King’s Speech

Lord Watson of Invergowrie Excerpts

Friday 19th July 2024 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

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

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

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

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

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

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

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

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

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

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

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

School Funding: Special Educational Needs

Lord Watson of Invergowrie Excerpts

Thursday 23rd May 2024 Lords Chamber

Asked by

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what assessment they have made of the finding of the Sutton Trust’s School Funding and Pupil Premium 2024 survey published on 19 April, particularly with regard to special educational needs.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, including additional pay and pension grants, school funding is increasing to £60.7 billion this year, the highest ever in real terms per pupil, supporting school leaders to meet their costs. This includes over £10.5 billion in high-needs funding, an increase of over 60% from the 2019-20 allocations. Pupil premium funding is rising to over £2.9 billion, a 10% increase from 2021-22. School leaders have flexibility in how they use this to best support disadvantaged pupils.

[Lord Watson of Invergowrie (Lab)]

My Lords, I am afraid that the Minister’s response does not reflect the reality in schools today. Pupil premium is additional funding given to schools to help support disadvantaged pupils, so it is scandalous that the Sutton Trust review found that half of school leaders were having to use some of those funds to plug gaps elsewhere in their budgets, and three-quarters of head teachers said that they had had to reduce the number of teaching assistants, despite an increase of 20% in the number of pupils with special educational needs and disabilities since 2019. For over half of that period, the Minister has held the title of Parliamentary Under-Secretary of State for the School System. As parents of school-age children, not least of those with SEND, consider how to vote on 4 July, will the Minister offer them an apology?

[Baroness Barran (Con)]

No, the Minister certainly would not feel that to be appropriate. Looking at how pupil premium can be used, the Education Endowment Foundation has directed three areas: high-quality teaching, which the Government have supported through the national professional qualifications programme, targeted academic support, and tackling non-academic barriers. I very much appreciate and respect the Sutton Trust’s research, but it does not explain that the number of teaching assistants, a figure cited by the noble Lord, rose by 5,300 last year, up by 59,600 since 2010-11.

School Inspections: Funding

Lord Watson of Invergowrie Excerpts

Wednesday 17th April 2024 Lords Chamber

Asked by

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what assessment they have made of the concerns expressed by the board of Ofsted, at its meeting on 20 September 2023, that the reliability of school inspections will be compromised if funding is further constrained.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, Ofsted, like all public services, is expected to operate efficiently and effectively to provide the best value for money for taxpayers and use its resources to best effect in providing high-quality inspection. Sir Martyn Oliver is very much focused on that, and I understand that he has already taken action internally to prioritise Ofsted’s resource on inspection activity. We will continue to work closely with Ofsted to ensure that it continues to deliver effectively in future.

[Lord Watson of Invergowrie (Lab)]

I thank the Minister for that response. Sir Martyn Oliver has become the new chief inspector, but the Ofsted chair, who voiced the concerns mentioned in my Question, is still in her post, so there is continuity at the top of the organisation and that concern remains. In its response to the Education Committee’s report on Ofsted last month, Ofsted highlighted that it has taken on considerably expanded roles and responsibilities and yet its funding is now some 30% lower in real terms than it was in 2010. How do the Government expect Ofsted to adequately carry out its primary responsibility of school inspections without sufficient resources? The organisation itself clearly believes that to be the case.

[Baroness Barran (Con)]

As I said in my initial response, Ofsted, like any well-run organisation, has looked at where it is spending its budget and has refocused that. The Government have given it additional funding for the uplift, particularly in school inspections, that has been expected. Obviously we work very closely with Ofsted, and I cannot comment on any future spending review.

Higher Education

Lord Watson of Invergowrie Excerpts

Thursday 7th March 2024 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, my noble friend Lord Blunkett has done your Lordships’ House a service by introducing this important debate. I thank him for that.

Levelling up is a term that is almost incapable of meaningful definition. However, it was a key pledge made by the Government at the last general election to reduce regional inequality in England and it is fair to ask what has happened since then. The £3.6 billion towns fund was the main initiative, yet the Government have had to admit that less than a fifth of the projects approved to improve towns across England have been completed. Last year we learned that councils were having to scale back or freeze levelling-up projects because of soaring costs and that the Department for Levelling Up, Housing and Communities was returning almost £2 billion of housing money to the Treasury, unable to find projects to spend it on.

