Schools: Free Lunches and Milk

Lord Storey Excerpts

Tuesday 27th March 2018 Lords Chamber

[Lord Storey (LD)]

My Lords, the Minister will be aware that there is no cap on those people receiving a heating allowance. As the Government are in a listening mode, does he not think that we should ensure that every child who is officially defined as being in poverty should receive a free meal?

[Lord Agnew of Oulton]

My Lords, the free school meal mechanism was designed for those in the most serious stages of poverty, and with the transition to universal credit we have been very careful to ensure that the number of children who benefit from free school meals is retained. We have made an absolute commitment that during the transition period, any child eligible for free school meals will retain his or her entitlement, and that will continue if they are in the school system beyond the rollout period.

National Curriculum: Litter

Lord Storey Excerpts

Tuesday 20th March 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, this comes back to my earlier statement that this is about a sense of public responsibility and duty. I am delighted that the fines for littering from cars have been increased. My noble friend will also be aware that from January this year we banned the use of microbeads in cosmetic substances—so the whole thrust is to improve the protection of our environment. I applaud the most recent action to which he referred.

[Lord Storey (LD)]

My Lords, the noble Lord is right to raise this issue and of course Keep Britain Tidy does a lot of work in schools. But now that we have light at the end of the tunnel, will the Minister not lobby the Government to provide more money to local authorities so that the highways, verges and streets that he is concerned about can be properly cleansed, with local authorities given the resources to carry that out? I know that this is not quite in the Minister’s brief but, while I am up perhaps I might ask—as some schools include this as part of PSHE—when the consultation on PSHE will be concluded, and will we have an opportunity to discuss the recommendations?

[Lord Agnew of Oulton]

My Lords, in relation to the noble Lord’s first question, if we can change attitudes we will not need to spend large sums of taxpayers’ money cleaning up the litter left by careless people. In relation to PSHE, the review closed on 12 February and we had a record number of responses. We will be replying to that as soon as possible. It is also worth noting that an additional requirement that we have of schools is for the social, moral, spiritual and cultural development of children. This is a high-level duty that sits outside PSHE. It is written into legislation and also into the academy funding agreement, and it includes issues such as respect for the environment.

Free School Lunches and Milk, and School and Early Years Finance (Amendments Relating to Universal Credit) (England) Regulations 2018

Lord Storey Excerpts

Tuesday 20th March 2018 Lords Chamber

[Lord Bassam of Brighton (Lab)]

My Lords, I make no apologies for moving this Motion. I make it plain from the start that I see this in very personal terms.

Back in the 1960s, a time which brings happy nostalgia for many noble Lords, I was a teenager at secondary school, living with my mother and stepfather. Shortly before the start of the 1966 World Cup, he collapsed and died of a heart attack. I was just short of 13 years old and, frankly, my mother’s world collapsed around her. She worked, as she always had. She was then a farm worker on a soft fruit farm that produced plants for sale all year round. She picked soft fruit in the summer months and then worked in the fields, greenhouses and packaging and distribution centre the rest of the year. It was hard, backbreaking work, sometimes with long hours.

The pay was regulated by the old Agricultural Wages Board. Her weekly take home pay was 157 shillings and six pence, the equivalent today of £7.85. The equivalent today, annualised, would be £7,152.60. With overtime, it would have risen close to the threshold set by the Government for cutting off access to free school meals. My mother would have faced a hard choice akin to those who face today a modern cliff-edge judgment. Like most teenagers, I found odd jobs to try to help pay my way, but in 1966 she was what we now call part of the working poor. In fact, until I did some research today, and assuming I have my sums right, I had not realised quite how poor she was.

There were not many silver linings for my mum becoming a widow and she struggled to cope, both financially and emotionally. Eventually, the local council transferred the tenancy to her. The loss of household income led to a housing allowance and, in turn, that triggered entitlement to free school meals. When my mother eventually got her head around it, she asked me to see if we qualified for something called family income supplement—it was a sort of universal credit of its time—but apparently we did not.

