Looked-after and Adopted Children

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 28th January 2020 Lords Chamber

[Lord Agnew of Oulton]

My Lords, this has been a particular passion of mine. We have created a unit called Boarding School Partnerships, which is encouraging local authorities to engage far more with boarding schools. We even have an offer by many of the independent schools of a 40% bursary for looked-after children. A study recently carried out by Norfolk showed the longitudinal outcomes of looked-after children or children on the edge of care, and they achieved far greater educational results and indeed often came off the register completely.

[Lord Storey (LD)]

My Lords, as the Minister said, these are the most vulnerable children in our community. They are four times more likely to develop mental health conditions. Surely it is not acceptable that 65% of all looked-after children receive support within local authorities whose services are deemed to fall short of what is expected. Can we have a clear statement from the Minister that this will be tolerated no more?

[Lord Agnew of Oulton]

My Lords, we certainly do not tolerate the failure of children’s services and local authorities. We have made a great deal of progress over the last five or six years. For example, Birmingham was a failing children’s services institution for 10 years but is now out of that. Likewise Doncaster, where we created a trust, is now greatly improved.

Schools: Excluded Children

Debate between Lord Storey and Lord Agnew of Oulton

Monday 27th January 2020 Lords Chamber

[Lord Agnew of Oulton]

My Lords, to put things in perspective, the level of exclusion has remained broadly stable over the last 15 years at 0.1%. However, I take on board the noble Baroness’s comments. More needs to be done in mainstream education, which is why we are announcing and rolling out our behaviour hubs to try to stop children being excluded. The quality of alternative provision also needs to be improved continuously to deal with some of the issues that she raised.

[Lord Storey (LD)]

My Lords, as the Minister knows, the problem is that many excluded pupils go into unregistered alternative provision. In many cases, this does not have simple things such as a register or safeguarding procedures. One of the reasons this happens is because local authorities, which are responsible for this, choose unregistered provision because it is cheaper. They say that they have a quality assurance regime. Will the Minister liaise with Ofsted and the Local Government Association to make sure that this quality assurance regime complies? Finally, where are we up to on a register for all children who go missing?

[Lord Agnew of Oulton]

My Lords, the noble Lord raises a good point on the link-up between the Local Government Association and Ofsted. I certainly recommend that the Local Government Association write to HMCI to outline the issues that the noble Lord has raised. There should be a closer join-up. Essentially, such a school is illegal if it has more than five pupils and is teaching a full curriculum—that is the bottom line of an unregistered setting. If there are failures in the two linking up, that needs to be improved. We have announced a broader review of the whole SEND system, on which we will provide details soon.

European Union (Withdrawal Agreement) Bill

Debate between Lord Storey and Lord Agnew of Oulton

Report stage & Report stage (Hansard): House of Lords & Report: 1st sitting: House of Lords & Report: 1st sitting
Monday 20th January 2020 Lords Chamber

[Lord Agnew of Oulton]

I am certainly very happy to share with the noble Lord any information that I get on the spending review when it is available, but I suspect that I will not be privy to that any sooner that he will be.

[Lord Storey]

My Lords, as Universities UK, or UK universities, have said, it would be impossible for a replacement for Erasmus to match the reputation, brand awareness and sheer scale of the current programme. Therefore, we lose Erasmus at our peril. I hear what the Minister says and understand that his hands are tied to some extent, but I do not think that young people in particular will forgive us if we lose Erasmus. I was interested to hear about the oversight tools and scrutiny, and the Minister can rest assured that your Lordships will use them to the full. I hope that he can keep us up to date and informed of progress. I beg leave to withdraw the amendment.

European Union (Withdrawal Agreement) Bill

Debate between Lord Storey and Lord Agnew of Oulton

Committee: 3rd sitting (Hansard continued) & Committee stage & Committee: 3rd sitting (Hansard continued): House of Lords
Thursday 16th January 2020 Lords Chamber

[Lord Agnew of Oulton]

The reassurance that I can give the noble Earl is that we support the value of Erasmus. We are not signalling that we are going to come out of the next version of it, but we cannot offer a blank cheque on a scheme that has yet to be agreed. It will be part of the far wider withdrawal agreements that we foster with the EU over the next 12 months.

[Lord Storey]

I am grateful for the Minister’s comments. I am sure that he will want to reflect on the comments made by Members in this debate, particularly on the importance of Erasmus to languages and inclusion. I am pleased that he has told us that we are committed to staying in the current Erasmus scheme, as that is important. I would also point out that regarding our ability to engage with—in the phrase the Minister uses—the wider world, these things are not mutually exclusive. There is already a whole host of schemes where young people can go to non-European countries to study; those exist currently. I hope that we can build on those as a nation over future years as well.

The key issue is that while, to some extent, the Minister is right that we do not yet quite know what the new Erasmus programme will look like, if we can give a commitment to be part of it we can be part of forming that new programme, which will, I hope, do some of the things that he has been espousing. I will reflect on what he said and I hope that he will consider what Members have said. For the moment, I beg leave to withdraw the amendment.

Children: Rights and Well-being

Debate between Lord Storey and Lord Agnew of Oulton

Thursday 9th January 2020 Lords Chamber

[Lord Agnew of Oulton]

On the right reverend Prelate’s first question, I will certainly check with officials that the justice system is aware of the provisions that he refers to. Looked-after children is an issue of increasing priority for the Government, as was mentioned in our recent manifesto, and I completely agree that they are one of the most vulnerable groups in our society. One of the initiatives that I have encouraged, for example, is the far greater use of local authorities teaming up with boarding schools which offer 40% bursaries to encourage some of these vulnerable children to join their institutions. We have seen evidence of a dramatic improvement in the life chances of those children.

[Lord Storey (LD)]

My Lords, with a 28% increase in the number of children in care, a 53% increase in the number of children on child protection plans and, as we heard yesterday, a 70% increase in the number of children being excluded from school, are we taking our obligations seriously?

[Lord Agnew of Oulton]

My Lords, we are committed to social care; it is one of our top priorities. In the settlement for 2020-21, we see the largest rise in core spending since 2015; a real-terms increase of 4.3%. On top of that, we are investing £84 million in targeted, evidence-based interventions to improve the support provided to vulnerable children and their families and to enable more children to stay at home, thriving with those families.

National School Breakfast Programme

Debate between Lord Storey and Lord Agnew of Oulton

Thursday 5th September 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, as I said, any decision to renew the contract for this national school breakfast programme will be part of this year’s spending round, of which headline details were announced yesterday by the Chancellor. My officials are working closely with the contractor on ensuring that breakfast clubs are sustainable. We will announce plans in relation to this shortly. However, I want to ensure that we do not entrench existing suppliers. We must remain alert to other ideas and other methods of delivery.

[Lord Storey (LD)]

My Lords, the Minister will be aware that where breakfast clubs operate it ensures that children’s attendance and punctuality improve, healthy food is eaten, attainment achievement is often improved and socialisation takes place. He will also be aware that 62% of teachers say that increasing numbers of children are coming to school undernourished and wanting food. When this decision on spending takes place, will he put those important issues into consideration so that this programme can not only continue but be extended?

[Lord Agnew of Oulton]

I completely agree with the noble Lord on the importance of a healthy breakfast for children—there is masses of evidence to support the benefits. It improves concentration and provides nutrition, which does not always happen at home. I agree with that. We are reviewing the future of the programme. We had our spending settlement letter and announcement from the Chancellor only yesterday. We want to ensure that we can extend this programme in an effective way. We have targeted it initially in the opportunity areas, which, as noble Lords will know, are some of the areas of greatest deprivation. We want to create a system that is sustainable into the long term.

Education Funding

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 3rd September 2019 Lords Chamber

[Lord Agnew of Oulton]

I am perhaps more optimistic on rural schools than the right reverend Prelate. Coming from a rural background myself, I know the importance of these schools in communities beyond the simple provision of education. As he quite rightly said, some of the greatest increases in funding will go to these schools over the next two to three years. I am therefore very confident that it will be a huge boost to them.

Early years was not the subject of this announcement. It may be addressed as part of the spending review tomorrow, but it is not in the remit of this announcement.

I hear the right reverend Prelate’s concern on these retakes, but I am afraid I respectfully disagree with him; I think it is incredibly important that they get these base qualifications so that they can progress to their career, but I accept that we need to find better ways of educating. I am particularly interested in edtech, which might bring in ways of teaching that have previously eluded those pupils.

[Lord Storey (LD)]

My Lords, I also welcome the Statement. We are obviously delighted that extra resources are being made available, and I accept the figures that were given. I am concerned about two areas. The first is further education—we heard my noble friend Lady Garden speak eloquently on this subject. While there are extra resources, does the Minister expect that they will increase over the next few years? I have never quite understood—perhaps the Minister could explain this to me—why, if I am a chemistry teacher in an academy or a maintained secondary school, I get considerably more pay than if I am a chemistry teacher in a further education college. Why should this be the case? Secondly, if I am in a sixth form college which is part of an academy chain, there is a VAT exemption. If I am in a stand-alone sixth form college which is not part of an academy chain, the school has to pay VAT. Can that be fair?

My niche question is on behaviour. I was fascinated, interested and delighted to hear about these behaviour hubs and will watch this space with interest. We heard the Secretary of State say, whether it was in the Statement or separately, that he would back schools which permanently excluded pupils from school for bad behaviour. I have always said that teachers have a right to teach and pupils have a right to learn. Schools have to do everything possible to try to ensure that pupils with behavioural problems are supported within the school, but if we move to a system where there is a sort of free rein to exclude pupils, we will see all sorts of difficulties. If we move to that new ethos, will the Minister make available more resources for alternative education? If that is the case, will he ensure that the use of unregistered alternative providers no longer happens? We are seeing young people excluded from school and going into unregistered providers, many of which quite frankly do not deserve to be in education at all. The young people are not even checked in and checked out; they can often roam the streets and get involved in drug and gang culture. That cannot be the case, so what extra resources will there be for alternative education in this announcement?

