (Con)
My Lords, the Everyone’s Invited platform and the subsequent review by Ofsted reveal that there has been a normalisation—mainly by girls—and acceptance of certain behaviours that are actually unacceptable. We have got a task on our hands to unpick how that is happening, how that behaviour is being exhibited in the first place and how they are then accepting that it is normal or acceptable behaviour, when it is not.
One of the main planks we have introduced is the RSHE curriculum, which will explore issues around consent and will hopefully give young people an understanding of what is and is not a healthy relationship —between adult and child as well as peer on peer— although this may take some time to embed with young people. Other noble Lords have mentioned teacher training. Time is being set inside on an Inset day, because obviously, you need to train the entire workforce as quickly as possible in relation to these cultural issues.
Lord Storey (LD) [V]
Further to this review, will action be taken to ensure that consent, which the Minister just mentioned, is taught consistently as part of relationship and sex education in schools, and to ensure that teachers are supported in accessing any additional training they may need to address this issue effectively for pupils—both boys and girls? Although I obviously welcome the outcome of the review and its recommendations for schools, this is also an issue for society as a whole. Will the Minister work with colleagues across government to ensure that the new violence against women and girls strategy can deliver the wider cultural changes that we so desperately need?
Baroness Berridge (Con)
My Lords, I assure the noble Lord that work is going on across government. The strategy he outlined is obviously being led by the Home Office, and I had the pleasure of meeting the Minister leading on this, Victoria Atkins. As a result of her intervention, we have changed and updated the definition of child sexual exploitation in our guidance to make sure that we are working together on this. This is a journey for all of us in terms of how we deal with the prevalence of violence against women and girls. The domestic abuse legislation is landmark legislation in outlawing coercive control and hopefully getting better societal understanding of the nature of abuse.
Skills and Post-16 Education Bill [HL]
Lord Storey ExcerptsTuesday 15th June 2021
(3 years, 4 months ago)
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Lord Storey (LD)
My Lords, I too wish the noble Baroness a happy birthday. I also look forward to hearing the maiden speech from the noble Baroness, Lady Black.
We are finally getting there, are we not? There is the work that the noble Baroness, Lady Wolf, has done and now she has been promoted to advising the Prime Minister on this area. There is Philip Augar’s report, which was so important. There is the Technical and Further Education Act, which the noble Lord, Lord Johnson, was part of; it is good to see him taking part in this debate. There seems to be a sort of sea-change taking place, which I very much welcome. I suspect that many of us will repeat the same issues.
I consider this the most important education Bill that your Lordships have considered in certainly the last 20 years. The skills and vocational education Bill arrives when we face huge skills shortages, high rates of youth unemployment and the uncertainties of the post-Brexit, post-pandemic world. Yet opportunities are there, not least the green revolution. The Bill must be about the education system that we want for our children and young people.
Many young people are being denied the opportunities that their academic peers have always received. We have an educational ethos in our country that celebrates and rewards the academically minded and treats the rest as second best. For most parents and, indeed, society, the hallmark of a successful education is passing the required number of GCSEs to progress into the sixth form and then getting good A-level grades to secure a university place. However, research tells us that an academic and knowledge-based curriculum is not suitable or worth while for 50% or so of our school pupils, yet we persist in putting these pupils in an academic straitjacket. Instead, we should provide a vocational education as good, respected and celebrated as the academic one. Would it not be uplifting to see banners outside school gates praising not only the A-level pass rate but the vocational success of our students?
The other key ingredient must be first-rate careers guidance and education. Every pupil should be given regular face-to-face support by a qualified careers teacher or officer to understand the pupil’s abilities, interests and passions, and to clearly let the pupil see the opportunities available and not try to push them into the sixth form. It might be more appropriate for them to go to a further education college or a UTC or to undergo an apprenticeship. By doing this, we will gradually change the mindset not just of pupils and parents but of society itself, so that vocational education is regarded as the right route for a large number of our students.
The Bill is an important beacon for changing attitudes and perceptions. It gives us the opportunity to realise that education should be an opportunity for life, so whether you are a mum who is now ready to go back and study or someone who wants to retrain so that they can improve their job prospects, that opportunity is freely available. There should be no barriers to learning. Everyone, no matter their circumstances, should be encouraged to have lifelong learning opportunities. Indeed, as our Prime Minister said:
“These new laws are the rocket fuel that we need to level up this country and ensure equal opportunities for all … I’m revolutionising the system so we can move past the outdated notion that there is only one route up the career ladder, and ensure that everyone has the opportunity to retrain or upskill at any point in their lives.”
They are passionate words from the Prime Minister. We must ensure that the Bill captures his rhetoric. I am sure there will be a large number of amendments that enable this to happen.
If we really mean lifelong learning opportunities for all, a number of areas need clarification and probably amendments. The lifetime loan entitlement would open up tuition fee loans for people taking level 4 and level 5 qualifications, which are especially important for unlocking higher technical skills. Many adults will be unable to take up these opportunities because there is no support for living costs while they are taking a course. Thus these people will be prevented from transforming their life chances and being part of the skilled workforce that the country and the economy need. We also need to look at the entitlement rules for those people who are unemployed and on universal credit and would benefit from attending college. The 16-hour rule is a barrier to those NEETs who could be upskilled or retrained.