Of course, inflation and interest rates have made it difficult for some projects to make progress, but the Government have failed to respond, instead asking local authorities to reduce their ambition. Surely, the very last thing required in the pursuit of increased growth, productivity and levelling up is less ambition. However, yesterday’s Budget provided evidence that the Government have redefined levelling up to their own advantage. The Chancellor highlighted future investments in Buckinghamshire, Cambridge and Surrey—all of which happen to include battleground seats for the upcoming election. Even that well-known deprived area of Canary Wharf is to be the recipient of government support.

The economic impact of higher education institutions was graphically illustrated by my noble friend Lord Blunkett in his powerful opening speech. Research by London Economics found that the estimated total benefit to the UK economy from 2021-22 first-year international students over the duration of their studies was more than £40 billion, while the estimated total costs were around £4 billion, meaning a benefit-to-cost ratio of 10:1. You would think that an economic impact of that level would be hard to ignore, yet the Government are making a determined attempt to do just that: as my noble friend Lord Howarth said, visa rules were changed at the start of the year so that international students could no longer bring dependants to the UK unless they were studying a postgraduate research course or a course with a government-funded scholarship.

This will hit many universities hard, given their reliance on international student fees to offset the fact that domestic student fees have not risen for a decade. Ironically, in their levelling-up strategy of 2022, the Government highlighted the importance of higher education institutions and their role in boosting local economies, but it seems that this crucial role has been trumped by the need to appease the right wing of the Conservative Party.

I want to highlight a part of the higher education sector which has a unique, vital and too-often undervalued role in levelling up—the Open University, to which the noble Lord, Lord Storey, referred. Flexible lifelong learning through part-time higher education is crucial to improving the UK’s economic growth rate. Supporting and encouraging adults who are already in work to reskill and upskill will be critical to increasing productivity and filling skills shortages in growth areas of the economy. Flexibility is essential in allowing people to access higher-level skills in the area where they live by enabling them to fit their studies around the demands of work and family. The sharp decline in part-time higher education over the last 15 years has led to a big decrease in the number of adults aged 21 and over accessing higher education and therefore caused regional disparities in higher education participation to widen.

The higher education participation rate of working-age adults aged 21 and over in England is now 30% lower than it is in the rest of the UK, largely due to the ending of the maintenance allowance and other support that is available to full-time students. Part-time distance learning is critical to widening access, supporting social justice and levelling up by allowing disadvantaged adults and those from higher education cold spots to access higher-level qualifications in their local area. That is evidenced by the Open University. More than half of its students begin their studies without the traditional entry qualifications demanded by other universities and more than a quarter come from the most disadvantaged areas in the UK.

The lifelong learning entitlement will offer a real opportunity to tackle many of the barriers to people studying flexibly in England. It will not be introduced until next year, but the removal of some of the restrictions on how additional funding entitlements for reskilling later in life are used will significantly improve flexibility. The positive impact of the lifelong learning entitlement could be enhanced by extending maintenance support to all part-time students, including distance learners, either through an extension of maintenance loans or the introduction of targeted maintenance bursaries. This has had a transformative impact in supporting flexible learning in Wales and those lessons need to be learned in England, if not by this Government then certainly by the one that will follow them.

Schools (Mental Health Professionals) Bill [HL]

Lord Watson of Invergowrie Excerpts

2nd reading
Friday 1st March 2024 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, we are indebted to the noble Baroness, Lady Tyler, for introducing this important Bill. It is certainly welcome because the extent to which young people are exhibiting mental health disorders in school has increased dramatically and the measures introduced thus far by the Government are proving inadequate to the task in hand.

In her powerful opening speech, the noble Baroness demonstrated an existential crisis in the mental health of far too many school students. Why should that be? To paraphrase The Who, one of the seminal bands of my childhood, the kids are not all right—at least, not according to the Programme for International Student Assessment, PISA. Its 2022 survey, whose results were published recently, showed that 25% of UK students reported that they are not satisfied with their lives, compared with the OECD average of 18%. The question is why, but I am afraid it is not one that we can begin to answer today.

