Schools: “Ghost Children”
Lord Storey Excerpts(1 year ago)
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Baroness Barran (Con)
The noble Lord is right that education is essential, for the reasons that he gave. Whether and by whom a child’s door might be knocked on will depend on whether they have a social worker, but best practice in these cases is clear and we see many schools and trusts doing it: knocking on the doors of children who are not in school and trying to do so as early as possible, before it becomes a persistent issue.
Lord Storey (LD)
My Lords, the Minister will be aware that a number of children’s charities are high- lighting that children and young people—often from disadvantaged backgrounds and less academically able—are saying that they do not want to go to school, and their parents are saying, “We’ll home educate you”. These children then claim to be home-educated but home education is not taking place, and because home educators do not have to register, we have no knowledge of whether a proper education is taking place, the quality of any education being provided or whether those children are being safeguarded. Is it not time that the Government brought in a quick Bill on home education?
Baroness Barran (Con)
As the noble Lord may agree, I am not sure that a home education Bill would be quick. More importantly, we support the rights of parents to educate their children at home and know that many parents are very committed and do a fantastic job. Equally, we cannot overlook the rising numbers of children being home educated. We remain committed to introducing statutory local authority registers of children not in school, but in the meantime we are working closely with local authorities on a voluntary basis to collect that data. I recently met the chair of the ADCS to discuss this exact point.
Performing Arts: GCSE and A-level Qualifications
Lord Storey Excerpts(1 year ago)
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Baroness Barran (Con)
The noble Baroness cited a number of statistics, but I would say in response that, since 2016, uptake of the speech and drama vocational technical qualification has more than doubled, as has uptake of the music VTQ. My understanding is that the performing arts GCSE no longer exists, but the broader point the noble Baroness makes is being addressed through our cultural education plan and the national plan for music education, which aims to reach just the children the noble Baroness refers to.
Lord Storey (LD)
The Minister will be aware of the importance of the creative industries to our national economy. She will also be aware that the EBacc does not include creative subjects. She will also be aware that schools are under great financial pressure, so to save money why would they have creative subjects if pupils do not have to enter exams as part of the EBacc? Is it not time to realise the damage that the EBacc is doing to the creative subjects in our education system? Might the Minister not consider being more relaxed about how schools face GCSEs and A-levels and not be hidebound by an EBacc?
Baroness Barran (Con)
I do not accept either that the EBacc is damaging entries and activity in relation to creative subjects or that it is wise to judge the value of the EBacc only in relation to creative subjects. It is clear from all research and evidence that our children in need a broad grounding, which the EBacc offers.
Apprenticeship Levy
Lord Storey Excerpts(1 year ago)
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Baroness Barran (Con)
I do not completely accept the suggestion that the noble Lord makes; 41% of all apprenticeship starts were in SMEs in 2020-21, up from 38% in 2019-20. We have a lot of initiatives. For example, we have lifted the cap on the number of apprentices a small business can take on. In the area of the creative industries, which I alluded to, we are expecting 1,500 apprenticeship starts through the flexible apprenticeship scheme.
Lord Storey (LD)
My Lords, I thank the Minister’s department for always giving fulsome Written Answers. From Written Questions we can see that the number of young people not in education or training is largely static, although this year it is estimated to be 1,857,000. The worrying trend, however, is that the number of 19 year-olds is going down year on year and is at 22.4%. The Minister talked about skills, and the other worrying trend is that the number of those people doing intermediate apprenticeships is at its lowest level ever at 22.4%, while higher apprenticeships and advanced apprenticeships are at their highest level. This goes against the whole basis of why the apprenticeship scheme was set up by the coalition Government.
Baroness Barran (Con)
The apprenticeship scheme has two important objectives. One, as the noble Lord touched on, is to give young people a choice of opportunities as they enter their career—training, work experience and so forth. The other is to give our employers the skills they need in their workforce. The scheme is currently balancing those two things.
Special Educational Needs: Employment Support
Lord Storey Excerpts(1 year ago)
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Baroness Barran (Con)
The first guidance we will deliver will be on early language support, autism and mental health and well-being. Those practice guides will be available by the end of 2025. I do not have the date for the transitions guidance but I will be happy to write to the noble Baroness with that.
