King’s Speech

Lord Watson of Invergowrie Excerpts

Friday 19th July 2024 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, it is a pleasure not just to be back on the Government Benches but to welcome my noble friend Lady Smith—another one—to our team and to congratulate both her and my noble friend Lady Merron on their appointment as Ministers. It is also a pleasure to be able to refer to “the last Labour Government”—although I will not do so today—without fearing that it might have a double meaning.

The noble Baroness, Lady Barran, and I had many exchanges across the Dispatch Boxes. We rarely agreed, but I think that we did so in good humour. It is not easy to go from the Government Benches in that direction; I commend her for doing so and I look forward to seeing how she adopts the persona of poacher rather than gamekeeper.

Early years and education is a vital area in which the Government can shift the dial. The lack of proper investment by their predecessors, which shifted the sector’s focus away from early education and towards childcare, was driven by the imperative of getting women back into the workforce. Of course, that is important, but it is not as important as ensuring that every child’s first 1,000 days contain high-quality early years education and development, particularly for those from a disadvantaged background.

I welcome the introduction of Skills England because providing our young people with the skills that both they and the economy will need in the years ahead is essential. It was the skills Act that saw many a robust debate in your Lordships’ House on the effects of introducing T-levels, a qualification that I want to see become embedded and succeed. However, that has not yet happened, and I very much share the concerns expressed by my noble friends Lady Morris and Lord Knight following today’s announcement of the curriculum review and what that might mean for the defunding of many applied general qualifications, including BTECs, which would leave young people who are not academically able to complete a T-level without any suitable alternative. That cannot be allowed to happen. So can my noble friend confirm that the pause and review of this rushed plan promised by the new Secretary of State when she was in opposition will indeed be undertaken, and within what timescale?

With kickstarting economic growth the central mission of the new Government, skills development is about much more than school leavers. Flexible ways to support people to upskill or reskill will be needed now more than ever, and it is essential that the skills offer is inclusive—for all ages and at all levels of post-18 education.The Open University’s model, for instance, enables people to earn while they learn—over 70% of its students are in work. Can my noble friend say what funding and policy levers the Government intend to prioritise to support more flexible and lifelong learning? Will we see the lifelong learning entitlement, as previously debated at length in your Lordships’ House, built on and soon?

The mantra of our election campaign was “change”, and already it is being translated into delivery. One area where I particularly hope to see change concerns our schools. The 6,500 new teachers will have a dramatic effect, although of course that will take time. For the past 14 years there has been a ministerial obsession with academisation, rather too enthusiastically implemented by DfE officials. Yet, despite a flat-out effort to drive academisation—at the expense of the maintained sector—the DfE’s own figures published as recently as May show that after almost a decade and a half, just 50.1% of all state-funded schools in England are now academies.

A feature of academisation has been the double standards that have developed; for example, on the need to follow the national curriculum, for which you would think the clue was in the title, the requirement to employ qualified teachers—should we really expect our children to be taught by well-meaning amateurs?—or on academies’ right to be their own admission authorities. Thankfully, the children’s well-being Bill will end all those anomalies.

However, how will that be achieved? Falling school rolls are forcing local authorities to close schools but they lack the power to close academies. The supporting document to the King’s Speech says, in relation to the children’s well-being Bill, that all schools will be required

“to cooperate with the local authority on school admissions, SEND inclusion, and place planning, by giving local authorities greater powers to … ensure admissions decisions account for the needs of communities”.

Can my noble friend say whether this means that the local authority would be the admission authority for all schools in its area, or at least that it will be able to require changes to individual school admission criteria? Equally, will local authorities have the same powers to place individual vulnerable pupils in academies as in maintained schools, and to enforce adherence to fair access protocols?

I apologise for presenting my noble friend with so many questions just two weeks into her role. I would be happy to receive a response in writing if that is more convenient, but I very much look forward to working with her in the weeks and months ahead.