As the noble Baroness said, around one in five children and young people aged eight to 16 years in England had a mental health disorder. That in itself is most worrying, but even more so is the fact that, as reported by the Local Government Association, evidence suggests that NHS specialist mental health services are turning away one in three children and young people referred to them for treatment. The NHS, the Government, the system—point the finger wherever you want—but the reality is that young people who need support with their mental health are being failed.

It is hardly necessary to add that experiencing mental health problems can impact educational outcomes, including attainment and attendance, in only a negative way. On the other hand, there is evidence to show that, when effective, mental health interventions are likely to improve educational attainment, particularly in high-risk groups. One example, a study of school-based interventions delivered by the children’s mental health charity Place2Be, found that school-based counselling positively influences educational engagement.

Clearly, although the extent of mental health cases among children and young people had been increasing before the Covid pandemic, they exploded following the weeks and months of school closures. Those latest figures that I mentioned earlier showed an increase from one in eight in 2017, with three-quarters of a million children and young people accessing NHS-funded mental health services in England during 2023. The extent of the crisis is greater than those figures suggest, because the Royal College of Paediatrics and Child Health reported a year ago that more than 400,000 children and young people were waiting for treatment. We can only imagine the compounding effect that being denied the treatment they require will have on their conditions.

The most recent parent survey by Parentkind, the membership association for PTAs, showed that the most common causes of school stress and mental health problems were exam stress, homework-related stress, anxiety, depression and bullying. In each of those categories, the figures were considerably higher for pupils in academies—part of a MAT or stand-alone—compared with maintained or community schools. I am not sure what that tells us, but the disparity requires closer scrutiny.

It is clear that too many children are going into school not ready to learn. This places additional burdens on teachers, many of whom are taking on responsibilities that go way beyond their teaching and learning responsibilities. Last year a survey undertaken by Education Support, a charity dedicated to supporting the mental health and well-being of teachers and education staff in schools, found that three-quarters of education staff often helped pupils with matters beyond their academic work, while almost 70% helped pupils to process their emotions and talked to them about their mental health. A third had even helped pupils to resolve a family conflict. A significant number of education staff feel that there is insufficient support for their pupils from other public services such as CAMHS, social services and the NHS; 11% said there was no such support at all.

These additional demands naturally increase staff working hours and have a negative impact on their own mental health and well-being. This matters, because schools cannot properly support children and young people if their workforce is mentally exhausted or unwell. Healthy teachers are more engaged and effective in the classroom. Proper mental health support in schools is needed to support children and the staff responsible for their learning. Mental health support should be embedded in every school, accessible to every pupil through a school-based counsellor or mental health practitioner. School-based mental health services need to deliver both targeted and universal provision through a whole-school approach.

The Children and Young People’s Mental Health Coalition has called for the Government to embed whole-education approaches to mental health and well-being in all their policies and across all education settings to promote positive mental health and well-being for both learners and staff. This would have a universal impact on the health of every child and young person. The coalition estimates that a whole-school approach programme in England would cost approximately £530 million a year. In the longer term, the cost of not adopting such an approach would be much more.

In fairness, the Government recognised the mental health issues associated with children and young people’s support as long ago as 2017, when they published the Green Paper that led to the introduction of mental health support teams, based on the principle of early intervention. However, by the end of last year, the Government reported that although nearly 400 mental health support teams were operational in England, these covered a mere 35% of school pupils. Understandably perhaps, the Government did not look beyond 2025, by which time they have projected that the figure will have increased to 50% of pupils, which of course means that 50% will not be covered—an entirely unsatisfactory position for the parents and families of children waiting for help, support or treatment.

The other strand of the Government’s approach has been the establishment of mental health leads in schools. That is well intentioned, but cannot be seen as a replacement for adequate capacity in children’s mental health services. Making teachers social workers or therapists by stealth cannot be the answer to this complex challenge. It requires greater funding than the £1,200 grant that schools and colleges can apply for to train a mental health lead. Last month, the DfE reported that more than 15,000 schools had applied for the grant, which equates to around 60% of all schools, again leaving many thousands of children and young people without access to even that limited level of mental health support.

