Government’s Childcare Expansion

Lord Storey Excerpts

Monday 21st October 2024 Lords Chamber

[Baroness Barran (Con)]

I welcome the Statement made in the other place last week on the Government’s childcare expansion, although I note that it might have been more constructive had the Minister acknowledged the transformation in childcare provision implemented by the previous Government and I hope the Minister can acknowledge that for the House today. I remind your Lordships that there were five major stages of that expansion. In 2010, we extended the entitlement for three and four year-olds, commonly taken as 15 hours a week for 38 weeks of the year. In 2013, we introduced 15 hours a week of free early education for disadvantaged two year-olds. In 2017, we built on that by doubling the entitlement for three and four year-olds to 30 hours a week and then in 2023 we announced measures to give working parents 30 hours a week of free childcare from nine months until the child starts school, building up over two years. This constituted the biggest expansion of childcare by any UK Government in history.

I would like to ask the Minister a few questions. First, the previous Government, now on this side of the House, are delighted that the Government have committed to continuing our expansion of childcare, but I was concerned that the tone of the noble Baroness’s comments when answering an earlier Question on this subject sounded like a pitch-rolling to cut the offer and I wonder whether she could just reassure the House that that is not in the Government’s plans and set out the Government’s commitment. Certainly, there was a sense that the communications around this September’s rollout were perhaps more muted than we had expected. It is obviously critical that parents are aware of their future entitlements.

If I may, I will try to ask the Minister again whether Sir David Bell did recommend in his review of early years to continue with the previous Government’s approach to childcare and whether she could confirm when the Government will publish the early years workforce strategy. Also covered in the Statement were the Government’s plans for implementing breakfast clubs and that the Government were taking a test-and-learn approach. I was puzzled by that, given that the previous Government already had a national school breakfast programme that was active in almost 2,700 schools and, as the Minister knows, many primary schools offer breakfast clubs already, I wonder what particular aspects the Government feel they need to test and learn from.

Finally, in relation to school-based nurseries, can the Minister give the House a sense of how confident she feels about the Government’s target of opening the first school-based nurseries by September 2025, with the new funding? It looks like quite a short period to turn that around. Also, what assessment has been made of the impact of the imposition of VAT on the nursery provision of independent schools that have that provision?

[Lord Storey (LD)]

My Lords, we on these Benches welcome the proposals; they are very much in line with our manifesto at the last election. I believe that all three parties, in perhaps slightly different ways, have a real desire to develop childcare provision. I want to tease out from the Minister the most important thing for early years childcare provision: the quality of the staff and the staff feeling valued. That means not just the salary but the training opportunities they get.

Over the last decade or more, we have seen staff in nursery and early years settings feeling that they are there just as glorified helpers. One nursery nurse said to me, “I could get more stacking the shelves at Lidl than I get in my job in a nursery”. If we want brilliant early years education, we need staff who feel motivated and want a career in that line of work. I had a 100-place nursery in a primary school and I remember how the staff were absolutely devastated when their names were changed from “nursery nurse” to “NVQ level 4”. They hated that. There had been no consultation with them at all; it just happened as part of the skills agenda. That is my first point.

My second point is that, while we welcome the commitment on top-up charges, we have also to recognise that the income generated in private nurseries sometimes caused real problems for them; but doing away with top-up charges is absolutely correct.

I like the notion that we increasingly put nurseries in primary schools, where there is capacity. Why? Because the primary school can provide all the other things that are available there: advice on special educational needs, and a whole host of other opportunities.

I am pleased about childminders—although I do not actually like the title “childminder”. They do not just mind children; they develop children. They get them to play, to interact, to talk, to learn and to discover. They do more than just minding—but I suppose we are stuck with that title. Childminders were very concerned several years ago when there was a movement towards doing away with single childminders; they had to be part of a company or a group. I thought that was wrong. So I recognise and welcome the proposals on childminding. It should not be a sort of privatised provision. Anybody who has the qualifications and experience should be allowed to do it.

I want to make a final point. There is an aspiration to go to 30 weeks’ provision, but that provision does not cover a full calendar year. Nurseries—particularly private nurseries—find it very difficult because, at the end of the 30 weeks of provision, some parents, especially those from deprived communities, cannot pay the additional money, so they withdraw their children for that period. The nursery or early years setting then finds it difficult to financially survive. So, we need to look at how we ensure that there is equity for the provider as well.