Why do I mention this, and why now? Free school meals were, for my mother, a godsend. They were not an add-on, they were an essential. She did not have to spend time packing a lunch for me and it meant I had a hot meal five days a week without her having to worry. It saved her time—if you are working poor, that matters—and it saved her money. That is what makes these regulations so abhorrent. The Government seek to dress up this change as something it is not. They say, as the noble Baroness, Lady Buscombe, did last week, that they are an act of state generosity because, when they roll out universal credit and it is complete, there will be 50,000 additional beneficiaries. This is not because the scheme is more generous; it is simply, as the Children’s Commissioner rumbled last week, because of an increase in the size of the school-age population by nearly half a million by 2022. In fact, as a percentage of the school-age population, fewer will be entitled to free school meals.

Studies show that the educational benefit of good eating habits are profound. Northumbria University’s work on this suggests there is a real benefit in terms of educational attainment of a midday meal for those from low-income households. It was precisely because of this link that school meals were first introduced back in 1906 and why Labour has done so much to encourage breakfast clubs to ensure that kids get fed before the school day begins.

The Government are not making these changes out of the goodness of their heart. These changes are being made as part of the continuing austerity package. Will the Minister enlighten us this evening on the level of continuous savings they produce for the Treasury? However, we know the value of free school meals to individual households: £437 per child for a year and more than £1,300 a year for a three-child family where all are in education. Take those sums away and that represents a significant cut to family income.

We are supposed to be reassured by the transitional arrangements. No family should lose out if they currently receive free school meals except when they move to the next phase of schooling. On transfer from primary school to secondary school, you lose out, and you lose out when you transfer to sixth-form college. Perhaps the Minister can tell us how many will fall out of free school meals eligibility through that route each year. I ask this: how will it feel if you are in a family where the youngest child moves up to secondary school and loses their free school meals as a result of moving phases, but has a brother or sister still in receipt of free school meals? This is a divisive policy in families where some will get the benefit until they finish school and others will not. What are the total numbers who benefit now, and who will benefit at the real end of the rollout? Perhaps the Minister can give us a better and fuller picture of the long-term impact. The Children’s Commissioner suggests that we will not know the difference until 2026 or 2027 because of the protections relating to the educational phases.

I have read the consultation document. At paragraph 4.4 it states that 90% of pupils currently getting free school meals will continue to get them. The 10% who will not amounts to roughly 110,000 children, a not insignificant number. Where is their transitional protection? In the White Paper on universal credit, the Secretary of State for Work and Pensions said:

“At its heart, Universal Credit is very simple and will ensure that work always pays and is seen to pay. Universal Credit will mean that people will be consistently and transparently better off for each hour they work”.


The Children’s Society argues that the introduction of the £7,400 earnings limit for free school meals creates a serious cliff-edge that fundamentally undermines that objective and will mean that many families actually become worse off overall by increasing their earnings. The society estimates that some 200,000 families with half a million children are at risk of falling into a new poverty trap where they seek to increase their earnings, or are forced to do so by their work coach, and they then lose the benefit of free school meals. It also estimates that a further 150,000 families with 400,000 children will find themselves in a position where they could be better off by reducing their earnings.

The best thing that can be said for the Government’s consultation paper is that it is confusing. In it the Government tell us that 1.9 million pupils will be sufficiently in poverty for them to apply the pupil premium formula to schools. If they can apply this number to schools, why not to pupils in poverty? Another DWP report on households with below-average incomes 1994-95 to 2015-16 suggests 2.3 million and 4 million children living in poverty, yet only 1.1 million currently benefit from free school meals and even on the Government’s best estimate, the figure will increase by just 50,000. The Children’s Society states that up to 1 million children living in poverty will miss out, and, as the Children’s Commissioner says,

“under any scenario, many hundreds of thousands and possibly well over a million children living in poverty are already not receiving free school meals”.

The Children’s Commissioner suggests that the Government should do four things. First, they should release the analysis behind what looks like a spurious claim for increased eligibility. Secondly, they should provide an estimate of the future number of pupils who will be eligible under a range of scenarios, including the old system of benefits-based eligibility, and the current system based on universal credit. Thirdly, they should provide impact assessments beyond 2022 to capture the full impact over the long term. Fourthly and finally, they should publish an estimate of the number of children who were previously ineligible for free school meals who will now become eligible because of the changes as compared against the number of 110,000 whose eligibility will cease as a result of the changes.