It is to be hoped that the Bill will ramp up the level of support provided. Noble Lords may be aware that the Labour Party has promised to legislate for the provision of quality mental health support in every school, giving every child the support they need to transition back to school and manage personal challenges, with access to qualified in-school counselling staff. It remains to be seen what that means for the level of staff provided. The Bill of the noble Baroness, Lady Tyler, spells out that a qualified mental health professional or school counsellor is an individual with

“a graduate-level or postgraduate-level qualification … earned through a course commissioned by NHS England”.

That is a reasonably high bar, and it suggests that funding will be required to attract people qualified at that level. I certainly hope that will be the level to which a Labour Administration will aspire in their aim to place mental health within their children’s recovery plan.

For now, we can only wish the noble Baroness, Lady Tyler, well with her excellent Bill and hope that it receives the support and fair wind from the Government that it certainly deserves. I hope that the Minister will not tell us that she believes it is unnecessary because the Government are already doing all they can to support the mental health needs of children and young people. What they have done is good, but, as the young people’s organisations that have provided briefings for today’s debate have made clear, it is not nearly good enough.

--- Later in debate ---

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, I also offer my congratulations to the noble Baroness, Lady Tyler of Enfield, on securing a Second Reading for her Bill. I thank all those noble Lords who shared their personal experiences of how the mental health issues of their children and wider families have had an impact on them. I join noble Lords in recognising the extraordinary job that our schools do in supporting pupils every single day and, of course, I thank those charities that work in our schools and outside them to support young people.

I am grateful to my noble friend Lady Wyld for stressing the importance of good attendance as a protective factor for children’s mental health. As she rightly said, the Government approach this with a very caring intention. There must be boundaries around it as well as consequences in certain cases where children do not attend and parents facilitate that without good reason. The intention is clear. Of course, enabling children and young people to thrive is a priority for this Government, which is why we actively explore approaches that could improve young people’s mental health and well-being.

Of course, I welcome the noble Baroness’s tireless commitment to ensuring that mental health support is available for all children, but I must express reservations about this Bill. As the noble Baroness acknowledged, most schools already have in place mental well-being provision, including counsellors, educational psychologists and pastoral support staff. All of those can play a valuable role, but maintaining a school’s flexibility to choose what works best for its pupils is paramount. For instance, depending on their needs, not all children will benefit from specific mental health interventions such as psychotherapeutic counselling. Schools are well placed to decide which approach will be most effective, drawing on specialists where necessary.

Beyond this, it is important to reiterate that schools are not health services and should not be expected to act like one in terms of managing specialist staff. They may choose to do so where they have appropriate expertise, but we believe that our current approach, which encourages collaboration with specialist services where appropriate, avoids putting the extra role and burden on schools that the Bill would involve.

On the co-ordination between the health service and schools, my noble friend Lord Jackson of Peterborough asked, specifically in relation to Tourette’s syndrome, whether there is co-ordination between the two departments. We are more broadly taking a joint approach to workforce planning and reforms to the special educational needs and AP systems. There is an implementation board, chaired jointly by Education Ministers and Health Ministers.

Returning to our schools, our aim is for schools to be a place where positive well-being is promoted and mental health difficulties are picked up on early, with referral to specialist services as needed—an aim that is being pushed forward through our programme of grants for senior mental health leads in schools and colleges and the continuing rollout of mental health support teams. My noble friend Lady Berridge asked about the take-up of grants for senior leaders in different areas, including whether schools with particularly high levels of disadvantage had lower take-up. I do not have that specific data for her, but we know that lower take-up has been seen in London, the east Midlands and the east of England, so we are working hard there to encourage higher take-up.

The Government’s focus, as many noble Lords have advocated, is to support schools to develop a whole-school approach. That wider approach to well-being works alongside more specialist support, which is why we agree with the spirit of the Bill, if not its specificity. That is why we have a comprehensive plan to roll out mental health support teams, including access to education and mental health practitioners, who deliver interventions and support schools to develop their whole-school approach.