Lord Storey (LD)
My Lords, I appreciate that this is not the Minister’s department, but she will be aware that jobcentres have work coaches who provide support, particularly to young people. In my view, those work coaches have very limited training and provide very limited time. Can she assure us—or go back to her colleague’s department and then assure us—that young people with special educational needs get quality time and that the staff giving that support and time are properly trained?
Baroness Barran (Con)
Everybody who meets with a work coach should expect to get quality time, and my understanding is that the vast majority of individuals do. Of course, this is important for young people with SEND. DWP has a huge amount of experience in dealing with long-term health conditions and disabilities. Secondly, part of the work we are doing together with the DWP is to understand and knit together where education meets employment, to make sure that we get the best outcomes for young people.
Schools: Financial Literacy
Lord Storey Excerpts(1 year ago)
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Baroness Barran (Con)
I have to say that I do not really have any intention of saying to the Prime Minister that his plans are facile. More importantly, I point the noble Lord to the pickup in recruitment of maths teachers following our interventions over the last three years.
Lord Storey (LD)
My Lords, those children and young people who are financially literate are less likely to make poor financial decisions. Unfortunately, we see many children, particularly those from poorer backgrounds, who are not able to make those correct financial decisions. It is not just about teaching maths; it is actually about having practical opportunities and experiences. Will the Minister reflect on how we might do that in a more coherent way across all schools, particularly starting in primary schools?
Baroness Barran (Con)
The Government agree with the noble Lord that it is that combination of the fundamental knowledge in relation to mathematics and reading that support financial literacy and that can be taught in schools, having really high quality materials for schools to use. But, beyond that, they should have the experiences that the noble Lord refers to. That is why we are grateful to organisations such as Young Enterprise and the Money and Pensions Service for the work they do outside schools to complement what goes on inside.
International Higher Education Students
Lord Storey Excerpts(1 year, 1 month ago)
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Baroness Barran (Con)
I really do not recognise what the noble Lord is saying. In 2019, we had 496,000 international students coming to this country; last year, there were 679,000. We have introduced a graduate route, which allows international students who are graduates to work in this country. We have increased our educational exports from this area from £19 billion to £25.6 billion and are heading to our target of £35 billion.
Lord Storey (LD)
My Lords, does the Minister agree that we should have a diverse international student population in our universities, and is she not concerned that, of the 590,000 non-EU students, those from China, India and Nigeria dominate? Is she concerned about the 120,000 Chinese students and maybe their effect on security?
Baroness Barran (Con)
The Government absolutely agree that we need a diverse population of international students. The noble Lord mentions India and Nigeria; those were two of the countries that were specifically targeted in our International Education Strategy, and we are delighted to see how successful it has been.
Universities: Impact of Industrial Action on Students
Lord Storey Excerpts(1 year, 1 month ago)
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Lord Storey
To ask His Majesty’s Government what assessment they have made of the impact on students of industrial action in universities.
The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)
My Lords, while the Government play no role in such disputes, we continue to monitor the impact of strikes with employers and their representatives. This Government set up the Office for Students in 2018, which has wide-ranging powers to ensure that students’ interests are protected and expects providers to do all they can to avoid disruption to students. I urge all sides to work together so that students do not suffer further learning loss.
Lord Storey (LD)
I am very grateful for the Minister’s reply. As she is aware, students—and not only students—have had a very difficult time over the past few years, particularly with Covid and the cost of living crisis. The Sutton Trust has found that 49% of university students are doing a second job to be financially supported. With 10 to 15 days of strike action meaning that in some universities students have not been able to have their lectures or tutorials, there is real stress and anxiety for final-year students about whether they will get certificates at the end of their course. I know that universities are autonomous, but could the Office for Students give more direct advice about how we can support students in these difficult times? Given that students have big loans, will they get some of that loan back?
Baroness Barran (Con)
On the noble Lord’s question relating to the role of the Office for Students, obviously it is the regulator of higher education in this country; it does not get involved in industrial disputes. It has a part to play in making sure that universities continue to meet their conditions of registration, which allow them to be eligible for public funding, and their obligations under consumer protection law.
Schools: Data, Digital and Financial Literacy
Lord Storey Excerpts(1 year, 1 month ago)
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Baroness Barran (Con)
I am very happy to take my noble friend’s suggestion back to the department.