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)]

I thank the noble Baroness and the noble Lord. I am very happy to accept that there has been an enormous transformation in the country’s attitude to childcare and in the extent of childcare available. When I entered the other House in 1997, following a considerable period of Conservative rule, we in Worcestershire were infamous for having the worst childcare provision across the whole of Europe. I am glad that people have seen that childcare and early years provision is important for people’s ability to go to work and, at this moment in time, to support people with the cost of living, but I think that the additional area where we need to focus more attention is that good early years provision is absolutely fundamental for children’s development and giving them the very best possible start in life.

The noble Baroness suggested that the Government are pitch-rolling away from the pledge to entitle working parents to 30 hours of childcare a week from 2025; that is absolutely not the case. The Government are committed to providing that, but we are being transparent and honest about the challenge it will bring. As we said last week, it will mean another 75,000 childcare places and over 30,000 more staff will be necessary; that is a big challenge that needs a plan, not just an aspiration.

I am sorry that the noble Baroness thought that the comms at the beginning of the school year were a little on the quiet side; I did a whole morning media round on this and shouted it from the rooftops. I am pleased that we were able to celebrate 320,000 more parents getting their childcare entitlement this year, but there is certainly more that we need to do. That is why we will work to look more strategically at what we need to do to develop the early years sector and have undertaken to develop a strategy, which I expect us to publish and bring to this House next year.

The noble Baroness asked about breakfast clubs. A few weeks ago, we were able to announce the 750 trailblazing breakfast clubs that will be open by next year, which will build on previous work to get breakfast clubs into schools. However, we are also making a stronger commitment both to providing these free for all primary school pupils and to ensuring that the childcare element of the breakfast club is also in place—that is a very important way that we get children to school early and ready to learn, which does not necessarily happen just if you have a breakfast club, despite the excellent work those breakfast clubs are doing.

On school-based nurseries, the noble Baroness is right that we announced last week £150 million of funding which schools can bid into, so that we can develop up to 300 school-based nurseries as part of our objective to have 3,000 of those over the course of this Parliament.

The noble Lord is absolutely right that, if we are to achieve quality early years provision, we need to develop even further the brilliant staff who are working in early years and childcare. That means we need to reset our relationship with the childcare workforce, ensure that there is appropriate status for that role and think about training. We have already begun to provide, for example, more guidance around how to identify special educational needs, and we will want to continue that work.

We are taking action on ensuring that mandatory extra top-up charges are not levied on parents who take up government-funded childcare places, and we will be working with the sector and with parents in order to make sure that we strengthen that guidance.

Childminders do excellent work, but we have seen a halving of the numbers of childminders over recent years. The flexibilities, including the additional flexibilities announced last week, will help to ensure that childminding remains an important element of the childcare environment.

The noble Lord raised a point about flexibility for school holidays. It is already the case that quite a lot of childcare provision, including that provided around schools, continues into the school holidays. However, in thinking about our overall development of provision and our strategy, we will certainly want to think about how we can ensure that that is as flexible and well supported as possible for parents to be able to use all year round because of the enormously important impact that it has on those parents and, more importantly, on children’s best start in life.

Early Years Provision: Bell Review

Lord Storey Excerpts

Monday 21st October 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

Importantly, having made it clear that we want to deliver the entitlements set out by the previous Government, this Government have started the hard work to put in place the action necessary to do that. It will not be easy; I am afraid that we inherited a pledge without a plan to deliver it. Having ensured that 320,000 children have been able to take up this year’s additional entitlement, the Government’s focus is to make sure we have the places and workforce to enable the growth of that entitlement, which we will try to deliver in September 2025. However, it will be a difficult task, made more difficult by the planning failure of the previous Government.

[Lord Storey (LD)]

Sir David is clearly a man of integrity, great educational experience and knowledge. We understand that because the report was leaked, he decided that he was not going to continue and publish it. However, I hope that some of the key elements of that report—not least introducing a new qualified teacher route—will be included in legislation that comes before us. In fact, after Questions, we will be considering the Minister’s Statement on early years. Can the Minister confirm that the proposal to increase the early years pupil premium, whether it came from Sir David or not —it has not yet been published—will be considered at some point?

[Baroness Smith of Malvern (Lab)]

While we are ambitious for early years and childcare, we will need to consider the outcome of the spending review in thinking about where we can focus our resources. We intend to produce an early years strategy early next year, which will certainly build not only on what we have learnt in government and our work engaging with stakeholders and the dedicated staff in early years and childcare, but on Sir David’s recommendations.