The noble Lord, Lord Storey, asked whether there was more focus on mental health in the initial teacher training and early career framework. The very recently updated framework, published in the past few weeks, has a much greater integration of special educational needs and disabilities, including mental health within that. We expect these teams to cover at least 50% of pupils by April 2025.

We come to the issue of funding, which a number of noble Lords, including the noble Lord, Lord Hunt of Kings Heath, mentioned. He will understand very well that it takes time to train mental health professionals. Although I absolutely acknowledge and share the urgency that noble Lords have expressed this afternoon, it is important that we learn from early intervention to make sure that the support team model is as effective as possible—but we are also trying to co-ordinate and take a responsible approach to rollout, working with NHS England to make sure that we do not draw professionals away from the wider mental health workforce, which clearly would not be desirable.

We are also building on the learning from the independent evaluation of the Green Paper programme and data and intelligence from the ground, which will help to shape future delivery. One of the strengths of the mental health support teams is that they are an NHS service focused on supporting schools and pupils in a responsive way. That need for it to feel human, as I think my noble friend Lady Wyld phrased it—the noble Lord, Lord Hunt of Kings Heath, also referred to the difficulty that people sometimes have in navigating these systems—is absolutely critical. They are specifically trained to do that, and to build those links between sectors.

It is also true that even a significant number of additional staff in mental health support teams cannot provide all the help that pupils need, which is why the range of pastoral support and early interventions that schools already provide, including drawing on counsellors and educational psychologists, is so important. We have been working with the mental health support teams to make sure that they support that provision and do not displace it. But we are concerned that, by specifying just two types of professional support, the Bill is likely to constrain the range of support options that pupils can benefit from, which I know is not the noble Baroness’s intention.

We have also committed to offering all state schools and colleges a grant to train a senior mental health lead by 2025, enabling them to introduce effective whole-school approaches. More than 15,000 settings and the great majority of secondary schools have claimed a grant so far. This training and associated support equip schools to offer the right support from the full range of sources, making the best use of their funding.

[Lord Watson of Invergowrie (Lab)]

I do not know whether I picked this up correctly, but I think the Minister said that all schools would have access to mental health support teams by 2025. I thought the figure the Government were aiming for was 50%. Have I got that wrong?

[Baroness Barran (Con)]

There are two different elements, and I apologise to the noble Lord if I was not absolutely clear. He is quite right that with the mental health support teams we aim to cover 50% of schools by April 2025. What I was referring to just now was the senior mental health lead training, so that there will be a senior mental health lead in every school, supporting staff in their response and giving them confidence to respond to children, which we know is so vital.

My noble friend Lady Berridge referred to children in secure mental health institutions. I will write to her. We are reviewing and redesigning provision to support the move to more community-based provision closer to home—a concern that my noble friend rightly raised. I am not aware of whether there is updated data on this but if there is, I will share it with my noble friend and put a copy in the House Library.

In conclusion, we believe that, to continue to support children and young people, rather than having a new set of requirements in schools, we should continue with the rigorous implementation of the evidence-based approach exemplified by the mental health support teams and the senior mental health leads. For that reason, we cannot support the noble Baroness’s Bill.

Ofsted: Pupil Absence Rates

Lord Watson of Invergowrie Excerpts

Tuesday 13th February 2024 Lords Chamber

Asked by

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what plans they have to empower Ofsted to review pupil absence rates as part of their school inspections.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, improving attendance is a top priority for this Government, because it is vital for children’s learning, well-being and long-term development. As part of its existing framework, Ofsted expects schools to do all they reasonably can to achieve the highest possible attendance. Inspectors will check that schools have a clear understanding of the causes of absence in their school and that the necessary strategies are in place to improve attendance.

[Lord Watson of Invergowrie (Lab)]

I thank the Minister for that Answer. She knows that a child is deemed to be persistently absent if they have missed 10% or more of lessons. Across the two school terms prior to the current one, around one in five children were persistently absent from primary and secondary schools, which is more than double the figure five years ago. So there is an existential crisis and a safeguarding issue, because the link between absenteeism—children missing from school—and children taken into home education is strong. Ofsted and the Children’s Commissioner want to see a register of children not in schools, which the Government have said they support, so why was that measure not included in the King’s Speech, which was not exactly overloaded with legislation?

