Education: Special Educational Needs Budget

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 17th October 2019 Lords Chamber

[Lord Watson of Invergowrie]

To ask Her Majesty’s Government what steps they will take further to the recent survey of local authorities in England which found that since 2014 approximately £400 million has been diverted from mainstream education budgets in order to pay for special needs education.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, we allow transfers of up to 0.5% from local authorities’ mainstream school budgets to pay for special needs education. This requires agreement from the local schools forum. Larger transfers must be approved by the Secretary of State. Next year we will increase high needs funding by £780 million. This increase in a single year should be compared with the reported £73 million that local authorities transferred from mainstream schools to high needs in 2018-19.

[Lord Watson of Invergowrie (Lab)]

My Lords, the survey by the Times laid bare the extent to which local authorities are desperately trying to compensate for the lack of resources provided by central government to enable them to meet their funding requirements under the 2014 changes for SEND pupils. Yet even after the raiding of mainstream education budgets, thousands of SEND parents are left in despair as they attempt to get the support that their children need and are entitled to. It is no good the Minister referring to the election sweetener of additional funding for SEND, which is obviously too little and certainly too late. Annually, it would meet less than half the needs for special needs provision and would in no way reverse the cuts of recent years. Protecting the most vulnerable in society ought to be a priority for any Government. Why is it not for this one?

[Lord Agnew of Oulton]

My Lords, it is absolutely a priority for this Government; that is why we have just announced a very substantial 8% increase per head of population for those aged between two and 18. It is put in place with a 5% uplift to the schools budget, which will also support lower SEN.

Newcastle Upon Tyne, North Tyneside and Northumberland Combined Authority (Adult Education Functions) Order 2019

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 1st October 2019 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

I thank the Minister for introducing this order. As he said, it is of course similar to orders relating to six other combined authorities which we considered in your Lordships’ House almost exactly a year ago. I do not intend to repeat what I said then—at least, not at the same length. I will repeat, however, that the devolution of powers and funding for adult education that this order introduces are welcome. I very much hope that it enhances the provision of adult education in the north-east.

I thank my noble friend Lord Beecham for his local knowledge and for setting out the region’s funding cuts—sustained over the past decade—and what the new combined authority will face as a result. Much effective adult education provision is delivered locally, in line with the needs of communities. As the accompanying Explanatory Memorandum states, the transfer of those functions will assist in providing local areas with a role in,

“managing and shaping their own economic prosperity”.

Spending on education and adult learning needs to be seen as an investment for the long term. To achieve a sustainable supply of skills with the flexibility needed to meet the ever-evolving needs of business, industry and the public sector, the UK must maximise the potential of its existing workforce. That means that all adults of working age, whatever their background or location, need every opportunity to upskill and/or reskill. Learning and earning will make the biggest and quickest difference for the learners themselves, to their families, and to the communities they live in, as well as to employers and the wider economy itself.

A year ago, I referred to the possible unintended consequences of this transition from centralised to devolved funding. I highlighted the case of the Workers’ Educational Association, a long-established and hugely respected organisation of 116 years’ standing and the UK’s largest voluntary sector provider of adult education. I said then and I repeat now that I need to declare an interest of sorts, as the WEA was my first employer after leaving university. More than 25% of the WEA’s 48,000 students are in the combined authority areas, and many of them are from deprived communities that are furthest from the labour market. The devolution of funding could have the unintended consequence of diminishing this provision rather than enhancing it.

In last year’s debate, the Minister recognised the work being done by the WEA and stated that it,

“has a major role to play in delivering adult education and fostering a culture of lifelong adult learning … It is vital that providers such as the WEA make contact with the MCAs”—

the combined authorities—

“and support them so that the local economy and workforce have the skills and expertise that they need for the future. We have provided some guidance to the MCAs for the transitional years”.—[Official Report, 24/10/18; col. GC 85.]

I regret to say that, one year on, some of the WEA’s fears have been confirmed. The organisation has adapted to the new landscape by securing grants and contracts in most devolved areas, though this has not been without the loss of provision in several areas either because it was unsuccessful in its bids, or the new contracts did not support the same range of provision as the organisation previously delivered. As a national provider delivering locally, it remains in a difficult position, seeking multiple grants and contracts against different criteria, often on a year-by-year basis. It should surely be of benefit to combined authorities to acknowledge the level and impact of existing national provision in their area, not only as regards the WEA, and to seek a degree of continuity and gradual transition. It would help if the Government too acknowledged the role of national providers, thus safeguarding against the unintended consequence of destabilising provision, which is already having an impact on local authorities.

I want to raise a matter relating to the Explanatory Memorandum. Paragraph 12.1, under the heading “Impact”, states that:

“There is no significant impact on business, charities or voluntary bodies”.


It would be helpful—indeed instructive—if the Minister were to explain how such a statement could be included when, in paragraph 10.1, the memorandum states that no consultation was carried out. On what basis was it therefore determined that there was,

“no significant impact on business, charities or voluntary bodies”?

I ask this because the WEA is one of Britain’s biggest charities and a voluntary body. It was not asked what the likely impact would be, although of course it made its representations and concerns known to the DfE in advance of the orders introduced last year. It is clear that the impact of this and the previous orders is certainly “significant” as regards its ability to continue its established delivery of adult education.

The meaning of “significant” is of course subjective. Can the Minister say whether his officials assessed the effect on providers such as the WEA and deemed that effect to be not significant? If so, we should be told what criteria were used and at what level the impact would have been deemed significant. I do not expect him to provide these answers today, but I ask him to write to me setting out explanations. For devolution to be fully effective, support must be offered to the full range of providers—local and national—especially those already working with the most disadvantaged.

As the Open University has reported, the real casualties from the 2012 funding changes in higher education have been part-time students in England, whose numbers have since dropped by around 60%. Those who have been most deterred from study by the trebling of tuition fees are not those aged 18 entering full-time higher education but older, especially disadvantaged students. It is apparent that the biggest reason for the decline is the fees and funding policy in England because the scale of the decline in England, where tuition fees are much higher, is two and a half times greater than in other parts of the UK.

The key question regarding the future delivery of adult education concerns how much funding will transfer and how that will affect the ability of the combined authorities to deliver a full provision. The transitional funding in preparation for the full implementation of this order is not clear. The Minister said there was £6 million available in funding for the six combined authorities that were the subject of orders last year for 2019-20 and 2020-21, funded nationally by the Education and Skills Funding Agency. The combined authority for the north-east opted to begin its transition from academic year 2020-21, so will it also receive transitional funding for two years, including for 2021-22? How much will be made available annually?

The spending review announced £400 million for further education, which was widely welcomed within a sector that had been starved of adequate funding over the previous decade. Yesterday we had the unexpected announcement by the Secretary of State of £120 million for eight new institutes of technology. That was without consultation with the FE sector, which is already performing much of what he seems to envisage, so why reinvent the wheel? Simply fund FE colleges adequately and they will do the job that is necessary. But I am afraid that we now seem to have a rather macho Secretary of State who thinks that the role of Cabinet Minister is not demanding enough, so he has abolished the post of Minister of State for Apprenticeships and Skills and subsumed that remit within his own. I have never been a Cabinet Minister but I am fairly confident that it is a full-time job. I am equally confident that any previous Minister of State for Apprenticeships and Skills would contend that that too is a full-time job. To downgrade that post and bury it within the Secretary of State’s own portfolio demeans the importance of the skills agenda and the need to expand it, rather than the opposite. Labour will certainly reinstate the Minister of State post, while ensuring that apprenticeships and skills have the funding and the direction needed to play their part in building the economy that the country needs.

I may have departed somewhat from the order, but my final remarks are directly related to the devolution of adult education functions. The last thing required is mixed messages about how we ensure that we provide for the sustainable supply of flexible skills to which I referred earlier. This order is one part of the jigsaw, which is why we welcome it, but much more needs to be done.

[Lord Agnew of Oulton]

My Lords, I thank all noble Lords for their contributions to this discussion on the statutory instrument. I will endeavour to answer as many of the questions as I can.

The noble Lord, Lord Beecham, asked a number of questions on the size of the combined authority region itself. This came out of the devolution deal that was agreed in that part of the country. I am not familiar with the local politics in that part of the world, but there are some fairly fierce rivalries, and the area that we ended up with was about as good as could be created at the time. On the size of the allocated funding for this region and the plans for the future, that will be part of the spending review, and the details will be announced once we are aware of them ourselves. On the devolution of other functions, we are very much taking an incremental approach. We want to make sure that the functions we have devolved are improved upon, and if local authorities or combined authorities prove that they are good at it, I am sure that we will have a debate about whether more can move in the future. However, at this stage, we want to make this work.

The same applies to the apprenticeship levy, which will maintain as a central function. To answer the noble Baroness, Lady Garden, because this is a relatively new and very profound change to the way apprenticeships work, we wanted to make sure that it was run centrally until we had ironed out all the glitches. Again, I am sure that this will come up for discussion in the future.

On schools funding, I take issue with the noble Lord, Lord Beecham, on his rather gloomy view of the position. As I am sure he is aware, we announced a dramatic increase in schools funding only a few weeks ago of some £14 billion over the next three years—which I think is one of the largest single uplifts in funding for 10 or 15 years. That is before we take into account another £4.5 billion which is going into the teachers’ pension scheme contributions for schools.

I should be very happy to look at the case of the individual school to which the noble Lord referred, which claimed that it could not afford adequate books for its pupils. As the Minister responsible for academies, I spend a great deal of time ensuring that schools are run properly, and perhaps may be able to shine a light on any issues in that particular school. The noble Lord is also somewhat unenthusiastic about academies. There have indeed been failures there, but it is worth reminding the House that the whole point of academies was to tackle entrenched underperformance in local authority schools that often had gone on for 10 or 20 years. Indeed, schools that I took over from the local authority where my academy trust operated had been failing for 15 or 20 years. In the academies programme, we move much more quickly if the academy trust proves unable to sort out the challenges that it undertook in the first place.

--- Later in debate ---

[Lord Watson of Invergowrie]

I am intrigued by the noble Lord’s comments. I unreservedly withdraw any suggestion that the Secretary of State might be acting in a macho manner—but it seems that somebody was. Can he enlighten us as to whose decision it was? If it was not the Prime Minister, my adjective might remain appropriate.

[Lord Agnew of Oulton]

I am afraid I am going to have to disappoint the noble Lord. Those decisions were taken above my pay grade. I can assure him that the further education brief is given full support and impact in the department. I will need to write to the noble Lord on some of his more technical questions around transitional funding and so on, but I will be very happy to do that. We will continue with a watching brief on how this devolution is rolling out.

I reiterate that the order needs to be introduced to allow the combined authority to work with providers to tailor adult education provision for the academic year 2020-21. It will give residents the opportunity to reach their potential, improve their earnings and gain progression, and it will allow the system to deliver in a more flexible and responsive way and have the agility required to sustain a flexible economy. I commend the order to the House.

National School Breakfast Programme

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 5th September 2019 Lords Chamber

[Lord Agnew of Oulton]

The noble Lord is quite right. I should perhaps declare my own interest as someone who grows 3,500 tonnes of sugar beet every year. Of course, a lot of that sugar does not go to the right places. The levy is designed as a pump-primer for the system. We want to see this money encouraging schools to start breakfast clubs that are sustainable in the long term. Noble Lords will be aware that we have just announced a tremendous funding settlement for schools over the next three years. I am confident that there are now resources coming into schools that will enable them to sustain them.

[Lord Watson of Invergowrie (Lab)]

My Lords, it should be a source of shame to the Government that after nine years in power some children in England turn up at school in the morning too hungry to learn. I was astonished to hear the Minister say that he cannot understand why that is the situation. There is a simple one-word answer to that: austerity. That is said to be over now, but it has a long way to run in its effects. The National School Breakfast Programme is a necessity but, as other noble Lords have said, its funding needs to be not just continued but increased—a point made by the CEO of the charity that delivers the programme in his recent report. The problem is that the sugar tax funds it. The Prime Minister has said that he wants to reduce the sugar tax, so where does that leave the National School Breakfast Programme? Labour will enter the general election with a commitment to provide universal free school meals to all primary schoolchildren. What will the Tory party’s response to that be?

Education Funding

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 3rd September 2019 Lords Chamber

[Lord Addington (LD)]

My Lords, I thank the Minister for repeating the Statement. It is interesting and we have to say thank you for the increase in funding—but we needed it. As I understand it, we will get the full impact in about three years’ time. We will not get all of it quickly enough.

The main delivery system for education is the staff. Teaching staff will receive a pay rise, but there seems to be a question about whether academies will be able to filch off and take away the best staff with better offers to make sure that they are not available to schools that need them. Can the noble Lord give us some idea of what the thinking is there?

In the same tone, why are those in further education teaching not being treated in the same way and given the same degree of support? Delivery, and the person who delivers, is the key point here. If you get that wrong, everything struggles. Making sure that we have systems in place to ensure that people are properly paid across the sector is vital. We need more thinking about this. The cash is welcome, but unless these things are properly delivered, problems will be compounded.

There is also the issue of equalisation of funding. We have already mentioned that schools who have been receiving this seem to be those with fewer, shall we say, home problems, or potential home problems, in terms of free school meals. We all know that backing a parent sufficiently makes a huge difference to schools. An idea about the thinking there would be very beneficial. Why is it that those who have that background support are able to get support outside and within the system more easily? Why is that seen to be the way forward?

I now go to my specialist subject and remind the House of my interests in special educational needs and technical support. I thank the Minister for the money for special educational needs; it is roughly a third of what we need to go back to 2015 levels. When are we going to make sure that local government and the education authorities have enough money to meet their needs? I have raised with the Minister on numerous occasions the fact that tens of millions of pounds is wasted by local authorities in losing appeals not to fulfil education and healthcare plans. When will this no longer be the case? This is a ridiculous situation. We have, I hope, the start of a cohesive plan here. It can be restructured if you like, to put in more specialist teachers who can deal with these problems in the classroom and the school. That is an infinitely better situation than leaving it to bureaucracy—but when are we going to start dealing with it?

In the same tone, why are we so obsessed with making sure that people must continually take English and maths tests they failed when they were in further education? The amount of undiscovered special educational needs is recognised by everybody, possibly because the staff are not well enough trained to recognise it and give the correct amount of support. Some people just will not pass. Why are we wasting time there and not finding other ways of getting around this? The technology for English translation is there and it is also there to help with things such as maths. Surely this is a better and more coherent way forward. I look forward to hearing the Minister’s reply.

[Lord Agnew of Oulton]

I thank the noble Lords for their questions; I will try to address all of them.

The noble Lord, Lord Watson, is worried about the fact that the funding seems to be benefiting Conservative seats. The only reason it will benefit those is that historically they have been underfunded compared to other seats: small rural schools have not received the same level of funding as urban schools. With the national funding formula, we have introduced a hard bottom, so that even the best funded schools will increase their funding, but we will increase those who are below the NFF at a rate that is considerably quicker. I assure the noble Lord that there is no gerrymandering; it is just a quirk of history that has ensured that these schools have not done nearly so well.

The noble Lord also asked about teaching assistants. I am concerned about teaching assistants because I believe that we are missing an opportunity to provide fantastic career progression for many of them. Amazingly, some 30% of teaching assistants have degrees, and therefore could go on to teaching relatively easily if they wanted to but are often held back by their wish to look after their children. Many TAs are the parents—mostly mothers—of young children, and therefore teaching hours are not always conducive. That is why the Statement says that we are going to try to make more progress with having more flexible working in the teaching profession. We strongly believe that if we could have more flexible working in teaching, job sharing and so on, many more TAs would go on into teaching, which would be a great boon to them. It would increase their pay—

[Lord Watson of Invergowrie]

I thank the Minister for giving way. It is not so much about those progressing from being teaching assistants to being teachers, but that schools under such financial pressure have in many cases had to dispense with the services of teaching assistants. That is an important issue and many people will be looking to this announcement for reassurance.

I had not noticed when I was speaking earlier that the Secretary of State and the Minister for Schools are here. That is laudable, and I commend them .

Relationship Education Lessons in Schools

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 16th July 2019 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for repeating the Statement.

On 25 February, the Government announced the new regulations and guidance on relationships education, relationships and sex education, and health education. As the Minister said, they were warmly welcomed by all sides of both your Lordships’ House and the other place, but words of caution were part of that welcome.

It was clear that in some schools, the guidelines could be controversial. I asked the Minister for an indication of how many teachers were to be trained in the new subjects, and how many schools he expected to be teaching them by September 2019. I am afraid I did not receive answers to that, nor to my question on what he expected schools to do with the £6 million we made available for training and resources in the new subjects, averaging out at around £250 per school.

Events since have shown that these were key questions because, with the best will in the world, head teachers and classroom teachers simply were not prepared for the onslaught of protests, abuse and trolling that some have since received. In part at least, those disgraceful reactions to the teaching of the “No Outsiders” part of the new guidelines are the result of the Government leaving schools, teachers, head teachers and parents ill prepared for the introduction of the new subjects. Even worse was the Secretary of State being much too slow to speak out in support of those head teachers under duress. He did so, but belatedly. Why did he not demonstrate that support by appearing at those schools worst affected by parental protests, which are often fuelled by people whose interests are not focused on education at all?