[Lord Agnew of Oulton]

The noble Lord asks important questions. First, I will try to clarify the difference between FE and the school system, particularly the academy system. FE colleges have a different legal status and a degree of independence which does not relate to the school system. The colleges themselves take the decisions on pay, and one of the anomalies which I must admit I do not really understand is that they tend to prefer to pay all teachers exactly the same rate irrespective of their skills or the particular subjects they are teaching. One of the things that I want to do with this new funding is to find a way of challenging them to be a bit more flexible. As the noble Lord says, if you teach chemistry in an academy and earn X amount, why can you not earn a similar amount in an FE college? I want to get to the bottom of that, to be honest.

Again, VAT status is a quirk of the different legal status of these entities. For example, FE colleges as independent units have the right to borrow, which does not exist in the school system; however, as almost a quid pro quo, they do not have the right to recover VAT. We have offered for sixth form colleges to convert to academisation; quite a lot of them—over half, I think—have done so. Those that have not have reasons for choosing not to, but it is an option that they can consider.

On behaviour, I have just found a note. To answer my noble friend Lord Lexden’s earlier question, the first hubs will open in September next year. In relation to exclusions, I assure the noble Lord and everyone here that we are not for a second suggesting a free-for-all on permanent exclusions. Indeed, in the new Ofsted framework, there will be much more scrutiny of exclusion policies, particularly permanent ones, by schools. So there is no suggestion that we encourage exclusion, but I believe strongly that it is an important tool in the locker of a school where very difficult children disrupt the education of others.

To be clear, an unregistered school is an illegal school. Ofsted has an ongoing programme to track these schools down; when they are located, we close them and take legal action against the proprietors where that is the appropriate course.

[Lord Storey]

I am pleased with the Minister’s answer. In terms of alternative provision, the problem with unregistered schools is that local authorities themselves send the excluded pupils to those institutions. The parents are not deciding that they should go to a particular religious type of unregistered school; local authorities are saying, “Oh, we’ve got this boy or girl, this student, who has been excluded from school. We are going to put them in alternative provision”. They then go for the cheapest option, which is often an unregistered school, with all the problems that that entails. I have asked before whether we can write to local authorities saying that this is not acceptable because they are operating illegally.

[Lord Agnew of Oulton]

The noble Lord is quite right. Sometimes, a local authority may use part-time provision that may be legal but, often, these morph into full-time institutions without the local authority realising. We are in constant dialogue with local authorities on this issue, reminding them that sending a child to an unregistered school on a full-time basis is not on. We are carrying out a consultation of the process of getting schools to take ownership of a pupil once they have excluded them; in other words—this is not agreed yet, but we are consulting on these ideas at the moment—they would be responsible for the ultimate educational results of the child that they had excluded, so they would have to consider the issue much more carefully. We are opening more free school PRUs and APs so that more provision is available. I accept that this is a difficult area, but we are putting a lot of emphasis on it.

Relationship Education Lessons in Schools

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 16th July 2019 Lords Chamber

[Lord Agnew of Oulton]

The noble Lord asks a number of questions. The first was on how many schools we envisage will start teaching this voluntarily this autumn. We are up to about 1,500 schools having registered as early adopters; when I took the regulations through in April we had about 1,000, so the number has gone up quite dramatically even in a couple of months. It has spread among primary schools as well.

On the teaching of sex education, the noble Lord is entirely right. At primary level, parents are able to withdraw their children from specific sex education. That is not relationship education and it is important to discern the difference, but they have that right. As I mentioned when we debated the regulations in April, they have the right to withdraw their child up to the age of 16 minus three terms, for the reasons we discussed at that time.

The Government give their unequivocal support to teachers and absolutely condemn the aggressive behaviour. It is worth pointing out that a lot of this behaviour is nothing less than misogynism on the part of some of these protesters, and that they are protesting against the teaching going on at the moment, not the teaching that will come in under the new regulations in September 2020.

The noble Lord’s last question was about whether teaching under the Equality Act is voluntary. I can confirm that that is absolutely not the case. The original provisions of that Act insisted that teaching advances equality of opportunity and fosters,

“good relations between persons who share a relevant protected characteristic”.

Those relevant characteristics include sex, race, disability, religion or belief, sexual orientation, gender reassignment, or pregnancy and maternity.

[Lord Storey (LD)]

My Lords, we welcome the Statement. I also welcome the Minister’s robust response. It is important that teachers and head teachers are supported. We have agreed the way forward on relationships and sex education; that must not be diluted in any way at all.

I have been concerned on two levels. First, seeing that particular head teacher face a very difficult situation, I am not sure whether at that moment there was the proper support for that person. I also hear of a number of cases where governing bodies have not been supportive of head teachers, particularly the chairs of governing bodies. What advice might the Minister give those schools where the governing body or its chair is not supporting the head teacher? Finally, children must be taught the skills that will allow them to navigate the modern world as adults. Will he ensure that in addition to SRE lessons, skills such as first aid and financial literacy are included in the curriculum?

[Lord Agnew of Oulton]

The noble Lord made several points. If the school he referred to, where he feels the Government’s response has been too slow, is Parkfield School, I can reassure him that we have been actively involved behind the scenes and in the school. The regional schools commissioner in Birmingham has been to that school weekly, and often daily. I think I am correct in saying that a mediator was hired to try to bring about consensus between parents and the school. A lot has gone on. Our view has been that publicity for these disputes is simply oxygen for the bigots who want to promote their own position. While we may not have been seen to be publicly active, we have been active behind the scenes.

On the important question on governing body support, it is a requirement under the new regulations that a school publishes its policy on RSE on its website. To get to that position, the governing body will need to have supported it.

On the broader question of navigating the modern world, that is why these RSE regulations are so important. It is nearly 20 years since they were last properly updated—before social media or smartphones existed. All the issues they bring to children are being addressed. I will write to the noble Lord to confirm whether the two subjects he raised are included.

Multi-academy Trusts

Debate between Lord Storey and Lord Agnew of Oulton

Wednesday 10th July 2019 Lords Chamber

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

My Lords, the financial arrangements and auditing of academies is based on a clear framework and effective oversight, with robust intervention when needed. Trusts must comply with the Academies Financial Handbook, publish audited accounts and have independent internal scrutiny. In November 2018, the academies sector annual report and accounts showed that the vast majority of trusts are compliant with financial requirements; 98% of accounts were unqualified by their auditors and 95% had no regulatory issues.

[Lord Storey (LD)]

I wonder how robust these procedures are. The Minister may recall that, a few months ago, the newspaper headlines were saying that an academy leader had established a love nest in his office and had spent £100,000, I think, on various gifts and pleasures. This went on for a number of years but was not picked up by any audit or inspection—it was a whistleblower who shone a light on what was happening. The Minister will also be aware of the large number of transactions by chief executives of academies to companies that they own or are owned by family members. For example, in 2016 £120 million was spent on contracts with companies owned by chief executives or their family members. Surely, we need systems that stop this happening, because this is money that should be spent on schools and their pupils.

[Lord Agnew of Oulton]

My Lords, I am not familiar with the love-nest situation, but I assure the noble Lord that scrutiny of the sector is robust. From 1 April this year, we brought in a requirement that any related-party transaction in excess of £20,000 had to have pre-clearance with the ESFA, and all other RPTs needed to be disclosed. It is frustrating that I am often attacked about governance in the academies sector while there are also a lot of transgressions in the local authority sector. While researching this Question today, I discovered the 2009 case of a so-called super-head in a local authority school, who was knighted by the Labour Government, was then charged with false accounting and has recently lost his knighthood, been convicted and must repay some £1.5 million.

Education: Industrial Strategy

Debate between Lord Storey and Lord Agnew of Oulton

Monday 24th June 2019 Lords Chamber

[Lord Agnew of Oulton]

The noble Baroness is right. The number of starts for the first quarter of 2018-19 is some 76,000, compared with 41,000 this time last year. We know that the quality of the new apprenticeships is of a much higher order than under the old system, and this shows that employers are getting behind the scheme.

[Lord Storey (LD)]

My Lords, the creative industries are an important part of the industrial strategy. They are worth £101 billion per year to the British economy and grow at double our overall rate of economic growth. The difficulty is finding people to go into the creative industries. We are seeing, as we heard in the first Oral Question, that the number of students following creative subjects is declining in our schools. How can we ensure that we have the young people to go into these important creative industries?

[Lord Agnew of Oulton]

My Lords, for that to happen, we need to make sure that we have apprenticeship standards for the creative industries. A great deal of work is going on there and the number of apprenticeships in creative subjects is increasing as we speak.

Education: Music A-level

Debate between Lord Storey and Lord Agnew of Oulton

Monday 24th June 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, it is of course correct to say that A-level entries in music have declined in recent years. However, we want all students to have the opportunity to study arts subjects at A-level if they wish to, whatever their background and wherever they live. It is up to individual schools and colleges to decide which A-level courses to offer; they may wish to work together with other schools and colleges to maximise choice. I also point out to my noble friend that there are other routes into music. For example, on Friday evening I was in Norwich Cathedral with the choir; in the organ loft they are teaching children to sing in English, German, Italian and even Russian. All of this can lay the foundations for a future career in music.