My Motion suggests that the Government should delay the changes for six months while they put their house in order, complete a full poverty impact assessment and place it before both Houses so that we get a complete picture. We should then consider these regulations again, otherwise they will penalise many of the working poor, people like my widowed mother who lived and worked in hard times and who asked for little. However, she needed a benign state not to penalise her, but to make life more tolerable so that she could just about manage.

Poverty does not make headlines, although it should. These regulations do nothing to solve the problems of modern poverty—rather, they surely make things worse. I beg to move.

[Lord Storey (LD)]

My Lords, I thank the noble Lord, Lord Bassam, for tabling this Motion and I was moved by his opening comments about his own circumstances as a child with his widowed mother. For many people, in particular those whose children have left school, it may not seem important for us to debate a tiny piece of secondary legislation that tweaks the regulations about who will be entitled to a free school dinner. But this measure is about children, specifically those who most need our support: children living in poverty—children who through no fault of their own are not well fed, even in one of the wealthiest countries on this planet.

For many children, the 190 hot meals a year they get in school, which on average comes to fewer than four a week, are the only “proper” meals they get. For them, a holiday from school is also a holiday from hot dinners. I can well remember Christopher, who I taught many years ago, telling me that he was always pleased to see the end of the summer holidays so that he could come back to a school dinner once more.

I am sure that we will hear from the Government about how the statisticians with their electronic slide-rules have worked out who should and who should not qualify for a free school lunch, to meet the demands of the small army of government accountants employed to deliver austerity. The reality is that hundreds of thousands of schoolchildren will, each and every one of them, pay the price for our meanness. Children in our poorest communities who are born next month, children whose brothers and sisters have benefited from a free school lunch, will not have that benefit. Why? It is because they will not be four years of age by April 2022.

Margaret Thatcher is remembered for many things, one of which was taking away free milk from children. Mrs May, I am sure, will be remembered for trying to take us out of Europe, but if these regulations get on to the statute book, she will also be remembered for taking away from many children their only hot meal of the day. Marie Antoinette is believed to have said “Let them eat cake” when she was told that the poor had no bread to eat. What will the Prime Minister say to poor children who have no free school meal?

The Liberal Democrats fought hard when in the coalition to deliver universal free meals for infant schoolchildren as we recognised the importance of a nutritious meal in ensuring that children are able to make the most of their education. These regulations, once universal credit is rolled out, will ensure that 1 million children will not be getting that free meal. Last week on 14 March, the Equality and Human Rights Commission published its final report looking at what the impact of changes to the tax and welfare system on families will be in the 2021-22 tax year. It found that children will be hit the hardest, as an extra 1.5 million will be in poverty. The child poverty rate for those in lone-parent households will increase from 37% to more than 62%, and households with three or more children will see particularly large losses of around £5,600. David Isaac, the chair of the commission, which is responsible for making recommendations to the Government on the compatibility of policy and legislation with equality and human rights standards, said:

“It’s disappointing to discover that the reforms we have examined negatively affect the most disadvantaged in our society. It’s even more shocking that children—the future generation—will be the hardest hit and that so many will be condemned to start life in poverty”.


We cannot let this continue if we want a fairer Britain. Appalling though this picture is, I am pretty certain that it does not take into account the additional impact on many poor families of these changes to the free school lunch regulations.

When I taught infant schoolchildren, if they occasionally misbehaved, I would say that I was sad in my heart. I am sad in my heart about these regulations and I regret the lack of humanity that these changes to the regulations demonstrate. Our children are our future and we must cherish and nurture them. On top of the negative impact on children of the tax and welfare reforms, this change adds insult and hunger to injury.

Schools: Outdoor Classroom Day

Lord Storey Excerpts

Thursday 15th March 2018 Lords Chamber

[Lord Agnew of Oulton]

The noble Countess is correct. Preparing for these Questions is always a somewhat anxiety-inducing exercise, but it is a way to learn about how Britain works. I admit that a week ago I had never heard of care farms and now I discover that there are 230 in England and that some 300,000 children are visiting them. We have committed to trebling that number of children. There is strong evidence to show that they can help children with mental issues; they can help to improve mood, and reductions in depression and anxiety can flow from these farms, so I was hugely encouraged to discover them.