Some of those opposed to the new curriculum have argued mendaciously that young children in primary schools are learning about sex or being encouraged to adopt LGBT lifestyles. Will the Minister take this opportunity to state categorically that this is not the case and that anyone suggesting otherwise is wilfully misrepresenting the curriculum? Will he join me in signifying his full support for the brave teachers at those schools in Birmingham who face repeated protests and intimidation, simply for following the law and teaching the curriculum? Finally—I hope it will not be “finally”, although we have a new Prime Minister and new Front Bench in the offing—will the Minister confirm that while schools have flexibility in how they teach the curriculum, complying with the Equality Act is not optional or something that parents can have a veto over, but the law of the land and the will of both Houses of Parliament?

[Lord Agnew of Oulton]

The noble Lord asks a number of questions. The first was on how many schools we envisage will start teaching this voluntarily this autumn. We are up to about 1,500 schools having registered as early adopters; when I took the regulations through in April we had about 1,000, so the number has gone up quite dramatically even in a couple of months. It has spread among primary schools as well.

On the teaching of sex education, the noble Lord is entirely right. At primary level, parents are able to withdraw their children from specific sex education. That is not relationship education and it is important to discern the difference, but they have that right. As I mentioned when we debated the regulations in April, they have the right to withdraw their child up to the age of 16 minus three terms, for the reasons we discussed at that time.

The Government give their unequivocal support to teachers and absolutely condemn the aggressive behaviour. It is worth pointing out that a lot of this behaviour is nothing less than misogynism on the part of some of these protesters, and that they are protesting against the teaching going on at the moment, not the teaching that will come in under the new regulations in September 2020.

The noble Lord’s last question was about whether teaching under the Equality Act is voluntary. I can confirm that that is absolutely not the case. The original provisions of that Act insisted that teaching advances equality of opportunity and fosters,

“good relations between persons who share a relevant protected characteristic”.

Those relevant characteristics include sex, race, disability, religion or belief, sexual orientation, gender reassignment, or pregnancy and maternity.

Multi-academy Trusts

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Wednesday 10th July 2019 Lords Chamber

[Lord Agnew of Oulton]

My noble friend is entirely correct. Again, we have done a lot to strengthen the quality of academy trust boards. We have organised a programme called Academy Ambassadors, finding more than 1,000 commercial individuals who have volunteered to join trusts over the past four years, bringing extra rigour and scrutiny. The regional schools commissioners have carried out 1,000 trust reviews in the last academic year, which also requires that non-exec members of the board attend those meetings.

[Lord Watson of Invergowrie (Lab)]

My Lords, the rather blithe dismissal of concerns by the Minister runs counter to the Public Accounts Committee, which reported six months ago that financial controls in schools needed to be strengthened and that,

“the Department for Education’s … oversight and intervention needs to be more rigorous”

The fact is that the Government have virtually no powers to rein in those academy trusts that are acting in a cavalier manner with public funds. I know that the Minister wrote to several academies earlier this year asking them to justify excessive salaries; can he say whether the Harris Federation was one of them? I acknowledge the good results that that trust’s schools produce, but it is the third largest trust in England and it has 11 staff earning more than £150,000 a year. Yet the largest trust, United Learning, has just one. Does that not make the Minister curious?

[Lord Agnew of Oulton]

I am afraid it does not, my Lords, because the Harris trust is delivering the most extraordinary level of education improvement in the country. If you take the cost of that senior management team and divide it by the number of pupils in that trust, you will see that it is extraordinarily good value.

Education: Music A-level

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Monday 24th June 2019 Lords Chamber

[Lord Agnew of Oulton]

The right reverend Prelate shares the concern of many Peers in this Chamber today. As I have said in Answers to earlier Questions, music has been extremely important in my own life; as I mentioned a year ago when this was raised by my noble friend Lord Black, my own father was cured of a debilitating stammer through the discovery of singing when he was a teenager. However, as I said earlier, children can discover music not only through the specific routes of GCSE and A-level. We have set up the music education hubs, which have been an outstanding success. In 2013-14, some 600,000 children had access to them, and last year, according to Birmingham City University, 89% of schools and some 700,000 pupils benefited from them.

[Lord Watson of Invergowrie (Lab)]

My Lords, despite what the Minister said, the Government’s commitment to music education is very much in question, not just because of the falloff in A-level entry that we have heard about. When I met the Secretary of State two weeks ago to discuss music education, he was unable even to give me a commitment that the national plan for music education, which finishes next year and to which the Minister alluded in his initial response, would continue. That is a disaster for the many young children who are studying music just now but have no guarantee beyond 2020. Will the Minister undertake to investigate the possibility of transitional funding to ensure that those young people can continue with their studies?

Children’s Homes etc. Inspection Fees, Childcare Fees, Adoption and Children Act Register (Amendment) Regulations 2019

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 18th June 2019 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, I am grateful to the noble Lord, Lord Russell, for tabling this Motion. I understand that he has a strong interest in this area, so I appreciate his desire to have this debate.

Every child deserves a loving and stable home. For the majority of children, that is with their birth family. For others, it may be with extended family, foster carers or adoptive parents. Indeed, thousands of adoptive families have had their lives transformed by adoption, which can give vulnerable children the opportunity of a caring and stable home. I am proud of the work this Government have done, and continue to do, to support adoption.

The time it takes for a child to be adopted has fallen. Since 2012 the average time between a child entering care and being placed with a family has reduced by seven months to 14 months. This is encouraging, but of course more can be done. We are creating a network of regional adoption agencies across the country to help ensure that children are placed without delay and that high-quality adoption support is available nationwide. There are 80 local authorities in 18 live regional adoption agencies, which are reporting the benefits of working together. We expect all local authorities to be in a regional adoption agency by 2020.

Since launching it in 2015, we have provided almost £120 million through the Adoption Support Fund, helping adopted and special guardianship children and families adjust to their new lives. By March 2020 the total investment will reach almost £150 million.

These regulations do a number of things. However, I appreciate that the primary concerns of the noble Lord, Lord Russell, relate to revoking the duty to refer children and adopters to the adoption register. As we have heard, the register was an online database that sought to match children and adopters who had not been matched locally. In August 2018 the Government announced their decision not to re-procure. The contract for its running ended on 31 March this year. As a result, we wish to revoke the duty to refer children and adopters. Not revoking this duty would cause an unnecessary burden on adoption agencies to fulfil a redundant duty to refer to a register that is no longer in operation. I reassure noble Lords that these regulations do not seek to do more than this. All other legislation relating to the adoption register remains.

The noble Lord, Lord Russell, raised the issue of exchange days. The register contract part-funded exchange days and activity days. It is my understanding, from information provided by Coram, that it intended to continue them. These tend to be on a commercial basis, funded by local authorities. Central government funded them as part of a discovery phase to ensure that they worked—and in many cases they do.

The Government have considered these changes to the adoption register for some time, gathering evidence on its use. In late 2017 we completed specific research on the adoption register. To answer the specific question from the noble Lord, Lord Watson, about how we reached this decision, the research found that although the register had been useful in matching children with adopters over its period of operation, practitioners did not favour it, instead wanting to be provided with up-to-date, accessible information. A clear theme arising from the research was the difficulty of using the register and views on its effectiveness. Over recent years the vast majority of adoption agencies—93%—have chosen to pay for subscriptions to alternative services, despite the adoption register being free. I understand that all local authorities now subscribe to an alternative.

Feedback from adoption agencies suggests that often the adoption register was used only because the agency was under a legal duty to do so. Before the register closed, we understand that the majority of children and adopters appeared on alternative matching services. In March 2019, the main commercial provider had active profiles for more than 1,500 approved adopters, while the register had around 400 active profiles.

The noble Lord, Lord Russell, was concerned about a lack of compliance with the duty to refer. He is correct that, although there was a statutory duty on adoption agencies to refer children and adopters to the register, this did not always happen. I appreciate the concerns that the Government did not do enough to fix this. I assure noble Lords that we did take measures to address it: we regularly discussed the matter with Coram, the contractor, monitoring data or referrals and then speaking to the agencies when Coram had identified a recurring issue. My colleague, the Parliamentary Under-Secretary of State for Children and Families, also wrote to all local authorities to remind them of their obligation. It should be remembered that around 70% of adoption matches are not made using matching systems; they are made locally. The adoption register contributed around 7.4% of matches in 2017-18, with other services contributing the remainder.

[Lord Watson of Invergowrie]

That is exactly the point: some 257 matches were made in 2018-19, and hard-to-place cases are the ones that we are concerned about. The Minister has not so far mentioned hard-to-place children. I hope that he will come on to that.

[Lord Agnew of Oulton]

I assure the noble Lord that I will specifically address the issue of harder-to-place children in a moment.

Since we announced the closure back in August 2018, the Government have not received any feedback to suggest that local authorities and adoption agencies are having difficulties matching children. In fact, the Association of Directors of Children’s Services said that,

“local authorities continue to take responsibility for our children who need adoption and the adopters we approve, and have never relied on one system alone in the matching process”,

and ahead of the closure, the sector leaders spoke out about their support for the decision.

On harder-to-place children, the noble Lords, Lord Russell and Lord Watson, sought reassurance that such children would not be more vulnerable or drop out of the system because of the loss of the register. The adoption register was never intended to be solely for harder-to-place children. Rather, it was to provide an alternative source of potential adopters for all children. To some extent, all children who are not placed locally, so needing a matching service, could be regarded as harder to place. But “harder to place” is generally understood to mean sibling groups, ethnic minorities, children over five years-old and children with a disability. One of the commercial alternatives contains a high number of hard-to-place children. I understand that its recent child cohort included 50% in a sibling group, 12% aged over five, 27% who did not identify as white British and 15% who had multiple health or emotional needs. I hope that that also addresses the point made by the noble Lord, Lord Storey.

In a recent survey by Link Maker, the alternative provider that was discussed, 67% of respondents said there had been no change to their ability to find matches for harder-to-place children, 14% suggested that it was now harder and 17% suggested that things had improved. Indeed one of the comments said,

“by far the most matches for the harder to place children, siblings groups etc, came via Link Maker rather than through the Adoption Register”.

The noble Lord, Lord Russell, and the noble Earl, Lord Listowel, asked how many children were likely to miss out on placements. That is the most crucial question in this debate. I would like to reassure noble Lords that children are not being left behind following this decision. There is no gap in provision; children are and will continue to be matched with loving families. The Government will of course continue to monitor this and robust action will be taken if this changes.

The noble Lord, Lord Watson, asked about a lack of proactive searching. I understand that there is concern that the alternative provider offers only a system, whereas the register provided an additional service. As the noble Lord said, the register employed 10 regional business partners to search for links. In 2018-19, it found 120 matches. During the same period, the main commercial alternative found 967 matches. If a child has been waiting for a long period, the main commercial provider system will proactively contact the social worker to provide assistance.

Alongside the register, agencies have used a range of other services and also use the exchange and activity days that I have already mentioned, including commissioning them for their areas. It is important to acknowledge the important work of Coram in this area. I recognise the important work that the noble Lord, Lord Russell, does with Coram and the support he provides to it.

Naturally, I understand concerns when we talk about commercial providers, but I assure noble Lords that we are not talking about large organisations making a profit at the expense of children and adopters. The main commercial provider, Link Maker, is a social enterprise run by a group of adopters. It monitors the progress of children added to the system, and if a child has been on the system for an extended period, an email is sent suggesting ways of finding matches. I understand that another service is being launched and will be run by Coram, which, as I said, is respected for its work.

For the main commercial provider, subscriptions by local authorities are paid on an annual basis, not per child. There is no reason—in particular, no financial reason —why a commercial service would ignore harder-to-place children. Local authorities have a duty to safeguard and promote the welfare of a child they are looking after, and I trust that they will continue to fulfil this duty.

The noble Lord, Lord Storey, asked about the cost of Link Maker. I appreciate the concern about the cost of commercial alternatives. As the Parliamentary Under-Secretary of State said to the committee, on average it costs a local authority about £5,000 a year for the subscription. I appreciate the concern when considering that the adoption register was a free service, but it is important to state that the majority of adoption agencies—around 93—were already paying for a subscription.

The noble Lord, Lord Russell, asked about our future plans. The Motion refers to work we are undertaking on the feasibility of a future digital infrastructure to support this area. This brings us to the point made by the noble Lord, Lord Russell, about the Select Committee and Sir Martin Narey. Both reports suggested that the Government’s work for the most vulnerable children in our care is too siloed. The reviews found that considering the component parts of the care system, for example fostering and adoption, in isolation,

“creates an unhelpful divide in the way we approach a child’s experience in the system and his or her routes to permanence”.

In response to this, we are trying to improve support across the sectors with better information and better systems. Agencies hold and share a lot of data and need to ensure that it is managed appropriately. We are exploring the feasibility of introducing a system that can bring it together to support better communication and present it in one place in a user-friendly way. We agree that this makes sound sense and we are actively considering the implementation of a single list.

Reflecting the findings of these recent reviews, we want to work with the sector to think through the best digital infrastructure to support adoption and fostering. My colleague, the Parliamentary Under-Secretary of State, will write to colleagues to provide more detail on this work following the spending review.

Beyond the adoption register, I shall also say a few words about what else these regulations cover. They make changes to inspection fees for social care providers and childcare providers. They introduce a 10% increase to the fees payable to Ofsted by some social care providers to move closer to full cost recovery. This increase has been made annually since 2010. As well as this, Ofsted charges an annual registration fee to childcare providers on the early years register. This statutory instrument maintains the current registration fee of £50 for a specific group of providers that operate for only a limited number of hours each day, reducing the potential burden on childcare providers of a fee increase.

The noble Lord, Lord Watson, referred to the procedure used for these changes to the regulations. I understand that there has been some concern. We are advised that the negative procedure was correct for this type of change, and it is the procedure set out in the primary legislation. We spoke to the sector extensively, and it was comfortable with the adoption register coming to an end. We wanted to revoke an unnecessary duty; indeed, we were asked to do so by the sector. There was therefore a feeling that this was routine and that we were attempting to tidy up regulations so as not to leave a redundant duty. I reassure noble Lords that there was no attempt to hide this or slip it through under the radar.

I welcome noble Lords’ interest in these regulations. I want to provide reassurance that the Government have spoken to the sector extensively regarding changes to the adoption register and that that dialogue continues. Feedback shows that users of the register are comfortable with the decision to end its operation. We have not received any feedback to suggest that agencies are struggling without it. I accept the comment of the noble Lord, Lord Storey, that it is early days; however, had it been crucial to the operation of local authorities, within three months we would have heard something from them.

I hope that I have been able to provide more context to these changes and to reassure noble Lords of the focused and necessary attention of these regulations. On that basis, I ask the noble Lord, Lord Russell, to withdraw his Motion.

Sure Start

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Wednesday 5th June 2019 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for repeating the Statement. The IFS research demonstrates the critical role that Sure Start plays in children’s health as well as in their general development. The key findings are that the Sure Start programme begun by a Labour Government 20 years ago had a big, positive effect on children’s health, reducing the hospitalisation of children from disadvantaged areas by the time they finish primary school. Indeed, by age 11 Sure Start prevents about 5,500 hospitalisations each year, at an estimated saving to the NHS of £5 million.

Surprisingly, the Statement says that the Government welcome the report, although it is not clear why. Even more surprisingly, it asserts that there are now more children’s centres than at any time prior to 2008. How can that be? Last year, the Government’s own figures admitted that more than 500 Sure Start centres had closed. We know that it is many more than that. How does the Minister justify that astounding claim?

With the upcoming spending review, the IFS calls on the Government to review the impact of Sure Start and decide how the programme will be used. We thoroughly endorse that call, and I ask the Minister: will the Government commit to responding to the report’s recommendations before the Summer Recess, because children in disadvantaged communities cannot wait while the Tory party continues its self-indulgent navel gazing?

[Lord Agnew of Oulton]

My Lords, in answer to the noble Lord’s question about the exact number of children’s centres, as at the current state, there are 2,353 main children’s centres and a further 700 linked sites open to families and children. The important part of this issue is that all noble Lords share our concern to help improve the chances of disadvantaged children in our society. We have taken a slightly different approach through the introduction of the offers for two year-olds, three year-olds and four year-olds, where we are providing free childcare for hundreds of thousands of young children.

Schools: Free School Meals

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Wednesday 22nd May 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, we are running a number of pilot schemes on food in school holidays, and we have quadrupled the amount of money this year to strengthen programmes to encourage co-ordination in local communities. Just two weeks ago, we announced a number of organisations that will be working across the country to do this. We hope to feed around 50,000 children during the holidays this summer.

[Lord Watson of Invergowrie (Lab)]

Can the Minister square his comment that all children are entitled to nutritious school meals with the fact that the Conservative Party’s 2017 manifesto committed to ending universal free school lunches for infants?

