Children’s Wellbeing and Schools Bill

Lord Watson of Invergowrie Excerpts

Thursday 12th June 2025 Lords Chamber

Moved by

[Lord Watson of Invergowrie]

84: Clause 7, page 12, line 8, after “support” insert “and staying put support”

[Lord Watson of Invergowrie (Lab)]

My Lords, I am pleased to introduce this group of amendments, half of which are in my name. Before I go on to them, I will say a word about yesterday’s spending review. I apologise that I could not be here for my noble friend Lord Livermore’s session, just before we started the Bill.

There was significant spend announced yesterday on wider children’s social care. The review stated:

“This settlement will improve support for England’s most vulnerable children and young people by setting aside £555 million over the SR period from the Transformation Fund for the Ministry of Housing, Communities and Local Government … and DfE, as well as total capital investment of over £560 million to reform the children’s social care system and support the refurbishment and expansion of the children’s homes estate. This will help more children and families stay safely together, expand support for care leavers and fix the broken care market”.


It obviously remains to be seen how that will shake down, but I think it is a very promising start and a real indication of how seriously the Government view the current situation as far as the children’s social care sector is concerned.

In its present form, the Bill extends Staying Close support only to young people up to the age of 25—that is for any relevant child in residential care—but not Staying Put support for those former relevant children who are living in foster care. The increased support that the Bill provides for care leavers is welcome, but it risks creating a two-tier system for care leavers in residential and foster care. More needs to be done for young people in foster care who want to remain with their foster family beyond the age of 21. The amendments in my name in this group seek to extend entitlement up to the age of 25, with proper funding. I suggest that the figures I have just quoted would be a suitable source for at least part of that.

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[Lord Lucas (Con)]

My Lords, the Minister will have noticed the difference between the answer she gave on the last group and the answer she gave on my amendment in this one. Channelling the reporting through guidance to the virtual school head is doing something that would be immediate, current and present and would affect the day-to-day way in which a local authority and its team conduct their business; something that may or may not appear in the depths of an Ofsted report every three years is not at all as effective. I encourage the Minister, between now and Report, to consider whether it would not be much better for the continual improvement of the Staying Close services if they were reported on annually and personally by the team responsible for delivering them, so that it becomes much more visible and a much more current thing for them to keep improving, rather than something that they hope will get lost in whatever else Ofsted is saying about the local authority as a whole.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank all noble Lords who have taken part in the debate on this group, particularly the noble Baroness, Lady Bennett, and the noble Lord, Lord Russell, both of whom spoke forcefully in support of the amendments—which may not be surprising, since they added their names to them, for which I also thank them. I say in passing to the noble Baroness, Lady Bennett, on the point she raised about 16 and 17 year-olds living in unregistered accommodation, that there will be an opportunity to debate that in group 8 today, if we get that far.

I also thank my noble friend the Minister for her reply, although, of course, it is disappointing. I noticed a nuanced difference in her response—if she will forgive me, it could probably be described in three words, “We’re staying put”, which is effectively what she said—whereas her opposite number in the other place said that the Government were not in favour of extending Staying Put because they wanted to concentrate on young people in residential care, who, she said, had the most complex needs. My noble friend today said that the Government want to concentrate on filling the gaps in current provision. Neither is unimportant, but I think that, where there are gaps in current provision, yes, they can be filled, but that does not mean that there are no gaps in the provision beyond the age of 21 for young people Staying Put.

My noble friend said that, when people in foster care reach the age of 21 and leave for whatever reason, they will have Staying Close to fall back on in certain situations, and of course that is right. But, overall, we are dealing with a relatively small number of people who want to stay on in foster care beyond the age of 21. We are not talking about thousands and thousands, so the cost in additional resources required to do that is relatively modest. I have to come back to the point that I started off with, which is that there was a very positive statement yesterday in the spending review, which may offer the opportunity to deal with this as well, although of course there will be many competing demands.

As I said, it is disappointing. I request the opportunity of discussing this issue a little further with my ministerial colleagues before Report, but I again thank everyone who has contributed to this debate. At this stage, I beg leave to withdraw my amendment.

Amendment 84 withdrawn.

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Moved by

[Lord Watson of Invergowrie]

105: After Clause 9, insert the following new Clause—
“Register of foster carers(1) The Secretary of State must introduce a register of local authority foster parents and independent foster parents who are—(a) currently fostering children, or(b) available to foster children.(2) For the purposes of subsection (1), “local authority foster parent” is defined in accordance with section 105 of the Children Act 1989.”Member’s explanatory statement
This amendment would introduce a register of foster carers. The intention is that having such a register, as exists for social workers, would improve the safeguarding of children, and matching and sufficiency of placements, and improve the status of foster carers.

[Lord Watson of Invergowrie (Lab)]

My Lords, introducing a national register for foster carers would produce many benefits. Overall, it would enhance their status. One resulting effect would be to attract more volunteers, thus beginning to reduce the shortage of foster carers across England, which currently stands at around 5,000. That in turn would improve the matching process by which children in care are placed with foster families, and increase the portability of foster carers. All those benefits would raise the level of safeguarding of children in the care system.

Last year the Commons Education Committee inquiry into children’s social care recommended that the creation of a national register of foster carers should be considered by the then Minister for Children. The inquiry was interrupted by the general election, but the new committee has reactivated it and is still considering these issues. It has been reported that the Government are considering the merits of a national register, which would certainly be appropriate because both the Scottish and Welsh Governments are consulting on the creation of such a register. Perhaps my noble friend can clarify the current thinking on this.

A register would safeguard children by keeping a central record of foster carers who have had their approval terminated for safeguarding reasons, ensuring that they are not reapproved by another service and then able to care for another child. Currently, services cannot always know this, particularly if potential foster carers are transferring between independents and local authority services. The introduction of a register would go hand in hand with an accredited pre-approval and post-approval training framework and robust national standards of practice, improving the overall quality of care for children.

The number of children in care in England who are moved outwith their local authority area is an issue that we have heard mentioned by noble Lords in several of the debates today. It increased from 41% in 2020 to 45% last year. A register would allow services to make matches more quickly at a local level, which would ultimately reduce out-of-area placements. That could be done by the new regional care co-operatives, which we are going to debate in the seventh group today and which will lead on regional placement commissioning, for which the Bill already makes provision. With a register in place, local authority fostering services could be given access to information on the number of fostering households with vacancies for children in their local area, including those with independent fostering providers, as well as in neighbouring local authorities.

