Covid-19: Schools
Lord Watson of Invergowrie Excerpts(4 years, 7 months ago)
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Lord Watson of Invergowrie (Lab)
My Lords, we all want schools to reopen and children’s education to resume, but the primary consideration before that can happen has to be the safety of pupils, their families and all staff. Yesterday, in the Commons Science and Technology Committee, the Department for Education’s own chief scientific adviser revealed that he had not made an assessment of plans to begin reopening English schools from 1 June and had not been asked to. So much for the Government’s mantra about following the science. Does the Minister now accept that instead of asking schools to implement a hasty and unrealistic return by a specific date, they should be asked to meet certain conditions that, when completed, would signal that it was safe to reopen—a subtle but important change of focus?
The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)
My Lords, it has always been made clear that the decision to reopen schools on 1 June is contingent on five tests being satisfied, including a decrease in transmission of the disease, and that once schools reopen there is a hierarchy of controls for them to put in place to lower the rate of transmission of the disease. It has been made clear by the Prime Minister and the Secretary of State in the other place yesterday that the opening date on 1 June is anticipated on the basis of the scientific evidence, but matters are under constant review.
Schools: Relationships and Sex Education
Lord Watson of Invergowrie Excerpts(4 years, 7 months ago)
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Baroness Berridge
Yes, indeed, the attitude of the department is to embed SEND in every strand of the RSHE work, and we are working closely with the Sex Education Forum and NASEN to ensure that. We have also employed SEND experts to help with the development of the curriculum so that there will be specific resources in the school support package that I have outlined to assist teachers, most of whom have a child with SEND in their classroom.
Lord Watson of Invergowrie (Lab)
My Lords, the guidance issued by the Department for Education last year stated that relationships and sex education should be
“part of the basic school curriculum … which allows schools flexibility in developing their planned programme”.
But last week the Schools Minister, Nick Gibb, stated that the department was giving due consideration to the implementation of the statutory relationships and sex education curriculum in the context of Covid-19. That suggested the possibility that implementation could be delayed due to the coronavirus, even if schools have returned by September. What process of due consideration was the Minister referring to and what additional support will the Government explore to ensure that RSE can be taught online if schools have not returned by September?
Baroness Berridge
My Lords, as the right reverend Prelate outlined, parents are required to be consulted as part of the process before a school introduces its policy to teach these subjects. I reiterate that we are prioritising operational discussions in relation to the curriculum and I will keep the House updated on any further developments.
Children in Care
Lord Watson of Invergowrie Excerpts(4 years, 7 months ago)
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Lord Watson of Invergowrie
To ask Her Majesty’s Government what steps they are taking to safeguard vulnerable children in care during the COVID-19 pandemic following recent legislative changes.
The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)
My Lords, the interests of vulnerable children are this Government’s top priority. The recent changes to secondary legislation are intended to help children’s social care to respond to this unprecedented situation. We have not changed the overarching responsibilities for the protection of vulnerable children. The measures, which are to be used only when absolutely necessary, will help to maintain safeguards while providing services with additional flexibility, allowing them to focus on those children needing the most support.
Lord Watson of Invergowrie (Lab)
My Lords, I thank the noble Baroness for her response, but it does not square with the clear impression within the child care sector. At this time of national crisis, it should be expected that the Government would seek to ensure the protection of every child in care by strengthening safeguards, not removing them. Yet through these regulations, the Government have decided to weaken the support offered to some of the country’s most vulnerable children. No evidence has been produced to back up the Government’s claim that changes to existing regulations are in response to the pressures of lockdown. There has been no statement from the Government about the proportionality of the changes or how they sit beside human rights law and obligations under the Convention on the Rights of the Child. Can the noble Baroness point to any new protections for children resulting from these regulations?
Baroness Berridge
My Lords, these regulations are intended to be a temporary measure to enable the limited flexibility that local authorities need at this time so that, where there are limited resources in some circumstances, services can be directed to ensure that the children most in need get the support that they need. To give an example, we hope that extending the time that a local authority has to respond to an Ofsted inspection from 70 days to when is “reasonably practicable” will be used by some local authorities to ensure that front-line services are maintained.