[Lord Agnew of Oulton]

My Lords, the reality is that we have not done that and are providing some 1.5 million infant meals at a cost of some £600 million a year.

Education: Climate Change Science

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 16th May 2019 Lords Chamber

[Lord Agnew of Oulton]

The noble Lord makes a very interesting suggestion, which I shall pass on to the Foreign Office.

[Lord Watson of Invergowrie (Lab)]

My Lords, the noble Lord commented on science and geography being taught in schools. Clearly that is not effective enough, because students in Oxford have started a national petition to make climate change a core part of the curriculum. So far it has attracted 71,000 signatures. So young people are getting the message, and it seems that MPs are as well, because two weeks ago a Labour Motion in another place to formally declare a climate and environment emergency was endorsed without a vote. I should add that the Environment Secretary responded to that debate by saying that the situation we face is an emergency. That endorses the Minister’s point about this not being party political; I very much welcome that. Given Mr Gove’s wise words, perhaps I might build on the point made by the noble Lord, Lord Singh. Does the Minister know whether Mr Gove will raise with Donald Trump during his visit the fact that climate change is a very real threat and that ignoring international agreements and action on the climate crisis is something that he can no longer do?

[Lord Agnew of Oulton]

My Lords, I am not sure whether my right honourable friend Michael Gove will be meeting Mr Trump, but I am sure that he would raise those issues with him. I want to put a slightly different slant on things. We are making enormous progress in this country to combat climate change. As I mentioned, we are leading the world in offshore wind power generation, the cost of which per kilowatt hour has dropped dramatically in the past five years. We have created a Green Finance Institute. A record proportion of our energy is generated by low-carbon sources. In the past few weeks, we have had the first evidence of generation of electricity without any use of coal at all. We have dramatically reduced the role of coal-fired energy in generation. So we must remember that we are doing an enormous amount. My priority on climate change is that we should adapt to deal with its consequences.

Apprenticeships

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Monday 13th May 2019 Lords Chamber

[Lord Agnew of Oulton]

I will write to the noble Earl with the exact figures, but there is good news; I have come reasonably prepared for this question. The percentage of BAME apprentices—black, Asian and minority ethnic —went up from 9.9% in 2011-12 to 11% last year. Importantly, the number of apprentices with learning disabilities has gone up from 7.7% to 11.9%.

[Lord Watson of Invergowrie (Lab)]

My Lords, one of the causes of the Government falling so far short of their laudable target of 3 million apprenticeship starts by next year is that not enough young people are directed towards apprenticeships in schools. A recent survey showed that only 9% of current apprentices found out about theirs through their teacher, and just 6% through a professional careers adviser. That is totally unacceptable. When will the Government start enforcing the requirement introduced last year for all schools to have a designated careers leader and—under the Baker clause of the Technical and Further Education Act—for head teachers to allow outside speakers to come in and inform young people of the rewarding alternatives to the academic route after they leave school?

[Lord Agnew of Oulton]

The noble Lord is right that schools are still not engaging enough to encourage apprenticeships. I accept that as fair criticism, but we are improving. We have just had the Youth Voice Census back for 2019, which shows that the percentage of children learning about apprenticeships has gone up. For example, specifically for engagement at FE level, “meaningful encounters” with sixth-form colleges have gone up from 52% to 60% and with FE colleges from 52% to 58%, and independent training provider engagement has risen from 29% to 34%. The work is ongoing.

Children’s Rights

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 30th April 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I will have to seek advice from the Home Office and write to the noble Lord on that.

[Lord Watson of Invergowrie (Lab)]

My Lords, the 2017 Conservative manifesto said:

“Britain should be the best country in the world for children”.


Yet, as other noble Lords have said, today the UNHRC’s recommendation on the child’s rights action group or strategy still remains unfulfilled. The same manifesto also said that child poverty would be reduced but, despite what the Minister has just said, it is going in the opposite direction. Adding insult to injury, last year the role of Minister for Children and Families was diminished from Minister of State to Parliamentary Under-Secretary. In the circumstances, how can the Minister come to this House and tell us that the Government are committed to the interests of children?

[Lord Agnew of Oulton]

My Lords, I respectfully disagree with the noble Lord about child poverty. A child growing up in a home where all the adults are working is five times less likely to be in poverty than a child in a household where nobody works. In 2010, under the old Labour national minimum wage a person would have taken home £9,200 after tax and national insurance. Today, under the national living wage that person would take home £13,700. That is a dramatic increase for that family.

Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Wednesday 24th April 2019 Lords Chamber

[Lord Watson of Invergowrie]

I thank the Minister for that interesting description of the complaints procedure, but it was not the point that I raised. I was talking about the means available to parents of children who are in an academy as part of a multi-academy trust which has its own governing body. Often, the schools within that do not have their own board of governors or even a committee—call it what you like—to which individual parents can feed in. In the context of these regulations, if we are deciding what is taught in a particular school, that is important. If parents do not have that link—because it is perhaps a manager at the academy trust headquarters making the decision—it is a gap that needs to be filled.

[Lord Agnew of Oulton]

I am certainly happy to write to the noble Lord to clarify that, but I reassure him that each academy school will have a governing body. There may be some instances where a governing body operates over two or three schools if they are small schools, and they may be called academy councils rather than governing bodies, but there is a representative body beneath the academy board—there may be instances that I do not know about, but I would be very surprised. To link back to my opening comments, academies as well as local authority schools will be required to consult parents in their construction of these curricula.

The noble Lord raised the budget issue. I understand that £250 a school sounds somewhat derisory. We will be looking at training for newly qualified teachers and at how we can provide more training as part of that preparation for teaching. We will of course keep a weather eye on the quality of the online materials made available and will gain experience from the pathfinder schools that start teaching this from September this year.

I believe that we all share an ambition to ensure that our children and young people have the knowledge to help keep themselves safe, to be prepared for the world in which they are growing up and to respect others and difference. These regulations give us the opportunity to build a consistent foundation across all schools so that children and young people have the knowledge they need to manage their academic, personal and social lives in a positive way. For the reasons that I have set out, I commend the regulations to the House.

Schools: Staffing

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 4th April 2019 Lords Chamber

[Lord Watson of Invergowrie]

To ask Her Majesty’s Government what assessment they have made of the decision by some teachers to take a 20 per cent pay cut in order to prevent staff redundancies in their schools.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, it is for schools to make their own decisions about investing their funding and their staffing. The department publishes pay ranges and all maintained schools must follow these in setting pay. Although there is more money going into our schools than ever before, we recognise that there are some budgeting challenges. That is why we have introduced a wide range of practical support to help schools and local authorities economise on non-staff costs.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for that reply, but it is the usual mantra about more funding going into schools. That is, frankly, sophistry, because 91% of schools have suffered real-terms cuts in per-pupil funding since 2015. My question highlights just one example of school budgets being stretched beyond breaking point, leading to situations where parents are asked to buy essential items such as books and stationery. Some schools now close on Friday lunchtimes to save money. Is it not a disgrace that, in one of the richest economies in the world, head teachers are forced to beg for funding in some situations? The very principle of free education is being undermined by Conservative cuts to our schools. The Government’s latest school workforce statistics show that, in 2017, there were 137,000 more pupils in England’s schools, yet there were 5,400 fewer teachers and 2,800 fewer teaching assistants. How can the Minister possibly justify that?

[Lord Agnew of Oulton]

My Lords, I think that the school which has come to the noble Lord’s attention is Furzedown School in Wandsworth. The challenge which that school faces is declining pupil numbers. They have declined every year for five years, which is why it needs to keep an eye on its staffing levels. That is its problem. It is a well-funded school, receiving £4,900 per pupil, which is well above the national average of £4,166. On the bigger point of overall funding, the IFS has said, independently, that per-pupil funding for five to 16 year-olds by 2020 will be 50% higher than it was in 2000.

Knife Crime: First Aid in Schools

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Wednesday 13th March 2019 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, we know that first aid saves lives. That is why life-saving skills are part of health education, which we are introducing in all state-funded schools. Pupils will be taught first aid, how to make efficient calls to the emergency services and, in secondary schools, CPR. We are also introducing relationships education in all schools. That will help pupils to form and maintain healthy relationships, manage conflict and get help when it is needed.

[Lord Watson of Invergowrie (Lab)]

I thank the Minister for that reply. Children are learning in school how to deliver first aid to knife crime victims because they increasingly find themselves affected by violence. I commend the important work being done in schools by the charity StreetDoctors. Last week, the Prime Minister denied that there was a direct link between reduced police numbers in communities and increased knife crime and, although that was widely refuted, not least by the Metropolitan Police Commissioner, many usually linked causes contribute to knife crime. One of them is permanent exclusions from school, which have risen sharply in recent years; there is a shortage of registered provision for excluded children, some of whom are thus unsupervised. Exclusions are a necessary and important sanction, but does the Minister agree that it is not acceptable or indeed legal to exclude without due regard for the impact on and risks to the child being excluded?

[Lord Agnew of Oulton]

My Lords, the noble Lord raises a very important point on exclusion. It is always a last resort to use a permanent exclusion for a pupil. Just to give some context, the percentage of permanent exclusions last year was actually less than it was 10 years ago. In 2006-07, it was 0.12% and last year it was 0.10%, so we need to keep that in perspective. We are pretty confident that there is no causal link between permanent exclusions and knife crime. However, we are alert to the need to provide better specialist provision for children who are permanently excluded. That is why we announced a number of initiatives in October, including an extra £100 million in capital for special provision for schools.

Schools: Swimming and Life-saving Skills

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Wednesday 6th March 2019 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, I am pleased to answer this Question for Short Debate, and thank the noble Lord for raising the important issue of swimming and life-saving skills in schools. Swimming is a vital life-saving skill. This is why pupils are taught to swim and about water safety at primary school. I am delighted to be able to update the House today on the work the Government are doing to improve swimming and water safety skills in schools. Being able to swim and learn about water safety, including the dangers of open water swimming and cold water shock, can prevent accidents and drowning fatalities.

The noble Lord, Lord Addington, asked how many sports are impacted by one’s ability to swim. It opens up opportunities to participate in a wide range of water-based activities, such as canoeing, rowing and sailing. I cannot get to the figure of 20 that he mentioned, but he is correct that it impacts on many opportunities, which is why all pupils should have the opportunity to learn to swim.

The Government support the view of the noble Lord, Lord Storey, that no child should leave primary school unable to meet a minimum standard of capability and confidence in swimming. This is reflected in the national curriculum, which includes swimming and water safety as compulsory elements at primary level. It also provides a frame of reference for academies in deciding what to offer as part of the broad and balanced curriculum. We know that too many pupils leave primary school unable to meet those expectations. We are working closely with colleagues in government and the sport and education sectors to raise attainment.

In 2015 the Government asked the Swim Group to submit an independent report setting out recommendations for improving curriculum swimming as part of the Sporting Future strategy. The Swim Group includes representatives from across the swimming and education sectors. The report demonstrated the need to do more to support schools in delivering swimming and water safety lessons to all pupils.

The noble Lord, Lord Watson, asked about progress in implementing the recommendations. To date we have implemented four of them. Sport England is also updating its facilities guidance for local authorities. We have increased the flexibility of pupil premium funding, and we are including a communications strategy, which was recommended, for educational stakeholders. For secondary schools we are also including an updated communications strategy. We took the recommendations very seriously, and we are endeavouring to implement as many as possible.

All primary schools in receipt of PE and sport premium, including academies, have to report on how many of their pupils meet the swimming expectations. We have increased support for schools to use their PE and sport premium to increase training and provide additional top-up swimming lessons. New free guidance is available from the Swim England website, which covers everything schools need to know about how to provide high-quality swimming and water safety lessons to all pupils.

We have worked with the Independent Schools Council to encourage meaningful partnerships between independent schools and their local state primaries. For example, Cheltenham Ladies’ College is working with local partners to provide additional swimming lessons to pupils not able to swim after being taught swimming in their core PE lessons.

The noble Lord, Lord Addington, asked about SEND pupils. We agree that it is most important that all pupils have the ability to learn to swim. The Swim Group reported that not all pupils with SEND have access to swimming and water safety lessons in school. More work needs to be done to understand the current provision, and any barriers to inclusive lessons. We have funded a project to help address this issue—the Youth Sport Trust-led Inclusion 2020 project has identified five local areas to form partnerships to improve swimming and water safety: Durham, Dorset, Milton Keynes, Northamptonshire and West Yorkshire. We will review the evaluation of these local innovation partnerships when it is available in 2020.

The noble Lord, Lord Addington also asked about the resources available for swimming generally, and I can reassure him that, again, there is a lot going on. Sport England is working with nearly 100 local authorities that have plans for additional swimming pool provision. Since 2012 it has invested £67 million in 46 local authority facilities to include pools, which results in about £700 million in investment from those authorities.

We will continue to build on this work across government, working with and supporting schools, county sports partnerships, and swimming and water safety bodies and charities. We are working with Swim England to publish online videos that will support teachers in assessing pupils’ swimming capabilities. These will be available to all schools this spring. Our swimming and water safety communications activity will focus on supporting a water safety awareness week. This addresses part of the question asked by the noble Lord, Lord Addington, about highlighting the dangers of being around water. The awareness week will include information on that subject, and a new guidance pack for parents on school swimming and water safety will be published on the Swim England website by the end of March, including information on how to be safe in and around water.

The noble Lord, Lord Storey, asked some related questions—and one in particular, about drowning following excessive intake of alcohol. The noble Lord is right to highlight this as an important subject. Issues around alcohol will make up part of the health education taught in schools. Combating alcohol-related drowning is a priority for partners such as the Royal Life Saving Society, with its national campaign, “Don’t Drink and Drown”. This campaign reaches out to universities and warns drinkers to steer clear of walking by or entering water when under the influence of alcohol.

The noble Lord, Lord Storey, also asked about the collection of data on drowning. The collection of data on water-related incidents is an important part of reducing the number of deaths by drowning. I welcome the collaboration on data collection through the water incident database, but I will raise the issue with the Department for Transport, which has the overall responsibility for water safety.

County sports partnerships review schools’ reporting of the use of their PE and sport premium and this year we will be looking at those reports in more detail. We will be launching a school sports action plan in the spring of this year. It will have at its heart how sport can assist in the development of character and well-being in pupils. Swim England is involved in its capacity as a national governing body of sport.

My noble friend Lord Dunlop raised several questions. On the sharing of experiences between English and Scottish schools on swimming, Swim England is working closely with Swim Scotland and other swimming national governing bodies. They are sharing the outcomes of the Swim Group report and the government actions to support these national governing bodies to work with their own Governments.

My noble friend asked about data. The Active Lives Children and Young People Survey will provide annual data on swimming following findings on school swimming and water safety in the December 2018 publication of the survey. These annual findings will give us robust information on the swimming and water safety skills of pupils. We have also changed the reporting for primary schools to ensure that the mandatory requirement to report the use of the premium on their school website includes a requirement to publish information on their pupils’ swimming and water safety ability.

Lastly, my noble friend asked whether the picture is changing. Sports England’s Active Lives Children and Young People Survey collected data on more than 100,000 pupils and reported its first findings in December last year. Seventy-seven per cent of year 7 pupils reported being able to swim the 25 metre unaided requirement in that survey.

Life-saving teaching in schools also relates to work that the Government are doing in health education. We are making health education compulsory in all state-funded schools in England and voluntary teaching will begin in September of this year. In doing this we have responded to the sustained calls for mandatory first aid in schools so that pupils can have the access they need to knowledge about life-saving and first-aid skills.

The noble Lord, Lord Storey, asked about the teaching of water safety and rightly highlighted the importance of learning about it. Our guidance on health education encourages schools to look for opportunities to draw links between subjects and integrate teaching where appropriate. There will be an opportunity for schools to bring together what they teach in life-saving with their swimming lessons. The new water safety guidance pack can help them to do that more effectively.

We have proposed in the updated draft statutory guidance that health education will include first-aid and life-saving skills in core content for the first time. This will support whole school approaches to fostering pupil well-being and developing pupils’ resilience and ability to self-regulate. We encourage teachers to draw upon high-quality resources in the classroom, including guidance on first aid and emergencies from the British Red Cross, St John Ambulance and the British Heart Foundation.

As such, health education should complement what is already taught and develop pupils’ core knowledge and broad understanding to enable them to lead healthy, active lives. It will be up to schools to decide whether and how to build on the core swimming expectations in the context of their wider health education provision.

The debate we have had today has highlighted how important swimming and life-saving skills are.

[Lord Watson of Invergowrie]

The Minister has answered a considerable number of questions but he has not answered one of mine in relation to the funding that supports the announcement in October last year of additional support for schools. The figure of £300 million in the PE and sport premium was mentioned. My question was whether the activities announced in October 2018 are to be paid for through that—and, if so, how much—or is it to be new resources from the DfE?