As we have heard from the noble Baroness, Lady Wilcox, the Bill offers no support for those students below level 3. Surely it is important that we recognise that this is part of the educational landscape. Many adults achieved their level 3 many years ago and maybe want to pursue a new career or reskill. Support could facilitate this. Should we not be making funding available for these learners?
I want to raise two other considerations, perhaps minor ones but important ones. Some people of faith, including Muslims, do not feel able to take on an interest-bearing loan. The Government identified this as a barrier to participation. What progress has been made on a sharia-compliant loan system? Students from disadvantaged backgrounds or those on universal credit struggle to get the technology they need. Will the Government consider making IT support available for these students? While we are talking about barriers, what progress has been made on the issue of 16 year- olds who are denied the opportunity to take part in the Kickstart programme because they are on universal credit?
Apprenticeships were one of the flagship policies and achievements of the coalition Government, but sadly we have seen the number fall 18% year on year, so that in 2019-20 it was down by 319,000. We know that any business with a payroll of more than £3 million has to pay 0.5% in a levy, but businesses are often unable to use all their levy, so it gets clawed back by the Treasury. A recent survey by Energy & Utility Skills received responses from 22 companies which employ 100,000 people, with over 4,000 apprenticeships, and found that half the levy they paid was going back to the Treasury. Could we not be imaginative and start using that levy in different ways? Some businesses are already being imaginative and using the levy to provide courses for their existing staff. At the Youth Unemployment Select Committee today, we heard one of the witnesses say that the apprenticeship scheme was in danger of becoming an adult learning scheme. That is a sad indictment of our high hopes for apprenticeships.
I reflect that a significant number of employers are concerned that young people entering apprenticeships and vocational training programmes do not have a sufficient foundation in practical skills and work readiness to enable them to progress as quickly as they might; often the shortcomings are not academic. Would it not be imaginative to use some of that levy which has to be returned to the Treasury to fund local employment engagement, perhaps with local schools?
If the Minister has time, perhaps she would be kind enough to write to me about regulation. The Bill will transfer powers from the independent regulator, Ofqual, to the less independent, non-government body, the Institute for Apprenticeships and Technical Education. It is responsible for introducing its own T-levels while also regulating the broader qualification market. Is there not a risk of a real conflict of interest? The Bill would allow it to charge fees for the approval and accreditation of new qualifications already regulated by Ofqual. There is no information about how these fees will be regulated. The relationship between Ofqual and the IfATE needs detailing. The current proposals have the potential to cause overlap and confusion.
We have seen how other European countries, notably Germany and Switzerland, have valued the importance of vocational education and, as a result, have done far better than the UK in providing the skills that their economies need. Let this Bill, wisely amended, give every person the opportunity they need, as well as what the country and the economy need, to be successful.
Education Recovery
Lord Storey Excerpts(3 years, 5 months ago)
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Baroness Berridge (Con)
I assure the noble Baroness that there is absolutely no intention to have a battle with teachers at all. It is children first and foremost who we all need to focus on at the moment, as well as the well-being of the workforce in schools. As I outlined, much of the money has been given to schools so that it is part of their core schools budget, such as the £650 million we have given and the second tranche of £302 million, which was recovery premium money. They have the flexibility to spend on the array of activities.
On the tutoring programme, through the Renaissance Learning work we are monitoring where students are at in their learning. The contract was properly procured, and it is a sign of good management that we put it out to the market and have saved substantial money on that section of the contract. As the noble Baroness will be aware, there will be no school performance data, but that data will be available to the department and to Ofsted. We will of course track very carefully what the outcome of the tutoring programme is in relation to how much schools buy and the impact it has. I will ensure that the noble Baroness is aware of any publicly distributed data in that regard.
Lord Storey (LD) [V]
The tutoring programme is really important to the recovery programme. The best tutoring is where the pupil has a relationship with and an understanding of the tutor. In many cases that is not happening; it is a virtual stranger. Has the Minister thought about how we could improve the tutoring arrangements? I am fascinated by her comment in the Statement that we have the best tutoring system in the world. What empirical evidence do we have to make such a statement?
Baroness Berridge (Con)
I am pleased to assure the noble Lord that this third chunk of money for tutoring is being distributed in a different way. One reason is as he outlined. Some £579 million will go to schools for what we are now calling school-led provision. Schools may want to use their existing staff, make part-time staff such as TAs more full-time and use local tutoring, such as retired teachers and so on, in their workforce. The noble Lord is right to say, particularly in the case of many SEN students and vulnerable children, that the existing relationship with a TA, for example, might be the best provision for a student.
Therefore, this £579 million, which is separate from academic mentors and tuition partners through the NTP, will now go to schools. As I said to the noble Lord yesterday, that will provide even greater flexibility to schools that might want to fund other subjects that the tuition partners are not providing in support. More of the arts subjects, for example, could therefore be covered, so there will be flexibility. Around £1 billion is going into tutoring, which is a large sum. I would not want to say precisely in relation to each jurisdiction that it is the top amount, although we are spending a considerable amount on tutoring because the evidence tells us that it will help children to catch up.