Educational Settings
Lord Watson of Invergowrie Excerpts(4 years, 9 months ago)
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Lord Watson of Invergowrie
My Lords, I thank the Minister for repeating the Statement. We support the decision to close schools, which was clearly made on safety grounds. I have a list of questions for the Minister, and I ask her to write to me on any that she feels unable to answer today.
What steps are the Government taking to facilitate co-operation between nurseries, schools and childcare providers and local communities? In particular, can she offer clarification on childminders, who are not mentioned in the Statement but play a significant role in out-of-school care? Does the Minister anticipate that education providers will need to pool resources, including staff and premises, in order to care for vulnerable children and the children of key workers? This raises safeguarding considerations because usually DBS checks apply to specific schools and premises, and it may not be possible for people simply to transfer to another establishment. What planning have the Government done in that regard?
What provision will be available for what would have been the Easter holiday period? The Minister will be aware that working parents usually rely on recreational groups, clubs and camps, which will of course not be operating, as well as on grandparents and relatives, contact with whom is being discouraged. The Statement mentions that schools will have the flexibility to provide meals or vouchers to children eligible for free school meals, but as noble Lords will be aware free school meals are a passport to benefits. Given that more children are likely to become eligible for them in coming weeks as the economic impact of this pandemic claims jobs and wages, can the Minister give an assurance that these newly eligible children will also be entitled to the voucher system? I am sure she will acknowledge that we cannot afford a lead-in time for such changes.
We understand that the list of key workers will be issued tomorrow. The Statement mentioned NHS staff, but that term encompasses not merely doctors, nurses and paramedics. Hospitals need countless other categories of staff to function effectively, so I hope the Minister will confirm that they will be regarded as key because that is precisely what they are. There must surely be an absolute guarantee that we can look after the children of parents needed to carry out essential work at this time, including food distribution workers, police, fire and rescue staff and those who are working to produce medical equipment, not least those in industries that have been repurposed to produce essential ventilators. Although she will not want to list the categories of staff at this point, can she clarify whether the childcare being provided in schools will apply to children where only one parent is a key worker, or will it require both to be so categorised?
A major concern to thousands of students and their parents is the abandonment of GCSE and A-level exams. The Statement says that the DfE will work with the sector and Ofqual to ensure that children get the qualifications they need. On Radio 4 this morning, the Secretary of State provided little elaboration on those words, although he seemed to suggest that grades would be awarded based on classwork, but will that be all? I have to say that Education Ministers over the past decade have demonstrated something of an aversion to teacher assessments, which suggests that there might well be an additional measurement, perhaps some form of online assessment. I hope that the Minister will rule that out, as it would impact disproportionately on disadvantaged students, whose home environment, not least the availability of suitable IT, could leave them in some difficulty. Awarding grades may be suitable for those who are doing well, but what about those on the margins? The difference between a 4 and a 5 grade at GCSE can be crucial, and of course all sorts of options are closed to young people who do not have passes in English and maths. What comfort can the Minister offer to those students and their families?
Predicted grades may be sufficient to enable young people to go up to university later this year, but what of those who are already there who will be unable to sit their finals? Most of the restrictions announced in the Statement do not apply to universities, but I hope that the government are not willing to leave all aspects of entry to and graduation from universities in these unprecedented times in the hands of individual institutions. That would produce a patchwork system, not a level playing field, which surely must be avoided.
Never before, not even in time of war, have all schools been closed. These are extraordinary times, and naturally, parents and carers are very concerned. I put on record our thanks to and support for all those working in our education and children’s services through the crisis. They, along with parents and learners of all ages, now seek both reassurance and guidance from the Government.
Lord Addington (LD)
My Lords, I associate myself with the last few comments made by the noble Lord, Lord Watson. This is an unprecedented time and an unprecedented challenge. However, we still need a bit more clarification. If we are going to hear later on today about who are the key workers and the categories, can the Minister give us more of a hint about which groups they will go into? Delivery drivers would probably not have been regarded as key workers before this occasion. Where exactly will this go? If a little more guidance could be provided today on the categories of people, if not the exact job descriptions, that would help the situation.