[Lord Agnew of Oulton]

Apologies to the noble Lord; I omitted that in my reply. Extra help for schools was announced on 18 October but there was no new funding specifically for school swimming. However, we have encouraged use of the £320-million PE and sport fund, from which all primary schools receive each year to support school swimming and water safety. This works out on average at about £18,000 per single-form-of-entry primary available for sports activity. More broadly, as part of the 2012 Olympic legacy, we have invested nearly £1 billion in sport in aggregate since then.

This debate has highlighted how important swimming and life-saving skills are, and the role that schools can play in teaching them. I hope that the range of actions I have set out demonstrate just how seriously the Government take the ambition that all pupils ought to leave primary school being able to swim, and that the new health education requirements can help to build on that. I hope all noble Lords will join me in doing all we can to make sure that schools are aware of the support and take advantage of it.

Universal Credit: Free School Meals

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 21st February 2019 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, the delay in the rollout of UC is surely a recognition by the Government that inter alia they have not offered proper protection to around 1 million children in poverty who would have become eligible for free school meals under the transitional arrangements. They are expected to miss out, at a cost of around £430 per child. As the noble Lord, Lord Addington, said, teachers know only too well that an undernourished child is in no fit state to be taught effectively. I have to say that the current Secretary of State for Work and Pensions is showing signs of a caring approach that was singularly lacking in her predecessor. Will the Government now adopt the policy consistently advocated by Labour and support all children living in poverty by completing the rollout while maintaining the existing rules under which all universal credit claimants are eligible for free school meals?

[Lord Agnew of Oulton]

My Lords, we debated this almost exactly a year ago. The key thing which may be being misunderstood is that the provisions we have put in place for children with parents on universal credit are for an expanded cohort of children. More children are now entitled to free school meals than were before universal credit.

Education, Health and Care Plans

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 14th February 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I do not have that information to hand but I will write to my noble friend to deal with it specifically.

[Lord Watson of Invergowrie (Lab)]

My Lords, autism is the special educational need that most often features in SEND appeals. Many of the cases are the result of local authorities having refused an education, health and care plan needs assessment, yet the majority of such appeals are won by parents. I very much take on board the point made by my noble friend Lord Blunkett about bringing local authorities together. But does the Minister accept that where a child has an autism diagnosis that fits in with the SEND code of practice, it should not be permissible for a local authority to deny that child’s family a needs assessment?

[Lord Agnew of Oulton]

The noble Lord is right that autism accounts for the highest proportion of all claims at about 43% of appeals. We are very much focusing on this as an area of concern. In December last year we announced a number of measures to help deal with this, including joining up the healthcare and education services to address autistic children’s needs holistically, developing diagnostics services to diagnose autism earlier, improving the transition between children and adult services so that no young people miss out, and improving the understanding of autism and all its profiles, including recently identified forms such as pathological demand avoidance.

Multi-Academy Trusts: Salaries

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 14th February 2019 Lords Chamber

[Lord Agnew of Oulton]

He is helping himself to a salary of some $7 million per year to promote an extraordinary organisation, which is generating mental health issues among many of our young people—and I will deal with that when answering the next Question.

[Lord Watson of Invergowrie (Lab)]

Now that the advertising is over, I make the point that in primary as well as secondary academies, head teachers earn on average more than their counterparts in the maintained sector while paying their teaching staff less than teachers’ counterparts in that sector. This is the sort of avarice that results when schools are allowed to abandon national pay scales. The Minister talked about writing to academy trusts and he did so—to those where senior staff earn more than the Prime Minister. But they can ignore him, because he has absolutely no power to compel them to moderate senior pay. It is not just salaries that are out of control in academies. The academy trusts themselves are out of the control of government Ministers; that should not be the case. Will the Government introduce measures to ensure that academy trusts are held fully accountable for the public resources they spend? The next Labour Government will certainly do so.

[Lord Agnew of Oulton]

My Lords, I do not think the noble Lord understands the degree of scrutiny to which academy trusts are subjected. It is a far higher level of scrutiny than local authority schools receive. They have to submit audited accounts every year; a comparable school in the local authority sector is audited only every three or four years on average, and that information is not published or easily available. So I disagree fundamentally with the noble Lord’s point. Regarding comparable salaries in the two sectors, a head teacher of a secondary academy is on an average of about £92,000 per year compared with £88,000 for a maintained secondary head, but the heads of academy schools have more responsibilities. The noble Lord says that we do not have any leverage but, according to the results of a recent survey, the Kreston report, in the highest of six bands—schools with 5,000 to 10,000 pupils—salaries have fallen from £140,000 to £114,000.

Teacher Recruitment and Retention Strategy

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 29th January 2019 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for repeating the Statement, and welcome much of the strategy, as well as the fact that the teaching unions were fully involved in formulating it. It was certainly a long time in the making. The Government published their response to the Workload Challenge consultation four years ago next month, and the Secretary of State promised this strategy 10 months ago.

With official figures showing that teachers leave the profession at the same rate as they enter it—and with secondary school rolls due to rise by 15% in the next six years—we welcome the clarification from the Schools Minister yesterday that the £130 million annually pledged to support the strategy is indeed new money, but we shall watch closely to ensure that that commitment is delivered.

I have two questions for the Minister on issues with which I am sure he will be familiar, as they relate to academies. First, will the requirement in the early-career framework to give second-year newly qualified teachers time off-timetable be extended to every school, including academies? Secondly, the plans for a teaching school review are vague, but it seems the Government want to hand their responsibilities over to multi-academy trusts. Can the Minister say how schools that are not part of a MAT will be able to participate in these collaborative partnerships?

Finally, there is the elephant in the room in this whole debate: teachers’ mental health, which is in crisis, with studies showing that 40% of teachers are on medication. You cannot have a meaningful policy on retention and recruitment—I have advisedly reversed the order because in many ways retention is more important—without properly addressing mental health issues encountered by teachers. The Statement makes passing reference to fully funded mental health training, but what does that mean? Does it refer to teachers’ own mental health or that of their pupils? Even that brief reference relates only to early-career teachers. What do the Government have to say about support for those whose careers have developed further than that, and where is the issue of mental health in the strategy itself? I have been unable to locate it where it most sensibly should have been placed: in Chapter 3 or, failing that, Chapter 2—but no. It cannot be assumed that workload is the sole contributing factor. Making assumptions is always dangerous, and failure even to acknowledge mental health is more dangerous still, not just for the valued professionals who are our teachers but for the children to whom we entrust them.

I accept that the Minister may be unable to respond to all these issues, but we believe they are important and I ask that he writes to me to set out the Government’s position, if that is more convenient.

[Lord Agnew of Oulton]

I thank the noble Lord for his questions. Dealing with the ones that I can address straight away, I reassure him that academies will be included in the early-career framework. This is a strategy for the entire state-funded system.

Regarding the question on teaching schools, we are reviewing this at the moment and have not fully completed our thinking. One issue of concern to us is that there are too many teaching schools that between them are not receiving enough money to meaningfully engage with the surrounding areas that they are being asked to help. We are looking to rationalise that. We hope that good multi-academy trusts will play a role in that, but we are certainly not seeking to exclude good schools.

I agree with the noble Lord that retention is more important than recruitment, because there is no point pouring people into a bucket with a hole at the bottom of it. We have given a lot of consideration to how we improve retention. A big problem is the workload and how it is being imposed, particularly on young teachers. We are aware from the figures for those leaving the profession that the percentage of younger, newly qualified teachers leaving the profession is one of the highest categories. We are working on that. There are several areas of concern; for example, the pernicious expectation that young teachers should be responsible for planning their own lessons, when we want to encourage schools to provide much more support.

I shall write separately to the noble Lord to address his concerns on mental health.

Children: Special Educational Needs

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 22nd January 2019 Lords Chamber

[Lord Agnew of Oulton]

The noble Lord is right that we are concerned about tribunal costs—indeed, he has asked a Question on this subject that will be taken in a couple of weeks’ time, so we will be able to deal with it in more detail then. Last year, we introduced a new measure to see how many appeals were going to tribunals: it showed that, of all the decisions made in the year by local authorities, only 1.5% were appealed by parents, and a number of authorities are seeing zero or near zero appeals. So the challenge for us is to spread the good practice of those local authorities that have very low levels of appeal, to ensure that those which are less good are learning.

[Lord Watson of Invergowrie (Lab)]

My Lords, it is no surprise at all that the Minister did not refer in any of his replies to the fact that the Ofsted annual report, published last month and looking at SEND provision, painted a bleak picture. It said that children were being failed by the education system. Amanda Spielman, the Government’s own Chief Inspector of Schools, said:

“One child with SEND not receiving the help they need is disturbing enough, but thousands”—


which is the case—

“is a national scandal”.

And yet the Minister makes no response. At least she provoked the £350 million that my noble friend Lord Blunkett mentioned. But, as he also mentioned, the local authorities are in no way assuaged by that. They have estimated that that amount is less than a third of the deficit in special needs funding which they will be facing by 2021. At least this dysfunctional Government will be history by then. My question for the Minister is this: what would he say to the families of the 2,000 children to which the noble Lord, Lord Storey, referred, who have EHC plans but who are still not receiving any provision from them?

[Lord Agnew of Oulton]

The noble Lord is taking a figure rather out of context. It is simply wrong to suggest that they are not receiving education; this category is used for several situations, such as when pupils are already in one school but waiting for a place in another, or are over 16 and waiting for a place at a college or sixth form. Some of those deemed to be awaiting provision may also be older and have recently taken up employment, and a decision to end their EHC plan is in the process of being made.

Education: English Baccalaureate

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Monday 21st January 2019 Lords Chamber

[Lord Agnew of Oulton]

I do not agree with the right reverend Prelate that we should include religious education in the EBacc. There is tremendous demand from various quarters to include a number of different subjects, but we are adamant that all schools should teach a broad and balanced curriculum. That is further emphasised by the changes to the Ofsted inspection framework that will come into force in September. It will put particular emphasis on academies, which have not had the same level of requirement placed on them previously. However, they will now be judged in inspections on the teaching of a broad and balanced curriculum, which will of course include religious studies.

[Lord Watson of Invergowrie (Lab)]

My Lords, following in the vein of the comments of the noble Lord, Lord Black, I offer the Minister a quote:

“Design and technology is an inspiring, rigorous and practical subject, Using creativity and imagination, pupils … draw on disciplines such as mathematics, science, engineering, computing and art … High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation”.


I found that earlier today on the Department for Education website yet, since the introduction of the EBacc, GCSE entries for design and technology have fallen off a cliff by more than 50%. That is largely the result of government ideology, which now dictates that studying geography is somehow of greater relevance. I wonder if the Minister can explain the logic of that and, more broadly, how adopting the curriculum of a 1950s grammar school is likely to serve the needs of a post-EU economy and of our ever-changing working life?

[Lord Agnew of Oulton]

My Lords, there has indeed been a decline in the proportion of pupils studying design and technology, but great changes have been made to the subject. As I mentioned in response to a Question last week, we have created a different and additional subject called food preparation and nutrition, which has attracted 46,000 entries. It was part of the old design and technology course. We have worked with the James Dyson Foundation, the Design and Technology Association and the Royal Academy of Engineering on the content of the design and technology curriculum. However, in the spirit of collaboration with the noble Lord, I shall quote an eminent left-wing academic on the sociology of education, Professor Michael Young of UCL, who says that social justice demands that children from low-income backgrounds have as much access to knowledge as their advantaged peers.

Education: Art and Design

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 17th January 2019 Lords Chamber

[Lord Agnew of Oulton]

I agree entirely with my noble friend. One of the things I have prioritised in my discussions with the independent sector is how it can improve and increase its support for the state education sector. Harris Westminster, which I referred to a moment ago, would acknowledge that it received a lot of help from Westminster School in the extraordinary outcomes it got—but there is always more to be done.

[Lord Watson of Invergowrie (Lab)]

My Lords, I am pleased to hear from the Minister that Ofsted is to look at this, because arts subjects are compulsory in the national curriculum only at key stages 1 to 3. As the noble Earl said, referring to the Fabian Society report, even there they are in decline. Arts subjects in state schools are being squeezed out by the English baccalaureate, yet the artistic, creative and technical sectors of the economy are worth around £500 billion a year and need just such skills in our young people. Will the Minister accept that the English baccalaureate is the problem here, not the issues he raised previously? Will he commit to fundamentally changing that so that—as the noble Lord, Lord Addington, said—the broader curriculum can be performed, allowing us to serve the future needs of our economy?

[Lord Agnew of Oulton]

My Lords, I am afraid I do not accept for one moment the claims made by the noble Lord. Indeed, in 2009 150,000 pupils took art and design, while 141,000 did so in 2018—that with a cohort of 50,000 fewer pupils in the system for that phase. The noble Lord always seems to avoid the number of subjects we stripped out of the curriculum we inherited from the Labour Government. We took out over 3,000 useless subjects that children were being taught, including fish husbandry, practical office skills and nail technology services. We have brought back rigour to the education that children are learning. In 2009 only 365,000 pupils took science. Last year it was 499,000—that is 130,000 children getting a much better education.

Free Schools: Educational Standards

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 10th January 2019 Grand Committee

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, I am grateful to my noble friend Lord Nash for calling this debate to provide the opportunity to speak about the successes of the free schools programme and the contribution that they have made to improving educational standards across our country. I thank my noble friend for his continued commitment to the free schools programme and the dedication he showed as Parliamentary Under-Secretary of State for the School System before me. I acknowledge his work with Future Academies, the trust responsible for establishing Pimlico Primary, a free school that has been rated outstanding.

The free schools programme was established in 2010, with the first ones opening in 2011. The Government invited proposers to take up the challenge of setting up a free school—groups which were passionate about ensuring that the next generation is best placed to face the challenges and opportunities that lie ahead. Now, eight years on, the benefits of their hard work can be seen across the country. As of 1 January this year, 444 free schools are open, which will provide 250,000 places when at full capacity. To reassure the noble Lord, Lord Watson, 121 of 152 local authorities now have at least one free school in their area, and we are currently working with groups to establish a further 265 free schools, currently at different stages of pre-opening.

I agree, obviously, with my noble friend Lord Popat that the free school story is a positive one. There is a growing body of evidence to show that free schools are improving educational standards. I will come to that in more detail later. I am pleased that my noble friend highlighted in particular two free schools in Harrow: Pinner High School and Avanti House. These schools are a credit to those involved in setting them up and the teachers who work there.

Ofsted’s latest information shows that, of those free schools that have been inspected, 85% are rated good or outstanding. This is a fantastic achievement, and I congratulate the proposers and teachers who have worked so hard to achieve this. The performance data of free schools speaks for itself. Free schools are among the highest- performing state-funded secondary schools, with pupils at the end of key stage 4 having made more progress on average than pupils in other types of state-funded schools in 2018.

In 2018, four of the top 10 provisional Progress 8 scores for state-funded schools in England were achieved by free schools: William Perkin Church of England in Ealing, Dixons Trinity in Bradford, Eden Girls’ School in Coventry and Tauheedul Islam Boys’ High School in Blackburn. The latter two were opened by Star Academies, which has grown, through the free schools programme, from running a single school in the north-west to running 24 across the country, made up of nine academies and 15 free schools, and it has approval to open two more free schools. Of the 10 free schools that have been inspected by Ofsted, every single one has been rated outstanding. In addition, Dixons Trinity Academy achieved extraordinary results in 2017 and last year with its first set of GCSEs, placing it among the top schools in England for progress achieved by its pupils. Strikingly, the progress score for disadvantaged pupils was higher than for the whole school, including their more affluent peers.

The noble Lord, Lord Winston, asked about some longitudinal analysis on the impact of free schools. I have offered data here and I can offer some more, but I will write to him to bring all these strands together. On a personal note, I happened to be at that lecture at Pimlico Academy six or seven years ago. I was as inspired as the hundreds of children listening to the noble Lord that day. I speak as someone who failed chemistry O-level, but the noble Lord brought that subject alive to me that night.

My noble friend Lord Kirkham and the noble Earl, Lord Listowel, asked about disadvantage. There are numerous examples of free schools helping to improve outcomes for these children. There is the Reach Academy Feltham, which opened in 2012, which is a small all-through free school set up by a group of teachers in an area of high deprivation. Ofsted rated it outstanding in 2014. It was one of the top-performing schools nationally for progress in 2017, with disadvantaged pupils making more progress than other pupils. In 2018, provisional results show that the school has a progress score well above the national average.

I join my noble friend Lord Hill in publicly thanking my noble friend Lord Harris for the achievements of his trust. In just one example, Harris Westminster, which opened in 2014 and with close ties to Westminster School, 40% of its pupils are from disadvantaged backgrounds and 18 pupils got into Oxbridge last year. These schools show that the socioeconomic background does not need to be a barrier to excellence. To reassure my noble friend Lord Kirkham and the noble Earl, Lord Listowel, the whole of the country is benefiting. Last year, 16 free schools achieved outstanding judgments from Ofsted. Eleven of those were outside London, including Birmingham, Lancashire, Slough, Leeds, Coventry and Stockton-on-Tees.