[Baroness Barran (Con)]

The Government remain committed to legislating to set up a register of children not in school. The noble Lord may be aware that the honourable Member for Meon Valley has introduced a Private Member’s Bill, and we will be working hard with her as she progresses that.

Schools: Financial Education

Lord Watson of Invergowrie Excerpts

Wednesday 31st January 2024 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the noble Baroness, Lady Sater, for securing this debate and introducing it so effectively. It is a shame that noble Lords have such a short speaking time this evening but I suppose that is testament to the fact that so many of us feel strongly about the need for young people to be properly prepared in financial literacy. The Education Select Committee feels the same; yesterday, it began its inquiry on this subject.

I want to concentrate on the need to include financial education as a compulsory part of primary education. As the noble Baroness said, research for the Money and Pensions Service suggested that money habits are formed as early as the age of seven, highlighting the importance of starting to educate children about financial matters at primary school. This position was emphasised by organisations such as the Centre for Financial Capability, Kickstart Money, Parentkind and the Centre for Social Justice in briefings for this debate, yet England remains the only part of the UK where financial education is not included in the national curriculum at primary school level.

That point is clearly stated by the Money and Pensions Service, an arm’s-length body of government sponsored by the DWP, which says on its website:

“In England, financial education is included in the national curriculum in secondary schools only”.


Yet, in answer to an Oral Question in your Lordships’ House on 13 March last year, the Minister said that

“at key stage 1, the compulsory curriculum includes helping children understand how they make choices about how to spend, how to save and how to use money”.—[Official Report, 14/3/23; col. 1192.]

If the Minister maintains that position, she is in denial because only around a third of primary school pupils receive any meaningful form of financial education.

The government-funded Money and Pensions Service also said in a report published four months ago:

“The earlier the better—interventions at a young age can positively enhance financial capability”.


So what are we waiting for? The simple answer is this: a Labour Government, who will review the curriculum. I am confident that the embedding of financial education in the primary curriculum will soon be a fact of school life, bringing England into line with the rest of the UK. Future generations and the economy will be the beneficiaries.

Access to Musical Education in School

Lord Watson of Invergowrie Excerpts

Wednesday 18th October 2023 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I also commend my noble friend Lord Boateng on securing this important debate and setting the scene most effectively, not least in listing the worrying statistics around the provision of musical education today.

A decade ago, I welcomed the establishment of a network of music education hubs, which provide a framework of provision on which schools can draw. But there is still significant variability in music provision, particularly in primary schools. The Independent Society of Musicians has major concerns about the investment programme the Government have announced, because it will cut hub numbers from over 100 to just 43 hub lead organisations. The hubs’ current annual funding of £79 million sounds quite promising, yet is less than before the creation of hubs, when music services received around £82 million. That cannot be described as progress.

In response to a survey conducted by UK Music, more than 50% of responding primary schools said they did not meet their curriculum obligations to year 6 due in the main to the pressure of SATs testing, which demands that schools concentrate on English and maths to almost the exclusion of most other subjects. The same issue exists at secondary level, with the EBacc and Progress 8 measures.

Along with my noble friend Lord Knight, I am a member of the Select Committee of your Lordships’ House that is considering 11-to-16 education. I should have said that the noble Baroness, Lady Garden of Frognal, is also a member of the committee. We heard from numerous witnesses that key stage 3, which includes compulsory music education up to age 14, is often shortened to allow subjects to be narrowed in year 9 in preparation for GCSEs. In evidence to the committee the chief inspector, Amanda Spielman, stated that she was opposed to any curtailing of KS3, yet stopped short of saying that her inspectors would mark down any school found to be doing so.

Music education should not be a political issue, but I am afraid to say that it is. As the Independent Society of Musicians highlighted in the briefing sent to all noble Lords participating today, much of the decline in music education is directly attributable to government policies. Funding cuts have squeezed school budgets, while those school accountability measures I mentioned—EBacc and Progress 8—have steadily undermined music in schools since 2010.