Then we come on to the list of those who will be going to school. I and the Minister have had, shall we say, a bit of cut and thrust already on education, health and care plans, although she has not been in post that long. This is probably an occasion where, to be perfectly honest, the health and care part of that plan is probably more important. Are all people with the plans to be treated in exactly the same way? When I listened to the Commons yesterday, people in special schools was a particularly popular topic of discussion. Will all special schools with a residential capacity automatically be gathered in? Is there any categorisation within them, and so on? The plan seems nice and comprehensive, but it covers a great deal of things. For once, I do not think that dyslexics are a special case here. My group is not the highest priority. Can we make sure that we look at this so that we get practical solutions? It might be a little bit too soon to do this, but then again it has to start functioning by Monday. What will happen there?
The Government seem to have gone to the BBC, saying “Give us a hand”. Have not times changed a wee bit? However, it has a huge resource available to it via iPlayer to enable large numbers of students to continue their courses and study. Will the Government work with the BBC to get particular packages together to help people? For instance, I think you can probably do it at the moment off the top of your head with history programmes for history and English language, and there will be other subjects which I do not bother looking at, so I do not know about them. What are the Government doing there? Also, surely the other public service broadcasters should take this up as well. Is there a co-ordinated approach coming so you have this available? A large amount of support is actually almost at our fingertips here. How are we going to use it? That would be valuable to know.
On free school meals, once again, as the noble Lord, Lord Watson, said, how will this work? The voucher system, again, has to be functioning by Monday. What is happening there, and when will the general public know what is happening? They have to know. It is no good us finding out and then finding out in a week or two. They have to find out what is going on by Monday. Could we have a bit more guidance on that?
Nobody wanted to do this, but if the Government feel that this is the correct thing and they have the advice, we can only go with them. However, we need to know how it will work. Clichés come to mind, but the one about the road to hell being paved with good intentions is nagging at the back of my head here.
Higher and Further Education: Rural and Coastal Areas
Lord Watson of Invergowrie Excerpts(4 years, 9 months ago)
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Lord Bassam of Brighton
To ask Her Majesty’s Government what support they plan to put in place to assist universities and further education colleges to address issues with higher education provision in rural and coastal areas.
Lord Watson of Invergowrie (Lab)
My Lords, I beg leave to ask the Question on the Order Paper in the name of my noble friend Lord Bassam of Brighton, who is in precautionary self-isolation.
The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)
My Lords, we want everyone to benefit from a fair chance, and no part of the country should be left behind. Anyone with the potential to succeed should have the opportunity to benefit from high-quality university education, regardless of their age, background or, importantly, the part of the country they grew up in. We plan to expand technical and vocational provision at higher levels through the institutes of technology, of which there will be 20 spread across all regions of England.
Lord Watson of Invergowrie
My Lords, I thank the Minister for that response, because there are a significant number of further and higher education cold spots in England, including coastal regions in the east and north and rural areas of the south-west. According to the Social Mobility Commission, those areas have little or no sixth-form provision within a commutable distance, which—predictably—means they have significantly lower percentages of pupils than the national average going on to higher education. That is leading to a poorer qualified, less well-trained, lower aspiration workforce in these areas. Will she explain what additional sustainable support the Government will provide for further and higher education institutions in the seaside towns and other left-behind parts of the country, to redress the education inequalities they experience?
Baroness Berridge
My Lords, the Social Mobility Commission made mention of the Government’s opportunity areas. That programme has been extended; there will now be a total of £90 million. Many of those areas, including Blackpool, Hastings and Whitby, are part of that programme. We are pleased to know that that programme is also in Opportunity North East, where there is specific funding. A number of factors affect access to the best education provision, and we are particularly looking at the transport offer. A discounted rail ticket has been introduced for 16 and 17 year-olds. From 2021, apprentices and jobseekers will benefit from discounted bus travel as well.