Free schools have challenged the status quo, injecting fresh approaches. We are drawing on the talents and expertise of groups from different backgrounds, giving local communities and parents more freedom and choice so that every child can go to a good school that suits their child’s needs, whether that be a mainstream school with a specialism or an alternative provision or special school. Indeed, I give public credit to my noble friend Lord Baker for his tireless work in creating the UTC programme. In 2016-17, 21% of UTC key stage 5 pupils went on to an apprenticeship, which is three times the national average.

My noble friend Lord O’Shaughnessy made the crucial point that this is all about creating more good school places. This is not the only route, but it is leading the way through social entrepreneurship. Many noble Lords in this debate have played a crucial role in the free school programme, but I can safely say that my noble friend Lord O’Shaughnessy has to be one of the godfathers.

My noble friend Lady Stroud also asked about disadvantage. It is important to stress that nearly half of all open free schools are in the 30% most deprived areas in the country. We are proud of that fact. Results also show that when disadvantaged pupils attend these free schools they perform well at key stage 4. However, we know that there is more to do to ensure that free schools reach out to pupils in these areas, and with the most recent free school wave, Wave 13, we targeted the third of local authorities with the lowest standards and lowest capacity to improve, putting free schools in places most in need of good schools. We are currently evaluating those bids.

The noble Lord, Lord Watson, is concerned about the cost of school buildings, but it is important to point out that we have reduced the building cost per square metre by over 30% from the framework that we inherited from the Labour Government. My predecessor, my noble friend Lord Nash, created LocatED as a specialist buying agency for property sites for free schools and it is already showing data that it is acquiring sites below the red book value, which is the benchmark for the cost of buildings.

I turn to special schools and AP schools. Our ambition includes children with special educational needs and disabilities, and children in alternative provision. We want them to be able to do their best in school, reach their potential and find careers leading to happy and fulfilling lives. To help achieve that ambition, as of 1 January this year we have opened 34 special and 41 alternative provision free schools. This includes the Pears Family School, which achieved an outstanding rating from Ofsted in 2017, with inspectors noting the high-quality therapeutic care and teaching alongside the strong progress made by its pupils.

My noble friend Lady Finn pointed out that we have now opened two maths schools in partnership with highly selective maths universities, King’s College London Maths School and Exeter Maths School. The aim of these schools is to prepare our most mathematically able students to succeed in maths disciplines at top universities and pursue mathematically intensive careers. We have two further maths free schools in pre-opening—one with St John’s College Cambridge and the University of Liverpool Maths College.

At the other end of the educational spectrum we have in pre-opening the London Screen Academy, supported by Working Title, which last year was the inaugural recipient of Screen International’s outstanding contribution to UK film award. This new school will provide film industry-focused vocational training for 16 to 19 year-olds alongside a broader curriculum. I give that as just one example to reassure the noble Baroness, Lady Morris, and my noble friend Lord O’Shaughnessy of the innovative groups still becoming involved. We are certainly encouraging free schools to be part of MATs to draw on the central support that they offer. This is simply part of the evolution of the programme and addresses the problem mentioned by my noble friend Lord Polak about school collaboration.

[Lord Watson of Invergowrie]

I take the point that the Minister is making, but will he address the point about parental involvement and the decreasing number of free schools being established at the behest of local parents?

[Lord Agnew of Oulton]

The noble Lord will be aware that any academy needs to have an academy council that must include two parental representatives.

[Lord Watson of Invergowrie]

That is not the same point.

[Lord Agnew of Oulton]

No, I accept that, but we review all bids and they are selected on merit. One of the lessons that we have learned from the programme is that free schools are better inside MATs. Being inside a MAT does not mean that it is one size fits all. I speak as someone who set up four free schools myself inside a MAT. There is a wide range of different practice inside those schools. To reassure the noble Lord, just because a free school is in a MAT does not mean that it is outside parental involvement or input.

Religious Education

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Monday 17th December 2018 Grand Committee

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, I thank the noble Lord, Lord Alderdice, for securing this debate. I am grateful for this opportunity to set out the Government’s position on religious education and our response to the Commission on Religious Education’s report. During this debate, noble Lords have argued strongly for the importance of religious education and a commitment to its continuation and improvement. The Government share that commitment.

We have decided that now is not the time to implement the commission’s ambitious recommendations radically to reform religious education. However, the Government agree that good-quality religious education can develop children’s knowledge of the values and traditions of Britain and other countries. It can foster understanding among different faiths and cultures. It is an essential part of a school’s legal duty to promote young people’s spiritual, moral and cultural development. I agree with the noble Lord, Lord Alderdice, when he said that we have to help children to understand their way of being in the world.

Schools and colleges have a duty actively to promote fundamental British values as part of the duty to prevent people becoming drawn into terrorism. These shared values—democracy, the rule of law, individual liberty and respect and tolerance for those of other faiths and beliefs—unite us and underpin our society. The religious landscape of this country forms part of those principles, and the noble Lord, Lord Stone, referred to the value of unity and oneness. Understanding our British values is a vital part of that. I perhaps have more faith in the power of the teaching of British values than other noble Lords who have spoken in the debate, and it is of course still an evolving part of the responsibility of schools, having been introduced only recently.

According to the school workforce statistics, 3.3% of all teaching hours in state-funded secondary schools in 2017 were spent teaching religious education. This compares with a figure of 3.2% in 2010, so it has remained broadly stable over that period. The noble Lord, Lord Alderdice, worries that we do not have enough time in the curriculum for the teaching of religious education. However, we do not specify that equal time needs to be spent by each year group on the subject, only that it must be taught throughout a pupil’s school life. For example, there is no reason why schools could not dedicate more time at key stage 3 than at key stage 4, when pupils are generally not studying for GCSE. The key stage 3 national curriculum is designed as a three-year programme of study to prepare children to start GCSEs in year 10.

The noble Lords, Lord Addington and Lord Alderdice, worry that there is not enough time at key stage 4. Having said that, the EBacc was designed to be limited in size to allow pupils to continue to study additional subjects and reflect their individual interests and strengths. This allows not only for schools to teach RE, as we would expect, at key stage 4, but for religious studies to be a feasible GCSE option.

However, one of the commission’s most concerning statements was that it had found a number of maintained schools and academies either no longer teaching RE or no longer teaching it as a dedicated subject. On that point, I would like to be very clear: RE is not optional. Schools not teaching it are acting unlawfully or are in breach of their academy funding agreements. We will take action if this is found to be the case.

I assure the noble Lords, Lord Watson and Lord Alderdice, that where we are made aware of a school not meeting its duty to provide religious education, my department will investigate, as long as the school’s complaint procedures have been followed. In the last two years, the department has received only one formal complaint about a school not complying with its area’s agreed syllabus for religious education. Following the department’s intervention, the school has revised its curriculum to meet requirements.

One of the commission’s key recommendations is to change legislation so that all state-funded schools have to deliver the national entitlement on religion and world views. Reworded legislation would therefore be extended to encompass non-religious world views. Many teachers already cover aspects of world views in their RE lessons. Both GCSE and A-level content specifications include reference to non-religious views. But the potential scope of what could be considered a world view is very wide. Agreeing precisely what should be taught as part of a national entitlement would be fraught with difficulty.

The commission’s report suggests that existentialism and Confucianism are examples of suitable non-religious world views as they each make ontological and epistemological claims. This illustrates how defining world views and then deciding those worthy of study is complex. There is a risk that religious education is diluted in an attempt to embrace many other strands of thinking. The noble Lord, Lord Alton, raises the responses of the Catholic Education Service and the Board of Deputies of British Jews. Both have publicly expressed their concern about this. They are unlikely to be alone. This would make it difficult to agree a consensus.

An important focus of the commission report was the need to recruit, train and retain specialist teachers of religious education. This is key to maintaining the integrity of the subject and the quality of teaching. In recognition of this, we made two announcements in September. First, we increased bursaries so that RE trainees with a First, 2.1, 2.2, PhD or Master’s will now receive £9,000. Secondly, we allocated new funding for religious education subject knowledge enhancement courses of up to eight weeks. These offer graduates the chance to refresh their subject knowledge either before or during initial teacher training.

The right reverend Prelate the Bishop of Chichester raises the importance of Ofsted assessments of religious education, and I agree with him that this is an important part of an inspection of a school. I will take back his suggestion that to achieve an outstanding grade, schools should provide good-quality religious education.

The noble Lords, Lord Addington and Lord Watson, worry about the decline in teaching of religious education in schools. Actually, the picture is not quite as bleak as one might think. There was a 21% increase in the number of pupils entered for the full-course RE GCSE between 2010 and 2018, from 176,000 to 213,000 pupils. There has also been an increase in the percentage of the total key stage 4 cohort entered for this examination, from 28% in 2010 to 37% in 2018. This is important.

[Lord Watson of Invergowrie]

I thank the Minister for giving way. He talks about key stage 4, but as the noble Lord, Lord Alderdice, said and I repeated, a third of key stage 4 students do not get religious education, so cannot sit exams in it. If the Minister wants to increase the figures, as I think we all do, surely he should be getting those 33% of schools to make sure they do what they should be doing under the law and teach religious education at key stage 4.

[Lord Agnew of Oulton]

Referring to my earlier point, we will always investigate any serious allegation about the non-teaching of religious education, and this report certainly highlights examples of that. If they are referred to us, we will certainly investigate. To reassure the noble Lord, Lord Watson, we are committed to ensuring that religious education remains a key part of a child’s education.

The noble Lord, Lord Alton, mentioned Article 18—freedom of religion—and violations of it. The Government are concerned about the severity of violations of the freedom of religious belief in many parts of the world. Defending and promoting human rights is an essential aim of the foreign policy of global Britain, and derives from the International Covenant on Civil and Political Rights.

The report mentions that the right to withdraw from religious education has existed in our education system since 1870 and was reconfirmed in legislation in the 1944 and 1988 education Acts. The commission found that many schools are not clear on the scope of this right and how to handle applications for withdrawal. The report recommended that the DfE provide clearer guidance. Since then the National Association of Head Teachers and the National Association of Teachers of RE have produced guidance for schools on this issue. The Government are comfortable with this guidance; my department will help to raise awareness of it.

The noble Lord, Lord Alton, raised a concern about the locally agreed syllabus for RE. For many schools the current requirement is that they follow a locally agreed syllabus monitored by the standing advisory councils for religious education. The department’s guidance is clear: that at local level, representatives of religious and other interests can serve as formal or co-opted members on both SACREs and in groups of this conference to review the locally-agreed syllabus. These are important principles which should not be lost without more careful consideration.

I thank the Commission on Religious Education for its well-considered report. Although it offers radical options for reform which at the moment we cannot consider implementing, we welcome the debate that it generates. The Secretary of State for Education has been clear that reducing teacher workload is one of his top priorities, and as part of that he committed in March not to make further changes to the curriculum. In this context we must decline to take forward the commission’s vision for the future of RE in England.

Schools: Funding

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 29th November 2018 Lords Chamber

[Lord Watson of Invergowrie]

The Minister has not mentioned the fact that schools are meant to meet the first 1% of the pay rise themselves, so that is not funded. Can he explain that? Can he also answer my earlier question as to whether he accepts the figures in the Institute for Fiscal Studies report?

[Lord Agnew of Oulton]

The noble Lord is correct that the first 1% of the pay rise is expected to be funded by schools. We believe that that is possible within the efficiencies that I have mentioned. As for the Institute for Fiscal Studies, I believe that it includes within its figures the 16 to 19 year-olds sector, which has seen a tougher regime than the mainstream system: I acknowledge that. We are fully funding the teachers’ pay award beyond the 1%. This will be worth £187 million in 2018-19 and £321 million in 2019-20.

On pensions, we propose to fully fund the increase in pension contributions recently announced for state-funded schools. We know that school budgets for the academic year have already been agreed and, in most cases, schools have allocated those budgets. That is why we have worked with the Treasury to get agreement to implement the changes from September 2019, rather than April 2019. We will consult on the best mechanism to distribute funding to individual schools and announce how it will be distributed in good time, before schools experience the pressures in September 2019.

As we distribute this funding, we will be at the same time more fairly in line with the best available evidence. For example, by using a range of indicators to measure deprivation we are able to ensure our funding reaches all those pupils who need it. It is not limited simply to those who qualify for free school meals. Alongside the additional needs funding in the formula, we continue to deliver the pupil premium, with more than £2.4 billion this year. This is above the funding that we provide through the national funding formula. We will have invested over £13 billion in the pupil premium since 2011 to improve the outcomes for less well-off pupils.

I will now try to address specific questions raised by noble Lords. The noble Lord, Lord Bassam, asked about Barnet but I think he has gone. No, he has not—apologies. Under the NFF for 2019-20, schools in Barnet will attract £4,999 per pupil. This is an addition of £68 per pupil, or 1.3% compared to the 2017-18 figure. The total cash funding will increase by 3.2% and an additional £7.7 million, once rises in pupil numbers are taken into account. Just to explain how important that is, the marginal additional cost of educating one more pupil in a school is not the average per pupil amount. Barnet’s local authority received £48.1 million for high needs, an increase of £1.2 million compared to 2017-18.

My noble friend Lady Eaton and the noble Lord, Lord Watson, referred to the EPI report and the rise in deficits. They are rising, which is a concern, and I am having to spend a great deal of time on that. We are offering advice to local authorities on how to deal with this, but to put things in perspective, 91% of maintained schools reported a cumulative surplus, or that they would be breaking even in 2016-17, with total surpluses of more than £4 billion against a total deficit figure of less than £300 million.

The noble Baroness, Lady Morris, mentioned the shortfall in academy accounts. This is a myth that I want to slaughter early before it gathers traction. The figure referred to is driven almost entirely by an increase in impairment charges, which are non-cash changes to the value of land and buildings. Academies do not have to spend money on impairment charges, and a more realistic figure is that of the net cumulative reserves of the academy sector, which has seen an increase from £2.1 billion to £2.3 billion.

I share the concerns that the right reverend Prelate the Bishop of Worcester and the noble Lord, Lord Storey, have about rural schools. That is why I attended the Lambeth Palace address earlier this week and met the right reverend Prelate the Bishop of Ely yesterday, when we specifically discussed rural schools. I again make a pitch for multi-academy trusts, which are a very good solution to the problem. It is complicated in rural areas because of distance and how small many schools can be but, as I said in my address at Lambeth Palace, we are committed to always having a presumption against the closure of a rural primary school. They are the glue of these rural communities. My own son went to one, which faced closure last year. Since it was in Norfolk, the noble Lord, Lord Watson, would have been upset if I had intervened, but I did not. However, I am pleased to say that it has now joined an academy trust—one which I can tell your Lordships I have nothing to do with. It is important that we have sparsity funding, which is allocated to rural schools. The NFF allocates £25 million and we also give every school a lump sum of £110,000. When that lump sum is coupled with the sparsity factor, it provides meaningful support.

The right reverend Prelate made particular reference to a school where he said that the head teacher was struggling because the school had been asked to double the number of pupils. We have allocated a tremendous amount of basic need funding, with £7 billion during the current spending review between 2015 and 2021. Over the course of the Parliaments since 2010, we have increased the number of pupils by some 825,000 and they have all been funded. I want to reassure him on that.

The noble Lord, Lord Knight, asked about teacher recruitment and supply teachers, among other issues. I mentioned that we have just created a teacher recruitment service, which is now being rolled out across the country. It is a much more cost-efficient service than that provided in the market generally. Likewise, with supply teachers we have created another portal which has got the main supply firms in the country together. It has made them cap their fees and stopped the pernicious practice of charging a recruitment fee if the supply teacher becomes a permanent employee after a number of weeks. These may be only small things, but they all add up.

The noble Baroness, Lady Morris, raised issues about capital. We have committed some £23 billion to capital between 2016 and 2021 but, significantly, I should stress that we have also reduced the build costs per square metre by some 30%. This rises to 35% per square metre when improvements in efficiency and design are included, so we are very committed to that.

The noble Lord, Lord Storey, gave an example of a friend who wrote about possible boiler problems in his or her school. I am not sure whether he said it was under a local authority or an academy but, if it was a local authority school, we make an allocation to local authorities every year of the school condition allowance. It is then for schools inside a local authority to bid in for that. If it was an academy and had more than 3,000 pupils, the academy trust is given an amount of capital which it can then choose to spend as it sees fit.

This leads me on to the BBC documentary “School”, which I have not seen all of, although I of course will do so. However, I saw the first part and felt it was a very disappointing piece of journalism, because it was clearly set up to show how bad everything was. There are a number of challenges in that trust, but just on repairs one line from the journalist said that there were terrible, draughty windows and that the classrooms were therefore cold. When I looked up the figures for the school condition allowance, this trust receives over £1 million from that a year. The school in question—I think it is called Marlwood—is the biggest and, although we do not publish individual amounts per school, because the academy trust is free to use it as it sees fit, I can assure the House that there was plenty of money to deal with those windows. If it had a better call on its money than windows that increase heating costs, this is the sort of thing I get frustrated about. It is not all as one-sided as people think.