This amendment would require the Government to establish a national register for foster carers. Linked to the regional care co-operatives, that would help to better safeguard children and, as I have said, improve the status of foster carers through formal recognition of their role, allowing services to match children to foster care placements more quickly at the local level.

I hope my noble friend will acknowledge that the register would bring the beneficial outcomes that I have outlined and overall assist in making a significant dent in that shortfall of foster carers, which results in too many young people being denied the option of improving their life chances by being able to find a loving foster family to embrace and nurture them. I beg to move.

[Lord Young of Cookham (Con)]

My Lords, Amendment 143 seeks to promote the idea of a national foster care strategy. I declare an interest in that a very long time ago my wife and I were registered as foster parents in the London Borough of Lambeth—nothing on the heroic scale of the Timpson family, of whom we heard earlier. It principally involved looking after the children of a single mother while she went into hospital to have her baby; somebody needed to look after her children before she was discharged. The regime in those days was much more relaxed than it is today.

Since then, the relatively informal system has evolved into a much more structured and regulated part of the child welfare system, particularly following the Children Act 1989. There is now a much stronger emphasis on the physical and psychological stability of a child, and more awareness of the risks of inappropriate placements.

I turn to the amendment. Most children grow up in their own home with two parents, one parent, or a parent and a partner, and most of the challenges that confront a family can be met within the normal support mechanism of families, friends, the local authority and heroic voluntary organisations. But at times children have to be taken into care by the local authority. In March 2024 there were 83,630 children in care in England, up from 80,000 in 2020. For those children, there is a range of options: for a very few it will be adoption, but for most it will be kinship care, fostering or children’s homes, and we had a good debate about kinship care and the role of local authorities as a constant theme.

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[Lord Watson of Invergowrie (Lab)]

I thank my noble friend the Minister for that comprehensive response and I thank noble Lords who have contributed to the debate. One thing that has always struck me about your Lordships’ House is the vast experience, on all sides, that often emerges in debates. On this group this evening, we have had two further examples of personal experience from the noble Lord, Lord Bird, and the noble Lord, Lord Young. Such experience always informs the debate and gives it a depth and breadth that, certainly when I have been in other legislatures, has not always been the case, and it is very valuable.

I heard what my noble friend said in her response about the proposal for a national foster care strategy. One of the strong points of Amendment 143 from the noble Lord, Lord Young—which would have had my name attached to it, incidentally, had it not already had three names when I went to add mine—is subsection (2), from memory, which refers to how we can improve the quality of foster care. That seems self-evident and I am sure the Government are doing it anyway, or trying to do it anyway, but it seems to me that it is important that, however well we are doing, we are not doing well enough, given the figures that have been quoted, not least the number of foster carers coming forward and the high rejection rate, to which the noble Lord, Lord Young, referred, which is astounding—I had not heard that before. There must be some reason for that, which we could surely turn around to get to the 5,000 shortfall, if that is what we have across the country.

On the comments of the noble Lord, Lord Bird, about what Napoleon said about the need for a strategy, whatever the Government are doing on this and in the broader children’s social care field, it is important that there is a strategy, whether or not it is written down. I do not know whether Napoleon had strategies throughout his lengthy career—which mostly went pretty well until it ended at what I might say is a London mainline railway station—but I still think it is important to have a strategy underpinning what we are doing.

I have gone on long enough. On my amendment proposing a register of foster carers, I was very encouraged by what my noble friend said—although she did chuck a couple of pebbles into the pond by saying there could be an increase in bureaucracy. There has to be an effective bureaucracy, because we are not bringing enough foster carers into the system; I do not necessarily think that is bureaucracy, because there has to be whatever it takes to ensure that we enrol more people.

As far as national versus local is concerned, I think that the two sit very neatly together: we would have a national strategy, and locally you would make sure that you draw in the people in the areas where they are most needed. I do not see them as mutually exclusive. I am encouraged by what my noble friend said, and I look forward to developments in the near future. Having said that, I beg leave to withdraw my amendment.

Amendment 105 withdrawn.

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I should declare an interest: I am a governor of Coram and a trustee of the Foundling Museum. Particularly with my Coram hat on, I think the story of adoption and how it has been viewed, treated and financed over the last 10 years has been a bit of a rollercoaster. The children who are waiting to be adopted, and the families who have been extraordinary enough to adopt, do not deserve to be on a rollercoaster; they deserve to have as smooth progress as possible to enable them to be as effective as adoptive parents as they can be, to give those children the life they deserve and to enable new adoptive parents to take on these children, many of whom have experienced trauma and many of whom are in sibling groups. I salute those who take that on, but it behoves us and our Government to make that as straightforward as possible.

[Lord Watson of Invergowrie (Lab)]

My Lords, I am pleased to follow the noble Lords, Lord Storey and Lord Russell. I will speak to Amendment 145 in my name. To be honest, I am pleasantly surprised that the Public Bill Office accepted the amendments in this group as being within scope, because the Bill seems to studiously avoid adoption. A search that I carried out revealed that the word “adoption” appears only four times in the Bill’s 137 pages, and three of them are as part of other legislation that is referred to.

That is disappointing because the Bill offers an opportunity to improve outcomes for adopted children, some of whom are among the most vulnerable in society, alongside measures for children in kinship care and foster care and care leavers. That is a package, or a jigsaw, all of whose parts interact, and, frankly, I do not understand why one part is virtually absent. There is overwhelming evidence that adoptees are not currently getting the support they need to provide them with an equal chance to thrive, and that is unfortunate. As the noble Lord, Lord Russell said, it is a relatively small number in the greater scheme of things, but I still do not see why adoptive families are not given the credit they deserve for the important job that they do.

The review mentioned in my amendment would consider the adequacy and effectiveness of adoption support and highlight current gaps in the system. Every year, around 4,000 children in the UK are placed in adoptive families, and government data shows that around 80% of adopted children in England last year will have suffered abuse, neglect or violence before adoption. Before being adopted, children spend an average of 15 months in care, often moving through several foster families, and many lose everything that is familiar to them along the way because of that process. Meanwhile, adoption gives children a chance to build some stability as part of a loving, safe and nurturing home. Evidence is quite clear that outcomes are better for children who are adopted than for those who grow up in residential care. The early trauma that they suffer may well be with them for the rest of their lives, and they need the support that can be provided via adoptive families.