Children: Special Educational Needs
Lord Watson of Invergowrie Excerpts(4 years, 9 months ago)
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Lord Watson of Invergowrie (Lab)
My Lords, I endorse the concerns expressed by my noble friend Lord Blunkett, but there is a more immediate issue as far as special educational needs are concerned. It can surely be only a matter of time now before all schools in England are closed. When that happens, the effects will be widespread across the country but for SEND children and their families, the impact will be profound. What planning are the Government undertaking with a view to ensuring that the vital support that SEND children and their families rely on will be prioritised in the weeks and months ahead? Will local authorities and other agencies be properly funded to enable them to deliver it?
Baroness Berridge
I am grateful to the noble Lord. Obviously, within priorities at the moment the most vulnerable group at risk has been that of older people; but, as of last night’s guidance, there was reference to those young people with specific medical conditions, such as severe asthma or cystic fibrosis. They will be contacted directly by the NHS. But we are acutely aware that there are groups of young people, particularly within the SEND population—for instance, those in special residential schools—where there are implications in having any kind of household-type isolation. There are also profound implications for the families; those children are in residential special provision for very good reasons. As we completely realise, it is not as simple as saying “You now need to go home”, so that guidance is being worked on as well.
Apprenticeships: Gender Segregation
Lord Watson of Invergowrie Excerpts(4 years, 9 months ago)
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Baroness Berridge
My noble friend is correct that there is much more to be done to encourage small and medium-sized enterprises. That is why the larger levy paying firms can now spend 25% of that levy down their supply chain with subcontractors and can use their corporate social responsibility to indicate to those subcontractors the diversity requirement. The £3 billion national skills fund concerns adult education, but I will take that back to my department.
Lord Watson of Invergowrie (Lab)
My Lords, surely the fact that two-thirds of female apprenticeships are concentrated in just five sectors of the economy, with more than 25% in health and social care alone—I echo the point made by the noble Lord, Lord Lilley—is a reflection more on the stereotypical behaviour of schools and colleges regarding career paths rather than any prejudice among employers? Last year, the Augar review warned of weaknesses in the provision of guidance and of school examination advice. It suggested that the Government’s career strategy should be rolled out across the whole country so that every school would have access to a careers hub, with young people getting meaningful careers activities and meetings with employers. Can the Minister say what the Government plan to do regarding the Augar recommendations?
Baroness Berridge
On the Augar recommendations, I believe that the timetable is for later on this year, in the autumn, with the spending review. However, it is correct that we need to challenge those stereotypes from a young age, which is why we have given £2 million to go down even to primary school level to undo those stereotypes. The noble Lord is correct, but we also need to undo the stereotypes and encourage men to go into sectors such as education that are overrepresented by women. We have also been funding the Fatherhood Institute to ensure that that happens. Further, we have trained teachers through the ASK project so that those who do not have experience of apprenticeships can promote them to their students.
Education: Gender Equality
Lord Watson of Invergowrie Excerpts(4 years, 9 months ago)
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Baroness Berridge
I am grateful to the noble Lord for raising that issue. Yes, our standards across schools are aimed at raising the aspirations of all groups, and there are a number of projects, from raising professional qualifications to enhancing the skills of schools in disadvantaged areas to ensure that they are able to attract the best teachers. Our information about that cohort, which probably attracts the pupil premium, is that schools are best advised to invest in teacher quality.
Lord Watson of Invergowrie (Lab)
Last week, the United Nations Development Programme published its Gender Social Norms Index, an analysis of 75 countries that showed the shocking extent to which there has been a pushback against women’s rights globally. It was revealed that 91% of men and even 86% of women hold a bias against women in areas such as politics, education, violence and reproductive health. Of those countries, only six had a majority of the population who held no bias against women—and the UK was not one of them.
So I ask the noble Baroness, both in her role as Education Minister and in her role as Equalities Minister: the United Nations has called on Governments to introduce legislation and policies designed to address ingrained prejudice. Does she really believe that mere guidance, rather than a statutory obligation to teach gender equality, will address that ingrained prejudice?