I am running out of time—my goodness, I apologise—and I had better sum up. On efficiencies in schools, I heard the comment from the noble Lord, Lord Watson, about the Harris Federation. The fact is that the Harris Federation is so efficient that it is able to employ centrally 80 school improvement teachers, who go out into its weaker schools—or ones it has just taken on—and provide the extra resource. That is one of the secrets of it being such a high-performing trust. Outwood Grange, a trust in the north of England, does a similar thing: it has 65 centrally employed school improvement teachers doing exactly the same and raising standards. It already has more than 900 pupils registering year-on-year for the schools that it took over from WCAT—a trust that failed—because of the improvements being seen.

[Lord Watson of Invergowrie]

I apologise for interrupting the Minister. I just want to be clear for the record that I was not criticising the Harris Federation, for which I have a high regard, but I wish that the noble Lord, Lord Harris of Peckham, had the same regard for the Government’s new funding formula.

[Lord Agnew of Oulton]

I had dinner with my noble Friend, Lord Harris, two nights ago and he is always frank in his views. He is a passionate advocate for his schools and what he has achieved is fantastic. I would like that to go on the record.

I would also like to give an example of a relatively small trust, the Thinking Schools Academy Trust in Kent, which has taken the novel approach of paying £2,000 more to its newly qualified teachers when it recruits them. You may say, “There’s no money around, so how has it done that?”. It has done so because its retention rate on teachers is double the national average. It has only a 10% turnover of staff every year, as against a national turnover of 20%. Thinking in ways like that can make such a difference.

I have been told to stop. I am very grateful to the noble Baroness, Lady Morris—

Health: Spectrum Conditions

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 30th October 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, it is certainly not helpful that Warwickshire County Council is not engaging with the British Dyslexia Association. Under the Equality Act 2010, a person has a disability,

“if he or she has a physical or mental impairment and the impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities”.

[Lord Watson of Invergowrie (Lab)]

My Lords, this is not a party-political issue, and I acknowledge that the Minister made time last week, along with the noble Lords, Lord Addington and Lord Storey, to discuss Warwickshire County Council’s guidance with me. That is why the Minister’s words today are disappointing, because I had understood that he accepted that this was an urgent and serious issue. Warwick County Council’s guidance to parents ignores the science and refuses to recognise that dyslexia is a medical condition. One wonders if, perhaps, it has also advised their residents that the earth is actually flat and that there is no such thing as global warming. With Cambridgeshire County Council and Staffordshire County Council considering aligning themselves with Warwickshire County Council’s position, I think it is important that the Government set out what action they will take to ensure that this misguided guidance is withdrawn as a matter of urgency.

[Lord Agnew of Oulton]

My Lords, I share the concern of the noble Lord, Lord Watson, and I have offered to write to Warwickshire County Council to understand why it has not responded to the British Dyslexia Association’s very detailed and well-written letter, sent two and a half months ago. As I said, we recognise the issue of dyslexia. Many children and young people who have SEN may have a disability under the Equality Act, and as I said, we strongly believe in early diagnosis and early intervention.

Further Education Bodies (Insolvency) Regulations 2018

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 30th October 2018 Grand Committee

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, these regulations were laid before the House on 5 September. In the Technical and Further Education Act 2017 we introduced a special administration regime for the further education sector. This included provisions for insolvency in the rare instances that it might be needed. It has been some time since we have discussed further education insolvency in this place and it is worth taking the time to set out some context for the benefit of those less familiar with this regime and the primary legislation.

Colleges are statutory corporations but operate independently of government. They have the ability to raise debt funding in the same way as a commercial body, through bank or other lending, although they are not for profit. A financially resilient further education sector requires strong leadership and an efficient structure to operate in. Since 2015, we have been working with the sector to strengthen that leadership.

Additionally, through a programme of area reviews, we have supported the restructuring of the sector so that colleges can meet the needs of learners and employers in their area as efficiently as possible. The Government have supported the sector to share best practice and to help weaker colleges to improve and raise standards. Coupled with the FE strategic leadership programme offered by the Education and Training Foundation, the aim is to drive up professional standards in the sector to help colleges to improve quality and become better equipped to deliver sustainable provision serving local needs. The Government also provided access to a restructuring facility, set up in 2016, to support the implementation of recommendations that came out of the area reviews. As that work is coming to an end, the restructuring facility closed to new bids at the end of last month.

Although we are seeing merged colleges and more robust arrangements developing as a result of the area reviews, we cannot guarantee that no college will fail in the future. We recognised that we needed a suitable mechanism in place to deal with colleges in an orderly manner if they should fail in the future. Therefore, in 2016 the Government announced that they would develop an insolvency regime for the sector. This includes a special administration regime with the objective of avoiding or minimising disruption to the studies of existing students of the FE body as a whole, while ensuring that the education administration is no longer than it needs to be—thus it benefits both students and creditors of an insolvent college.

The main provisions for the regime are in the Technical and Further Education Act 2017. The legislation provided clarity on whether and how insolvency law applies to FE bodies. The new regime ensures that there is an orderly process in place for managing a college insolvency. It also introduces, in the unlikely event that a college should become insolvent, a special administration regime known as education administration, which prioritises the protection of learner provision. Once commenced, the regime will give the Secretary of State the power to apply to court for an education administration order, appointing an education administrator. This could happen as a result of a creditor taking insolvency action of its own, in which case the Secretary of State can use his powers to put in place a different form of insolvency proceeding to protect provision for learners. Alternatively, he may be persuaded that the FE body is insolvent and that an application to court for an education administration order is the best course of action.

The 2017 Act applied certain provisions of insolvency law to the FE sector subject to modifications set out in the Act and specified in the regulations that we are considering today. These regulations modify insolvency legislation as it applies to FE bodies, both in the Insolvency Act 1986 and in wider legislation that concerns insolvency, to make it work effectively for further education bodies.

I also draw the Committee’s attention to the fact that there will need to be another piece of secondary legislation enacted before the special administration regime can be commenced. This will be a statutory instrument setting out the rules that apply to the education administrator’s conduct of an education administration. That instrument will follow the negative procedure. The insolvency regime provides the framework for insolvency practitioners to work within when dealing with the further education sector and specifies how education administration can be used to protect provision for existing learners at a college in financial distress. It is not the purpose of this legislation to seek to close colleges. It is a necessary tool to deal with the worst-case scenario, as the hard edge of a broader intervention system providing a structured and measured approach to preventing and responding to failure.

Colleges enjoy a high degree of financial independence, and it is right that they should be responsible for the decisions they take. This wider intervention system will start with the monitoring of colleges that are experiencing difficulty. If things get worse, then there will be a wide range of intervention tools. The insolvency regime is the mechanism of last resort, and we would expect it to be used only rarely. I wish to be clear that, where a college becomes insolvent, it will not necessarily lead to provision being closed. The aim would be to deliver the best scenario for the local area in the manner that is least disruptive for the learners at the college.

I turn to the purpose of this legislation. The draft regulations before the Committee today are quite technical. Their main purpose is to modify provisions of the Insolvency Act 1986 and to have legislation made under those provisions apply effectively to college statutory corporations. This not only ensures that a regime works technically, it also deals with practical issues to allow for the fact that FE bodies are autonomous and will have different provisions within their instrument and articles of governance. Therefore the regulations make provisions to manage insolvency proceedings in a standard way. These regulations also set out provisions for filing documents with Companies House, so that insolvency procedures are transparent for further education corporations, as they are for companies.

The role that the governors play in the UK education system is a crucial and well-established one. They bring a wealth of outside experience and knowledge to the sector. They are, rightly, already subject to important duties and liabilities as trustees of a charity and should already be well used to the responsibility that these duties bring. Governors should respect good practice, following proper process and ensuring that they take and carefully consider appropriate professional advice before taking key decisions.

The regulations have been drafted purposely to exempt student governors from certain offences and duties normally contained within insolvency legislation. The Government took the view that there would be some situations where student governors could not possibly have a meaningful say in decisions that gave rise to particular offences. It follows that it would not be right to expose them to liability for those offences. It is common for student governors under the age of 18 to be excluded from voting on decisions by the board that have financial outcomes. We have taken the view that if they cannot have a say in financial decisions, they should not be liable for offences linked to those decisions. Equally, student governors should not have to prepare a statement of the affairs of the college corporation, which includes a summary of the corporation’s assets and liabilities and details of its creditors—details that they might not be expected to be privy to. However, let me be clear that there is an onus on all governors—student members, staff members and other governors alike—to co-operate with the insolvency practitioner appointed by the court. This includes not making false statements when they are required to supply evidence of events.

I turn to the more technical detail of the regulations that we are considering today. Part 3 of the regulations modifies provisions of the Insolvency Act 1986 and the Insolvency (England and Wales) Rules 2016 as they apply to FE bodies that are statutory corporations. Part 4 of the regulations applies provisions of other legislation relating to insolvency to FE bodies, subject to modifications. For example, the Land Registration Rules 2003 need to be modified to enable the Land Registry to make an entry in the register that an administrator or liquidator has been appointed over a statutory corporation. Part 5 modifies provisions of the Companies Act 2006, applied to statutory corporations by Regulation 3, to ensure that they work effectively for FE bodies that are statutory corporations. This is to facilitate the correct filing of key insolvency documentation.

We carried out consultation on the position adopted in the regulations with insolvency practitioners, lenders, colleges and organisations that represent the sector. This included the Association of Colleges and the Sixth Form Colleges Association. The department has also worked hand in hand with Companies House and the Insolvency Service to ensure that these regulations work effectively for their intended purpose. The regulations apply to FE bodies and companies conducting designated further education institutions in England and Wales, and Welsh Ministers are fully supportive of the approach taken in the development of this legislation. I commend these regulations to the Committee.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for introducing these regulations, which will bring a new college insolvency regime into effect by the end of the year. We believe that they are necessary and will not be opposing them, although we have some caveats that I shall bring to the Minister’s attention.

The Government are right to regulate in this area to bring more legal certainty, but we believe they should use the new powers only in exceptional circumstances because of the risk that they could damage confidence in an important sector. As I argued in Committee on what was then the Technical and Further Education Bill—before the noble Lord, Lord Agnew, was in your Lordships’ House—there is a danger that highlighting the need for a statutory insolvency regime that has not hitherto existed may alarm governors, banks, employers, international partners and others whose support is necessary to ensure that colleges provide the education and skills that the country needs. That is even more important now that the country is about to leave the EU and faces an uncertain economic future into the 2020s.

These regulations are technical and take a sensible approach to fitting out the structure of the legislation. The continuing underfunding of further education and the growing financial weakness of some colleges heightens concerns that the Government could unintentionally force a college into insolvency, with the serious consequences that that would bring. The new statutory college insolvency scheme can be traced back to early 2016, when the Government were overseeing the rationalisation of the sector through the national area review programme. No clear rules currently exist as to what happens should a college run out of money and the Government did not effectively indemnify it. When colleges were taken out of local government in 1992, a new type of statutory corporation was created to run them but no rules were ever established to apply in circumstances where colleges simply ran out of money. Instead, to protect a college’s students, courses and assets, central government—through a succession of funding agencies—has ended up being the funder of last resort. This has meant that the banks have always been paid in full or been able to replace an old loan with a new one.

The Government’s post-16 area review was designed to put all colleges on a sustainable financial footing and has resulted in more than 50 mergers since 2015, the majority of which have been self-funded by colleges. The process of restructuring colleges has proved to be more complicated than was anticipated when the area reviews started. Colleges have found that it takes more time than expected to satisfy their banks, resolve pension issues and navigate rules devised by Ofsted, the Home Office and the Education and Skills Funding Agency. We understand that the Treasury insisted on a college insolvency regime as a price for providing its restructuring loans, and this is what was legislated for in the Technical and Further Education Act. These regulations will put this into effect and are intended to provide clarity about what happens when a college gets into severe financial problems. The law creates a special administration regime for colleges akin to that put in place in recent years for energy companies, train operating companies and housing associations—strange comparators, noble Lords may feel. But it is to be welcomed that the special administrator will have duties to protect learners, as well as creditors, in a situation where a college has run out of money.

The new college insolvency regime has been described as a last resort rather than a normal route to secure change. Once the new arrangements come into force, there will be several lines of control in place: the governing bodies will of course have a duty to ensure the solvency and viability of colleges; the ESFA will have financial oversight; the Further Education Commissioner will intervene where the college has a notice to improve; and there is the independent business review, a new pre-statutory process that will apply for colleges in severe financial distress. Only if and when all the above fail to resolve matters will the new college insolvency regime apply.

Greater Manchester Combined Authority (Adult Education Functions) Order 2018

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Wednesday 24th October 2018 Grand Committee

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, these six orders, if approved and made, will provide for the transfer of certain adult education functions and the associated adult education budget—the AEB—to the mayoral combined authorities. This provides an opportunity for them to help their residents to fulfil their potential in life and contribute to the growth of the region. As noble Lords will be aware, in 2015 and 2016, through a series of devolution arrangements agreed between the Government and the mayoral combined authorities, we made the commitment fully to devolve the AEB to specified mayoral combined authorities. These orders will deliver on this commitment.

These orders are made under the Local Democracy, Economic Development and Construction Act 2009. They will transfer certain adult education functions of the Secretary of State, as set out in the Apprenticeships, Skills, Children and Learning Act 2009, to the mayoral combined authorities in relation to the area of each specified mayoral combined authority for the academic year 2019-20 and thereafter. This transfer does not include the functions in so far as they relate to apprenticeships or those subject to adult detention.

In the 2015 spending review, government made available £1.5 billion annually until 2020 for the adult education budget. Across England, this budget is supporting adults with the skills and learning they need to equip them for work, an apprenticeship or further learning. These facilities provide an integral stepping stone, particularly for disadvantaged adult learners.

In 2016-17, the AEB supported adults to study English, maths and courses of English for speakers of other languages, full level 2 or 3 qualifications and a wide range of community learning provision. Devolution will mean that mayoral combined authorities are able directly to shape the adult education provision available to their residents. This means that, from the academic year 2019-20, the provision can be more focused around local area need.

We are currently undertaking a wide-ranging programme of skills funding reforms across areas such as T-levels and apprenticeships. Post-16 education plays a crucial part in supporting future economic growth. In leaving the EU, it is important that our homegrown workforce is skilled and able to make the most of the new opportunities that arise. Devolution of the relevant functions and the associated AEB forms a key part of these reforms. Alongside devolution, the department is opening dialogue with mayoral combined authorities and other sectors on how skills provision and reforms can best be shaped to fit the needs of local areas.

These orders will transfer certain adult education functions of the Secretary of State in the Apprenticeships, Skills, Children and Learning Act 2009 to the mayoral combined authority in relation to its area. They will enable the transfer of that relevant part of the AEB to the mayoral combined authority. In particular, the following functions will be exercisable by the mayoral combined authority instead of by the Secretary of State in relation to its area: Section 86, which relates to education and training for persons aged 19 or over; Section 87, which relates to learning aims for such persons and the provision of facilities; and Section 88, which relates to the payment of tuition fees for such persons.

Conditions are set in relation to the transferred functions—in particular, that the mayoral combined authority must have regard to guidance issued by the Secretary of State and must adopt eligibility rules in accordance with any direction of the Secretary of State. The Department for Education will transfer the relevant part of the adult education budget to the mayoral combined authorities to undertake the functions. It will be the responsibility of each area to manage its overall AEB allocation efficiently and effectively to ensure that it delivers for its local residents. The department is assisting the mayoral combined authorities to be ready for taking on the functions and has provided implementation funding to each of them to prepare effectively.

From the 2019-20 academic year, the mayoral combined authorities will be responsible for providing funding for statutory entitlements for eligible learners in maths and English up to and including level 2, first full level 2 for learners aged 19 to 23, first full level 3 qualifications for learners aged 19 to 23, and the forthcoming digital skills entitlement. We talk about the northern powerhouse and the Midlands engine among others. Skills are an essential driver for economic growth in all our regions.

We are already seeing the mayoral combined authorities make a real difference locally. For example, Tees Valley Combined Authority has implemented the Tees Valley Routes to Work pilot. This is an innovative pilot that has a total fund of £7.5 million, with £6 million from the Department for Work and Pensions and £1.5 million from the combined authority cabinet. It will run until 31 March 2021. Routes to Work will support at least 2,500 individuals who are long-term unemployed or who have significant barriers to employment. The pilot aims to move at least 375 individuals, 15% of the cohort, into sustainable employment. It aims to work with those most disengaged from the labour market and support them in engaging, identifying and addressing any potential barriers that they may face in gaining employment.

In Greater Manchester the mayoral combined authority has implemented the Working Well programme. This stream of work responds to one of its strategic aims of reducing long-term unemployment and helping more residents into sustained employment. The £52 million devolved programme offers intensive and tailored support to individuals who are out of work due to poor health or disability and the long-term unemployed, to help to address their barriers to employment. The programme, which takes referrals from Jobcentre Plus, will support around 22,000 individuals over its five-year life. In the first six months more than 1,700 residents had started to receive support.