Currently, there is a duty under the Adoption Support Services Regulations for a local authority to provide adoption services and to provide information. Often, adoptive families point out that there is a failure to provide information about the support that is available. Individual agencies, on behalf of the local authority, typically give information on their websites about the support they offer, but it does not always work out that way in practice. The support and information vary, and it has to be said that cuts to local authority budgets over the years of Tory Governments have resulted in reduced support for adoptive families, because local authorities are simply not able to provide what they want to provide.

The Adoption Support Services Regulations require updating so that they reflect the changes that have taken place in adoption over the last two decades. They have not been updated since 2005. That includes the regionalisation of adoption agencies in England. The charity Adoption UK has produced evidence that out-of-date regulations can, and in many cases do, impact on family court proceedings, and thus potentially on the time it takes for an adoption order to be made.

The agencies themselves are not Ofsted inspected, meaning there is a lack of accountability and consistency in the system. The thematic inspection of a handful of regional adoption agencies carried out by Ofsted in late 2023 highlighted some of the challenges for those agencies and partner local authorities in achieving the services that adoptees and their families require. The noble Baroness, Lady Spielman, will be aware of that; I do not know whether she wants to contribute to this debate, but she will be aware of the outcome of those inspections.

Adoption UK’s meticulously gathered evidence has consistently shown that there are gaps in support. Its adoption barometer survey, which the noble Lord, Lord Storey, referred to, reveals that the proportion of adoptive families who said they are facing severe challenges or reaching crisis point is up from 30% in 2020 to 38% in 2023.

I was going to say something about the adoption special guardianship support fund and the other amendments. I am not going to do that now, as other noble Lords have covered that perfectly adequately.

Without effective support services, adopted children are at a higher risk of returning to the care system, with a lack of ongoing support leading to placements too often breaking down. The impact of such breakdowns on the cost to the Treasury is fairly obvious. I do not think it is right that adoption should be pushed to the margins in this way, when adoptive families play such a vital role. I come back to the point I started on: it is a bit of a mystery to me why adoption is not much more prominent in this Bill.

The review that I am advocating in this amendment would consider whether the services provided by the adoption agencies and the existing regulations and guidance covering adoption are fit for purpose. I do not expect this review to be in the Bill, but I would like to think that my noble friend will consider carrying it out as an initiative of the department. As I think everyone accepts, there are gaps in the provision that need to be filled.

[Lord Meston (CB)]

My Lords, briefly, I support what the noble Lords, Lord Russell and Lord Watson, have said, on the basis of my experience as an adoption judge.

First, in respect of what the noble Lord, Lord Russell, said about the variability—as it has now emerged—of regional adoption agencies, I suggest that that is something the Government should be reviewing carefully. Secondly, I want to emphasise the point he made about the sheer awfulness of disrupted and failed adoptions, particularly in cases where so many hopes have been pinned on the adoption and so much trouble has apparently been made in preparing the child and the adopters.

Education (Assemblies) Bill [HL]

Lord Watson of Invergowrie Excerpts

2nd reading
Friday 7th February 2025 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I congratulate the noble Baroness, Lady Burt, on her success in bringing the Bill forward to Second Reading. In doing so, I commend her tenacity because I well remember her first attempt at this legislation just over three years ago. I can only wish her more success on this occasion. In preparation for this debate, I dug out the Hansard for that debate, which was in September 2021, and I noted that the noble Baronesses, Lady Bennett and Lady Meacher, also spoke on that day, so there is an element of déjà vu for some of us in your Lordships’ House this afternoon.

I say to the noble Baroness, Lady Bennett, before she departs, that I salute her indefatigability in that she is speaking in three of today’s debates. That is quite remarkable, and I only hope that she had an energy drink with her breakfast. I look forward to hearing the speech of the noble Lord, Lord Weir of Ballyholme. As a former Education Minister in the Northern Ireland Executive, he will speak with some authority.

The noble Baroness, Lady Burt, again introduced her Bill with conviction, and in doing so highlighted the many issues that surround the requirement for collective worship in England. As she said, the UK is the only western democracy with legal requirements for religious worship in schools, and that must be broadly Christian in those without a religious character. I think that is clearly inappropriate in a country where the 2021 census showed for the first time that Christians are now a minority, and where the population are less religious and more diverse than ever before. I see that as a strength of our democracy and a development that should be embraced, and I believe the legislation should be modernised accordingly.

The United Nations Committee on the Rights of the Child has repeatedly called for the repeal of legislation concerning collective worship in schools, describing it as incompatible with children’s freedom of religion or belief. With the Children’s Wellbeing and Schools Bill due in your Lordships’ House shortly, perhaps there might be an opportunity to use it as a vehicle that brings about change.

The law as it stands is, I have to say, widely ignored. A 2022 survey of more than 7,500 teachers recorded 66% as saying that their school did not hold collective worship. This included not just 79% of teachers at schools without a religious character but, remarkably in some respects, 11% of those teaching in faith schools. An investigation by Schools Week last year revealed that in place of an act of Christian worship, some schools now teach pupils about looking after the planet and mindfulness instead. Other schools are replacing Christian worship with multifaith assemblies. There was a time when Ofsted was required to note non-compliance, but it ceased inspecting collective worship some 20 years ago after three-quarters of schools were found to be non-compliant, so the law certainly needs updating to reflect current social trends. The existing guidance on collective worship dates from 1994, in spite of several changes to primary legislation since then, consolidation in the Education Act 1996 and reconsolidation in the School Standards and Framework Act 1998. So even if, as I suspect, my noble friend the Minister will say that the new Government have no plans to amend the current requirement for collective worship in schools, at least the guidance relating to the legislation is surely due an update after more than a quarter of a century.

My research for this debate uncovered a Question on collective worship in schools submitted by a Conservative. He asked HMG

“what action they intend to take in respect of the 70 per cent of secondary schools that do not comply fully with the requirement to have a specific daily act of worship”.

The reply he received was:

“The department relies on the OFSTED inspection cycle to identify where failure to fully meet statutory requirements is a key issue, and arrangements are in place within that inspection cycle to revisit those key issues on post inspection plans. Schools which have difficulty in meeting their statutory requirements should seek advice from their local Standing Advisory Committee on Religious Education”.—[Official Report, 11/10/1999; col. WA 70.]