Education (Values of British Citizenship) Bill [HL]

Lord Storey Excerpts

2nd reading
Friday 18th October 2024 Lords Chamber

[Lord Storey (LD)]

That was well said: get on with it. We very much support this Bill. It is hugely important for our nation but, as has been said, particularly by the noble Baronesses, Lady Neuberger and Lady Shephard, and the noble Lord, Lord Blunkett, this will work only if we take it seriously in schools. It is no good putting up a poster on core British values, ticking that box and thinking, “Yes, I’ve done that”. It is no good saying, “Well, who will take the lesson on citizenship this week? Oh, we’ll give it to the PE teacher or the French teacher”. Do we train people to do these subjects? It will end up, as often happens with subjects that are not exam assessed, just something that is pushed to one side. If we are really serious about this, we have to be serious about it in schools.

If we want schools to develop it further so that it is part of their ethos, other things will have to be considered. We cannot just do chalk and talk—actually, that is the wrong phrase now; it ought to be laptop and learning. We should not just do laptop and learning. It should be about teamwork, team sports, drama productions, summer camps, visits to museums and galleries, and all the other things that bring pupils together so that they have common experiences together.

The noble Baroness, Lady Bennett, will be pleased to know that, when I spoke to my Swiss cousin about our core British values, she looked at them and said, “Yes, those would be our values, too”. There was a long pause, then, “But what about the environment, looking after the environment for future generations? You English”—not British—“are not very good at that and look how dirty your streets are”. She has a point there.

While we recognise and celebrate the values of the UK, the interpretation can cause stresses and strains on different sections of our society, reflecting broader tensions and debate about identity and diversity. Collective values should strengthen communities, not divide them. The promotion of values should contribute positively to the UK as a diverse and dynamic country. There is a debate to be had and considered about whether the emphasis on British values might unintentionally alienate individuals and communities who feel that their own cultural and religious values are being marginalised or viewed as not being compatible with so-called British values. There is a concern, strong among ethnic minorities and immigrant communities, about the imposition of a monocultural agenda. There is a continuing debate about how British values align with the UK’s multicultural policy, with some arguing that promoting British values is essential to fostering integration, while others believe that it undermines the successful multicultural fabric of British society by fostering certain values at the expense of cultural diversity.

Regional differences on what contributes to British values can significantly vary across the UK. While older people might emphasise tradition and historical achievements as core components of British values, focusing on continuity and preservation, young people would perhaps be more inclined to stress the values of inclusivity, social justice and tolerance. As was said— I have forgotten who said it now—let us ask young people what they think and what they would regard as their values. I bet we would get a shock and be surprised at what they would say.

I will end with two things that I think are important to our values. Tomorrow, I am travelling to Coventry. I am patron of the Royal Life Saving Society. Up to 1,000 people, from teenagers to people in their 70s, give up their time completely free to help teach people to swim and do life-saving, and talk about water safety. They will be there to receive honours and thanks for their service to that community. They are one example of nation that takes volunteering and charity work seriously.

Whenever there is a problem or tragedy, people in this country from every walk of life will dip into their pockets and make a contribution. In my home city, a charity called Zoe’s Place for terminally ill babies found that it could not build the centre it wanted because the costs had doubled. It announced that it was not going to go ahead with it. Suddenly, there was a campaign to raise the difference in money. Within literally 24 hours, £1 million had been raised in that community. We are a nation—I am told, but I do not know whether it is true—that gives more in charitable donations per capita than any other country in the world. That is a value that we should be proud of. Volunteering and charitable work are really important.

I will end by saying something that noble Lords might perhaps not like. It should not just be left to schools to promote values. Should it not be about the leaders in our society, whether in politics and public life, industry or the media? Sadly, far too often, they are the ones who let us down.

Ofsted

Lord Storey Excerpts

Thursday 5th September 2024 Lords Chamber

[The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)]

In response to the noble Baroness’s first remarks, I agree that teachers and school leaders deserve enormous congratulation on the improvements that they have made in schools, and this Government are committed to supporting them to achieve even higher standards for all our pupils.