Those examples give a picture of the specific interventions currently taking place at a local level and illustrate the positive impacts that devolution can have. Devolution gives all mayoral combined authorities the opportunity to address the skills challenges that they face and enhance economic growth in their areas. The scale of the challenges faced is both significant and different dependent on region. For example, there are currently 41,000 Greater Manchester Combined Authority residents with no qualifications. There are significant variations between residents’ skills levels across the districts. West Midlands Combined Authority currently has the lowest employment rate of any of any mayoral combined authority—72.3%, against a national average of 78.4—whereas Liverpool City Region Combined Authority has one of the highest rates of economically inactive residents of any combined authority area. Similarly, despite employment levels rising at a rate faster than the national average, Tees Valley Combined Authority still has higher levels of claimant unemployment compared to national averages, with a Tees Valley average of 4.2% compared to 2.2% nationally. Cambridgeshire, Peterborough and West of England combined authorities have skills shortages and hard-to-fill vacancies that are constraining local businesses. These examples show that each area has specific challenges. These can be addressed through the devolved AEB, and the orders give the mayoral combined authorities the opportunity to address specific regional problems.

The orders will enable mayoral combined authorities to support their residents into good jobs with opportunities for people to progress and develop; improve the earnings potential of their low-paid, low-skilled workers; and help to deliver a thriving and dynamic economy. Without these orders, the mayoral combined authorities will not have the ability to address these challenges and bring greater prosperity to their regions. I beg to move that these orders be approved.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for his introduction. No doubt he will share my relief that in your Lordships’ House we are considering all six of these orders together, not following the procedure adopted in another place, where they required three sittings over a period of eight days. I think we can do things more efficiently.

The devolution of powers and funding for adult education that the orders introduce is welcome, as much of the most effective adult education provision is delivered locally in line with the needs of local communities. The Explanatory Memorandum characterises the transfer of functions as giving local areas a prominent role in managing and shaping their own economic prosperity. Who could argue against that? But—there is almost always a but—the transition from national funding to devolved funding may have unintended consequences for some national providers if it disrupts their existing local provision. A long-established national charity, the Workers’ Educational Association, is one such provider that may be adversely affected. I declare an interest as a former employee of the WEA. I shall say more about that organisation in due course, but before doing so it is appropriate to put the effect of these instruments into context.

The Explanatory Memorandum also states:

“The transfer of the specified functions to the combined authorities will result in an associated transfer of funds to each combined authority to facilitate the exercise of those functions. This will take the form of a proportion of the overall adult education budget moving from the Department for Education to the specified combined authority”.


The key question mark over the future delivery of adult education concerns how much funding will transfer and how that will affect the ability of the combined authorities to deliver a full provision. The Minister delivered an upbeat assessment of what the combined authorities will achieve through the powers contained in these orders, but the current experiences of providers are not so upbeat.

The report published last month by the Institute for Fiscal Studies, which the Minister and his officials will be aware of, found that between 2004 and 2016 the number of adult learners fell from 4 million to 2.2 million. That alarming 45% drop means that apprenticeships now account for over one-third of total adult education funding, as opposed to 13% in 2010. That may be good news for those fortunate enough to work for an employer that is part of the apprenticeship programme, but of course millions more people never get the chance to undertake an apprenticeship, such as those working part-time, in the gig economy, for a microbusiness or on zero-hours contracts.

For the majority of adult learners, the IFS report painted a rather bleak picture. The numbers show that there are fewer evening classes and opportunities for people to learn, whether it be to improve literacy and numeracy, to update technical skills that might help get a job or a promotion, or to take GCSEs and A-levels to help to access higher education. Each year there are 1.8 million fewer adults able to improve their life chances through education. This is not the place for discussing the Open University, but in recent debates in your Lordships’ House I have highlighted the serious decrease in adult part-time education on Open University courses since the tripling of tuition fees in 2012, and that fits with the pattern across adult education.

Of course, cuts in funding which have the inevitable consequence of reducing the numbers participating in adult learning have a direct impact on the economy. One of the obvious benefits of adult education is helping people, as the Minister said, to equip themselves with the skills that employers need now and will need even more in the future. This is a pressing issue, with fewer EU nationals being allowed to bring their skills to the UK. In the context of our leaving the EU, opportunities for upskilling and reskilling should surely be going up not down, yet figures on enrolments in key areas of the labour market are worrying. Enrolments in health and social care courses dropped by a third between 2006 and 2016. The reduction was of a similar percentage in both construction and engineering. If the Minister, his department and the Government are not concerned by these figures, I think we should be told why.

--- Later in debate ---

[Lord Agnew of Oulton]

My Lords, I shall finish off on the WEA. Devolution gives the WEA an opportunity to work with the mayoral authorities and shape the ways in which they can contribute to meeting skills needs locally so that people of all ages are given those opportunities. It is vital that providers such as the WEA make contact with the MCAs to support them.

[Lord Watson of Invergowrie]

The WEA provides the contacts for these opportunities and possibilities. At the moment it is delivering adult education courses but it may not be able to do so in the future. There is not going to be a transitional period during which it can adjust. As I say, it is discussing these issues with the authorities but it may not always be successful, and that is the problem. There could then be a significant reduction in what the WEA is able to provide.

[Lord Agnew of Oulton]

What I can offer the noble Lord is that if he does not feel that the mayoral authorities are engaging constructively with the WEA, he should write to me and I will take the matter on. When the noble Lord, Lord Bird, wrote to me in April, I passed the letter on to the Minister, my right honourable friend Anne Milton, who wrote to the noble Lord and offered to meet him. I reassure the noble Lord, Lord Watson, that I believe such providers to be a very important part of the further education landscape and we certainly do not want to see them put out in the cold.

To address the questions asked by the noble Baroness, Lady Pinnock, on NEETs, or that category of vulnerable young adults, we are trying to help them through further studies in GCSE English and maths. In each case, more than 500,000 adult learners are studying maths and English to get them on to a platform that will enable them to go on and acquire the broader skills that are needed. We already require information about further education to be submitted to the DfE and we will continue to complete the individualised learner records in respect of provision delivered to learners resident in authority areas. This will continue to feed through into the national statistics publications. For transparency, the national statistics publications will include provision delivered to residents of the authority areas.

On accountability, we have put in place a number of measures to deal with the issues raised. There will be a robust governance arrangement between the department, the Education and Skills Funding Agency and the MCAs to govern the transitional year. As part of these arrangements the department is working with the MCAs to monitor and evaluate the performance of AEB-funded provision. This is assisting the MCAs in determining their commissioning and provision strategy when the budget is devolved from 2019-20 onwards. The Secretary of State has issued guidance on the approach an MCA should take to commissioning adult education. This includes guidance on how the approach should align to the existing adult education funding milestones which a provider operates under when commissioning. They have statutory requirements, which gives the department powers to intervene in the event of a failure to deliver decent provision.

Introducing these orders now will allow the mayoral combined authorities the opportunity to work with providers to tailor adult further education provision in preparation for the academic year 2019-20. This will give their residents the chance to reach their potential, improve their earnings and gain progression in their jobs. It will allow the skills system to deliver in responsive ways to sustain a flexible labour market. I commend these orders to the Committee.

Schools: Music Education

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 18th October 2018 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, I am grateful to the noble Lord, Lord Black, for securing this important debate. I also thank colleagues for their contributions. There was much in my noble friend Lord Black’s comments on the benefits of education that I strongly agreed with.

Music is statutory in the national curriculum, so every child in a maintained school must study the subject from the ages of five to 14. Between 2016 and 2020, we are providing £300 million of funding for music education hubs to ensure that all pupils have the opportunity to learn an instrument, sing and perform regularly, and have access to clear routes of progression.

Many noble Lords, including the noble Lords, Lord Clement-Jones and Lord Watson, and my noble friend Lady Redfern, mentioned the national plan. I can confirm that we will announce our plans for the next phase of this within the next couple of months. I say to those noble Lords who may be unware of it that the Government’s priorities for music education are set out in The Importance of Music: A National Plan for Music Education. It sets out our belief that children from all backgrounds and every part of England should have the opportunity to learn a musical instrument, to make music with others, to learn to sing, and to progress to the next level of achievement.

We have set up a network of 120 music education hubs to support schools in providing these opportunities. The noble Lord, Lord Lipsey, spoke about music in Wales, but that is a devolved matter. He was also concerned that children in England should have the opportunity to learn to work together in groups. That is exactly what the music hubs are trying to do, working with local authorities, schools, arts organisations and community and voluntary organisations. Between 2016 and 2020 music hubs will receive £300 million to work with all state-funded schools in England, including academies and free schools.

In primary schools, the national curriculum aims to ensure that all pupils perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians. At key stage 1 pupils are taught to use their voices expressively and creatively by singing songs and speaking chants and rhymes, as well as to experiment with, create, select and combine sounds using interrelated dimensions of music. At key stage 2 pupils are taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. At this stage pupils will also begin to develop an understanding of the history of music.

To address the concern expressed by the noble Earl, Lord Clancarty, that music is being sidelined in primary schools, with less time being spent on the subject, in the 2016 Omnibus survey, primary school classroom teachers were asked about the time they spent teaching different subjects. The survey showed the time spent on humanities to be broadly similar to that spent on music and the arts. I would also like to put to bed the myth that says academies can opt out of teaching music. This is simply not correct. All schools, including academies and free schools, must provide a broad and balanced curriculum.

Prompted by the noble Lord, Lord Storey, I will offer a couple of examples. Yesterday I corresponded with the chief executive of the Outwood Grange Academies Trust in the north. He said:

“I have specialist teachers working in 10 primaries delivering music, and we use the peripatetic service. I have a specialist supernumerary director who supports music across the whole trust. We annually have students who perform in the Royal Albert Hall. We also book regional theatres for our students to perform in. We are promoting music heavily and have, for example, a youth brass band in our Barnsley school, Outwood Shafton. It is next to Grimethorpe, which has a famous colliery band. We have 206 entries to do music this year”.


I corresponded with the chief executive of the Burnt Mill Academy Trust near Cambridge. She said:

“We get all children to start an instrument in year 7; all pupil premium children in primary. At the end of year 9, they can choose to continue or not. This has a massive impact on self-esteem, resilience and music outcomes”.


I reassure the noble Baroness, Lady McIntosh, the noble Earl, Lord Clancarty, and the noble Lords, Lord Aberdare and Lord Clement-Jones, that Ofsted does consider music education as part of a school’s broad and balanced curriculum—one that promotes the spiritual, moral, cultural, mental and physical development of all pupils. The noble Baroness, Lady McIntosh, is correct that Ofsted is consulting on its new framework, and we will have to leave it to Ofsted to develop it. The noble Earl, Lord Clancarty, asked about the relationship between the DfE and DCMS. I am able to say that we are in touch with each other. That department carried out a survey in 2016-17 which showed that 97% of children aged five to 15 participated in the arts in general.

When talking about music education in primary schools, I would like to share a splendid example that came to me via the music education hub in Gloucestershire. One of the hub’s partner organisations, the Music Works, delivers whole-class ensemble teaching on iPads. According to one teacher:

“The year 6 children from Chesterton Primary School, Cirencester, had a wonderful time combining music and technology. Even our most reluctant musicians are finding out about time signatures, chords and composition as they enjoyed exploring GarageBand”—


that is not a genre I am familiar with—

“on the iPad”.

I appreciate the kind words of the noble Lord, Lord Storey, although he made me feel like a young subaltern at Balaclava with Lord Raglan telling me to charge—but I will now address the EBacc issue. I reassure noble Lords that the EBacc is not responsible for forcing music out of the curriculum. These concerns were raised by nearly every speaker: the noble Lords, Lord Wallace, Lord Aberdare and Lord Clement-Jones, and my noble friends Lady Bloomfield and Lord Black. First, the data shows that the percentage of time spent by secondary school teachers teaching music remained broadly stable between 2010 and 2017. This data is drawn from the school workforce survey, which is a statutory survey, not a limited poll.

Secondly, there is no evidence that arts subjects, including music, have declined as a result of the introduction of the EBacc. In response to an Oral Question yesterday, I said that there were 31,000 entries for GCSE music in England in 2017. That was fewer entries than seven years ago because the cohort was smaller. The percentage is the key figure, and it has remained broadly stable at around 7%.

The noble Earl, Lord Clancarty, spoke about the rise in the number of pupils studying geography and history. He is right: it went up from 48% in 2009-10 to 76% in 2016-17. I believe this is a matter for great celebration, and it very much plays into the point made by the noble Baroness, Lady McIntosh, about facilitating subjects. One of the main reasons why we pushed for this was to help those from disadvantaged backgrounds get a decent chance of going to a good university. I take on board the noble Baroness’s challenge—that should be taken to the universities. I accept that music is a very challenging subject and it should get recognition, but that fight should be taken to that sector. In 2018, 23% of children in the independent sector participated in art and design GCSE, compared with 27% in the state sector. The best schools are combining a high-quality cultural education with excellence in core academic subjects, and we are committed to ensuring that all pupils have access to both.

Some noble Lords raised careers and secondary schools, and GCSE study leads me on to the subject of careers. The Government want to encourage young people to consider careers in music and have published a comprehensive careers strategy, building on the improvements we have already made to the careers system. We are investing more than £70 million this year to support young people and adults to get high-quality careers provision. Of the 330 new apprenticeship standards approved so far, 28 have been made available for the creative and digital industries, with a further 33 in development.

The noble Lord, Lord Watson, asked about the recent pay rises. We have committed to provide £500 million for an increase in pay for classroom teachers on the main pay scale of up to 3.5%. It is being paid directly to schools on a per-pupil basis, that being the quickest and simplest way to get the money into the system. The number of teachers centrally employed by councils represents only around 1% of the teaching workforce. We are in discussions with local authorities about how this issue is dealt with.

The noble Lord, Lord Watson, challenged me on what I think he described as an arts pupil premium. It is important to put on the record that we have created a pupil premium which has delivered more than £12 billion into the schools sector over the past five or six years and is aimed at those in areas of disadvantage. We are providing £300 million for a network of music education hubs. To break that down, we have given £400,000 to Music for Youth to provide opportunities for young people and families who might otherwise not have access to perform at or attend regional and national festivals. More than 10,000 pupils attended Music for Youth Proms primary concerts in London and Norwich last week. The festival series reaches its climax next month when around 3,000 young people will perform at the Music for Youth Proms concerts at the Royal Albert Hall. Department for Education funding helps to support the festival series, including supporting those participating or attending for the first time.

To address my noble friend Lord Lingfield’s concern about orchestras, we have a £2 million fund for national youth music organisations such as the National Youth Orchestra, the National Youth Choirs of Great Britain and the National Youth Jazz Collective. This helps them to continue their excellent work and ensures that they remain able to provide bursaries to those from disadvantaged families who would otherwise be unable to take up the opportunities.

The noble Lord, Lord Watson, raised the issue of funding for the music and dance scheme. The actual figure is £118 million for exceptionally talented young musicians and dancers, which is not quite the sum that was mentioned.

[Lord Watson of Invergowrie]

The issue I raised concerning the music and dance scheme was not the total funding but the fact that it was set up to assist students from disadvantaged families, yet many of its students are from families that could certainly not be described in that way. Can the Minister clarify why that is happening?

[Lord Agnew of Oulton]

My Lords, I am not familiar with the exact mechanics of the scheme but I will write to the noble Lord to clarify that.

My noble friend Lady Bloomfield spoke about In Harmony, a scheme that is running some excellent programmes in Nottingham and is working with 26 primary schools. Last month, it ran a music camp for children in need of extra support to move into the after-school band. In March next year the programme is organising an immersive play-along concert with the Robin Hood Youth Orchestra. Impressive work is happening too in Liverpool. Next year the Liverpool In Harmony programme is celebrating its 10th anniversary. In March the Royal Liverpool Philharmonic Opera is holding an In Harmony benefit concert, there is a special children’s orchestral production at Liverpool Philharmonic Hall and further Liverpool In Harmony concerts are planned in Leeds and Newcastle.

My noble friend Lord Lexden, the noble Lords, Lord Aberdare and Lord Wallace, and the right reverend prelate the Bishop of Chichester all spoke about independent schools. As my noble friend rightly said, we have recently agreed a joint understanding with the Independent Schools Council. This is the first of its kind and it sets out the commitment that independent schools are making to support disadvantaged pupils, including looked-after children, and to work with others across the sector on things such as the better targeting of bursaries. I am aware of an excellent drama and music production organised by the King’s College School in Wimbledon in partnership with Ricards Lodge High School, Coombe high school, St Mark’s Academy and Cricket Green special school. Interestingly, the statistics for those studying music GCSE are broadly the same in the independent sector and the state sector: about 6% in the state sector and 7% in the private.

We held a round-table meeting in Downing Street a few months ago with independent schools as part of something that I am very committed to: getting them to collaborate more with the state sector. At the round table, I asked the question: “What more should be happening?”, and all the heads from the independent schools said, “We should have state school heads in this meeting next time”. They are passionately committed to supporting the state sector in the promotion of good music, among other things.