A major aspect of inequalities in music education provision concerns children with special educational needs and disabilities, for whom access to music can often be hugely beneficial. There is a perception that deaf children will not be able to access music but, for improving hearing, music can be really important and possible when they have access to early support through auditory verbal therapy. Earlier today, along with many other parliamentarians, I attended Auditory Verbal UK’s event in Parliament as part of international awareness day for challenging perceptions of what deaf children can achieve. We met both Noli and Louis, who have developed a passion for music as a result of the role it played in allowing them, through auditory verbal therapy, to speak confidently and to thrive in mainstream education. But more than 90% of deaf children who could benefit from auditory verbal therapy are currently unable to access it. The Government should increase the support that they provide to extend those services because of their very beneficial nature.

In wider terms, I have to ask the Minister whether the Government are content for music in schools to remain dominated by the better-off, because that, as noble Lords have said, is what is happening. The Education Policy Institute reported prior to the pandemic that disadvantaged pupils’ performance in music was 20 months behind that of their better-off peers. That was the biggest gap of any GCSE subject. That cannot be allowed to continue.

Labour is committed to introducing a broad curriculum, including design and technology, music, art, dance and drama. These are not soft options, but rigorous, creative subjects, vital to the prosperity of the economy and the enrichment of society as a whole. That curriculum will be compulsory for all state-funded schools. Until children are offered a properly broad and balanced curriculum, I fear we will not witness a reverse of the downward trend of uptake of music at GCSE and A-level. That would require a change of direction, if not emphasis, which in itself will require a change in government to one which actively values and will properly fund creative subjects in general and music education in particular. Fortunately, we have one in waiting.

Lifelong Learning (Higher Education Fee Limits) Bill

Lord Watson of Invergowrie Excerpts

Report stage
Tuesday 5th September 2023 Lords Chamber

It is also essential that the Government ensure that this entitlement does not become simply a fund for employers looking to push training costs back on to their staff; it must be in addition, not instead of. I hope to hear from the Minister on how the Government are working with both prospective students and employers to prevent that, as well as on the other points raised in this debate. I hope the Government will be able to give a very positive response to the amendment, and I beg to move.

[Lord Watson of Invergowrie (Lab)]

My Lords, I start by apologising for my bad timing in not arriving for the previous set of amendments to which I was a signatory. I was caught on the hop, and it takes a few hops to get here from my office in Millbank House, so I apologise to the House.

It is important that some of the issues to which my noble friend Lady Twycross referred are emphasised. The impact of the Bill’s provisions on a number of education sectors is considerable, and I return again to the impact on the access to higher education for students from lower-income backgrounds. I shall not rehearse the arguments about BTECS and AGQs, the Minister will be relieved to hear, but that is one issue that needs to be borne in mind as the legislation proceeds.

I can no longer speak on behalf of the party as I am no longer on the Front Bench, but I very much hope that an incoming Labour Government would retain much of this legislation, because I think it is very positive and it would be a great shame if that was not done. I think it will; I think common sense will mean that that happens. Some of how we shape the Bill now, therefore, will have an impact further down the line, whatever happens at the next general election. I particularly mention the skills gaps in the economy, mentioned at the end of subsection (2) of the new clause proposed in the amendment; it is very important that we bear that in mind going forward.

The Minister, in response to the previous set of amendments, talked about impact assessments: the one done before the Bill was published and one in, I think, March this year. I was surprised that she did not mention—at least, not when I was here, and I think I was here when she was speaking—the report issued just under two weeks ago by the Permanent Secretary of the department on the assessment of the lifelong loan entitlement, which I thought was potentially rather worrying. The Permanent Secretary was questioning the ability to complete the rollout by 2025, as is intended. She said, and I quote from her report, that the biggest risk to feasibility of the lifelong loan entitlement is “significant delivery challenges”.

I will not go through all of those, as I am sure noble Lords will have seen them—this is the report issued on 25 August. It is all very well to talk about an impact assessment, but an assessment has been made of whether the deadline can be met, and I would like the Minister at least to comment on it, because we are getting fairly close to the time when, if certain preparations for the implementation of the lifelong loan entitlement are not completed, that 2025 introduction date will slip. That would be very unfortunate, to say the least, and could have considerable knock-on impacts.