That question was asked in October 1999 by the former Secretary of State for Education, now the noble Lord, Lord Patten. It was answered by the then Education Minister, my noble friend Lady Blackstone. Not much has changed in 25 years, but I believe it should. Assemblies are important, as the noble Baroness, Lady Burt, said, to strengthen the school community and teach children morals. That is a good reason to make school assemblies inclusive for all, with no religious worship. Replacing collective worship will reform and revitalise school assemblies. This, I believe, will enhance pupils’ freedom of religion or belief while enabling schools to foster a shared sense of belonging.

As the noble Baroness, Lady Burt, said, this is a Bill whose time has come. I agree, and I wish it well.

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[Baroness Barran (Con)]

My Lords, I too congratulate the noble Baroness, Lady Burt of Solihull, on securing a Second Reading for her Bill, and I thank all noble Lords who have contributed to the debate. As we have heard this morning, when the Bill was considered in 2021, it did not pass through the Commons due to lack of time. But, at that time, the Conservative Government were unable to support it, and I am afraid—I guess this will not surprise the noble Baroness—our position has not changed. I will briefly outline my concerns, some of which were much more eloquently represented by the right reverend Prelate the Bishop of Chelmsford and the noble Lord, Lord Weir of Ballyholme.

The first point, which other noble Lords have made, is that collective worship is important and gives children in school a time to learn and to reflect but to do that with a sense of community, and religion allows children to learn some of the essential values of life. Many of the topics that the noble Baroness, Lady Burt, cited as possible topics for secular collective worship are part of Christianity and often already form part of the collective worship that happens in our schools every day. As the House is aware, there are already curriculum requirements for the spiritual, moral, social and cultural education of pupils through the PSHE curriculum. As we know, the Government have asked Professor Becky Francis to lead a review of the curriculum and make an assessment, and I am sure that if any changes are required she will bring them to the Government’s attention.

As the right reverend Prelate and the noble Lord, Lord Weir, both pointed out, the existing legislation is flexible, and I feel that it is unjust to describe it as an imposition or a coercion of children or their parents. As noble Lords know, it is already possible for children or indeed whole schools to be exempted from this practice. Therefore, we believe that this legislation is unnecessary. That of course includes schools where the principal religion is not Christianity.

I was interested to hear the thoughts of the noble Lord, Lord Weir, about removing parents’ right to remove their children if they were unhappy with a new collective worship or reflection—I am not sure what we would call it, but collective assembly—and the risk that it would exclude important commemorations. Obviously, we accept that social attitudes are changing, but one can also then make the argument that it is more important than ever that we have some common core that children understand and learn from, because they are unlikely to learn it elsewhere in modern society, other than possibly at home. The Judeo-Christian principles, which I am sure we could have many good debates about, underpin our culture and have withstood the test of time. We unravel at our peril that understanding and shared sense of who we are as a community, and the commonality across religions of some of those principles.

I was struck by the noble Lord, Lord Watson, very cunningly—in a good way—finding a Question from 25 years ago. I wonder whether he agrees with me that the question might be the same, but I do not think what we would see in the classroom or school hall would be the same. That is an important point in all this. Our teachers are absolutely aware of how our society is changing; they are aware of the diversity in their communities, and they have the skill and sensitivity to make sure that it is translated every morning to the collective worship—

[Lord Watson of Invergowrie (Lab)]

Just in response to the noble Baroness, I understand what she is saying about teachers reflecting the current situation in classroom. That is why I support the Bill—because things have moved on from the time of that 1999 Question to which I referred. To some extent, that is the whole point of the Bill; that was then and this is now.

[Baroness Barran (Con)]

I think that equally plays into the argument that the Bill is not needed. If our system is naturally evolving with a strong core, the argument is made for the Bill being unnecessary. As I listened to some of the moral questions that the noble Baroness, Lady Burt, and the right reverend Prelate posed, I thought that in some way many of those moral questions are exactly the same. We are achieving that in a gradual and evolutionary way in responding to those issues in our schools. Therefore, while I thank the noble Baroness for bringing the Bill to the House, I am afraid I cannot support it.

School Accountability and Intervention

Lord Watson of Invergowrie Excerpts

Thursday 6th February 2025 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The quality of the inspections that Ofsted carries out is important, as is the capacity and training of Ofsted inspectors to provide that. That, of course, is the responsibility of the chief inspector and the structures in Ofsted, but I am sure that everybody takes the noble Viscount’s point that there needs to be quality in those who are inspecting our schools, as well as the expected quality in those who are directly delivering education.

[Lord Watson of Invergowrie (Lab)]

Further to the comments by the noble Baronesses, Lady Barran and Lady Berridge, about the need for forced academisation, does my noble friend agree that there is no evidence that the only help available to an underperforming school is for it to become an academy? Support is available in the maintained sector—an issue we will come to in more detail when the schools Bill is developed—but it is a fallacy to suggest that that is the only hope for underperforming schools.

It is appropriate that the two consultations published this week were published on the same day, and that the consultation periods ended on the same date. However, I am a bit concerned about the Ofsted proposals. I know that the report is based on the Big Listen, but as I understand it, some aspects of it are already being trialled in certain schools. Does it not bring into question just how accurate it is to describe the document as a consultation, if, as it seems, some people have made decisions already?

[Baroness Smith of Malvern (Lab)]

I can assure my noble friend that, in both cases, they are genuine consultations. The objective of ensuring that all our children are in good schools is shared not just across this House but by parents, teachers, inspectors, school leaders and many others involved in the education sector, and that is why I can assure my noble friend that this is a genuine consultation. Here, trialling can sometimes be part of the consultation, to determine whether things are running successfully. Personally, I think it is possible to trial and pilot, and to consult, to get the broadest input into ensuring that the right decisions are made after that.

Children and Young People: Literacy

Lord Watson of Invergowrie Excerpts

Thursday 23rd January 2025 Lords Chamber

Asked by

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what assessment they have made of the National Literacy Trust’s 2024 annual literacy survey showing that children and young people’s reading for enjoyment has fallen over the past year to an all-time low, and of the link between this and the fall in the number of secondary schools with a designated onsite library area.

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

My Lords, reading for pleasure is hugely important and has many benefits. The department has implemented a range of measures to support reading for enjoyment, including through the English hubs programme and the reading framework. Head teachers have the autonomy to decide how best to spend their core schools funding, including how best to provide a library service for their pupils. Given this autonomy, the department does not collect information on the number of secondary school libraries.