Queen’s Speech
Lord Storey Excerpts(3 years, 5 months ago)
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Lord Storey (LD)
My Lords, we have a school system in England which is geared towards a knowledge-based curriculum and academic success. The hallmarks of that success are passing enough GCSEs at suitable grades to move into the sixth form and then achieving the required number of A-levels to move on to university. At every successful step on this journey, the pupils are praised. But, of course, not every pupil is able to cope with an academic-based education. We know that 40% or so of our pupils would be much better suited to a vocational education, which would give them the skills and opportunities for success in the jobs market and provide the much-needed skills that our nation needs.
Over the years we have seen our further education sector underfunded and downgraded and FE teachers paid less than teachers in the school sector. We have sat back and marvelled at the success of other countries such as Germany, Switzerland and Finland, which have created an education system that is tailor-made for the individual needs of every pupil and which provides the necessary skills for the economy. I therefore welcome the Government bringing forward a Bill on lifetime skills. As the Secretary of State said in his lifetime skills guarantee and post-16 education Statement in October 2020:
“I have been determined to raise the status of further, technical and vocational education … this sector has been overlooked and underserved, playing second fiddle to higher education. All too often, it has not given the young people and adults of this country the skills that businesses are crying out for, or enabled them to pursue the careers they dreamed of.”—[Official Report, Commons, 1/10/20; col. 541.]
So, yes, we will work constructively on this Bill, and see a lifetime skills guarantee and flexible lifelong learning entitlement as crucial to its success.
The Covid pandemic has played havoc with our children’s education. We have seen an increase in undesirable behaviour in pupils, some minor but persistent and some more extreme. Anxiety has become a growing issue—about catching Covid-19 and infecting family members, missing school and not being ready for examinations. Poorer physical health has also been noticeable for some children. School staff’s well-being has been affected, with constant moving around classrooms and no staffroom support from each other. Primary schools have seen a negative curriculum impact on key stage 1 pupils’ social communication and listening, speech, phonic knowledge and gross motor skills. Regression in fine motor skills is a particular concern; some pupils are now not able to hold a pencil. Some subjects were not taught in the depth they usually are because of the focus on maths and English. The effectiveness of remote education is varied. Many children with special educational needs and/or disabilities were not attending school and were struggling with remote learning, and were at risk of abuse and/or neglect. Even more schools report even more children being home schooled. By the way, this is not me saying this. This is not me reporting from some charity or teachers’ union handout or briefing; this is from the Government’s own Ofsted.
The Government’s response has been mixed. Laptops have been made available but head teachers have told me there have not been enough laptops for every child who needed them and the scheme was slow to get off the ground. The catch-up programme has given an extra £80 per pupil. Is this catch-up money really sufficient for schools in deprived areas or with large numbers of children with special needs? The national tutoring programme provides one-to-one catch-up, with schools having to pay 25% of the cost—and, by the way, if the tutor is off sick, they still have to pay that cost. Many pupils have found it difficult to relate to virtual strangers. Schools have also had to cope with pupils’ well-being and mental health problems.
I hope that we are now getting back to normal in our schools but government should give schools the time and the resources. Let us take the pressures and burdens of SATS off the shoulders of our primary schools, at least for a few years. Again, let us use Ofsted as a supportive mentor, giving schools detailed help and advice on the road to recovery. When we need to return to full inspections, let us make them initially light touch. We are now seeing thousands of children being home schooled. We have to make sure that those home-schooled children are safeguarded and taught in a proper and appropriate way. At the very least, let us agree that if you choose to home teach your child, that has to be registered with the local authority and the local authority has to make a visit at least once a year. I also worry about pre-school and nursery but I do not have time to deal with that.
Children have not only lost their schooling; perhaps more importantly, they have lost part of their childhood.
Initial Teacher Training Market Review
Lord Storey Excerpts(3 years, 6 months ago)
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Baroness Berridge (Con)
My Lords, it is important that we conduct this review to ensure that the market provides for the 25% increase this year of those applying for initial teacher training. Professor Samantha Twiselton is actually on the staff of Sheffield Hallam University, and I can assure noble Lords that, as universities are involved in providing, I think, 47% of initial teacher training, they will of course be key in the review’s progress.
Lord Storey (LD) [V]
My Lords, the Minister is clearly impressed with initial teacher training in this country, judging by her detailed reply to my Written Question on this subject, for which I thank her. As the Minister’s department is publishing an international strategy for exporting English initial teacher training as the gold standard, does she now think that there is a quality problem, or not?
Baroness Berridge (Con)
My Lords, I am grateful for the noble Lord’s comments about the Written Answer, which is also informed by the right honourable Nick Gibb, the Minister whose portfolio area this is. In relation to quality, we want to ensure that every person who goes to initial teacher training has that joined-up experience gained from the academic path and being in the classroom. We want to build on the good quality and have asked that the review look at the sufficiency of teacher supply, which is an issue in some parts of the country.