[Lord Storey (LD)]

My Lords, the Minister will be aware, because he kindly wrote a reply to a written request, that over the past five years the number of pupils doing GCSE music has declined, the number of pupils doing A-level music has declined, the number of students going to university to do a music degree has declined, and the number of music teachers has declined. There is one beacon of success in the independent sector, where music still flourishes. Does the Minister not think that the 98% of pupils in state schools should have the same opportunities as those in the independent sector? Does he not think that it is time to have a proper strategy to make sure that music is rescued in our schools so that it can flourish?

[Lord Agnew of Oulton]

My Lords, I accept that there have been declines in the area that the noble Lord pointed out. However, as I mentioned in my earlier reply, music can be taught in various different ways, and the number of hours spent on music education have remained pretty stable over the last nine years.

Sure Start

Debate between Lord Storey and Lord Agnew of Oulton

Wednesday 5th June 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, in answer to the noble Lord’s question about the exact number of children’s centres, as at the current state, there are 2,353 main children’s centres and a further 700 linked sites open to families and children. The important part of this issue is that all noble Lords share our concern to help improve the chances of disadvantaged children in our society. We have taken a slightly different approach through the introduction of the offers for two year-olds, three year-olds and four year-olds, where we are providing free childcare for hundreds of thousands of young children.

[Lord Storey (LD)]

My Lords, I am grateful to the Minister for repeating the Statement and, like him, I welcome the report from the Institute for Fiscal Studies. The report indeed shows that children in disadvantaged areas benefit most from Sure Start centres. The IFS report is not about childcare, nor indeed about children’s centres; it is about Sure Start centres and is entitled, The Health Effects of Sure Start.

The unique feature of Sure Start centres is that they offer a range of services to parents and children. The evidence is clear that Sure Start centres contribute significantly to improving the life chances of families in the most deprived communities—for example, as we have heard, by reducing the hospitalisation of young children by more than 5,000 a year and saving millions to the NHS. Sure Start centres also offer mental health support to young parents.

Why are the Government only now asking the Early Intervention Foundation to look at children’s centres and other models of delivery? We already know that more than 1,000 centres have been closed and that Sure Start centres are of greatest support to children in deprived areas. So why are the Government kicking the evidence-collection can down the road? The Minister must know that cuts to local authority budgets have inevitably impacted disproportionately on the most disadvantaged young children.

I have two questions for the Minister. Will the Government take a holistic view of the needs of families, and will they ensure that the early years pupil premium, frozen since its introduction five years ago, is increased in line with the pupil premium?

Schools: Free School Meals

Debate between Lord Storey and Lord Agnew of Oulton

Wednesday 22nd May 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, a great deal of work has gone on over the past few years to remove any chance of stigma, principally through the cashless facilities that schools now operate in their canteens so that a child in receipt of free school meals is indistinguishable from another child when they are being served with food. I would be very surprised to hear of the discrimination that the noble Baroness referred to.

[Lord Storey (LD)]

The Minister rightly talks about healthy eating, nutritious meals and the problem of childhood obesity, but the reality in schools is rather different. First, at key stage 2 the majority of children bring packed lunches, which are often not at all healthy. Secondly, the amount of time that children have for their lunch is being cut back so they literally rush in, eat it and rush out again. Thirdly, a cafeteria approach means that, sadly, young people choose food that is not at all healthy. I can remember when you would have what were called family meals; children would sit down at a table and serve each other, there would be conversation and they would have time to eat. Is it not time to look at what is happening in our schools at lunchtime and establish some guidelines about good practice?

[Lord Agnew of Oulton]

My Lords, compliance with school food standards is mandatory for all maintained schools and has been part of funding agreements for academies and free schools since 2014. We have provided this legislative framework, and we are providing free school meals for a huge number of pupils. As the noble Lord will know, we introduced free school meals for infants, which are now feeding some 1.5 million pupils a year.

School Exclusion: Timpson Review

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 7th May 2019 Lords Chamber

[Lord Storey (LD)]

My Lords, I too thank the Minister for the Statement that he has read, and I thank Edward Timpson for his report. It is not a surprising report, really —we all knew that this was going on—and I always wonder why we need to wait for a report before taking action. It is an absolute scandal that 40 pupils a day are permanently excluded from school and 2,200 pupils every day are put on a system of semi-exclusion. What happens? Well, two things happen. First, if they are lucky, they get put into alternative provision, and most of that alternative provision is unregistered. We have heard what the chief inspector has said about unregistered schools—that they are unsafe and that vulnerable young people are put in a very unhelpful situation. Many of them, if they are not put into a proper alternative provider, get involved in gang culture, and we know where that can lead. So why does the report not say absolutely clearly that unregistered schools for alternative provision should not be allowed and that we should take action against them? These vulnerable young people need to be in the most supportive environment with the best qualified and trained teachers.

Secondly, on the issue of knife crime, I welcome the idea of having a multiagency discussion to look at how we deal with this, but it is sad that there is no mention of the youth service. We should be investing in the youth service and, in particular, in detached youth workers.

Then we come to the issue of off-rolling, which has already been mentioned. Again, it is a scandal that schools can just off-roll pupils—often the most vulnerable pupils, including those with special educational needs. Nowhere does the report say why schools are allowed to off-roll. Why are schools off-rolling? We know that they off-roll because they want to do well in their school inspection and in their league table results, but, again, that should not be allowed. Also, when a pupil is off-rolled from a school, who is responsible for that pupil? Not the school or the local authority—the pupil is in limbo.

I hope the Minister might address those three issues. Finally, I am sure he would agree that it would be useful to have a proper debate on this issue in your Lordships’ House.

[Lord Agnew of Oulton]

I will respond to the noble Lords, Lord Bassam and Lord Storey. On permanent exclusions, last year 85% of schools had none at all, so it is important to put the issue in some perspective. But we are not complacent in any way—that is why we commissioned Timpson last year to undertake his review.

That flows into the issue of off-rolling, which greatly concerned both noble Lords. The term has crept into usage only in the past two or three years, and when we initially commissioned Edward Timpson to undertake his review it was not in common usage, but he has expanded the report to deal with it. It is important to reassure noble Lords that off-rolling is an unlawful practice, so it is not something that a school can do legitimately. We are focusing on this partly through the changes to the Ofsted inspection framework, for example, which will come in in September, which will ramp up the inspection process to ensure that such things are not going on. Ofsted will look at children who have left the school roll and interrogate the school as to why they have left and where they are.

Children’s Rights

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 30th April 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, the civil servants’ guidance that we issued at the end of last year was specifically aimed at supporting civil servants to join up. We created a template for civil servants to enable them to understand the children’s rights impact. We have revised the statutory guidance for working together to safeguard children and we have co-chaired a new action group with the Children’s Rights Alliance for England, CRAE, which brings together all of these issues.

[Lord Storey (LD)]

My Lords, the Minister will know that the committee has called on the UK to urgently review the asylum policy as the UK is the only country in the EU not to permit unaccompanied refugee children to sponsor their immediate family. Given that the Government are searching for legislation to pad out the parliamentary term, will the Minister speak to his colleagues in the other place to see whether they can make time to give the Refugees (Family Reunion) Bill—which has already been passed in this House—its long-awaited Second Reading?

[Lord Agnew of Oulton]

I will certainly take the noble Lord’s suggestion back to the department for consideration. Let me reassure noble Lords that the numbers of children becoming looked after from unaccompanied asylum seekers has remained stable over the past three years. Under Section 20 of the Children Act 1989, local authorities have a statutory obligation to provide accommodation for unaccompanied asylum-seeking children.

Religious Schools: Admission Policies

Debate between Lord Storey and Lord Agnew of Oulton

Monday 29th April 2019 Lords Chamber

[Lord Agnew of Oulton]

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

[Lord Storey (LD)]

My Lords, I am sure the Minister will agree that it is important that children and young people, whatever their faith and whether they have a faith or not, should have an opportunity to learn and socialise together rather than being separated because of their religion. My question is about admission arrangements. Maintained schools, academies and some faith schools have different admission criteria, and because of all these different arrangements it is often difficult for local authorities to find places for pupils, let alone for parents to navigate their way around. How can the Minister make it easier for parents to understand the admission arrangements within their area?

Schools: Modern Languages

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 9th April 2019 Lords Chamber

[Lord Agnew of Oulton]

The noble Baroness makes a very good point, and I will certainly take that recommendation back to my department and the Home Office. The noble Baroness mentioned the Mandarin programme, which we began in September 2016. It started with 23 schools; we are now up to 64.

[Lord Storey (LD)]

My Lords, has the Minister seen the survey carried out by the British Council last year, which found that a third of our state schools were not teaching whole classes of modern languages, particularly in year nine? The majority of these schools were academies. Is it not true that academies do not have to follow the national curriculum? Will he consider ensuring that academies and free schools have to teach modern languages as well?

[Lord Agnew of Oulton]

The noble Lord makes a valid point. He is correct in saying that academies are not obliged to follow the national curriculum, but we insist on a broad and balanced curriculum. The Ofsted changes to their framework will put much more emphasis on the EBacc, as I mentioned in my opening remarks, which includes modern foreign languages.

Schools: Staffing

Debate between Lord Storey and Lord Agnew of Oulton

Thursday 4th April 2019 Lords Chamber

[Lord Storey (LD)]

My Lords, the noble Lord, Lord Watson, said “91%”; it is 91% of schools that have had their per-pupil funding cut across England. To have staff taking cuts in their salaries; to close schools on a Friday; to have so-called cost cutters going into schools and suggesting that school lunch portions are reduced in size; that is no way to run an education service. Does the Minister deny that there has been a reduction in funding in 91% of our schools? Since 2015, my home city of Liverpool has lost £48 million to our schools.