[Lord Watson of Invergowrie (Lab)]

I thank my noble friend for that Answer but, notwithstanding it, reading levels among school age children have plummeted recently. That is not just because of the prominence of mobile phones, because comparable-aged children in comparable EU states have higher reading levels. I believe it is very much the case that the closure of school libraries has an important impact on that. While school leaders do indeed have the right to decide the best delivery of library services, as my noble friend said, for whatever reason it is not working. I suggest to my noble friend that, if figures are not collected on school librarians and libraries, they ought to be, and that school leaders need to be reminded of their role in encouraging reading for pleasure, to assist with children’s development and literacy and oracy skills.

[Baroness Smith of Malvern (Lab)]

I share my noble friend’s view about the importance and contribution of school libraries. Perhaps the additional core school funding being provided, or the quite particular advice that is now available in the reading framework—on things such as how to organise a school library, book corner or book stock to make reading accessible and attractive to readers—may well help to ensure that the opportunity is available for more children, as he rightly argues for.

Qualifications Reform Review

Lord Watson of Invergowrie Excerpts

Wednesday 18th December 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The noble Lord is right that, when faced with a positive phalanx—I do not know what the collective noun is for former Education Ministers—it is probably wise to realise that there is some wisdom there. That has been demonstrated by the results of the review that we have undertaken.

I agree with the noble Lord that T-levels and A-levels would be an insufficient option on their own for all students. To reiterate, where T-levels exist in a route, they are the most appropriate large qualification. One of the other things that we have done is to remove the previously proposed rules of combination, which would have prevented colleges building appropriate courses for their students, in consultation with those students and others. That will provide more flexibility.

I will write to the noble Lord specifically about the cost of T-level placements, but it is right when introducing a new qualification that, as we have done, there is an uplift in revenue funding for T-level students, as well as some capital provision. Any new qualification will need a period of time to scale itself to a position where the normal level of revenue funding would be adequate to deliver it.

[Lord Watson of Invergowrie (Lab)]

My Lords, I too very much welcome the Government’s Statement. I say that on behalf of my noble friends Lord Blunkett, Lady Blower and Lord Knight, who, together with the noble Baroness, Lady Morris, have been campaigning for some time, as my noble friend the Minister knows, to halt the process instigated by the previous Government, who were ditching in a reckless manner far too many other qualifications in favour of T-levels. I am glad to see that it is a Labour Government who have supported BTEC and AGQ students in a way that will not constrain the rollout of T-Levels but will open up more pathways for learners.

I found it rather ironic to hear the noble Baroness, Lady Barran, say that this Statement has been broadly welcomed by the sector. That is not something that could have been said about the proposals she made when she was in government. This goes right back to the time of the skills Bill, as noble Lords on the opposite Benches will recall. We did think that we had had some assurances from the Minister, which subsequently did not materialise, to our considerable annoyance. Many of the applied general qualifications in BTECs, the ending of which was proposed, will now be extended. Those of us who have campaigned to defend rather than defund those qualifications will take some solace from that and welcome the actions of the Government.

The Government’s curriculum and assessment review, led by Becky Francis, is under way and will report shortly. Can my noble friend the Minister say a bit about the way in which the level 3 qualifications set out in the Statement will dovetail with the curriculum and assessment review next year?

[Baroness Smith of Malvern (Lab)]

I thank my noble friend. He is right that there is something very arresting for a new Member of the House of Lords and a returned Education Minister to attend a meeting with my noble friends Lord Blunkett, Lady Morris, Lady Blower and Lord Knight, all of whom are very expert in this area. I am glad that he thinks I at least listened and understood what they said to me.

My noble friend is right that of the qualifications that we started looking at, of which about 460 were due for defunding by 2026, about 200 had very low enrolments: 100 or fewer students. We have largely managed to remove those from the qualifications landscape. It is probably still the case that that landscape is overly complex for students to be able to work their way through, but we kept 157 of the qualifications that were previously proposed to be defunded.

On the point about the curriculum and assessment review, as I touched on earlier, that review has within its remit the consideration of the assessment routes for 16 to 19 year-olds, and—responding to a point made by the noble Lord, Lord Willetts, which perhaps I did not address previously—a particular emphasis on ensuring that our curriculum and assessment routes enable everybody to succeed, including those who are disadvantaged and those with special educational needs and disabilities. For that reason, it will focus carefully on bringing forward recommendations about what the assessment route should look like for students post 16, and we will reflect on those and use them as the basis for further decisions about how to ensure that our qualifications for 16 to 19 year-olds are suitably rigorous, suitably accessible and provide appropriate choice for students.

Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [HL]

Lord Watson of Invergowrie Excerpts

Committee stage
Tuesday 26th November 2024 Grand Committee

[Baroness McGregor-Smith (Non-Afl)]

My Lords, I just want to give some context on IfATE being a statutory body, since I chair it. Statutory bodies take their responsibility very seriously when they issue reports to Parliament. First, when we go through that detail at IfATE annually, it is a rigorous and detailed process. It is absolutely evidenced and fact-checked. I would like to see that level of reporting, or even more, done in Skills England. I will not stand up and say that I am the expert on mechanisms, but I am concerned to think that that level and standard of reporting will not happen under a new, enhanced body.

Secondly, it is important that we do not lose sight, during the progress of the Bill, of what this transfer of powers is going to do. By transferring the powers of IfATE to the Secretary of State, we transfer the approval of technical qualifications as a whole—an end-to-end process that is understood and respected by employers and understood by colleges. Everyone must understand how qualifications will be arrived at and approved. I would like some assurances from the Minister that that process of end-to-end scrutiny with employers will continue and be enhanced in Skills England.

[Lord Watson of Invergowrie (Lab)]

My Lords, I am pleased to speak in support of my noble friend Lord Blunkett’s important Amendment 31 on apprenticeships and the growth and skills levy. Although it is important that apprenticeships are available to all age groups, thus ensuring that lifelong learning plays a key role in skills development in the years ahead, I am particularly keen that more young people should see them as a first step on a career ladder. That is clearly set out in Amendment 31.

Unfortunately, the bright new dawn that many of us expected when the apprenticeship levy was introduced in 2017 has failed to materialise. Noble Lords will be familiar with the analysis commissioned on behalf of the Association of Colleges earlier this year, which showed —I think this was for 2022-23—that some 160,000 fewer apprenticeships were started than in 2017. You might ask “How on earth can that possibly be the case?”, but it is. That decline was particularly alarming because it disproportionately impacted on those most in need of training, particularly younger people and those from disadvantaged backgrounds.