Baroness Berridge
There is, obviously, the Equality Act and the public sector equality duty, so we are not without statutory force in this area. The content of the curriculum is not covered by the Equality Act, but the manner in which it is taught is part of the inclusion framework within Ofsted—so there are tools, including statutory ones, that are used to ensure that our schools are promoting gender equality and breaking down stereotypes, particularly through careers education, even into primary schools now, so that, from the earliest age, children and young people understand that every job is open to them.
Schoolchildren: Dyslexia and Neurodiverse Conditions
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Lord Watson of Invergowrie (Lab)
My Lords, I pay tribute to the noble Lord, Lord Addington, for the huge amount of work that he undertakes on behalf of people of all ages with dyslexia, of which securing today’s debate is merely the latest example. He speaks with great authority on the subject, of course, something of which I am sure the Minister will be aware.
Children affected by neurodiverse conditions are entitled to extra support in schools, but all too often these children and their families do not receive support they need to enable them to make the most of their life in general and their educational experience in particular. Not only does the £700 million of extra funding for SEND announced by the Government last year fail to reverse the funding cuts of recent years, it is less than half the amount that the Local Government Association says is needed annually for special needs and high-needs education.
Schools find it increasingly difficult to support SEND pupils due to the loss of learning support assistants and teaching assistants resulting from general school funding cuts, increased class sizes, long waiting times for SEND assessments, and the workload of special educational needs co-ordinators. Parents without the resources to obtain their own assessment often regard an education, health and care plan as the only way to get the support their child needs. Yet to achieve even an assessment of the child by a local authority—far less receive an EHC plan—takes on average more than a year: that is time wasted in which the child has continued to underachieve, lost interest or perhaps even given up on their learning.
This has led to the almost inconceivable situation whereby councils pay almost as much in legal fees to avoid EHC plans as it would cost to provide and support the plans themselves. As highlighted by the noble Lord, Lord Addington, councils lose 90% of the cases at the First-tier Tribunal when challenged, which surely underlines the futility of their stance. I am reluctant to blame local authorities, given the funding situation in which they have been placed by successive Governments.
Last year, Ofsted highlighted that even when a child has been assessed, they still struggle to access the services and support they need. In 2018, more than 200 children with a statement or EHC plan were awaiting provision—almost three times the figure in 2010. Amanda Spielman said:
“One child with SEND not receiving the help they need is disturbing enough, but thousands is a national scandal.”
That was Her Majesty’s chief inspector speaking, which should have caused great alarm in the DfE and among Ministers. Did it? A year later, the picture has not improved.
My noble friend Lord Touhig spoke, as he always does, with passion and panache on autism, which is the most common type of special educational need for children who have an EHC plan or statement, with 27% of these children having it as their main need. Despite these numbers, too many children on the autism spectrum are held back from getting the support they need to succeed, and 43% of appeals to the SEND tribunal are on behalf of these children.
The British Dyslexia Association has outlined policy changes to noble Lords that it believes are required for young people with dyslexia. Many GCSE and A-level exams still test pupils’ communication skills through a written exam, awarding marks for spelling, punctuation and grammar, or SPAG as it is known. This was also referred to by the noble Lord, Lord Addington. This system is particularly disadvantageous to young people with dyslexia, who are marked down for a skill that can be easily managed in a modern workplace. Will the Government consider whether SPAG marks are the best approach to assessing communication skills for the modern workplace?
As the noble Lord, Lord Storey, said, awareness-raising of SEND issues in initial teacher training is simply not adequate to equip newly qualified teachers with the skills necessary to support SEND pupils in a classroom setting. The recently introduced ITT core content framework fails to give clear guidance on the amount and standard of training on SEND. It would be helpful to have an explanation from the Minister as to why the Government decided not to make the changes that the sector had asked for when the current approach is failing newly qualified teachers and young people with SEND.
In the short time available, it has not been possible to speak about other neurodiverse conditions, but that is not to ignore or disrespect the issues associated with dyspraxia, dyscalculia, ADHD or Tourette’s. We await the publication of the Government’s SEND review. On Monday in another place the Secretary of State said:
“We are very happy to look at any suggestions … because as part of our special educational needs review we are trying to see how we can best deliver these services for the benefit of every child.”—[Official Report, Commons, 2/3/20; col. 606.]