The announcement that the Government have made alongside Ofsted is the removal of the single headline grade for Ofsted inspections, something that provided a relatively low level of information but of course had enormously high stakes for schools. In doing that, we are absolutely committed to ensuring that parents have the information they need to be able to make decisions for their children, and that schools have the information to enable them to improve. That is why we will work with schools, parents and young people themselves, and Ofsted will lead this to help to develop the report cards that will provide more useful information.

The noble Baroness was, understandably, particularly interested in the impact on intervention. To be absolutely clear, where Ofsted identifies serious concerns with a school, the current situation whereby the Secretary of State can ensure that a maintained school becomes an academy or a failing academy is forced to become part of an academy trust remains. There is no change there but where schools could benefit from improvement, the development of regional improvement teams, apart from an early structural intervention in the management of schools, gives us an additional way to promote improvement in our schools and make sure that all children, wherever they are learning, are gaining the highest standards and schools are being held to account for delivering those.

[Lord Storey (LD)]

My Lords, these Benches welcome the changes to Ofsted inspections and applaud the Government for the speedy way they have acted. Following the tragic suicide of Mrs Perry, noble Lords will recall that the review of what happened found that Ofsted had acted in a way that was

“defensive and complacent rather than reflective and self-critical”.

For us, school improvement is not about wielding a big stick—it is about collaboration, support and valuing schools and helping them to get better. How does the Minister see well-being and mental support of staff being provided during an inspection?

[Baroness Smith of Malvern (Lab)]

The noble Lord is right to outline the comments made by the coroner in the case of the tragic death of Ruth Perry and by the Education Select Committee in another place about the impact of the single headline grade in those circumstances. That is part of the reason for the Government’s decision to remove that single headline grade, while maintaining a wealth of information from the Ofsted inspection in the report card that is being developed.

I will be frank with the noble Lord. Having been on the receiving end of an Ofsted inspection both in schools and children’s social care, I think the inspections will always bring pressure on to schools and other settings, and so they should. The point is whether they are bringing pressure to good effect. During its Big Listen process, Ofsted has also had the opportunity to consider how to maintain that rigorous inspection and accountability process but to do that in a way, as the noble Lord says, that focuses on accountability and improvement but does not put undue stress on to schools and head teachers.

King’s Speech

Lord Storey Excerpts

Friday 19th July 2024 Lords Chamber

[Lord Storey (LD)]

My Lords, I too offer my congratulations to the noble Baroness, Lady Smith, on her maiden speech. I am sure that the portfolio she will be responsible for is in safe hands. I also thank the noble Baroness, Lady Barran, for her time as Minister; if there was ever an example of service, I think she fits that bill. I am also looking forward to the valedictory speech from my noble friend Lady Jolly, who joined the Liberals back in 1984 in Devon and Cornwall and has had a distinguished career as our spokesperson on health, social care and defence, and outside interests on the Citizens Advice Bureau and Credit Union. She was on the board of the Diocesan Synod and was interested in regeneration organisations.

I congratulate Labour on its success, and my party looks forward to working with it. I think the things that it has said so far, both in its manifesto and in the King’s Speech, broadly accord with many of the things we have been pushing for over the last period. There are a few things missing, and we will highlight those in due course.

The general election created two records. The first record was not for us but, sadly, for the Conservatives, with the lowest share of the vote, at 24%. The second was for the governing party getting only 34% of the vote. I do not want to rub that in, but it shows that there has to be a consensual approach to the way we work. We do that in any case in the House of Lords, so hopefully that will not be a problem.

I will talk first about schools and about teachers. The Government have talked about recruiting an extra 6,500 teachers, which is fine. We need to be clear that these teachers are just for England. Currently there are 20,227 primary and secondary schools, so 6,500 teachers, if my maths is correct, means that they will get 3.1% of the schools.

We have a crisis in our teaching profession at all sorts of levels: we have the highest number of vacancies, the fewest number of people wanting to train as a teacher, and the highest number of teacher shortages in shortage subjects. Those issues need to be addressed urgently.

How do we address those issues? First, we have to make the training of teachers first class. I do not believe that you train a teacher by their doing a 10-week crash course. Does a 10-week crash course look, for example, at a primary teacher understanding child development? Does it look at how teachers can identify special educational needs? We also need to make sure that teachers are properly rewarded for the job—properly paid, properly rewarded, and properly inspected. Over the years, I have been sick to death of hearing the phrase “the workload of teachers”. We never seem to grasp that issue. Let us actually grasp the issue of workload, because that is a problem that teachers and schools face.