[Lord Storey (LD)]

My Lords, has the Minister heard of forest schools? There is a strong movement of forest schools in the UK: given the Minister’s own formative experience of outdoor education, how can we encourage the development of more forest schools? Maybe there is an opportunity, with the Government’s announcement of the northern forest, to ensure that its development includes outdoor education opportunities for young people.

[Lord Agnew of Oulton]

My Lords, again, forest schools were a new discovery for me this week. I gather that we have some 400 of them in the country and that they play a very useful role in education about the outdoors for children. I can refer the noble Lord to one organisation that I used to be a trustee of 10 years ago. It is called the Country Trust and its purpose is to organise visits, particularly from inner-city schools, to farms and indeed to forests. So I support the sentiments of the noble Lord and anything we can do to encourage this is good.

Schools: Indoctrination

Lord Storey Excerpts

Tuesday 6th February 2018 Lords Chamber

Asked by

[Lord Storey]

To ask Her Majesty’s Government what steps they are taking to ensure that children and young people are not being indoctrinated in schools.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, extremism has no place in our society. That is why we changed the law on the requirements on schools so that they have to actively promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs. If there are any allegations of schools promoting ideologies or discrimination in the classroom, we will not hesitate to take action.

[Lord Storey (LD)]

I hear what the Minister says, but I am sure that he will agree that we should not allow religious extremism to pervert our education system or narrow the minds of our children. When unregistered schools are closed down, they often morph into a form of home-school tuition. Is not the time now right to make sure that home tuition is registered?

[Lord Agnew of Oulton]

My Lords, I note the concern of the noble Lord, Lord Soley, and indeed of the noble Lord, Lord Storey. In our debate on Second Reading of the Bill promoted by the noble Lord, Lord Soley, we made it clear that we recognised the concerns that had led to the introduction of the Bill in the first place. That is why we are producing for consultation a revision of the guidance for local authorities which clarifies that their powers in relation to home education often go further than is appreciated. We expect to produce the draft guidance for consultation in the next few weeks.

Children: School Attendance

Lord Storey Excerpts

Wednesday 24th January 2018 Lords Chamber

Asked by

[Lord Storey]

To ask Her Majesty’s Government what steps they are taking to safeguard children who are not attending school.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, it is very important that all children are properly safeguarded, and local authorities have a wide variety of powers in the Children Act to achieve this. Those powers apply to all children, whether attending school or not. In addition, local authorities are required by the Education Act 2002 to ensure that their education functions are exercised with a view to safeguarding children. My department issues statutory guidance relevant to these functions.

[Lord Storey (LD)]

I thank the noble Lord. I am sure he agrees that the majority of parents who home-educate do an excellent job and work with their local authorities. I appreciate that the new Minister has barely got his feet under the desk, but could he assure us that he will work with us to put in place robust procedures which will ensure that all children are safeguarded and that children are not taught a narrow religious curriculum at home or indeed radicalised at home, so that we know that the millions of children who go missing from our school system will be safe?

[Lord Agnew of Oulton]

I agree with the noble Lord. Much home education is very good, and we welcome the dedication of parents who take on that responsibility and do it well. However, we have concerns about unregistered schools. We have provided additional resources to Ofsted, including by creating a new team of dedicated inspectors to inspect suspected unregistered independent schools. They and the DfE have been taking action to make sure that these settings cease to operate unlawfully. We are also creating guidance for local authorities on how to tackle unsuitable out-of-school settings and unregistered independent schools, including on how to use their existing powers. We hope to publish this guidance as soon as possible.

Children: Mental Health Assessments

Lord Storey Excerpts

Monday 18th December 2017 Lords Chamber

[Lord Agnew of Oulton]

I reassure the noble Lord that we will be looking at all the recommendations of the expert working group, some of which included the points that he made. These include things such as establishing a virtual mental health lead, based on the success of the virtual school head process, and improving the strengths and difficulties questionnaires, which we discovered are not always being carried out as well as they should be. In the debate on 23 November last year, the noble Baroness made a point about the importance of assessing mental health at the same time as a young person’s general health assessment is carried out, so reducing stigmatisation. I hope this offers some reassurance to the noble Lord. It is quite right that he holds us to account, even in the Christmas period.