Coming to my final point—perhaps I am being a little unfair to the Minister, but I am going to say it anyway—I referred, in my Oral Question in July, to a thematic report published by Ofsted which raised some questions about T-levels. I know that this is not the same thing, but I think the way that T-levels roll out will have an effect on the number of people who are properly prepared to take up some of the options under the lifelong loan entitlement. Could she say whether—if she thinks it is not appropriate to do so now, I should be very happy if she could write—she and her officials, having had more time to study the Ofsted report, have any other comments to make on it? I thought it unusual for His Majesty’s inspector to be as openly critical on such a fundamental part of the Government’s education and skills policy. If she would prefer not to rise to that today, I would be very happy for her to write, but it would be helpful to have some comment on that thematic report issued in July.

With those remarks, I think that the issues covered in Amendment 3 are important, and I do not really see why the Government should be unhappy about the Secretary of State conducting an annual review considering the various issues listed in the amendment.

[Baroness Thornton (Lab)]

My Lords, I support the amendment, to which my name is attached, but I also echo my noble friend’s remarks on this matter. As I mentioned to the Minister, the rollout will be very important, and the three to five-year assessment of whether the legislation has worked will not serve, because it will be a moving feast. Indeed, I thank the Open University for writing to us to draw our attention to the accounting officer’s assessment, which my noble friend mentioned, which highlights concerns within the department that the rollout might be a problem.

There are two things here, really. First, I seek some clarity on how this will be promoted. This partly echoes the remarks made by the noble Lord, Lord Willetts, in Committee, which we rather liked; they were about trust and how this will be sold to people as something that we would want them to take up in the long term. The second point is about addressing the concerns that have been expressed within the department by the accounting officer.

T-levels

Lord Watson of Invergowrie Excerpts

Tuesday 25th July 2023 Lords Chamber

Asked by

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what assessment they have made of Ofsted’s final report of its T-level thematic review, published on 20 July, specifically its conclusions that (1) in some instances, T-levels provide inappropriate work placements, and (2) many T-level students drop out after the first year.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, T-levels are new, challenging qualifications, and we continue to offer extensive support for their implementation. We want every T-level student to receive outstanding vocational education. We commissioned Ofsted to help us identify what further areas for improvement might be needed. We welcome its report and are already taking action, including a £12 million employer support fund and bespoke workforce support to help address concerns around work placements and student continuity.

[Lord Watson of Invergowrie (Lab)]

I thank the Minister for that response, but the Ofsted T-level review was highly critical, identifying what it termed a “range of shortcomings”. I hope this will lead to them being resolved. Until that happens, another issue raised in the report is of real urgency. Ofsted called for a review of the Government’s wider level 3 reforms, including the defunding of most BTECs by 2025. It points to the impact of that on disadvantaged young people. That is a point that noble Lords across your Lordships’ House have made on numerous occasions, both during the passage of the skills Act and since then. On each occasion, the Minister dismissed our fears as scaremongering. Now that Ofsted has recommended it, will she and her Ministers revisit the question of the impact of defunding alternate pathways to T-levels on young people?

[Baroness Barran (Con)]

The Government do not have any plans to revisit the defunding of those other pathways. We are confident in the quality of T-levels and the employability that they offer students. Our job is to make them work at the level of the best institutions that have been delivering them, which the noble Lord will have seen referred to in the Ofsted report. We will make sure we offer those opportunities particularly to the young people to whom he refers.

--- Later in debate ---

[Lord Watson of Invergowrie (Lab)]

My Lords, the Ofsted report also refers to some young people who started in the first tranche of T-levels expecting that they would assist them in gaining access to university only to find that, in the case of their course, that was not possible. Can the Minister say how many universities accept T-levels for access? What steps are the Government taking to increase that number?

[Baroness Barran (Con)]

There are relatively few T-levels where students have completed both years, given the timing of their introduction. Currently, 136 higher education providers have indicated that they will accept T-levels, including the vast majority of Russell group universities.