Finally, we talk about mental health in schools, and I want to come back to that, but there is also the mental health of teachers and non-teaching staff in schools themselves. Some of the things we do in schools aggravate that mental health issue, whether it is the pressure of SATs or of Ofsted, or of having to do that job with very poor funding.

I now turn to pupils. In many ways, schools are facing a crisis. We have the highest number of pupils missing from our schools, the highest number of pupils being home-educated, the highest number of pupils being unregistered, the highest number of pupils who have been suspended from school, and the highest number of pupils who are permanently suspended from school. What are we going to do about that? In my and my party’s view, no child or young person should go to an unregistered provider in any form. Why? Because unregistered providers are not inspected. Who knows what is going on? There are safeguarding issues. Home educators should be registered, supported by the local authority, and visited by their local authority.

School Funding: Special Educational Needs

Lord Storey Excerpts

Thursday 23rd May 2024 Lords Chamber

[Lord Storey (LD)]

My Lords, it would be remiss not to thank the Minister for her time in that role. She has always been courteous and on top of her brief. I think she is just a decent person, actually. As she said, the Sutton Trust’s is a highly respected annual report on the state of schooling in this country. I do not think anybody can be unaware that schools are struggling with budgets and having to move money around. One of the biggest findings that concerns me in that report is that there has been a 74% cut in funding towards teaching assistants. These are the lifeblood of any school, particularly in supporting children with special educational needs. Presumably the new Minister’s in-tray will have to deal with this problem. Does this Minister not accept that we need to sort out the funding properly for all our schools?

[Baroness Barran (Con)]

We give schools a great deal of discretion over how they use their budgets. It is right that we want the experts who know their community to use funds as they see fit, and the noble Lord knows from his own experience that schools use these budgets in very different ways. I was in a school recently which actually no longer used teaching assistants, but had dropped the class size dramatically as a result. It had teachers but a much smaller number of pupils in the class. The underlying principle, that we should trust our trusts and school leaders on how they spend the budget, is the one that any Government should support.

Covid-19 Pandemic: Educational Attainment

Lord Storey Excerpts

Wednesday 22nd May 2024 Lords Chamber

[Baroness Barran (Con)]

The noble Baroness is right that our focus needs to be on those disadvantaged children. That has been reflected in our strategy focusing on 55 education investment areas, where we are working with local schools and other stakeholders in particular to make sure that we address exactly the sorts of gaps the noble Baroness identifies.

[Lord Storey (LD)]

My Lords, the Minister is absolutely right that there is much more to do—you have only to look at the problems facing schools, particularly in socially deprived communities. It is not just about academic achievement but pupils being able to socially interact and regulate their emotions. Research consistently shows that parental engagement is crucial to the academic and emotional development of young people. Do the Government have any plans to start programmes that would involve parents in this way?

[Baroness Barran (Con)]

I agree entirely with the noble Lord about the importance of social interaction and parental engagement. When I talk to schools about this, they frequently cite examples showing how important it is that they know their local community and have that relationship with parents. Of course we support schools to do that, and some of our communication campaigns on attendance have been directed very much at parents, but we support schools to make those judgments in their communities. However, I absolutely agree about the importance of that.

Higher Education (Industry and Regulators Committee Report)

Lord Storey Excerpts

Tuesday 21st May 2024 Grand Committee

[Lord Storey (LD)]

My Lords, it is a great privilege to follow so many colleagues who have, or had, positions in universities. I have enjoyed listening to their detailed knowledge. I thank the noble Baroness, Lady Taylor. In a sense, her opening remarks absolutely hit on my understanding of the situation. I was slightly concerned when she used a one-word judgment about the Office for Students—I have written it down somewhere and forgotten it. I thought we were against one-word judgments and that, like Ofsted, we did not want to go down that route. I am just teasing. All the issues were very carefully and considerately focused.

We have world-class universities and we ought to be proud of them. They have amazing leadership and staff, but that should not blind us to the fact that there are major problems in some of our universities. There is a great danger that we wallow in praise but do not tackle some of the issues happening around us. One has only to look at the private higher education sector to know that there are big problems, or to listen to students talk about their experiences of simple things such as chasing up and trying to get back a thesis or assignment, or their complaints of there being hundreds of other students in lectures. Those issues may be small and insignificant to noble Lords in this Committee, but to students themselves they are really important.