[Lord Storey (LD)]

My Lords, what happens if children are identified, through the pilot assessment, as having mental health needs but there is no capacity to meet those needs in the local area?

[Lord Agnew of Oulton]

My Lords, the pilots will be looking very much for the potential to join up with other government programmes that support the mental health and well-being of looked-after children. This will include the scope to link with the Green Paper proposals, which I have mentioned, and other related work such as NHS England’s testing of personal mental health budgets for looked-after children. There will be an up-front commitment to try to meet any needs that are identified during this assessment process.

Education and Society

Lord Storey Excerpts

Friday 8th December 2017 Lords Chamber

[Lord Storey (LD)]

My Lords, I add my thanks to the most reverend Primate for introducing this debate. I was not around when the 1902 Balfour Education Act became law given that it was passed more than 100 years ago, but that radical Conservative education Act tried and succeeded in transforming the entire system of education in England and Wales. It ended the divide between board schools and those run by the church, principally the Church of England. A century ago Herbert Fisher, the Liberal MP for Sheffield Hallam, introduced the 1918 Fisher Education Act, which made education compulsory up to the age of 14 as well as making it the responsibility of local education authorities.

In preparing for this debate I reflected on how far we have come over the past 100 years and what compulsory education now means. We have made progress in that many children start school at the age of four and most have the benefit of at least 15 hours of free nursery education. The school leaving age is now 16, but the expectation is that every young person will continue their full-time education until they are 18 and that most will study either at college to go on to university, or be part of an apprenticeship course.

The notion of a broad and balanced curriculum was put into statute when in 1988 the noble Lord, Lord Baker, introduced his Education Reform Act. Now the introduction of the English Baccalaureate and Progress 8 are the Government’s current notion of what is a broad and balanced curriculum. However, many of us do not think that they allow the creative and soft skills to find space in the curriculum.

I want to focus on the fact that increasingly for a large group of children and young people, school means an unregistered and illegal place. These schools are often run in appalling and unsafe accommodation. There is a narrow focus on religious tracts with doctrine driving out the development of inquiring minds. Three years ago, Sir Michael Wilshaw—Her Majesty’s chief inspector at the time—wrote two “advice letters” on unregistered schools to the then Secretary of State, Nicky Morgan. He wrote in November 2014, and again in the December, pointing out that unregistered illegal schools were often squalid, staff had not been vetted for child safeguarding, pupils were being taught a narrow curriculum that was failing to prepare them for life in modern Britain, and boys and girls were segregated. He said:

“It is vital, therefore, that when we do identify such illegal activity, the full force of the law is brought to bear on these institutions”.


Unfortunately, the full force of the law is neither full nor forceful enough to bring a successful prosecution.

Perhaps as a result of the chief inspector’s letters, and the concerns of many others, in November 2015 the Department for Education issued a consultation called Out-of-School Education Settings: Call for Evidence. On the Government’s website this morning, I read:

“We are analysing your feedback”,


and the reader is invited to,

“visit this page soon to download the outcome of this public feedback”.

That invitation was put on the website in January 2016 and I understand that this consultation holds the record for the length of time without any feedback. Perhaps two years is stretching the definition of “soon” to breaking point.

One of the reasons, perhaps, for the deafening silence on this consultation is that the threshold for out-of-school settings, including attendance at a centre for more than six hours a week or school holiday settings, would have captured many activities undertaken by churches, including the Church of England. Perhaps the most reverend Primate might reflect on the opposition of the Church of England to any regulation of out-of-school education. Agreeing to the registration and light-touch inspection of out-of-school education settings is surely a small price to pay for ensuring that young people are safe and given an education that will enable them to flourish and develop both skills and understanding.

Let me turn to another matter. Our higher education sector is the envy of the world, and although the commitment and hard work that students invest to obtain their qualifications is wholly laudable, we need to guarantee the integrity and honesty of the qualifications that our students obtain. The vast majority of undergraduates spend at least three years at university, work hard at their studies, work part-time to pay the bills and are finally awarded a degree—of course, all while racking up a huge personal debt. Just think how must they feel when they see other young people, encouraged by ruthless individuals, who have their essays and dissertations written for them, buy fake degrees online and are signed up for a higher education course with no real expectation of completing it, so that the students obtain cash and the institution collects a hefty fee. During the passage of what is now the Higher Education and Research Act, which received Royal Assent in April this year, I was assured by the Government that essay mills and plagiarism were not a significant problem. Perhaps the Minister might like to reflect on that assurance in the light of recent events. What does he believe these activities will do for the reputation and integrity of our higher education system?

