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.

Education Sector: Equality of Opportunity

Lord Watson of Invergowrie Excerpts

Thursday 17th October 2024 Lords Chamber

[Baroness Wilcox of Newport]

To ask His Majesty’s Government what steps they are taking to promote equality of opportunity in the education sector, particularly in schools.

[Lord Watson of Invergowrie (Lab)]

My Lords, I beg leave to ask the Question tabled by the noble Baroness, Lady Wilcox, who unfortunately is unwell.

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

My Lords, this Government are committed to promoting equal opportunities and breaking the link between young people’s backgrounds and their future success. Breaking down barriers to opportunity is one of our five missions, ensuring that every child thrives in education and achieves their ambitions, no matter their background. That is why, as first steps, we are committed to delivering 6,500 additional teachers and rolling out free breakfast clubs in every primary school.

[Lord Watson of Invergowrie (Lab)]

I thank my noble friend for that response. She will be aware that education provision all too often does not meet the needs of all children, particularly those with special educational needs and disabilities. The Government are committed to a community-wide approach to school inclusivity, so does my noble friend agree that there is a need for all state-funded schools to be required to co-operate with their local authorities on school admissions, SEND inclusion and place planning?

[Baroness Smith of Malvern (Lab)]

My noble friend is absolutely right that children with special educational needs and disabilities are not receiving the sort of education that they need and deserve, despite the enormously hard work of our teachers and others in supporting them. That is why we are committed to improving inclusivity and expertise in mainstream schools, as well as ensuring that special schools cater to those with the most complex needs. As announced in the King’s Speech, we intend to legislate to require schools to co-operate with their local authority on admissions and place planning.

Independent Schools: VAT

Lord Watson of Invergowrie Excerpts

Thursday 17th October 2024 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I commend the noble Lord, Lord Lexden, whom I much respect, for giving us this debate on a subject that is, I know, close to his heart.

The question of VAT on independent school fees was widely circulated before the election, so nobody should be surprised by it. I accept that the January date will have come as a surprise to some but, having said that, if a school has decided that the imposition of VAT will mean it has to close, I cannot believe that the tax starting in January rather than September will be the deciding factor. Surely no school that values its students would close half way through an academic year.

The noble Lord, Lord Lexden, mentioned job losses and the National Education Union. It seems inconsequential to me because, given the issues around the retention and recruitment of teachers, any teacher unable to gain employment in the independent sector will have no difficulty in getting a job in the state sector.

My final point is that there seems to be a hypocrisy here. The Tories have characterised the proposed national insurance contribution rise as ignoring a Labour manifesto commitment. Here is a Labour manifesto commitment being delivered, yet there is more criticism. You cannot have it both ways—much as some would like to.

Higher Education Funding

Lord Watson of Invergowrie Excerpts

Thursday 12th September 2024 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, we are indebted to the noble Lord, Lord Krebs, for securing this debate and for his thoughtful and thought-provoking opening speech. I also very much enjoyed the very well-engineered maiden speech by the noble Lord, Lord Tarassenko; I look forward to his future contributions in your Lordships’ House.

As the right reverend Prelate the Bishop of Sheffield said, universities bring a massive input to local economies. The average across each constituency in the UK is some £58 million, which is an enormous contribution to the general well-being in their communities. According to the Higher Education Statistics Agency, tuition fees account for 53% of higher education institutions’ income. With fees capped since 2017, as the noble Lord, Lord Krebs, told us, it is hardly surprising that by 2026-27, two-thirds are expected to be in deficit. For that reason, international students have become increasingly important to universities, and whether or not that is a good thing, it is a fact of life as we are at the moment. Yet the latest Home Office data, in July, showed a 15% decline in total international student visa applications compared to the same time last year. As the noble Lord, Lord Mair, has just said, the reasons for that are very clear.

It was a bit disappointing that a letter sent to all noble Lords two days ago by my noble friend Lord Hanson, the Home Office Minister, outlining a number of changes to immigration rules, did not have anything to say on the question of the dependants of international students. Of course, immigration rules are not the responsibility of my noble friend the Minister, but Ministers and officials from the Department for Education and the Home Office meet from time to time, and I hope she can indicate that discussions on this important issue will soon take place.

Arguably, the most straightforward option for the Government in addressing the sector’s creaking finances would be to end the cap on tuition fees. The Secretary of State stated this week that she did not want to do so, preferring instead to reform the system overall. I welcome that, but it is going to take considerable time. In the interim, allowing the cap to expire at the end of this academic year, and then increasing fees in line with inflation, would be welcomed by the sector.

I want to highlight a part of the higher education sector whose role is too often undervalued: part-time higher education. It is most notably delivered by the Open University, although Birkbeck also has a long tradition of offering courses to working Londoners. Part-time distance learning is critical to widening access and supporting social justice by allowing adults from higher education cold spots to access higher-level qualifications in their local area. That is evidenced by the Open University, where more than half the students begin their studies without the traditional entry qualifications demanded by other universities.

The lifelong learning entitlement will offer a real opportunity to tackle many of the barriers to people studying flexibly in England. It is not due to be introduced until next year, and I hope my noble friend can clarify the Government’s intentions regarding its rollout. The positive impact of the lifelong learning entitlement could be enhanced by extending maintenance support to all part-time students, including distance learners, through either an extension of maintenance loans or the introduction of targeted maintenance bursaries. The Government should also protect the value of part-time student premium funding in real terms to enable the continued viability of part-time provision.

I endorse the comments of my noble friend Lady Warwick, who recognised the role that further education colleges play in the delivery of higher education. There are more than 100,000 students of higher education at colleges, and often this is the only option for mature students with families and dependants, as well as those looking to reskill or upskill locally. Despite the fact that FE funding has historically compared very unfavourably with both school and university funding levels, the vast majority of FE colleges delivering higher education do not charge the maximum tuition fees. That in itself is a strong reason for the new Government to examine FE funding, as well as that for the HE sector.

Ensuring that the country has a sound base of the skills needed for the demands of an ever-evolving economy should not be seen as a cost. It is, as my noble friend Lord Howarth said, clearly an investment in the future and an essential component in driving economic growth.

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.