I have a background as an ordinary primary teacher and headteacher. I did a certificate of education and then went on to university because I realised that I needed a university degree if I were to get a promotion. Like probably everybody in this Room, I thoroughly enjoyed my time at university. University is not just about learning; it is about playing as well. How sad it is that, these days, many students cannot afford, for example, to go to university away from their home. Students increasingly stay in their own locality. I do not know the exact figures but at Liverpool University the students increasingly come from Liverpool, Merseyside or the north-west. When I went to teacher training college, my friends came from the north-east, Northern Ireland and all over the country. I gained so much from that experience of talking to people from different regions and cultures. We have lost that. Universities also provide the opportunity to learn different things and offer extracurricular activities. We talk about the importance of extracurricular activities in schools but they are equally important in universities.

I will come to the issue of funding in a moment. I want to single out a few comments that I feel must be addressed at some stage. The noble Lord, Lord Agnew, was either bonkers or brave—or both—to raise those hugely important issues. Somebody has to address them. We cannot just say, “He would say that, wouldn’t he?” I want to know the answers to his questions. Similarly, the noble Lord, Lord Lucas, went on and on, quite rightly, about linking higher education, schools and student satisfaction, but we never get any answers on that. At some stage, I would like to hear the answers. Finally in my general comments, I say to the noble Lord, Lord Johnson, that yes, I like the title, “office for lifelong learning”, so let us try to make that happen. It seems to be the right phrase.

When student loans were introduced—we remember all the furore about them; I had forgotten that they were introduced by a Labour Government, of course, although the coalition Government increased them enormously—my party leader and others signed pledges that they would abolish them. However, I thought to myself, “Do you know what? If students are getting a loan and paying for their university education, they will be in the driving seat. They will actually have a say in what is going to happen”. Similarly, when the Office for Students was established, I thought to myself, “Ooh, this is good: it has ‘students’ in its title. It will mean, again, that students are in the driving seat”.

The report is quite worrying but, actually, I can look at it in a positive way. You have to know where you are to find out where you are going. Remember, the Office for Students has as its mission

“to ensure that every student, whatever their background, has a fulfilling experience of higher education that enriches their lives and careers”.

I can tell noble Lords that, as a city councillor, I have referred three cases to the Office for Students. The first was that of a PhD student who was awarded only a master’s degree, not a PhD. She complained and said, “Hang on a second. I didn’t see my supervisor for three years. Covid came along and nobody from the university contacted me”. The university was not at all interested. I contacted the Office for Students and it was very proactive for that young woman. It ensured that she got a year’s extension and was paid some compensation. That would not have happened without the Office for Students, I guess.

The second case involved a mature student who had special educational needs and wanted another year. She had already delayed her degree by two years, and she wanted a third year. The university said no. The Office for Students sorted it out.

The final case was a failure. It involved a student at a Russell Group university. On the day of her final exam, her father died. Imagine that. The university said, “Well, we’re very sorry about that”, but nobody contacted her; I mean, nobody actually said that. Her personal tutor did not contact her. What is that all about? That is another complaint from students when you talk to them. She was told that she could sit the exam in the summer. How crazy is that? She was not given a date; she just had to wait until summer came along. Then, sometime in August, she was allowed to re-sit the exam. That is not the way to treat a young woman whose father has just died. I contacted the Office for Students but, sadly, nothing happened on that occasion.

As we have heard from so many colleagues, the higher education sector faces a looming crisis. It is mainly to do with long-term financial sustainability, compounded by Covid; the freezing of student fees; inflation leading to higher costs for institutions, staff and students; a lack of EU research funding; and ongoing industrial action, as we have heard from a number of colleagues. The financial sustainability of the funding system for the higher education sector clearly needs to be sorted. Has the Office for Students paid sufficient attention to this challenge? It should be questioned on a number of issues. Has it lived up to its promise? Is it trusted by the providers it regulates? Has it acted in the real interests of students? On the last point, my experience is that it has. Have the Office for Students’ duties been applied consistently and equally? Should it focus more on communicating with institutions, rather than relying on data from those institutions?

The freezing of the cap on tuition fees for domestic students and the loss of EU research funding have led to higher education providers becoming reliant on cross-body subsidy from international and postgraduate students. This dependency comes with huge risks. It will be interesting to read Robin Walker MP’s inquiry into university funding’s reliance on international students. As Simon Marginson, a professor in higher education at Oxford University, says:

“If today’s decline in the real-terms value of fees continues … then within a decade even the UK’s most elite institutions will find themselves diminished. This could be further exacerbated as countries such as China … pour money into their own higher education systems”.