[Lord Agnew of Oulton]

My Lords, as I said in answer to the Question, funding is going up. It does not help the debate to follow scurrilous articles about food portions. That school was throwing away a large quantity of food. No parent wants to see that happen. It is a huge environmental waste. It was highlighted simply as an area of inefficiency. As a Schools Minister, no one wants more funding into the system than me, but I want that system to be well run so that the money goes to the front line. Noble Lords will have seen the story in the press the other day about the Tolworth Girls’ School, where the head teacher claimed that she was so badly funded that she had to clean the lavatories herself. What she did not tell you was that she took an 8% pay rise, taking her to between £125,000 and £130,000, and increased the cleaning budget by nearly 90%.

Special Educational Needs

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 26th March 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, when these reforms came in, we initiated local area inspections. The noble Lord may be aware that we carried out a number of these in combination with Ofsted and the Care Quality Commission. They are shining a light on both good and bad practice in the sector and, where a poor inspection result comes up, they are asked to provide a written plan for correction. That is how we are gradually improving the system.

[Lord Storey (LD)]

My Lords, the Minister may be aware that we are also seeing a rise in legal services offering a no-win no-fee system for parents wishing to appeal. That is likely to add further pressure to already hard-pressed local authority budgets. Actually, when all the costs of one case are taken into account, it can cost up to £80,000. Given that it costs only about £3,500 to train a specialist teacher, does the Minister agree that we should try to prevent this no-win no-fee system from taking off?

[Lord Agnew of Oulton]

I certainly support the noble Lord’s suggestion and will take that back to the department. I see no benefit in ambulance chasers benefiting from these cases. It is also worth pointing out that we support the charity Independent Parental Special Education Advice, which provides advice to parents going through the tribunal process. There is no absolute need to use lawyers, which is why IPSEA is an important path for parents to consider.

Knife Crime: First Aid in Schools

Debate between Lord Storey and Lord Agnew of Oulton

Wednesday 13th March 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, the noble Lord raises a very important point on exclusion. It is always a last resort to use a permanent exclusion for a pupil. Just to give some context, the percentage of permanent exclusions last year was actually less than it was 10 years ago. In 2006-07, it was 0.12% and last year it was 0.10%, so we need to keep that in perspective. We are pretty confident that there is no causal link between permanent exclusions and knife crime. However, we are alert to the need to provide better specialist provision for children who are permanently excluded. That is why we announced a number of initiatives in October, including an extra £100 million in capital for special provision for schools.

[Lord Storey (LD)]

My Lords, it is sad that the noble Lord, Lord Watson, had to ask this Question, but the bigger question is why young people are being stabbed. After a decade of austerity, we have seen youth services decimated in our towns and cities and positive activities for young people are almost gone. What will Her Majesty’s Government do about knife crime, not in terms of the narrow criminal issues but in terms of creating healthy community activities?

[Lord Agnew of Oulton]

My Lords, the noble Lord is absolutely right that the causes of knife crime are complicated. We must be honest about not fully understanding them. I accept that austerity is one reason offered, but I am not certainly convinced. We have done a number of things to support young people in terms of ensuring that they have a good education. One priority of the Secretary of State is what he calls the five foundations of character—sport, creativity, performing, volunteering membership and the world of work. I commend to noble Lords a particular initiative that I am always keen to promote called OnSide Youth Zones. Nine of these are now open and six more are planned, mostly in London. They provide an avenue for young people between what are considered the danger hours after leaving school at around 4 pm until 6 pm.

Social Mobility: Regional Attainment Gap

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 26th February 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, all our efforts around social mobility are aimed at helping all those who are not getting a fair crack of the whip. We have 12 opportunity areas operating at the moment and, just to take the case study of Derby, where money is being specifically targeted to help children who are struggling to read or have English as an additional language, we are already seeing improvements at key stages 1 and 2. Things are improving faster in Derby than nationally.

[Lord Storey (LD)]

My Lords, may I raise another issue from the report? It highlights the problem of teacher retention, and teachers feeling that their professional status is not being invested in. Across the OECD the average amount of time spent on high-quality continuing professional development is about 50 hours; in the UK it is half that. Have the Government any plans to increase the availability of continuing professional development?

[Lord Agnew of Oulton]

My Lords, we have recently announced the recruitment and retention strategy, and I agree with the noble Lord that retention is probably the greater priority, because it is a terrible waste when good young teachers leave the profession. We have put much more focus on ongoing CPD for teachers, particularly in the second year, reducing their teaching load so that they have more time for support. We have announced a £30 million investment in tailored support for certain schools with recruitment and retention challenges, which is designed to help schools improve existing plans, join national programmes, build local partnerships or fund new initiatives.

Education, Health and Care Plans

Debate between Lord Storey and Lord Agnew of Oulton

Thursday 14th February 2019 Lords Chamber

[Lord Agnew of Oulton]

I absolutely take my noble friend’s point. As all parents know, a parent can never be happier than their least happy child. There are huge emotional issues involved in this. That is why we are continually reviewing the policies, as we did in December last year, as I mentioned in reply to the noble Lord, Lord Watson. We are also increasing the capital funding available to special schools where they have severe difficulties relating to autism.

[Lord Storey (LD)]

My Lords, it is very easy to forget when talking about tribunals and costs to local authorities and to government that we are talking about children and young people who have special needs—in many cases severe special needs. The Minister will remember that when we established education, health and care plans in the Children and Families Bill, everybody celebrated. Now that celebration has turned into a nightmare as parent after parent does not get the package they need. The fact we now have parents going to the High Court demanding a judicial review is surely an indictment of where we are at.

[Lord Agnew of Oulton]

My Lords, as I mentioned in response to an earlier question, the percentage of appeals is 1.5%. Broadly, that is not much higher than under the old regime, which changed in 2014. This is a new way of dealing with children with needs and we need to remember that; we are still on a learning curve. We have made significant investment in this since it was rolled out—£391 million in total—dealing with a whole range of things such as the parent carer forums, where a key part of these reforms is putting parents at the centre of the process. But I accept that any level of appeal is causing distress and we are working to reduce it.

Multi-Academy Trusts: Salaries

Debate between Lord Storey and Lord Agnew of Oulton

Thursday 14th February 2019 Lords Chamber

[Lord Storey]

To ask Her Majesty’s Government what assessment they have made of salary levels in multi-academy trusts.

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

My Lords, multi-academy trusts achieving value for money is at the forefront of my priorities. It is essential that we challenge trusts paying high individual salaries or with high leadership team costs. We have been doing this for more than a year, we have recently re-emphasised its importance, and we will continue to do so throughout 2019. High salaries and leadership costs need to be justified, with evidence of robust processes for setting salaries and reductions where appropriate.

[Lord Storey (LD)]

I am grateful for the Minister’s reply. I know that he is concerned about this matter. I was interested to read an advert by the Floreat free school for a PA to the chief executive and for finance officers. These important posts are all to be volunteers; clearly, the school does not have money in its budget to pay for them. At the same time, the chief executive of one of our multi-academy trusts is on a salary of £440,000—nearly three times the salary of our Prime Minister. At a time when schools are having to make cuts and struggling with their budgets, does the Minister not agree that this issue needs to be properly addressed?

[Lord Agnew of Oulton]

My Lords, I will deal first with the second part of the noble Lord’s question. The trust to which he refers is the Harris trust. Frankly, it is delivering the most extraordinary outcomes for children. If you take the cost of the chief executive’s salary and divide it by the number of pupils, it offers some of the best value for money that government could ever achieve.

Schools: Climate Change Strike

Debate between Lord Storey and Lord Agnew of Oulton

Wednesday 13th February 2019 Lords Chamber

[Lord Agnew of Oulton]

To give the noble and right reverend Lord some reassurance, I say that we have recently issued new guidance for Ofsted inspections and all these points are being moved up the profile for children. Today’s first Question—it showed the House working at its best, with cross-party debate—was about the use of plastic, which is something children can be much more active in. How many young people do noble Lords see on the Tube drinking bottles of water which are then thrown away? Young people can actively participate in that, much more than on long-term climate change, which we are already dealing with.

[Lord Storey (LD)]

My Lords, first, can we applaud the fact that young people really care about this issue? We quite often moan that they do not bother about anything. Secondly, I remind the Minister that his former Secretary of State, Mr Gove, tried to remove climate change from the curriculum. It was thanks to Ed Davey in the environment department that we won that battle. Finally, given that this is such an important issue, why do we not have a national climate change day, when schools and communities could discuss this important topic?

[Lord Agnew of Oulton]

My Lords, it is up to schools to find the specific parts of their curriculum. We announced £10 million of investment to support schools to share best practice on behaviour management, and indeed on matters of this kind.

Teacher Recruitment and Retention Strategy

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 29th January 2019 Lords Chamber

[Lord Agnew of Oulton]

I thank the noble Lord for his questions. Dealing with the ones that I can address straight away, I reassure him that academies will be included in the early-career framework. This is a strategy for the entire state-funded system.

Regarding the question on teaching schools, we are reviewing this at the moment and have not fully completed our thinking. One issue of concern to us is that there are too many teaching schools that between them are not receiving enough money to meaningfully engage with the surrounding areas that they are being asked to help. We are looking to rationalise that. We hope that good multi-academy trusts will play a role in that, but we are certainly not seeking to exclude good schools.

I agree with the noble Lord that retention is more important than recruitment, because there is no point pouring people into a bucket with a hole at the bottom of it. We have given a lot of consideration to how we improve retention. A big problem is the workload and how it is being imposed, particularly on young teachers. We are aware from the figures for those leaving the profession that the percentage of younger, newly qualified teachers leaving the profession is one of the highest categories. We are working on that. There are several areas of concern; for example, the pernicious expectation that young teachers should be responsible for planning their own lessons, when we want to encourage schools to provide much more support.

I shall write separately to the noble Lord to address his concerns on mental health.