There were regional aspects to it as well, because the decline was particularly prevalent in regions of the country such as the north of England, which traditionally had high levels of apprenticeships, and among SMEs. There are particular structural issues with the levy for SMEs, but that is for another day. That decline in the apprenticeship statistics must be reversed and returned at least to the pre-2017 levels, so I was pleased to hear my noble friend the Minister say on Second Reading that foundation apprenticeships are to be developed as an alternative route for young people who may have faced barriers in the past.

The noble Lord, Lord Storey, recounted how difficult it had been to get some of his amendments tabled, because the words “Skills England” could not be used. In today’s Marshalled List, any time that “Skills England” is mentioned it is in quotation marks. It is almost as if it is some soiled rag that needs to be picked up with a glove and held at some distance from your body. It is astonishing. Why should we be so afraid to say that, when we all know what we are talking about here? Let us just be open about it.

Critical to the effectiveness of “Skills England” will be the reshaped growth and skills levy. That must be released from the straitjacket of its predecessor, whose unspent employer funds reverted to the Treasury rather than being retained in the education and training budget. I think that there was some disappointment across the House that the Chancellor had nothing to say about the growth and skills levy in the Budget. I am at a disadvantage because I have not had the opportunity to look at today’s White Paper, to which other noble Lords have referred, but I hope that my noble friend might be able to say something about the growth and skills levy in her reply in respect of this amendment, regarding the scope and level of investment that it might enjoy.

This must affect local priorities, of course, which is why the amendment stresses the role of local skills improvement plans in delivering the co-ordination needed to plug the skills gaps. LSIPs already play a role there and I retain my belief that Skills England should be established as a statutory body, rather than an executive agency, the better to co-ordinate efforts across departments to ensure that we have the most effective approach and that we develop the skills that the country needs going forward.

That said, it is encouraging that Skills England, still in skeletal form, has already published its first report. Its title, Driving Growth and Widening Opportunities, is one that it must live up to. The report to Parliament outlined in Amendment 31 should further concentrate minds in the DfE to set out the direction being pursued and to provide a clear delineation of Skills England’s role in that, having been given those tasks and—I say this only to be helpful, I hope, to my noble friend the Minister—looking to the outcome of a buoyant skills landscape, which the Government and every noble Lord here today want to see emerge.

--- Later in debate ---

[Lord Watson of Invergowrie (Lab)]

My Lords, I was just looking through my noble friend Lord Blunkett’s Amendments 28, 29 and 30, to which I added my name. I am sure noble Lords will be aware that, since Skills England was announced, the DfE has been using a pretty coloured diagram in five sections to describe the planned functions of the new executive agency. One of the sections says that Skills England

“identifies priorities for and shapes technical education to respond to skills needs”.

Having done that, it will need to update the necessary technical standards and work with sectoral industry bodies to develop them. Indeed, the Government will need to set out which functions currently with IfATE will be delegated to sectoral organisations and regional bodies. That is what Amendment 28 seeks to achieve.

My noble friend the Minister said in Committee last week that there needs to be “a sectoral approach” to the way that skills are developed across the economy. Of course, that is right. With that in mind, it is necessary that the Government’s plans for the powers that they anticipate will be required are set out, and this amendment would facilitate that.

Another of the sections in that DfE diagram says that Skills England will ensure

“national and regional systems are meeting skills needs”,

explaining that this will entail:

“Working with Mayoral Combined Authorities, Employer Representative Bodies, and other regional organisations to align national and regional systems with each other and with skills needs”.


All that seems fairly straightforward, but it is not clear how Skills England will achieve that without the necessary powers and some resources. We do not as yet know what these might be, so it is important that criteria for national skills priorities are set out and that the expectations of departments other than the DfE are made clear. My noble friend the Minister stated on several occasions how important the effect of joined-up government will be for the involvement of a wide range of stakeholders. Amendment 29 offers the opportunity for that to be spelled out.

Finally, there is more than a little uncertainty as to how the plethora of qualifications to be transferred will be subject to oversight. My noble friend Lord Blunkett has covered this, but I will simply say that qualifications at levels 3 and 4 are crucial in allowing young people the opportunity to build their skills in an environment in which they are not intimidated by unrealistic expectations or other barriers to entry, as has been the case too often with apprenticeships. The unfortunate tangle—let me put it no less kindly than that—that we currently have involving the introduction of T-levels and the consequent often rash and sometimes reckless defunding of some BTECs must not be allowed to happen with the transfer of the many essential qualifications validated by IfATE in its short lifetime.

[Baroness Barran (Con)]

My Lords, I will speak to my Amendment 27 and in support of Amendment 28 in the name of the noble Lord, Lord Blunkett. I start by noting that I support very much the spirit of the amendments in the name of the noble Lord, Lord Aberdare, and the aspiration of the amendment in the name of the noble Lord, Lord Addington, although I have a certain sympathy with the Minister in trying to actually deliver on that.

My Amendment 27—I thank my noble friend Lady Evans of Bowes Park for adding her name to it—aims to ensure that the Government’s strategy is up to date and relevant for local areas and that the Government do this by consulting the relevant bodies. I suggest local skills improvement partnerships and mayoral combined authorities although, in his Amendment 36B and his extremely helpful, clear and practical explanation of it, the noble Lord, Lord Ravensdale, raises the relevance of other groups and the importance of making sure that we do not miss out significant parts of the population as we try to aggregate and understand these local views.

What we are trying to do is to balance technical education qualifications that can be tailored, to a degree, and that best support the needs of a local area, with the ability to aggregate and use the data and intelligence from them to inform national policy. That needs to then feed into an ability for the Government and those to whom they devolve their powers to understand where providers are delivering efficiently on these plans and where they are not, identifying gaps and seeking to address them.

I also want to speak to the importance of the Government setting out how they intend to delegate these powers that are being centralised. As my noble friend Lady Evans said, what the Government talk about and what is actually happening in terms of centralisation rather jars, so I am glad that the noble Lord, Lord Blunkett, has brought this forward through his Amendment 28. I do not think anyone is suggesting to the Minister that this is an easy task—if it was easy, somebody would have cracked it already—but it is clearly a very important task and the more she can say about how these different groups will interact with Skills England and how there will be lines of communication from the local to the national and back again, the more confident the Committee will feel.

Home School Education Registration and Support Bill [HL]

Lord Watson of Invergowrie Excerpts

2nd reading
Friday 15th November 2024 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, it has to be said that this is not new territory. The noble Lord, Lord Storey, mentioned previous Private Members’ Bills. In the Queen’s Speech of November 2009, the Labour Government announced the introduction of a Children, Schools and Families Bill, which was to have amended the Education Act 1996 so as to require home-educated children to be registered with the local authority. Unfortunately, the proposed changes were dropped the following year due to a lack of cross-party support in the wash-up.