I welcome that, because it suggests that the Government are planning more than just changes to the funding regime—possibly even structural changes. I say to the Minister that both are required if SEND children and their parents are to receive the support that they need and have a right to expect.
Children and Families: Early Years Interventions
Lord Watson of Invergowrie Excerpts(4 years, 9 months ago)
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Lord Watson of Invergowrie (Lab)
My Lords, I congratulate the right reverend Prelate the Bishop of Gloucester not just on securing this important debate but on the impressive and comprehensive manner in which she introduced it. I also noted the quite penetrating questions that she posed, not least about children and families hit hard by the cruelty often inherent in the introduction of universal credit, and about the Government’s determination to force mothers from disadvantaged backgrounds into work irrespective of the obvious effects, as other noble Lords have said, on their children’s early years development. I look forward to the Minister’s responses to those questions, among others. In passing, I welcome her to her expanded ministerial role in education.
The Early Intervention Foundation has shown that effective early intervention works to prevent problems occurring, or to respond immediately when they do before the problems get worse. It also helps to develop a set of personal strengths and skills that prepare a child for adult life. Every noble Lord has alluded to the fact that a child’s preschool years are critical to development, involving rapid growth unmatched by any other time in their lives. My noble friend Lady Armstrong spoke with great experience and highlighted the damage that can be done during that period.
Improving child development in the early years is vital in aiming to ensure that every child is school-ready, because only that will begin to reduce educational inequality. Despite successive Governments raising levels of development, according to research by the charity Action for Children, only 57% of children from poorer backgrounds are ready when they first arrive at school, compared with 74% of their better-off peers—a gap that the charity says has not reduced over the past year. Children from disadvantaged backgrounds spend significantly less time in preschool than those from affluent households. Timely and effective early years interventions have the potential to help reduce this difference. The Action for Children research also revealed that the availability of early years interventions, as well as the resources available to provide high-quality interventions, have reduced significantly over recent years.
My noble friends Lord Morris and Lord Touhig outlined the sad decline of Sure Start, which had some 3,600 children’s centres when Labour left office in 2010. My noble friend Lady Wilcox provided a Welsh perspective to the debate, and I know that the Flying Start programme there has brought similar success. I have to say that my noble friend Lord Touhig was actually too kind; there are now over 1,000 fewer designated Sure Start children’s centres, and it has been deeply depressing to see so much of this transformative programme allowed to wither on the vine under Tory Governments.
The family hubs that have been much mentioned today are supposed to replace those centres, but they do not. Many of them fail the Sure Start test of being within pram-pushing distance for parents, and as a result they are much less well used. I very much hope that the forthcoming report on hubs will address that issue.
If childcare and early years education policies are designed to enhance child development at the earliest opportunity, the underfunded 30 hours’ childcare offer is failing. The Minister may have seen an article in yesterday’s Times reporting that nursery fees have risen at twice the rate of inflation because the 30-hours policy does not meet the cost of delivering those hours, and the gap has driven up charges for the additional hours that working parents need. Fees across the UK now average more than £13,000 per child per year.
Last year an inquiry by the All-Party Parliamentary Group for Childcare and Early Education into the policy of 30 hours’ free childcare found that the average cost of delivering an hour of early education for three and four year-olds was £5.36. The Government’s funding rate is £4.46. That amounted to a £63 million shortfall and, unsurprisingly, has led to increase of almost two-thirds in the closure of providers, with those in the most disadvantaged areas, sadly, twice as likely to face closure as those in more affluent ones.
Last year, the Government announced what can only be called a miserly increase of 8p in the hourly rate for funded childcare, while it is estimated that the planned increase in the national living wage will add 51p an hour to the cost of provision. It is no wonder so many in the sector are in despair. I suspect the Minister will make much of the £66 million of funding allocated in last year’s spending review. But that does not even come close to the £300 million required to restore the cuts to early years provision and prevent providers having to close down, a fate awaiting many at maintained nurseries in August this year. They have the right to expect sustainable long-term funding to secure their future.