[Lord Storey (LD)]

My Lords, I am grateful to the Minister for his Statement, in which he gave the context and rationale for the teacher recruitment and retention strategy that was published yesterday. I am delighted that the Government have worked with the co-signatories listed on the inside cover. The tone of the strategy is very positive.

I do not agree however, that it is a full national strategy, as there is more work to be done. How are middle leaders to be developed, and do those who manage MATs need knowledge and perhaps experience of how schools work? While the partnerships in the document reflect a new beginning for schools, what role do the Government see for local authorities, which, after all, are the largest employers of teachers? What a pity they were not involved in the formation of the strategy.

The strategy starts by stating that,

“there are no great schools without great teachers”.

Hear, hear.

[Lord Agnew of Oulton]

My Lords, the focus is on early-career teaching at this stage. We have outlined four key areas. One is funding, which will allow teachers in their second year to reduce their timetable by 5%. We are encouraging a reduction in teacher workload, which I covered a moment ago, and a more diverse range of options for career progression, which will help teachers further along in their career. We want to continue to make sure that teaching is considered a great career for those coming into it. We launched an initiative last year called Discover Teaching. Some 13,000 potential recruits have been through that system.

We need to see how the first phase of this programme evolves. We are rolling out some pilot areas in September next year: Bradford, the north-east and one other area which I shall find in my notes in a moment. We will learn from our experience of how those work before we implement the programme across the country.

Children: Special Educational Needs

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 22nd January 2019 Lords Chamber

[Lord Agnew of Oulton]

I agree with the noble Lord that residential special education is extremely expensive. One of our current problems is that local authorities tend to send a lot of children out of area to expensive residential solutions. We are trying to deal with this by increasing the number of specialist free schools around the country; we announced a £50 million capital funding pot in May of last year, bringing the total to £265 million, and in March we announced sponsors for 14 new special schools. In the announcement in December, to which the noble Lord, Lord Blunkett, referred, we also agreed to remove the cap on applications for new special and alternative provision free schools.

[Lord Storey (LD)]

My Lords, the Minister will perhaps know that up to 2,000 young people on education, health and care plans have received no provision at all. Increasingly, parents are taking legal action against local authorities. Are we not in danger of replicating what is happening in the National Health Service, where litigation costs have become astronomical?

[Lord Agnew of Oulton]

The noble Lord is right that we are concerned about tribunal costs—indeed, he has asked a Question on this subject that will be taken in a couple of weeks’ time, so we will be able to deal with it in more detail then. Last year, we introduced a new measure to see how many appeals were going to tribunals: it showed that, of all the decisions made in the year by local authorities, only 1.5% were appealed by parents, and a number of authorities are seeing zero or near zero appeals. So the challenge for us is to spread the good practice of those local authorities that have very low levels of appeal, to ensure that those which are less good are learning.

Schools: Mental Health Support

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 27th November 2018 Lords Chamber

[Lord Storey]

To ask Her Majesty’s Government what steps they are taking to develop mental health support in schools.

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

My Lords, many schools already promote their pupils’ mental health and we are providing significant new support to them. In July, we confirmed our commitment to train mental health leads in schools to develop whole-school approaches to promoting and supporting good mental health. But schools cannot act as mental health experts, so we will also provide increased specialist support from new, clinically supervised mental health support teams.

[Lord Storey (LD)]

I am grateful for the Minister’s reply. He will be aware that 65% of children and young people who have mental health problems currently get no support. I am aware of the trailblazers but they will take time to be established and teach good practice. We have a resource in schools which, sadly, is underfunded. It has too many vacancies and spends all its time on its statutory responsibility of reviewing cases under the Children and Families Act—I mean, and thus mention, our educational psychologists. Why can we not provide extra resources so that educational psychologists who are in post can do this work to provide support for children and young people with mental health problems?

[Lord Agnew of Oulton]

My Lords, we are improving specialist children’s and young people’s mental health services with our £1.5 billion investment from 2015. We recognise that we need to do more, which is why the NHS will invest at least £2 billion a year in mental health, including children’s services, under the recent Budget proposals. Our Green Paper proposals are about providing support quickly through teams directly linked to schools and testing four-week waiting times for more specialist follow-up. We are absolutely not complacent about this vital area.

Further Education Bodies (Insolvency) Regulations 2018

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 30th October 2018 Grand Committee

[Lord Storey (LD)]

My Lords, I preface my remarks by saying that we value further education. It will go through a renaissance and the need for vocational courses, skills development and apprenticeships will help it to blossom. This instrument is technical but it is absolutely right that we should agree it.

However, I have a number of concerns. We have had the area reviews, of course, but why do we allow a further education or sixth-form college to become insolvent? One would think that further down the line we would take strong and robust action to ensure that that does not happen. If a college closes down the effect on the local community and economy can be devastating. If we allowed a further education college in, say, Northumberland to close down because we had not kept our finger on the pulse, imagine the effect that that would have in a predominantly rural area.

It is important that we understand the mechanisms for ensuring that this does not happen. I see in the document that 37 further education colleges published notices to improve financial health. What do the Government do to make sure that that support is given?

I agree with the comments of the noble Lord, Lord Watson, about cuts, but it is not always about cuts; it is about management as well. An institution might not have all the resources it needs but it might be so well managed that it thrives nevertheless. It is about the management of the college as well as its finances.

I have three further questions. First, the Minister said that insolvency will not always mean closure. Will he expand on that and say what other actions can be taken? Secondly, do these regulations apply to university technical colleges? Thirdly, if we want to create the level playing that the Minister talked about, should we not ensure that all sixth-form colleges are treated equally and that those that have to pay VAT will no longer have to do so? Will he perhaps explain why sixth-form colleges that are not in a multi-academy trust have to pay VAT?

[Lord Agnew of Oulton]

My Lords, I thank noble Lords for the interesting points they have raised. There have also been a number of questions which I will certainly try to address.

I say to the noble Lord, Lord Watson, that we are adamant that this provision is for exceptional circumstances. I made that clear in my opening comments. In answer to noble Lords who raised questions about our commitment to this sector, it might be worth summarising the extent of that commitment. In the current academic year, 2018-2019, we expect to spend some £7 billion, which includes apprenticeships. That gives a sense of the proportion of our public spending that we are putting into this age group.

I can reassure all noble Lords that this instrument is designed as an exceptional mechanism. The main reason for it is that under traditional insolvency arrangements, the lenders take control of the process. The provisions in these regulations make sure that learners are given more priority. That is the overarching principle of why this is being done.

On the specific question that the noble Lord, Lord Watson, asked about how the various bodies involved in the sector would interact with one another, we are still developing intervention systems so that we can respond effectively to the early signals of poor financial health to focus on preventing colleges from getting into positions of insolvency. This allows the FE commissioner and his team to go into colleges at an early stage, work with principals and governors and share best practice on better financial management to help college boards develop sustainable plans for financial resilience. College boards may need to make tough decisions to make to become more resilient. We will rely on their engaging with us early on, as soon as they know there is a problem. That goes somewhat to the point that the noble Lord, Lord Storey, made about the quality of management and governance. That is very much what we are pushing for, to ensure that when the canary in the coalmine sings, it is listened to and early action is taken.

--- Later in debate ---

[Lord Agnew of Oulton (Con)]

I will certainly take the noble Baroness’s views back to the department and reiterate them; I understand exactly what she is staying. She also raised a question about providing guidance to governors. We are committed to providing clear guidance, particularly on their duties and liabilities under insolvency law. The general College Governance guide, last published in 2014, will be updated. Both sets of guidance have been drafted and are being developed with the stakeholders—the Insolvency Service, the Association of Colleges and the Sixth Form Colleges Association—ready for publication in, we hope, the next few weeks.

The noble Lord, Lord Jones, asked whether I have any specific examples of colleges that have become insolvent. The short answer is no, as they have so far resolved their issues. In 2016 we created the restructuring facility, a fund from which some £330 million has been drawn across the sector. That has been used specifically to help them carry out the restructurings and some of the mergers to which other noble Lords referred, so there has been a period of consolidation over the last two years.

The noble Lord also asked about sixth-form colleges. There is a provision—this also addresses the point made by the noble Baroness, Lady Garden—for sixth-form colleges to convert to academy status. If they do that, they get the benefit of VAT recovery. The question was: why cannot everybody do that? The reason is that it is a complicated process. It is an option that we have offered to sixth-form colleges but not all of them have taken it up.

[Lord Storey (LD)]

There are all sorts of reasons. If a sixth-form college chooses not to become an academy or part of a multi-academy trust, it is penalised by having to pay VAT; but if it chooses to go down that route, it gets the reward of not having to pay VAT. Is that what the Minister is saying?

[Lord Agnew of Oulton]

That is, in essence, correct. However, one of the advantages of the FE sector is that colleges are allowed to borrow money commercially. If that is a route they want to take or have taken, that can be a barrier to conversion to academy status.

The noble Baroness, Lady Garden, asked about the role of private providers in subcontracting. These regulations are specifically designed simply for the further education sector, not for independent subcontractors. If a further education college were to become insolvent, a subcontractor could become one of the creditors.

I hope I have answered all the questions that have been raised.

[Lord Storey]

There was the question of university technical colleges.

[Lord Agnew of Oulton]

These regulations do not apply to university technical colleges. A UTC is framed under the academies legislation and has a funding agreement in the same way as an academy has, but UTCs are a separate legal entity.

As I have outlined, these regulations make necessary modifications to insolvency law so that it effectively applies to FE bodies and can bring the further education insolvency regime into effect. Cases of insolvency are rare and will continue to be so, but we cannot afford to be complacent. It is essential that this legislation is put in place for the FE sector to provide legal certainty and, most importantly, to ensure that learners are protected in the event of financial failure.