Vivienne Stern, the chief executive of Universities UK, says that there is a

“need to have a … conversation about how universities are funded”.

Over 100,000 more young people will be seeking university education by 2030, when there is little space or incentive to accommodate them. Let us get to the real issue. Political parties, particularly in an election year, are unwilling even to acknowledge or to face up to the problems in this field. At the moment, they would rather keep quiet. Can you blame them? “Well, Mr. Starmer, Mr. Sunak and Ed Davey, how are you going to deal with the matter? Are you going to put the funds or the loans up?” Of course they are not going to say anything now. Once the election is over, whoever is in Government, whether it is a coalition Government or whatever else, I hope that those political parties will have the honesty and the integrity to realise that the funding issue is crucial to the continued success of our universities. If they do not do something about it, we will see our world-class universities become second-class universities.

We can already see how this lack of action is affecting universities. Just one recent example, if your Lordships remember, was the University of Essex, which forecast a £13.8 million shortfall, blaming the 38% drop in applications from overseas students for its plans to freeze pay and promotions. In response, the plea for more government assistance puts universities at odds with government. It is argued that the sector has become bloated, providing too many courses that do not offer a return on student investment. But we cannot just leave silence to rule. Perhaps we need to find a new funding model. Is it increasing the level of fees or allowing universities to charge what they want, or do we just let the weak wither and close, and the strong and successful prosper? Do we look—dare I say it—at Vince Cable’s idea of a graduate tax? I do not know, but we have to do something about it. I hear only one or two voices, and they are not from political parties, saying, “Universities need more money”.

Returning to the Industry and Regulators Committee report, I hope the Minister in her reply will want to comment—I am sure she will—on some of the quite concerning conclusions of that report. The Office for Students

“does not engage with its stakeholders”,

whether students or providers; its approach to regulation seems

“arbitrary, overly controlling and unnecessarily combative”;

and,

“there have been too many examples of the OfS acting like an instrument of the Government’s policy agenda rather than an independent regulator”.

Faith Schools: Impact of Removing Admissions Cap

Lord Storey Excerpts

Tuesday 7th May 2024 Lords Chamber

[Baroness Barran (Con)]

I am very happy to confirm that.

[Lord Storey (LD)]

My Lords, the Minister will know that we are developing, one hopes, a successful, multicultural society, with children of different faiths and none having the opportunity to learn and work and play together. Does she not think it important that in all our faith schools there should be children of different faiths?

[Baroness Barran (Con)]

The vast majority of our faith schools have children of different faiths. It is typically only in schools for the smallest-minority faiths that one has a concentration of children of those faiths. This is a longer debate that I am happy to have with the noble Lord, but parental choice is fundamental. We are very pleased to see the volume of activity that faith schools undertake with other faith schools of different denominations.

Higher Education: Arts and Humanities

Lord Storey Excerpts

Wednesday 1st May 2024 Lords Chamber

[Baroness Barran (Con)]

My noble friend is aware that we remain absolutely committed to our international education strategy, which has been extremely successful in terms of both the number of students who study in this country and their contribution to the economy. I cannot comment on the specifics of individual towns, but we absolutely recognise the value that those students bring.

[Lord Storey (LD)]

My Lords, the Minister quite rightly pointed out the importance of the arts to our cultural and creative industries, but they are also important to soft power. We are seeing 15 universities making job cuts in their arts and humanities departments and 35 others considering it. I do not need to go through the individual universities, but drama, film, music, dance and entire theatre departments are at risk. Two problems need to be addressed. The first is funding, if we want to keep these creative and humanities subjects at such a high level. The second is the pipeflow. We have talked about the EBacc before, but would the Minister now care to consider what damage it is doing and the danger it poses to the pipeflow to our university and FE sector?

[Baroness Barran (Con)]

With the greatest respect to the noble Lord, I really do not follow the logic of how the EBacc is damaging the flow to our universities. Humanities and modern foreign languages are absolutely central and at the heart of the EBacc, but we are building on that with our higher technical qualifications and T-levels in areas such art and design, which will be introduced this year. I remind the House that bursaries and scholarships for, say, modern foreign language teachers are at the same level as for physics teachers.