Lord Storey (LD)
My Lords, independent research by Cambridge University, published by the Money and Pensions Service, suggests that money habits are formed as early as the age of seven. This shows that educating children about money at primary school is very important. Has the Minister heard of GoHenry, a charity set up by parents that gives a prepaid debit card to children, along with an educational app so they can understand financial affairs? If she has not, will she meet them? It might be of interest in developing this curriculum.
Baroness Barran (Con)
I have heard of it, but I would also be delighted to meet them. Just to repeat, at the earliest stage, at key stage 1, the compulsory curriculum includes helping children understand how they make choices about how to spend, how to save and how to use money.
Education (School Teachers’ Qualifications and Induction Arrangements) (Amendment) (England) Regulations 2022
Lord Storey Excerpts(1 year, 2 months ago)
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Lord Storey (LD)
My Lords, the regulations must be seen against a backcloth of startling falls in the number of domestic teacher training recruits. In the last five years, 102,588 teachers have given up teaching before reaching their 40th birthday. One in eight maths teachers is not a trained mathematician. Some 400 schools will not have a trained A-level physics teacher.
We remember the Government’s initial teacher training accreditation programme, which saw 68 trainers lose their expertise and capacity to train. In some areas, it led to a reduction in the number of trainees who were going to gain an ITT place at a time when subjects were already struggling to recruit suitably qualified teachers. The effects will be felt in particular in the east and north-west of England.
With regard to overseas students, the current legislation allows teachers who qualified in some countries to be treated as qualified in England, while others are not, even if they have the equivalent skills and experiences. Under the new policy, a new professional recognition system will be introduced that will set consistent standards, so that the qualifications and experience of suitable, qualified teachers from all countries can be fairly assessed for overseas teaching status, the intention being to create a consistent and fair approach for applicants from any country. We support that—of course we do.
The Government argue that the changes will increase the number of overseas teachers obtaining teacher status. The Lords Secondary Legislation Scrutiny Committee has challenged that conclusion, stating:
“The data suggests that the policy will only increase the number of overseas teachers if compared to 2021-22, when overseas QTS approvals were unusually low—compared to other recent years, overseas recruitment is expected to fall”.
It said that inadequate information was provided and that the department omitted
“key information on the policy, how it was formulated and its implications for the teaching workforce … We asked for further details in several areas and the Department for Education (DfE) agreed to revise”
and delay the policy. The committee stated:
“In response to further questioning, and despite initially saying it could not provide the information, DfE has now published its projections about the effect of the policy on the number of overseas teachers being awarded QTS”.
The data suggests that the new policy will increase the number of overseas students only marginally.
I have some questions for the Minister. Why did the Department for Education significantly hinder our ability to scrutinise this amendment through its reluctance to provide information when requested? Why was the department reluctant to provide the information on which it relied to formulate the policy? When published, the data did not entirely support the department’s assertions. Surely it is a fundamental principle of transparency and accountability that any information relied on to formulate policy should be published alongside the instrument or, as a minimum, be made available to Parliament on request.
The Secondary Legislation Scrutiny Committee fairly said:
“We applaud the overall intention to provide a fair and consistent application process for overseas teachers from all countries … We have, however, noted that domestic recruits to teacher training are falling sharply and DfE’s own projections suggest that overseas QTS recruits will be well below the levels of recent years … we are concerned about whether there is a holistic and coherent strategy to maintain the teaching workforce in England”.
I regret that class sizes are going up. I regret that teacher shortages are going up. I regret that we are having real problems with the retention of teachers. Mention has been made of the industrial action planned for next week and the difficulties in recruiting teachers because of salaries. Does the Minister agree that the best way to resolve this issue is to refer it to ACAS?
The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)
My Lords, I thank the noble Baroness, Lady Twycross, for bringing forward a debate on this important issue; what a pleasure it is to stand across the Dispatch Box from her. I look forward to many more debates with her in future. I also thank the Secondary Legislation Scrutiny Committee for its role in considering these regulations, which are a part of my department’s efforts to ensure that there is an excellent teacher for every child.
Both the noble Baroness and the noble Lord, Lord Storey, referred to the criticism from the Secondary Legislation Scrutiny Committee about the quality of, in particular, the initial Explanatory Memorandum prepared by the department. I absolutely acknowledge that the original version of the Explanatory Memorandum did not meet the committee’s needs. My officials responded promptly and in full to the committee’s queries and re-laid the Explanatory Memorandum when those issues were raised. We committed to publish our projections in response to the committee’s original request and were in the process of doing so when the committee wrote to my right honourable friend Nick Gibb, the Minister for School Standards, to request them—so I do not accept the assertion made by the noble Lord, Lord Storey, that the department hindered this. There was absolutely no intent to hinder.