In conclusion, I want to go back to basics and talk a little about the early years, where the foundations of a flourishing and skilled society are laid. Yesterday, the OECD published Educational Opportunity for All, a major report that states unequivocally the importance of access to quality early childhood education. It goes on to talk about the “accumulation of disadvantage”, which starts at birth for too many children. Early childhood education in England has been the envy of the world. Every early years settings needs strong leadership by a graduate teacher and staff with the appropriate training and skills, as well as opportunities for excellent continuing professional development. If we are serious about social mobility, our early years settings should not be about childminding but about offering an excellent education to every young child and excellent support to parents. The Government must not allow our early years provision to decline from the magnificent to the mediocre.

It has been a fascinating and remarkable debate with excellent contributions. It was interesting to hear the noble Lord, Lord Adonis, particularly his views on the pay of those who lead our universities. I was surprised, or perhaps not, that he did not rail against the hundreds of thousands of pounds paid to the chief executives of multi-academy trusts, many of whom receive more pay than vice-chancellors of our universities. Perhaps the noble Lord might like to talk to Jo Johnson and come to some kind of accommodation with him so that the same independent body recommended for vice-chancellors will also look at the leadership of multi-academy trusts.

In today’s speeches the Minister has been provided with an agenda that would transform our education system, were the Government to adopt it. Of course, education in England depends on the high quality of leadership in our schools, colleges and universities, and the dedication and commitment of our teachers. It is the work that they do day in, day out, often in very difficult and challenging circumstances, that changes the lives of our children and young people for good.

Social Mobility Commission

Lord Storey Excerpts

Monday 4th December 2017 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I reassure the noble Lord that we are committed to the Social Mobility Commission and it will remain an important force in encouraging the Government to improve social mobility. He asked specific questions around the recommendations that have been made by the commission in the past. One which I am familiar with is the opportunity area concept, which came from the commission’s recommendations, including the use of the social mobility index. As the noble Lord will be aware, and as I mentioned in the remarks from my honourable friend, we have created 12 opportunity areas, six of which have already released their plans for tackling some of the deprivation in those areas.

[Lord Storey (LD)]

My Lords, the Joseph Rowntree Foundation report that was alluded to found that 3.7 million in work are now classified as poor compared with 2.2 million a decade ago. As we see the economy of London and the south-east pulling away from the rest of the country, it is strange that we should do things such as stopping the regional growth fund, which seemed to me to be a good mechanism that was trying to rebalance funds at a time when over half the money for infrastructure projects goes to London and the south-east.

As for the co-ordination of such matters, a number of staffing vacancies in the Social Mobility Commission were of course left unfilled. Does the Minister not think it is time to appoint a Minister whose department could co-ordinate the various activities that are now taking place—or not taking place?

[Lord Agnew of Oulton]

My Lords, the process of appointing a new chair of the Social Mobility Commission will be run from the Department for Education, and internal discussions have already started to begin that process. It is a public appointment and so will receive the scrutiny that that requires. In terms of regional growth, the social mobility fund of £140 million that we have established in the last year is very much aimed at helping education in the areas of need which go beyond the opportunity areas referred to by the Social Mobility Commission.

Education: Early Years

Lord Storey Excerpts

Wednesday 29th November 2017 Lords Chamber

Asked by

[Lord Storey]

To ask Her Majesty’s Government what measures they are taking to provide high-quality early years education in England.

[Lord Storey (LD)]

My Lords, I thank all noble Lords who will speak in this debate. I very much look forward to their contributions and to the Minister’s response.

There is no doubt that early years education is one of the best possible investments that any society can make, and that every pound spent well delivers returns that will last a lifetime. A young child who is equipped with the experiences and skills to make the most of their life will not only live a much happier life, he or she will make a much more positive contribution to our society and will be a net contributor to their own life and the community in which they live. A young child whose parents have not had the advantage of good parenting or have grown up in poverty will almost inevitably need support to make sure that their own children realise their potential.