Motion agreed.

Health: Spectrum Conditions

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 30th October 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I am not sure whether the noble Lord, Lord Sterling, was referring to dyslexia or autism, but he will be aware that we have increased awareness among all schools, and encouraged teachers to increase their awareness. With the Autism Education Trust, for example, we have rolled out a lot of autism awareness training. We now have 190,000 people trained in autism awareness, which is up from 150,000 in June of last year.

[Lord Storey (LD)]

My Lords, the Minister will recall that during Children and Families Act, the local offer required local authorities to give information about special needs provision, and that information has to be accurate. Does the Minister not agree that it is not helpful to parents when false information is given out by councils, particularly on this issue of dyslexia? Will the Government clarify whether they fully support the recognition of dyslexia as a disability as defined by the Equality Act 2010?

[Lord Agnew of Oulton]

My Lords, the Equality Act 2010 provides protection for any person with a condition that meets the Act’s definition of disability—that is, a physical or mental impairment which has a substantial and long-term adverse effect on a person’s ability to carry out normal day-to-day activities. The Act does not, except in a few specific instances, mention by name the conditions that automatically fall within the definition of disability. This is because, in most cases, it is the impact on the person’s life that is the qualifying criterion, rather than the condition itself.

Further Education: Teachers’ Pay

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 16th October 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I do not have that information to hand, but I will write to the noble Lord with some further information.

[Lord Storey (LD)]

The Government are always, quite rightly, banging on about the importance of skills and skills training. We have heard from my noble friend that there has been a 30% cut in the FE budget and, in adult education, there has been a 61% cut. How on earth will we attract staff to develop the teaching to develop those skills? He mentioned—I was quite surprised about this—that the Government are looking at this sector. When can we expect to hear about this assessment of the sector?

[Lord Agnew of Oulton]

My Lords, we have reformed the high-needs funding and disadvantaged funding in this sector and we are now putting in some £520 million for disadvantaged students. As I mentioned earlier, we have the strand of support that I have already discussed. If we look at apprenticeships on their own, for example, we see that we have nearly doubled the amount of money going into apprenticeships since 2010. By 2020, it will be £2.45 billion, which is double the amount in 2010. The other thing we have done to try to support the sector is offer sixth-form colleges, where appropriate, the opportunity to academise, which gives them a VAT-recovery opportunity. So we are looking all the time at how we can support this important sector.

Relationships and Sex Education

Debate between Lord Storey and Lord Agnew of Oulton

Thursday 19th July 2018 Lords Chamber

[Lord Storey (LD)]

My Lords, we on these Benches very much welcome this Statement and congratulate the Government on bringing it forward. It is a very welcome first—perhaps not historic—positive step forward in equipping our children and young people to cope with life in a modern society.

I think it was David Cameron who, referring to Europe, said that we should “stop banging on” about it. I am, however, glad that on this issue so many Peers, MPs and organisations outside Parliament did bang on for some considerable time. That banging on has meant, in the end, that the Government have taken note. It is right to congratulate not just the present Government but the former Secretary of State, Justine Greening, who did a lot of work to get to this stage. I particularly remember meeting Edward Timpson, the then Children’s Minister, who was very clear in his view about this topic.

The importance that not only our party but young people, parents and teachers attach to this subject is clear from the 23,000 responses to the call for evidence. While there is no definitive tally of similar calls for evidence, I am confident that this number would be near the top of that particular league table. I have looked through the consultation, and I am glad that, as most school terms finish tomorrow, sufficient time has been allowed for schools to respond in the autumn.

It is quite interesting how the world, and government policy, have moved on in the last five years, but it is disappointing that what the noble Lord, Lord Nash, the Minister’s predecessor, said in this House five years ago—

“The Government believe that PSHE is a vital part of a broad and balanced curriculum and that excellent PSHE provision is part of the life-blood of all good schools”—[Official Report, 24/4/13; col. GC 426.]


—has not led to a commitment to go one step further and make PSHE a statutory part of the curriculum. I certainly do not accept that economic education is covered by the current provision in careers, maths and citizenship, as the Statement claims. It is welcome that students can decide, from the age of 15, to opt in to sex education even if their parents do not want them to. However, there is still a discussion to be had about whether one term of sex education in the year before the age of consent is sufficient.

Liberal Democrats believe there should be an independent standards authority to pilot, phase in and resource policy changes. Such an authority would be better able to monitor the introduction of RSE than either civil servants or Ofsted. A broad and balanced curriculum for life, as the Liberal Democrats would like to see, would also include mental health education, first aid and emergency life-saving skills and financial literacy, in addition to relationships and sex education. The Welsh Assembly has already introduced a new RSE curriculum on the basis of extensive research and consultation. What discussions have the Government had with the Welsh Minister?

In 2013, the noble Lord, Lord Nash, informed us:

“I agree that we need to improve the focus on this area through teaching, schools and ITT providers”.—[Official Report, 18/6/13; col. 136.]


I cannot, however, find any mention in the Statement about who will provide the resources to train teachers. Initial teacher training had been totally fragmented, and I am sure that head teachers will be trying to work out how to provide the high-quality CPD to bring their staff up to speed with yet another new demand on finite and shrinking resources.

I have three questions that I hope the Minister will be able to clarify. First, the Statement says that RSE will be prescribed core content for all schools. The phrase that I am unsure of—perhaps the Minister will explain how it would work—is that it,

“leaves flexibility for schools … with a religious character to deliver and expand”,

on that content. I am not sure how that will work in practice and what it means.

My second question has, I think, been asked by the noble Lord, Lord Watson. It is important not just to introduce this measure in 2019-20 but to make sure that it is of good quality, with qualified teachers and good resources. What funding has the Minister set aside to invest in high-quality training and continuous professional development?

Finally, the Minister says that financial education should not be made compulsory, as it is already covered in the national curriculum in maths and the careers strategy. The national curriculum, however, is not compulsory in academies and free schools. Are we planning to make it compulsory for those schools, so that this subject will be taught?

[Lord Agnew of Oulton]

My Lords, I thank the noble Lords for their questions on this subject and for their broad support. I thank the noble Lord, Lord Watson, for joining us yesterday and for the contributions that he made in that meeting. I hope that I will be able to answer most of their questions.

On the consultation period, the reason that we decided to issue the Statement today, ahead of the school holidays, is that most multi-academy trusts are open over these holidays. They cover half of secondary school pupils, so we felt that it was better to get the information out there sooner rather than later to enable them to get focused on the subject.

--- Later in debate ---

[Lord Agnew of Oulton]

My Lords, the point is that the subject is already being considered by the sector. That is why we have given it a 15-week period, which takes us to the next half-term. I was trying to answer the noble Lord’s question about why we issued it today rather than, say, on 1 September. Another thing we expect to see is a lot of schools introducing this from September 2019, which will be a year ahead of the statutory requirement. We expect that a lot of those early introducers will be the bigger chains, which are already further developed in this area.

The noble Lord also asked whether schools will be required to tell pupils and parents about the policy. It is clear that schools will be required to publish policies on their RSE and RE curriculum, and the guidance sets out what should be included in that notification.

On the right to withdraw, a parent may still request the withdrawal of their child in the three terms before they reach the 16 year-old age group, but if the child wishes to receive education, the school will be required to provide it. That is the case for all schools. To put that in perspective, 99.5% of children currently participate in the sex education that is going on in schools, so we do not feel that it will be a sensitive issue. Again, however, in the consultation we are asking for views from all respondents. If they feel that we need to improve the guidance, we are open-minded about doing that.

Regarding the materials and resources for schools, we are certainly committed to ensuring that schools are supported and ready to teach these new subjects to a high quality. Many schools are already doing that, so they will be able to adapt quickly to teaching the new subjects. But many schools will require some support, and we are asking questions in the consultation about where the help will be most needed. To support schools, we will ensure that there is a repository for quality teaching materials covering these new subjects. We intend to work closely with the unions, the MATs, the dioceses and subject associations to ensure that the right support is available for schools.

The noble Lord, Lord Watson, also asked whether the guidance will apply to all schools, including independent schools, and how we will know that the subject is being delivered in those schools. The guidance for relationships education and RSE will apply to all schools, including independent schools. PSHE is already a compulsory subject in independent schools and we will work with the Independent Schools Inspectorate, which already addresses these areas, to ensure that it covers the area adequately when it inspects.

I turn to the noble Lord, Lord Storey, who asked about the level of training that we will give to support teachers in these new areas. We will certainly amend the initial teacher training. In fact, perhaps I might give the noble Lord a list of the specific subjects that will be covered in the new areas. I think this gives a bit of context to the areas that teachers will address. The noble Lord will see from the list that much of this is already going on and this is just a way of codifying it. The subjects are: mental well-being; healthy friendships; LGBT; respectful relationships, including addressing inappropriate behaviour, harassment and exploitation; online safety; consent in all types of relationships, including sexual relationships where appropriate; tolerance and respect for others; the impact of viewing harmful content or sexually explicit material; and the law in relation to abuse, exploitation and harassment. That gives a flavour of the subjects, and I think they will be intuitive for the majority of the profession.

Schools will be encouraged to teach PSHE and may cover content that they feel their pupils need. The PSHE Association has today strongly welcomed our approach. I have a quote from the association that may provide some reassurance:

“The government’s commitment to mandatory health and relationships education is welcome and a major step forward. Damian Hinds has shown outstanding leadership in guaranteeing young people an education that supports their physical and mental health, wellbeing and relationships”,


and it goes on. We have made the association a key stakeholder in our discussions.

I think I addressed the topic of support to schools in replying to the noble Lord, Lord Watson, but I reiterate that we want to use the consultation to finalise our plans for the support that we provide to schools. It would be a bit premature to commit to a particular budget on school support before we get to the detail of the support that they feel they would like.