Lord Storey (LD)
It is not my assertion; it is the assertion of the Secondary Legislation Scrutiny Committee.
Baroness Barran (Con)
Well, I would just like to put on record that, although the department absolutely regrets the quality of the initial Explanatory Memorandum, there was no intent to hinder.
I turn to the wider issues and the content of the statutory instrument. As your Lordships know, qualified teacher status is seen as a gold standard globally. When fully rolled out, these regulations will introduce a level playing field in the recognition of overseas professional teaching qualifications. They will replace a system where some teachers can have their qualifications recognised with ease while others who may be equally qualified cannot. We initially projected that up to 1,200 more overseas teachers could be awarded qualified teacher status through these changes, but it is already clear that this is likely to be a conservative estimate; I will talk more about that in a moment.
The noble Baroness, Lady Twycross, said that she regretted the impact that this could have on the teaching profession overseas. We are taking a more cautious approach to the rollout of our policy and will initially allow applications only from teachers who are qualified in mathematics, the sciences and languages in certain countries. Of course, we will monitor very closely the actual level of migration to teaching posts in England by teachers from newly eligible countries. We are in close contact with the regulators in those countries to monitor and discuss the impact of this.
Since we launched the Apply for QTS service on 1 February, we have seen a very high number of applications from many teachers able to apply for the first time. This has been driven by news coverage of the scheme overseas, some of which has been inaccurate and led to some misunderstanding of the scheme as offering candidates a job directly. Our initial review suggests that there will be a large number of candidates who do not meet the eligibility criteria, which rightly prioritises quality and subject need. But the significant level of interest from those who will meet the eligibility criteria is positive and shows that international recruitment can help boost teacher recruitment in shortage subjects. We will be able to provide a fuller picture of award numbers in the coming months, once applicants have gone through our assessment process. That will mean that the information we provide gives a true picture of the numbers of teachers who may apply for jobs in our schools.
Further, to attract the very best teachers from around the world we have also introduced an international relocation payment worth £10,000 to help overseas teachers and trainees in physics and languages to relocate to England, for the reasons that both noble Lords set out, and we have made bursaries worth up to £27,000 and scholarships worth up to £29,000 available to non-UK trainees in the same subjects.
The noble Baroness questioned whether we had a coherent and holistic plan for the teaching workforce in England, and I say that international candidates are just one element of our plan. In 2019, we launched the first ever integrated strategy both to recruit and retain more teachers; that has been developed alongside, and welcomed by, teachers, education unions and professional bodies. We have made good progress on this: we opened the National Institute of Teaching, published the department’s first ever Education Staff Wellbeing Charter, refreshed the content of teacher training, and introduced the early-career framework, with all the support that that offers to early-career teachers.
Lord Storey (LD)
The Minister has not responded to the comments on the present pay negotiations, which seem to be locked and leading to further industrial action. Would not the best course of action be to refer this to ACAS?
Food Price Rises: Public Sector Food Provision
Lord Storey Excerpts(1 year, 2 months ago)
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Baroness Barran (Con)
I think that I in part addressed that point in response to my noble friend earlier. We absolutely are supporting our domestic farmers and food production industry, but equally it is important that we give flexibility to schools to respond to opportunities in their local markets. They understand their needs and can deliver for the children in their care.
Lord Storey (LD)
My Lords, the Minister will agree that we want all children to have a nutritional hot dinner, particularly at lunchtime. She will also be aware that, when the coalition Government introduced free meals at key stage 1, there was a massive take-up of young people having a hot school dinner. Now we see a large and increasing number of families coming to school with a packed lunch, which in many cases is not nutritional and certainly is not warm. What steps are the Government taking to ensure that packed lunches are of nutritional value to the children who bring them into school?
Baroness Barran (Con)
There is obviously a limit to the extent to which the Government should direct individual parents on the food they provide for their children. We are ambitious for our children’s understanding of the importance of nutrition and for their own opportunities to cook at school and become more confident in how to cook nutritious and affordable food. Again, I am aware of a number of examples of schools working closely with parents to equip them with those skills not just for lunchtime but for the evening.