A research company contracted by the Early Years Alliance calculated that there is currently an overall annual funding shortfall of some £370 million for the various free entitlement offers, which represents a crisis by any standards. That plays into the landscape painted so ably by the noble Baroness, Lady Newlove.
Preschool provision, whether at maintained nurseries, PVIs or childminders, is extremely important for early years because of their low staff-to-children ratios. But there are not enough staff qualified to degree level; we believe each setting should have a graduate leader. Between 2007 and 2011, the graduate leader fund was successful in setting the early years sector on a path towards increasing staff qualification levels. That period saw ring-fenced funding lead to the number of staff holding a first degree or a foundation degree increase by 76%, while the number of those holding a higher degree increased by 13%. These are significant figures and were welcomed by the DfE. Indeed, the department commissioned an evaluation of the fund in 2011 which was largely positive, yet it was allowed to die. Given its proven ability to raise the level of support staff who are able to provide for children in their formative early years, it should now be resurrected. I would be interested to hear what the Minister has to say on this.
Currently in England’s care system, around 10,000 children are aged between one and four, with a further 4,500 under the age of one. Two-thirds of these children, many of whom are adopted, will have experienced abuse or neglect. Studies have demonstrated that experiencing trauma in the key developmental early years, including in the womb, can adversely affect childhood brain development, which has a lifelong impact. It is imperative that these children receive targeted, ongoing support in their early years. The noble Lord, Lord Sheikh, was right to identify the particular issues relating to fostering and adoption of BAME children.
One example of an existing intervention is the adoption support fund, which provides access to therapeutic support for adoptive and some special guardianship families across England. The need for that fund’s future to be guaranteed was a plea that I, together with other noble Lords, made in a debate in your Lordships’ House just two weeks ago. In what turned out to be his valedictory appearance, the Minister’s predecessor made it clear that he supported that aim. I hope that she will be able to repeat that today.
Equal focus should be given to the physical and psychological well-being of every preschool child and their family or carers. In its briefing to noble Lords, the British Psychological Society highlighted that 5.5% of preschool children have at least one mental disorder and that the preschool children of parents with poor mental health are three times more likely to have some kind of mental illness than children whose parents have good mental health. The noble Lord, Lord Astor, and my noble friend Lord Touhig spoke on this with regard to autism. The British Psychological Society wants the Government to develop a cross-departmental health and well-being strategy for under-fives. Central to that, it says, should be a cross-departmental, multi- agency approach—a plea made by several noble Lords today, including the right reverend Prelate and the noble Baroness, Lady Tyler.
The Royal College of Speech and Language Therapists also supplied an excellent briefing for the debate, pointing to the fact that around 50% of children from disadvantaged areas start school with delayed language and other identified communication needs, some of which they never fully recover from. The college also calls for the Government to have a national joined-up strategy: the need for one is a recurring theme in the various reports produced by Select Committees in another place in the past two years. They all reached that conclusion in order to counteract the fragmented and highly variable provision of early years intervention, and to meaningfully tackle childhood adversity. Yet each time in their response the Government rejected the proposal, citing their belief that local areas are best placed to understand the needs of local communities.
That might be plausible were all local authorities able to provide a common standard of provision, but that is certainly not the case. I suspect the real reason that the Government have set their face against a national strategy is because it would require national funding, which they are not prepared to countenance. Perhaps the Minister can explain why this Government believe they have a monopoly of wisdom on this subject, and know better than the professionals in the field as well as the considered views of parliamentarians, who have listened to evidence from a wide range of organisations before arriving at their recommendations.
Many noble Lords have spoken today about social mobility. Implicit in the notion of social mobility is that poverty and inequality are tolerable, provided some people can escape by climbing the social ladder. For Labour, the true measure of fairness is not social mobility but social justice. Social justice demands that we end poverty, reduce inequality and create a society in which the conditions for a fulfilling life are available to everyone. That should start from day one of a child’s life but that aspiration is some way removed from where we are today.