[Lord Storey]

Before the Minister sits down—perhaps he could write to me on this, because it is quite difficult to give a verbal answer—I get that the core RSE content will be prescribed for all schools, but then there will be flexibility for schools with a religious character to expand on that content. Could he write to me about how he sees that working in practice?

[Lord Agnew of Oulton]

I will write, but, to give the noble Lord some reassurance, two of the bodies that have been most effective in handling sex education have been the Catholic Education Service and the Church of England education service. Both have model ways of dealing with this, and part of that is early engagement with parents so that they do not feel that they are being railroaded into it and it is done in an inclusive way. I shall write with more details.

Primary School Children

Debate between Lord Storey and Lord Agnew of Oulton

Wednesday 18th July 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, of course understanding the basic history of our country is fundamental, but to do that they need a good knowledge of basic reading and writing, and that is what I was referring to.

[Lord Storey (LD)]

Does the Minister agree that the primary stage is an opportunity to promote social mobility and challenge stereotypes? I congratulate the Government on the careers strategy. However, I am anxious that, as well as young children, we should also get parents involved in careers education, particularly in subjects such as engineering, and in getting young girls to take part in engineering. Does the Minister have any thoughts on this matter?

[Lord Agnew of Oulton]

My Lords, I do indeed. The noble Lord is right that stereotyping happens at a very early stage and research shows that it is more pronounced among the lower-income groups. That is why I am so pleased that we have initiatives such as STEM Ambassadors, which sends volunteers out to visit children in primary as well as secondary schools. Some 42% of those ambassadors are women and we had over 30,000 volunteers last year. Indeed, I discovered at the weekend that my own daughter, when she was reading chemical engineering, was one of those STEM ambassadors and she visited schools to do as the noble Lord suggested.

Sure Start

Debate between Lord Storey and Lord Agnew of Oulton

Thursday 12th July 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, there are a couple of questions there. First, I confirm that the Government are very committed to early years education, and we have made a great commitment to it over the last seven or eight years. We know that centres with more evidence-based programmes are better at improving outcomes, and multiagency working gives beneficial results for children and families. That has informed our £10 million investment in What Works fund and our £8.5 million peer support programme. It is up to local authorities to decide which options to use.

On inspections, it was accepted several years ago that the process was not fit for purpose. To reassure the noble Baroness, however, services delivered through children’s services centres are covered by other regulatory frameworks, and local authorities must ensure that services provided in the centres have the approved safeguards. Where there are specific safeguarding concerns, HMCI still has the power to inspect any children’s centre, and the Secretary of State has the power to direct HMCI to inspect any centre.

[Lord Storey (LD)]

My Lords, to quote the Minister, we want to improve the outcome in early years. Taking the point that the noble Baroness, Lady Massey, made, how on earth can you improve the outcome in early years, in children’s centres, if you have scrapped inspections—1,000 have not been inspected for five years, and Ofsted have not had any inspections for three years—and abandoned the consultation you promised in 2015 in favour of a peer review? How can you improve outcomes when this is your response?

[Lord Agnew of Oulton]

My Lords, these are important questions, and I respect the noble Lord for his knowledge on this subject. We have adopted a different approach to early years. We have an ecosystem of support for early years; we have the children’s centres, the Sure Start centres, family hubs and the two year-old and three and four year-old offers. We are seeing progress in those areas. For example, in the two year-old offer, 72% of disadvantaged children are now benefiting from up to 15 hours of free early education, and there are nearly 23,000 providers offering funded places for two year-olds, an increase of almost 8,500 providers since 2014.

Boarding School Partnerships

Debate between Lord Storey and Lord Agnew of Oulton

Thursday 28th June 2018 Lords Chamber

[Lord Agnew of Oulton]

I thank my noble friend for this question and pay tribute to the important role that he played in setting up Boarding School Partnerships last year. Almost three-quarters, 37 of the children, showed a reduced level of risk and nearly two-thirds moved out of a high-risk category into universal services. Overall, 33 children were taken off the council’s risk register. These outcomes can only be described as very encouraging. For the right child, at the right time and in the right school, boarding can present an excellent opportunity.

[Lord Storey (LD)]

My Lords, the Minister will be aware that many local authorities had their own boarding facilities in the 1970s and 1980s, and sadly they were closed down over cases of safeguarding concerns. This scheme and the effect it can have on young people in care can be transformational—there is no doubt about that—but the numbers taking up the provision are very small. The Minister suggested how we might increase them. Local authorities have concerns and the Norfolk study, good as it is, followed only 50-odd young people. Do we not need to have a proper look at the cost benefit and the change it makes to young people, and then crusade about this and sell the idea to local authorities?

[Lord Agnew of Oulton]

My Lords, I very much take on board what the noble Lord has to say, and I respect his great experience in this area in particular. I believe my role in the Department for Education is that of exhorting local authorities to encourage them to consider this option. That is why we had the conference the other day. What was so uplifting about that conference was that, after the address from the panel members from Norfolk council, questions were asked for and a forest of hands went up. None of those questions was directed to me; they were all directed to the council representatives, who could speak of their experiences and show how they have overcome a lot of the problems the noble Lord mentioned—safeguarding has moved on enormously in the last 20 years. My role will be to continue to promote, and if there are blockages in the system that I or the Government can sort out, I will do my best to unblock them.

Grammar Schools

Debate between Lord Storey and Lord Agnew of Oulton

Wednesday 27th June 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, the noble Lord makes a very good point. We have recently signed this memorandum of understanding with the Independent Schools Council, which is reflective of its changing attitude to try to help more children from disadvantaged backgrounds into its schools. But it is also relevant—and I thank the noble Lord for his prompt—that we have just signed a memorandum of understanding with the Grammar School Heads Association. This is all about sharing the aims of seeing more pupils from disadvantaged backgrounds sitting the entrance test, applying to grammar schools and being admitted. That is already happening, and more than 90 of our 160 grammar schools are already prioritising pupil-premium children where they can.

[Lord Storey (LD)]

My Lords, how on earth can grammar schools promote social mobility when, on the Government’s own figures, only 2.6% of pupils are on free school meals? By extending grammar schools, all that will happen is that you will take pupils from successful academies and maintained schools and make the situation even worse.

[Lord Agnew of Oulton]

My Lords, first, grammar schools make up only 5% of the secondary cohort in the country, so I do not believe that they can have a very detrimental effect on mainstream secondary schools. Also, for those children from disadvantaged backgrounds who are admitted to grammar schools, the impact can be substantial. The Education Policy Institute recently found that disadvantaged children attending grammar schools see the attainment gap significantly reduced from 7 percentage points in non-selective to 1.7% in their own schools. The aim is to get more disadvantaged children into grammar schools, and we have some great case studies where that is already happening. King Edward VI in Birmingham has an open-doors campaign, and in January last year had 191 children eligible for pupil premium, an increase on the previous year, which was 123. It is now up to nearly 12% of its cohort with pupil premium.

Children: Special Educational Needs

Debate between Lord Storey and Lord Agnew of Oulton

Monday 4th June 2018 Lords Chamber

[Lord Storey]

To ask Her Majesty’s Government what assessment they have made of the impact of education, health and care plans on children with special educational needs.

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

My Lords, more than 98% of statements of SEN were reviewed by 31 March of this year, this being the deadline for introducing education, health and care plans. A survey of 13,000 people who received an EHC plan during 2015 found that 73% agreed that it led to the child or young person getting the right support. Ofsted and the Care Quality Commission are undertaking joint SEND inspections in all local authority areas. These are providing evidence of progress, including positive feedback on the impact of these plans.

[Lord Storey (LD)]

I think we all had high hopes when education, health and care plans were introduced. However, with vacancies in and shortages of educational psychologists, speech therapists, occupational therapists and SENCOs—and, added to that, schools having tough budgets and spending less on educational needs—young people and children often do not get the support that they need. A family from Liverpool wrote to me about Eva, who is at nursery. The nursery staff think that she is autistic, but she will have to wait 12 to 18 months because there is only one occupational therapist at Alder Hey Hospital to put her on the pathway. What would the Minister advise on this?

[Lord Agnew of Oulton]

My Lords, in 2018-19 the high needs block will rise by £142 million, to a total of £6 billion across England, which is up from £5 billion in 2013. Just last week we announced an additional £50 million of capital funding, bringing the total to £265 million of capital funding, to help build new places at mainstream and special schools. I would be happy to meet the noble Lord on the specific request he makes to discuss the case and, if necessary, I will ask the Minister for Children to write to the local authority.

Schools that Work for Everyone Consultation

Debate between Lord Storey and Lord Agnew of Oulton

Monday 14th May 2018 Lords Chamber

[Lord Storey (LD)]

My Lords, in terms of the Statement there are two important issues. The first is on the issue of selection. As a party we are totally opposed to the expansion of grammar schools, and I guess quite a large number of the members of the Government are too. The Minister knows perfectly well that had this been done in a different way, as was originally planned, he would not have been successful in getting it through the Commons, so this is a back-door way of trying to achieve that.

Why are we opposed to grammar schools? Every single study—whether by the Sutton Trust, Durham University, Education Datalab, the Education Policy Institute or the Institute for Fiscal Studies—says that it fails to find any evidence that grammar schools increase social mobility. In fact, it seems that children in a selective area who do not pass the 11-plus do worse than they would have done in a comprehensive area. We also know the effect the grammar schools often have on a community: they often take the best teachers, who want to teach in the grammar school, and of course they cream off pupils as well.