At this point I need to draw a distinction between childcare and education. In coalition, we were proud to push the introduction of free childcare and increase it to 30 hours to enable both parents to get jobs and contribute to the family economy. There are, of course, huge problems for childcare providers in delivering the childcare for the money that the Government are willing to provide, but that is a debate for another day.

Many early years providers strive to provide more than just childcare and begin to educate children naturally in ways that many parents do through conversation, learning simple nursery rhymes, simple counting games and a range of practical activities—that is, learning through play. They also try to ensure that parents who need support are encouraged in good parenting habits. However, even at the earliest ages, children will gain most benefit if their nursery can afford to train, develop and pay staff well. Staffing is the largest single cost for childcare providers and the single largest cost as children move into early years education settings.

There is no sharp distinction between childcare and education. Good childcare also develops the child in all sorts of ways and early years education picks up from where the child is and continues to maximise the child’s development socially, emotionally and educationally. But—this is a big “but”—as children develop, they need highly trained staff to enable them to be taken on an educational journey that will equip them to succeed at primary school, secondary school and beyond.

We hear a lot about “narrowing the gap” but high-quality childcare, followed by high-quality early years education, is about not letting the gap widen in the early years and beyond. What we had in England—and, to some extent, still have—is early years provision that, as Andreas Schleicher of the OECD says, is the envy of many other countries. However, the Government seem determined to see our provision decline from the outstanding to the mediocre, with funding to local authorities being cut, not to the bone—it is worse than that. By 2020, some authorities will have lost half their revenue income: they will be forced to spend all their funding on statutory services, with the vast majority being taken by adult social care.

One of the earliest casualties of austerity were the libraries, a valuable free resource for parents of young children. Tragically for education, one-third of Sure Start centres have been lost since 2010, with more than 40% of centres closing in London and the north-east, where many of the most vulnerable families live. Young children in Swindon and Solihull, for example, have no designated centre any longer. Vulnerable children across the country will have a much less sure start than their older siblings.

Yesterday, the State of the Nation report by the Social Mobility Commission reported that there are many areas where less than half of disadvantaged five year-olds reach a good level of all-round development. Only half of local authorities have a clear strategy for improving disadvantaged children’s outcomes. Could it be that clear strategies cost money? I am led to understand that Bold Beginnings, to be published by Ofsted tomorrow, will reinforce the findings of the commission.

Neil Leitch, chief executive of the Pre-school Learning Alliance, said:

“The Commission is completely right to highlight the importance of the early years in improving social mobility … Worse still, the eligibility criteria for the 30-hour policy excludes the poorest families altogether, while offering financial support to households earning as much as £199,000 a year”.


For families where, for whatever reason, both parents are not—or, in the case of one-parent families, the single parent is not—employed, the 30 hours of free childcare is not available. How do the least well-off pay for their children? What has this to do with the needs of the child? Poor children are being penalised on the altar of austerity. Leitch went on to say:

“Add to this the fact that the early years pupil premium is still less than a quarter of what primary schools receive, and it’s clear that the Government has its priorities all wrong when it comes to the early years”.


High-quality early years education depends on the quality and qualifications of the staff in these settings. We are a long way from having graduate-led settings, for which we on these Benches have consistently argued. Each early years setting needs to be led by staff who have been trained in child development. That will enable them to offer children a rich and varied experience, using a wide range of play activities. The training will also enable staff to identify, at a very early stage, any signs that a young child may be more likely to develop, for example, mental health problems. If this is achieved, the savings to the community and to the personal costs to the child will be immeasurable.

On Monday, Liz Bayram, chief executive of PACEY, said:

“Graduate leadership is strongly associated with narrowing the gap between our most and least disadvantaged children. However, we are hearing increasing reports of Early Years Teacher training courses closing, and a rapid decline in the number of qualified Early Years Teachers, as fewer and fewer students choose the early years sector for their teaching career”.


The more we learn about how children develop and grow, the more it reinforces the benefits of investing in the early years. Resources spent on high-quality early years education are repaid in the later years as confident, well-rounded children take full advantage of their education. High-quality early years education is an investment that pays dividends for the rest of that child’s life. An investment in every child’s future is an investment in all of our futures.