Now, 15 years on, despite support for a register being signalled by all four Tory Ministers whom I faced at the Dispatch Box during my time as shadow Education Minister in your Lordships’ House—including the noble Baroness, Lady Barran, now on the Opposition Front Bench—we are no further forward. I congratulate the noble Lord, Lord Storey, on presenting this Bill and I am fully supportive of its aims. However, I believe its title should have been “children not in school registration” rather than “home school education registration”, as the concerns go wider than the home. I say that bearing in mind the noble Lord’s comments at the end of his introduction.

In many instances, the decision on home education is right for the children involved; supported by parents who have an understanding of the educational needs of their children and the ability to ensure that these needs are delivered, it is beneficial to them. In those cases, home schooling is appropriate and can be nurturing, and such out-of-school settings do not cause any concern.

The problem which has to be acknowledged, however, is that many children—either never presented to school or subsequently withdrawn—do not enjoy such a benign experience. The issue that I find of most concern is that there are no accurate figures for how many children in England are not in mainstream education. For the status and safety of children to be allocated to a category marked “Don’t know” by government is totally unacceptable. Child protection is too important an issue for that to be the case, but under existing legislation it is.

Some parents are ideologically opposed to formal education and indeed to almost all forms of state intervention in their lives—apart from child benefit, of course. I endorse their right to hold such views, but it is unrealistic—indeed, irresponsible—to expect that the wishes of a minority of parents should be permitted to override issues of child safety and protection.

The significant increase in children not in mainstream education, which has taken place in recent years, has not arisen from any significant growth in the number of those who believe in the virtues of home education for its own sake. Rather, the factors leading to a significant proportion of the children now claimed to be receiving education at home are, I fear, more negative. They include difficulty in obtaining within the school system what parents see as adequate provision, especially for children with special needs; disagreement with schools about academic or behavioural issues; and a perceived lack of suitable alternative provision for those children who would benefit from it.

It is now essential to move towards a position where, when necessary, local authorities will be in a better position to take effective action to ensure that a child is receiving suitable education. The first step in this is to ensure that local authorities are aware of the existence of all children who are not in mainstream schooling.

I would like to see the Bill amended to include the introduction of a duty on settings attended by children on the register to respond to inquiries from local authorities as to whether a specific child attends that setting.

The Bill does not refer to unregistered schools, but it is impossible to separate them from the issue of home education. As long ago as 2018, Ofsted inspectors discovered 286 unregistered schools in England, with around 6,000 young people attending them. I do not have up-to-date figures but, in many cases, it was claimed that the pupils were being home educated when in fact they were attending such schools every day. Thus, the Education Act 1996 is being exploited to enable children to attend those establishments. For that reason, I hope the Bill will be amended in Committee to more accurately reflect the extent of the problems associated with children being invisible and therefore potentially at risk of harm.

Sharia-compliant Student Finance

Lord Watson of Invergowrie Excerpts

Wednesday 13th November 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

For students, we are raising information about, for example, degree apprenticeships that would allow students to study towards a degree while they work, without paying for tuition. Students can also find information on other forms of support on GOV.UK, including bursaries, scholarships and awards for eligible students to ensure that, as the noble Lord pointed out, we help to make progress for the about 6,000 students per year that the Muslim census suggested might not be able to access higher education because of the nature of mainstream student finance.

[Lord Watson of Invergowrie (Lab)]

My Lords, I commend the tenacity of the noble Lord, Lord Sharkey, in pursuing this issue, which I know he has been raising since 2012. I recall being in debates with him on what became the Higher Education and Research Act 2017, when it seemed that a solution was close to being found. Yet, as he said, many young Muslims have a barrier to higher education because of this, and those who go to university none the less suffer severe financial hardship. But I disagree with him and say to my noble friend that, rather than separating the need for a sharia-compliant loan to be found and the lifelong learning entitlement, the lifelong learning entitlement’s rollout from 2026 should be used as a backstop. If it is not available to young Muslims, it cannot properly meet the reason that it is being established.

[Baroness Smith of Malvern (Lab)]

My noble friend is right. That is why, in working towards the lifelong learning entitlement rollout, we will also be making progress towards delivering the alternative student finance. We will be able to look at the details about the progress that has already been made and the steps we still need to make in the working group, which I am glad that the noble Lord, Lord Sharkey, will be able to attend.

Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [HL]

Lord Watson of Invergowrie Excerpts

2nd reading
Tuesday 22nd October 2024 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I offer my congratulations to my noble friend Lord Beamish on an excellent maiden speech. It is clear that he is going to be a real asset to your Lordships’ House.

It is probably not unfair to say that there have been few more uncontroversial Bills presented to your Lordships’ House than the one we are discussing this evening. That is not at all to denigrate this Bill, which is an important cog in the wheel that will power the development of the skills needed to drive the economy in the uncertain years ahead.

There is little that I want to say about the Bill itself, other than perhaps to ask my noble friend to say a little more about the additional powers being given to Ofqual around accrediting technical qualifications for the first time. The Secretary of State will have the power to ask Ofqual to do so, and it would be helpful to have some clarity as to when that power might be exercised. There is another issue that I want to raise, which I will speak to later.

Skills England is not mentioned in the Bill, but I follow other noble Lords in using this as a convenient means of welcoming the formation of a new body and considering what role it might play in a future likely to be dominated by AI. I envisage Skills England being key in developing a new post-16 skills strategy, co-ordinating engagement across government with key agencies and devolved bodies.

I must say that it is a pleasure to be on this side of the Chamber for a change when debating skills provision. Several noble Lords, not least the noble Baroness, Lady Barran, who is here today, were involved three years ago when the skills Bill was making its way through your Lordships’ House, demonstrating to the then Government that we felt their plans lacked the breadth and depth needed to address the shortfall in providing for training and skills development.

At that time, local skills improvement plans were identified as the means of achieving the spreading of opportunity more evenly across the regions. Many noble Lords, including some on the then Government Benches, submitted amendments to the skills Bill. They highlighted that, with a disproportionate role given to employers, existing structures were being ignored, such as metro mayors, combined authorities—many with democratic accountability for local skills and economic regeneration —local enterprise partnerships, trade unions, universities, FE colleges and training providers. All were originally excluded, and only university and training providers were eventually allowed a meaningful say. It is refreshing that the current Government appreciate the contribution to be made by a wide range of bodies and are willing to empower them to coproduce local plans in recognition of their unique feel for priorities and skills development in their areas.