The Minister talked about developing a capital programme for grammar schools. Let us remind ourselves that only 5% of pupils go to grammar schools, and these plans will do nothing for the 95% of children who go to a local secondary school. In fact most grammar schools are in better-off areas; pupils in the north-east, most of East Anglia, the south coast and the west coast will not benefit from one penny of this money. We should also remember that when the Government increased the schools budget after the election, they did so by taking money away from local schools’ capital budget. They took money away from the capital programme of those schools, including PE facilities and other central projects. So what we are seeing here is money being taken and used for a small group of people, not even a geographical spread across the country.

If every single place at these expanding grammar schools went to children who were on the pupil premium, we would be talking about a very small number. However, if these grammar schools do not take children from disadvantaged backgrounds, what will the Government do about it?

[Lord Agnew of Oulton]

The noble Lord, Lord Storey, raises some important points. On the benefits of grammar schools, we know that pupils attending selective schools make better progress. On average, they achieve around half a grade better in eight GCSEs across core subjects compared to pupils with similar prior attainment in other schools. When disadvantaged children attend selective schools, the attainment gap is significantly reduced. So it is worth remembering that.

I want to tackle the issue of the low proportion of disadvantaged, free-school-meals children attending grammar schools at the moment. Launched in conjunction with the announcement on Friday were two important initiatives. First, to be eligible to apply for what we are calling the selective schools expansion fund, the grammar must submit a fair access and partnership plan. It has to set out very carefully what it is going to do about increasing the vulnerable group that the noble Lord refers to. Secondly, we also announced a memorandum of understanding with the Grammar School Heads Association, which represents 90% of all grammar schools, for it to take steps to widen access to all the other grammar schools. So they know where the wind is blowing on this. We are very focused on it.

[Lord Storey]

And if that does not happen?

Child Safeguarding Practice Review and Relevant Agency (England) Regulations 2018

Debate between Lord Storey and Lord Agnew of Oulton

Wednesday 9th May 2018 Grand Committee

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

My Lords, these regulations are essential to implement the safeguarding reforms set out in the Children Act 2004, as inserted by the Children and Social Work Act 2017. I welcome the work of the Secondary Legislation Scrutiny Committee in drawing these regulations to the attention of the House as an instrument of interest.

These reforms aim to improve the protection of children. As noble Lords may recall, they were based on the findings of the 2016 Wood review, which found widespread agreement that existing multi-agency working arrangements should be replaced with a stronger, more flexible statutory framework. Alan Wood also recommended a learning-focused system of reviews to replace serious case reviews. The Act enables the establishment of the Child Safeguarding Practice Review Panel. The panel will identify and commission reviews of serious child safeguarding cases which are complex or of national importance.

I am glad that, following a recruitment exercise conducted in accordance with Cabinet Office procedures, Edward Timpson has agreed to take on the role of panel chair. Following his advice and that of a skilled and representative assessment panel, we last week confirmed five appointments who will bring a range of experience to support him in this important work.

The Act also requires the three safeguarding partners —police, clinical commissioning groups and local authorities—to work together to make arrangements to safeguard and promote the welfare of children in their area. As part of this, they must determine the agencies with whom they intend to work. They must also identify and commission reviews of serious cases which raise issues of local importance.

These regulations will enable these provisions to operate effectively. The regulations set out the criteria which the panel must take into account when deciding whether to commission a national review. The panel must also set up a pool of potential reviewers. This arrangement will support our aim of improving the speed and quality of reviews. The panel may, however, select other reviewers if no one in the pool is available or suitably experienced. The panel may also remove potential reviewers from the pool.

As the panel cannot let its own contracts, the Secretary of State will hold the contracts with reviewers. Therefore, these regulations require the Secretary of State to appoint or remove reviewers from national reviews based on the panel’s recommendation. The regulations also specify details of the panel’s supervisory powers during a national review and of its final reports, including publication. Requiring public availability of reports for at least three years will ensure that national-level learning can be spread throughout the system, the key purpose of these new provisions.

The regulations also cover local reviews—the responsibility of the safeguarding partners. As for national reviews, the provisions cover review criteria, the appointment and removal of reviewers, reports and publication. Like the panel, safeguarding partners must make decisions on when it is appropriate to commission a local review, taking local review criteria into account. This includes any advice from the panel on whether a local review may be appropriate. The regulations support the timeliness and quality of local reviews. The safeguarding partners must monitor the progress and quality of local reviews and may seek information during the review to enable them to assess this. The regulations also specify some details that final reports must include and require reports or findings to be available for at least one year.

The regulations set out a list of agencies with which the safeguarding partners may choose to work. The Government first published the list in indicative regulations during the passage of the Bill. Safeguarding partners should select agencies relevant to their local areas. The list of those selected may change from time to time, although we expect schools always to be involved. The safeguarding partners should consult the agencies selected, and the published arrangements should include a list of those agencies. Duties on relevant agencies apply only to agencies included by the safeguarding partners in local arrangements. The Government consulted on these regulations and the associated statutory guidance last autumn. Consultees were largely positive, although some clarifications were made to the regulations as a result.

The panel will begin work on 29 June 2018, when the transition to the new multi-agency arrangements will also commence. Safeguarding partners will have 12 months to prepare and publish their arrangements, including selecting relevant agencies, and a further three months to implement them. Provided that the regulations are agreed, we will publish the final version of the statutory guidance Working Together to Safeguard Children within the next few weeks. This will support the new arrangements and complement these regulations.

I thank all those who have contributed to work on these reforms, including noble Lords present. These regulations will support more flexible joint-working arrangements, as well as promote better and more timely learning from reviews, and I commend them to the House. I beg to move.

[Lord Storey (LD)]

My Lords, the protection of children is perhaps one of the most important things that we should be doing. We welcome the safeguarding practice panel; if noble Lords do not mind me saying so, what an inspired choice Edward Timpson is as its chair. His work on the Children and Families Act was second to none.

I want to raise a particular issue that I hope the Minister will address: self-employed tutors. Unlike tutors employed by agencies, they are not legally obliged to apply for a Disclosure and Barring Service, or DBS, check. Accountants, vets, even traffic wardens are required to have such checks, despite the fact that their jobs do not involve regular access to children, yet private tutors who regularly work and are involved with children do not. In a Commons Oral Question, the Parliamentary Under-Secretary of State for Education said:

“It is ultimately the responsibility of parents to assure themselves about the suitability of any private tutor they might choose to employ before they engage them, for example by seeking and checking references, and asking to see a copy of any Disclosure and Barring Service certificate”.—[Official Report, Commons, 19/3/18; col. 12.]


As it stands, self-employed tutors cannot apply for a DBS check. Instead, they can apply for a subject access request, containing similar information, for a fee of £10, but they are not legally obliged to do so. I hope that the Minister will use this opportunity to deal with this rather strange anomaly. Either we insist that all tutors, whether self-employed or employed by an agency, have the correct requirements or, as a second-best option, they can apply for the certification, as suggested by the Parliamentary Under-Secretary.

Academies: Gender Pay Gap

Debate between Lord Storey and Lord Agnew of Oulton

Wednesday 25th April 2018 Lords Chamber

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

My Lords, we are one of the first countries in the world to require all large employers to publish their gender pay gap and bonus data. Reporting will help to shine a light on where women are being held back and where employers can take action to support their whole workforce. These figures will mean that academy trusts, as with all other large employers, can start to analyse the data and take action to close the gap.

[Lord Storey (LD)]

I thank the Minister for that helpful and important reply. In answer to a Written Question that I put to him about the gender pay gap he said:

“Academy trusts are free to set their own salaries”.


This is of course taxpayers’ money, and when in 471 multi- academy trusts the median pay gap was 31.7%, that is not a proper use of taxpayers’ money. Where some chief executives of multiacademy trusts now earn upwards of £400,000 a year, that is not a proper use of taxpayers’ money. Surely it is time for the Government to use their financial clout and to realise that with trust comes responsibility.

[Lord Agnew of Oulton]

My Lords, the noble Lord, Lord Storey, is correct that academy pay is set by the trusts themselves. However, we have taken action on high-end pay. One of the first things I did when I took on this job in September was to ask officials to write to 29 single-academy trusts where there was high pay. Since then, we have resolved that 16 of them no longer pay the levels that were indicated in their returns. We have now also written to a number of multiacademy trusts, and in the last couple of weeks we have written to all trusts which pay more than £100,000 or which have more than two people in their trust who are paid more than £100,000. So we are alert to it, I am bearing down on it where we see excesses, and I will continue to do so.

Schools: Free Lunches and Milk

Debate between Lord Storey and Lord Agnew of Oulton

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

Debate between Lord Storey and Lord Agnew of Oulton

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.

Schools: Outdoor Classroom Day

Debate between Lord Storey and Lord Agnew of Oulton

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

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 6th February 2018 Lords Chamber

[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

Debate between Lord Storey and Lord Agnew of Oulton

Wednesday 24th January 2018 Lords Chamber

[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

Debate between Lord Storey and Lord Agnew of Oulton

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.

Social Mobility Commission

Debate between Lord Storey and Lord Agnew of Oulton

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.

Young People: Digital Resilience

Debate between Lord Storey and Lord Agnew of Oulton

Tuesday 7th November 2017 Lords Chamber

[Lord Agnew of Oulton]

Between September 2016 and March 2019, the Government Equalities Office is providing £3 million for six projects that will support schools in England in preventing and responding to homophobic, biphobic and transphobic bullying.

[Lord Storey (LD)]

My Lords, that is an important part of education and PSHE. Can the Minister tell us when the consultation on PSHE will be concluded? Does he not agree that PSHE should be taught in all schools: maintained schools, academies and free schools?

[Lord Agnew of Oulton]

Recent changes to regulations have allowed the Secretary of State to require the teaching of PSHE in academies.