I like the description given to Skills England by the Association of Colleges in its briefing to noble Lords for this debate. It describes it as a “new social partnership body” bringing together business, FE colleges, training providers and unions with national and local government to ensure we have the highly trained workforce needed to deliver the industrial strategy announced last month.

On the subject of FE colleges, if they are to be able to play their full role in delivering the Government’s missions and in helping to ensure that Skills England is a success, it is vital that the long-term underfunding of the sector compared to schools and higher education is addressed. With that in mind, I was one of a number of Labour peers who wrote recently to the Chancellor emphasising that point and asking that greater funding for the FE sector be a feature of the Budget.

Following the UK’s departure from the EU, skills shortages are a major problem. Indeed, one third of all job vacancies are due to the lack of people suitably skilled to fill them. That is an indictment, surely, of the previous Government’s record, and it is not acceptable simply to cite the pandemic or exiting the EU as reasons.

Skills England has not allowed the grass to grow beneath its feet. The organisation had been in existence for just two months when it published its first report. Its title, Driving growth and widening opportunities, is certainly relevant and it included an index, ranking the demand for each occupation across the UK labour market.

I studied economics, but I had never come across something called an SSVD—a skills shortage vacancy density. Worryingly, the report revealed that the sectors with the highest vacancy density are construction, information and communications, and manufacturing, with health and social work and education not far behind. All those sectors are pillars of any economy, essential in achieving the growth everyone is searching for.

That report noted that much of the UK economy is dependent on skills gained in higher education. Future job projections suggest that occupations requiring higher education are expected to see the most employment growth over the next decade. Addressing shortages in higher-level skills is therefore essential to achieving government missions to drive growth and widen opportunity, making universities critical delivery partners to Skills England. What role does the Minister envisage for universities in the development of Skills England?

Also critical to the effectiveness of Skills England will be the re-shaped growth and skills levy. I echo the point my noble friend Lord Blunkett made about the money that goes back to the Treasury from the existing apprenticeship levy. A means has to be found to use money that has not been spent in whatever the period is—currently two years—so that it stays within the training budget and is not just returned to the Treasury, where it will be spent on anything the Treasury deems then appropriate.

Since the introduction of the levy, there has been a steep decline in apprenticeship starts for young people and a shift in starts from the most deprived parts of England to London and the south-east, as well as a decline in starts in sectors where skills challenges are most acute. Added to that is a growth in management and leadership courses and a decline in starts for those from the most disadvantaged backgrounds. It is to be hoped that Skills England will address the effects of those trends by bringing greater transparency, especially in how the growth and skills levy is spent.

Apprenticeships are essential for ensuring that young people from a diverse range of backgrounds can access high-quality training. They can also tackle skills gaps, particularly in the public sector. Across the apprenticeships landscape, almost two thirds of those who started a degree apprenticeship in the health, public services and care sector in 2022-23 were aged 25 and over, including 93% on the social worker programme and a large number of those on the nursing programme. Apprenticeships must be available to learners of all ages and at all levels to enable them to upskill and reskill, which I know is the Government’s aim.

Open University students tend to be older compared to the rest of the sector, and that is a good example of flexible lifelong learning, which is crucial to improving economic growth. Can the Minister say what steps are being planned to incentivise flexible lifelong learning? Linked to that, of course, is the lifelong learning entitlement. Can she also reveal what assessment has been made of it and its introduction, we understand, from 2026?

I turn to my final issue today as the only Scot taking part in this debate. I have given notice to my noble friend that I would raise questions relating to the assumption that, as education and skills are devolved matters, the Bill applies only to England and Wales. However, as set out in Clause 10, that is not the case. That is because the remit and responsibilities of Skills England will feed into UK-wide policy and funding agendas, resulting in both direct and indirect implications for the post-16 skills landscape and higher education in Scotland.

Both the Skills England report to which I referred earlier and the Government’s industrial strategy are UK-wide in scope. Skills England is responsible for identifying where skill gaps exist and, as my noble friend said in her opening remarks, is expected to work with the Migration Advisory Committee to address them. The MAC is, of course, UK-wide in scope.

The same applies to the growth and skills levy. The apprenticeship levy is collected at UK level by HMRC, and Scotland receives a proportion via the Barnett funding formula. The Scottish Government then have discretion as to how the levy is distributed north of the border. Without going into detail, I will just say that they do it differently.

Can the Minister say what engagement the UK Government have had with the Scottish Government on the creation of Skills England? What mechanisms are the Government considering in order to ensure strong connectivity between Skills England and the Scottish Government—indeed, all the devolved Administrations —where the work of Skills England feeds into UK-wide agendas such as the industrial strategy and the recommendations of the Migration Advisory Committee?

Ensuring that the country has a sound base of the skills needed for the demands of a fast-evolving economy should not be seen as a cost. It is clearly an investment in the future and an essential part of driving economic growth. I welcome the establishment of Skills England as a decisive step in that direction.

Schools: Absenteeism

Lord Watson of Invergowrie Excerpts

Tuesday 22nd October 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The noble Lord is absolutely right. Sometimes children in the care system have to move too frequently from one placement to another, which too often means that they have to move schools. They rightly get priority for admissions to schools but it is crucial that, through the work of our virtual schools and all corporate parents of children in care, we ensure that they have the stability to enable them to attend school and succeed.

[Lord Watson of Invergowrie (Lab)]

My Lords, the main drivers of school absence are mental ill health and poverty, so it is very welcome that the Government will provide specialist mental health counsellors in each school. Hitherto where that has been provided, it has mainly been paid for from the pupil premium. Given that a number of those pupils now requiring assistance and counselling are not in receipt of free school meals, how will it be paid for and will it be the responsibility of the Department for Education or the Department of Health and Social Care?

[Baroness Smith of Malvern (Lab)]

My noble friend is right that mental health disorders among children are a growing problem. Working alongside the Department of Health and Social Care, we will provide access to specialist mental health professionals in every school, and develop new young futures hubs, which will include access to mental health support workers. Also, we will recruit an additional 8,500 new mental health staff to treat children and adults, to cut the unacceptably long time that children and young people have to wait for child and adolescent mental health services; that commitment is specific to the Department of Health.