My noble friend Lady Bloomfield referred to the quality of teacher training. In December last year we launched a consultation on strengthening qualified teachers’ status and improving career progression. This will happen for all subjects but I do not yet have specific details on music.

My noble friend Lord Lingfield may be interested to know of the Classical 100, which was mentioned by the noble Lord, Lord Aberdare. Classical 100 was launched in 2016 and is a free online resource that provides classical music to primary schools. It was developed by experts in music education and the Associated Board of the Royal Schools of Music, Classic FM and Decca. Over 4,000 schools have signed up to this resource, with 6,300 teachers registered as users. The 100 pieces were selected to encourage people to explore, discover and listen to a range of styles over 10 centuries, including JS Bach, Beethoven, Brahms, Mozart and Tchaikovsky. The online site offers schools a range of flexible resources to support teachers and can be used not only in music lessons but as part of school assemblies, plays and dance and drama studies. My noble friend Lord Borwick is right: technology is emerging to offer different routes into music and the teaching of music, and the Classical 100 is a good example of that.

Let me say a few words about the Music for Youth Proms concerts taking place next month, from 5 to 7 November. The Proms is an annual event which takes place at the Royal Albert Hall and is a celebration of the entire Music for Youth season, showcasing high-quality performances from some of the UK’s most creative, innovative and energetic young musicians. The DfE funds Music for Youth, and each night, more than 1,000 different young musicians take part in a concert which sees full-scale orchestras showcased side by side with some of the brightest young jazz bands, chamber groups, rock bands and choirs from across the UK. This is a tremendous experience for young people, giving them an opportunity to perform in a world-renowned venue alongside their peers.

I close by reassuring your Lordships that the Government absolutely understand the value of music. I cannot put it more personally than this. My own father studied music at university just before the outbreak of the Second World War. He volunteered to fight before graduating but it remained an important part of his life. A few years earlier, at school, he used singing to overcome a debilitating stammer. I understand the power of music.

I again thank my noble friend Lord Black for tabling this debate to give the Government a chance to put on record all that is being delivered in music. I take note of all noble Lords’ concerns and will ensure that the Government bear in mind all of today’s contributions.

Further Education: Teachers’ Pay

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 16th October 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, we have reformed the high-needs funding and disadvantaged funding in this sector and we are now putting in some £520 million for disadvantaged students. As I mentioned earlier, we have the strand of support that I have already discussed. If we look at apprenticeships on their own, for example, we see that we have nearly doubled the amount of money going into apprenticeships since 2010. By 2020, it will be £2.45 billion, which is double the amount in 2010. The other thing we have done to try to support the sector is offer sixth-form colleges, where appropriate, the opportunity to academise, which gives them a VAT-recovery opportunity. So we are looking all the time at how we can support this important sector.

[Lord Watson of Invergowrie (Lab)]

My Lords, the Minister beggars belief when he says in response to my noble friend Lady Blackstone that various strands of additional funding have gone into further education colleges. The Institute for Fiscal Studies reported recently that funding per student in sixth-form colleges and further education colleges has fallen by 20% since 2010. How can the average funding per student in those sectors be £4,000, compared to more than double that for universities with their tuition fees? In Colleges Week, which the noble Baroness, Lady Garden, mentioned, is there any possibility of the Minister saying that the Government will properly fund the new cost pressures on further education colleges of pay and pensions increases to ensure that an age group essential to filling the skills gaps in the economy in future years will not be further disadvantaged?

[Lord Agnew of Oulton]

My Lords, we have already committed to holding baseline funding per pupil until the next spending review in 2020, and I can offer a couple more examples of where we are supporting the sector. We have the exceptional financial support scheme, the area reviews and the restructuring facility, with a fund of some £700 million that has been made available and is being drawn down upon to assist colleges in rationalising and improving—so I reiterate our strong support for this sector.

Education and Training

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Monday 15th October 2018 Lords Chamber

[Lord Agnew of Oulton]

As noble Lords may be aware, we recently established the Careers and Enterprise Company. It is working with schools to ensure that there are enough career advisers in the system. We have 2,000 schools and colleges within the enterprise adviser network, 700 schools and colleges in career hubs and the Government have announced a doubling of the number of career hubs to 40 to meet this rising demand.

[Lord Watson of Invergowrie (Lab)]

My Lords, one of the issues on which the Government’s ongoing post-2018 review of education will focus is how to deliver the skills the country needs as we enter unknown terrain when we leave the European Union.

[Lord Watson of Invergowrie]

I defer to my noble friend Lord Foulkes. In a debate in your Lordships’ House in July, the Minister’s colleague, the noble Viscount, Lord Younger, said that the review panel’s interim report would be published at some point this year. Can the Minister be more specific about when we can expect to hear the initial thoughts of the people charged with the important task of mapping a route that links schools, apprenticeships, further education, higher education and industry with a view to filling the skills gaps now and into the future?

[Lord Agnew of Oulton]

My Lords, there are several parts to this answer. To deal with the initial concern about a post-Brexit scenario, as noble Lords will be aware, the Migration Advisory Committee has just issued its own recommendations on how we should adjust to a post-Brexit environment, including that we lift the cap on Tier 2 visas—at present only 20,000 a year are allowed in that area—and that we add 140 more categories to that sector. Turning to our economy and our school system, we created the skills advisory panels last year, which initially are convening in the opportunity areas to liaise with the LEPs and other employer groups. We have also created the institutes of technology, which are designed to be at a higher level of the skills matrix to ensure that the STEM skills the noble Lord referred to are given priority.

Department for Education: Use of Statistics

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 11th October 2018 Lords Chamber

[Lord Watson of Invergowrie]

To ask Her Majesty’s Government what action they will take to address the concerns raised in the letter sent to the Secretary for State for Education on 8 October by the chair of the UK Statistics Authority concerning the department’s presentation and use of statistics.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, I welcome this opportunity to confirm our support for the UK Statistics Authority’s work. This ensures that the communication of statistics across government meets the highest standards. The Education Secretary has written to the UKSA to respond on its points and clearly set out statistics that show the success that this Government’s education reforms are achieving. The Permanent Secretary has also responded, giving detail on the department’s work to strengthen our internal processes on fact-checking.

[Lord Watson of Invergowrie (Lab)]

I thank the Minister for that, but it does not answer the Question. This latest rebuke by the UK Statistics Authority is the fourth since the Secretary of State’s tenure began less than nine months ago. In his letter, Sir David Norgrove writes:

“I regret the department does not yet appear to have resolved issues with its use of statistics”,


and calls on him to,

“ensure that data are properly presented in a way that does not mislead”.

In an era of fake news and alternative facts, perhaps that is not too surprising, but it is completely unacceptable in a government department, particularly when previous warnings have been ignored. In response to Sir David’s letter, the DfE’s Permanent Secretary admitted, “We need to improve our performance”, but the Secretary of State’s response showed no such contrition. Will the Minister take this opportunity to apologise for the manipulation of statistics by him and fellow Ministers and state unequivocally that the department will begin complying fully with the statutory code of practice on statistics?

[Lord Agnew of Oulton]

I reassure the Chamber about one statement we made that has caused criticism. I shall read it and then give a little context. We said that the UK is the third highest spender on education in the world, according to the OECD, spending a higher proportion of our GDP on education than Australia, France, Germany, Italy, Japan, Portugal and Spain. This is correct, but I accept the noble Lord’s comment that the context needs to be made clearer; indeed, the Permanent Secretary acknowledged that in his letter this week to the UKSA.

Child Sexual Abuse: Safeguarding Failures

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Monday 10th September 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I agree with my noble friend that the degree of oversight of boarding schools in this country is probably one of the most stringent anywhere in the world. I am delighted that Ampleforth has appointed a female head. As part of the Charity Commission’s oversight of that school, it has appointed an independent observer, Emma Moody, who has the rights and powers of a trustee and is there specifically to oversee safeguarding.

[Lord Watson of Invergowrie (Lab)]

My Lords, the independent inquiry investigated history cases of appalling child sexual abuse. However, in April this year, the Charity Commission announced that it had stripped the charities that run Ampleforth School of their ability to have safeguarding oversight. A recent audit at Downside School by the Social Care Institute for Excellence found that there were still several important weaknesses in safeguarding. Yet the last two reports by the Independent Schools Inspectorate gave both schools a clean bill of health on safeguarding. Given that the inspectorate is monitored by Ofsted on behalf of the Department for Education, what efforts will Ministers make to ascertain how it managed to miss the continuing failings at those wretched establishments?

[Lord Agnew of Oulton]

My Lords, the noble Lord is right that the ISI is overseen by the Department for Education and is also monitored by Ofsted. The Ampleforth matter is not over yet; there will be another inspection shortly. Everyone realises that that school is in the last chance saloon on the matter of safeguarding.

Relationships and Sex Education

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 19th July 2018 Lords Chamber

[Lord Storey (LD)]

My Lords, we on these Benches very much welcome this Statement and congratulate the Government on bringing it forward. It is a very welcome first—perhaps not historic—positive step forward in equipping our children and young people to cope with life in a modern society.

I think it was David Cameron who, referring to Europe, said that we should “stop banging on” about it. I am, however, glad that on this issue so many Peers, MPs and organisations outside Parliament did bang on for some considerable time. That banging on has meant, in the end, that the Government have taken note. It is right to congratulate not just the present Government but the former Secretary of State, Justine Greening, who did a lot of work to get to this stage. I particularly remember meeting Edward Timpson, the then Children’s Minister, who was very clear in his view about this topic.

The importance that not only our party but young people, parents and teachers attach to this subject is clear from the 23,000 responses to the call for evidence. While there is no definitive tally of similar calls for evidence, I am confident that this number would be near the top of that particular league table. I have looked through the consultation, and I am glad that, as most school terms finish tomorrow, sufficient time has been allowed for schools to respond in the autumn.

It is quite interesting how the world, and government policy, have moved on in the last five years, but it is disappointing that what the noble Lord, Lord Nash, the Minister’s predecessor, said in this House five years ago—

“The Government believe that PSHE is a vital part of a broad and balanced curriculum and that excellent PSHE provision is part of the life-blood of all good schools”—[Official Report, 24/4/13; col. GC 426.]


—has not led to a commitment to go one step further and make PSHE a statutory part of the curriculum. I certainly do not accept that economic education is covered by the current provision in careers, maths and citizenship, as the Statement claims. It is welcome that students can decide, from the age of 15, to opt in to sex education even if their parents do not want them to. However, there is still a discussion to be had about whether one term of sex education in the year before the age of consent is sufficient.

Liberal Democrats believe there should be an independent standards authority to pilot, phase in and resource policy changes. Such an authority would be better able to monitor the introduction of RSE than either civil servants or Ofsted. A broad and balanced curriculum for life, as the Liberal Democrats would like to see, would also include mental health education, first aid and emergency life-saving skills and financial literacy, in addition to relationships and sex education. The Welsh Assembly has already introduced a new RSE curriculum on the basis of extensive research and consultation. What discussions have the Government had with the Welsh Minister?

In 2013, the noble Lord, Lord Nash, informed us:

“I agree that we need to improve the focus on this area through teaching, schools and ITT providers”.—[Official Report, 18/6/13; col. 136.]


I cannot, however, find any mention in the Statement about who will provide the resources to train teachers. Initial teacher training had been totally fragmented, and I am sure that head teachers will be trying to work out how to provide the high-quality CPD to bring their staff up to speed with yet another new demand on finite and shrinking resources.

I have three questions that I hope the Minister will be able to clarify. First, the Statement says that RSE will be prescribed core content for all schools. The phrase that I am unsure of—perhaps the Minister will explain how it would work—is that it,

“leaves flexibility for schools … with a religious character to deliver and expand”,

on that content. I am not sure how that will work in practice and what it means.

My second question has, I think, been asked by the noble Lord, Lord Watson. It is important not just to introduce this measure in 2019-20 but to make sure that it is of good quality, with qualified teachers and good resources. What funding has the Minister set aside to invest in high-quality training and continuous professional development?

Finally, the Minister says that financial education should not be made compulsory, as it is already covered in the national curriculum in maths and the careers strategy. The national curriculum, however, is not compulsory in academies and free schools. Are we planning to make it compulsory for those schools, so that this subject will be taught?

[Lord Agnew of Oulton]

My Lords, I thank the noble Lords for their questions on this subject and for their broad support. I thank the noble Lord, Lord Watson, for joining us yesterday and for the contributions that he made in that meeting. I hope that I will be able to answer most of their questions.

On the consultation period, the reason that we decided to issue the Statement today, ahead of the school holidays, is that most multi-academy trusts are open over these holidays. They cover half of secondary school pupils, so we felt that it was better to get the information out there sooner rather than later to enable them to get focused on the subject.

[Lord Watson of Invergowrie]

I am sorry, but that answer is not particularly helpful. Half of them may be open during the holidays, but that means half of them are not. Why should the maintained schools sector be treated less favourably? I am really surprised at that answer.

--- Later in debate ---

[Lord Agnew of Oulton]

The noble Baroness raises two important questions. First, on SEND, just to reassure the House, the whole thrust of these changes is for the teaching of all pupils, including those with special needs. In the debate in the other place today, my right honourable friend the Secretary of State made particular reference to reaching out in the consultation to special schools, SENCOs and others on how we can support the needs of pupils with SEND to ensure that we have the correct materials available for them. Likewise, on the LGBT question, I do not know what the existing materials are, but one reason for not bringing this in sooner, as some people would like, is to give us the time to start developing best practice, particularly across these sensitive areas. As I mentioned to the noble Lord, Lord Watson, earlier, we expect quite a few schools to be starting this in September 2019, which will give us time to develop good practice and make it available across the whole system.

[Lord Watson of Invergowrie]

My Lords, with the permission of the House, I would like to return to a point that I asked the Minister about when I spoke earlier, which is the issue of faith schools. The noble Lord, Lord Storey, raised a similar point. If there is any difficulty in making this guidance effective, that is most likely where it would occur. The point I specifically asked was: what happens where the school itself effectively does not recognise that sex education should be delivered at, say, the age of 16 and puts pressure on the parents to ask that their children opt out, and yet one or more of these children decide that they want that? The school, as I understand it, would be legally obliged to provide that sex education but would be very uncomfortable about doing so. Can the Minister say a bit more about how faith schools will be expected to act in those circumstances to make sure that they comply with the guidance?

[Lord Agnew of Oulton]

Yes, of course this is a very sensitive area, but I think we have to be clear that there is a requirement for faith schools to enter this mandatory process. However, schools with a religious character can teach these subjects according to the tenets of their faith. In schools with a religious character, the distinctive faith perspective on relationships may be taught, and balanced debate may take place about the issues that are seen as contentious. For example, a school may wish to reflect faith teachings about certain topics, as well as how their faith institutions may support people in matters of relationships and sex. As I mentioned as part of my answer to the noble Lord, Lord Storey, we find that two of the most effective organisations in dealing with these areas tend to be the Catholic Education Service and the Church of England. However, we do invite responses in the consultation if there is still a sense of ambiguity.

Boarding School Partnerships

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 28th June 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I very much take on board what the noble Lord has to say, and I respect his great experience in this area in particular. I believe my role in the Department for Education is that of exhorting local authorities to encourage them to consider this option. That is why we had the conference the other day. What was so uplifting about that conference was that, after the address from the panel members from Norfolk council, questions were asked for and a forest of hands went up. None of those questions was directed to me; they were all directed to the council representatives, who could speak of their experiences and show how they have overcome a lot of the problems the noble Lord mentioned—safeguarding has moved on enormously in the last 20 years. My role will be to continue to promote, and if there are blockages in the system that I or the Government can sort out, I will do my best to unblock them.

[Lord Watson of Invergowrie (Lab)]

My Lords, I met last year with the Royal National Children’s SpringBoard Foundation and acknowledge the good work it does with Boarding School Partnerships. In many cases, there are positive social, care, educational and financial outcomes, but most children in care will have experienced some kind of trauma, and many have unmet mental health needs. The question needs to be asked: are boarding schools equipped to provide the sort of wraparound support that these children may need? Many boarding schools have an established culture of bullying, and the arrival of a pupil who is demonstrably different may play into that. What assurances can the Minister give that he will insist that all care placements are based on the best interests of the child, not the cost to the local authority, and certainly that they should happen only following a full assessment of the child’s needs?

[Lord Agnew of Oulton]

The noble Lord is quite right that this is not a catch-all solution for some of the most vulnerable children in our society; I completely agree with him. That is why this cannot be a centrally directed government initiative. The decisions lie with the directors of children’s services in individual local authorities. That is what I am saying and why I am encouraging them to talk to one another and ensure that they understand both the advantages and the challenges that they face. I will finish on a quote given by a young person to my noble friend Lord Nash last year, when we launched Boarding School Partnerships:

“What is clear from my experience is that the placement at a boarding school, away from all familiarity was, arguably, a gamble. But this gamble became the most successful move of my 20 years in care. It changed me forever”.

Children: Special Educational Needs

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Monday 4th June 2018 Lords Chamber

[Lord Agnew of Oulton]

To answer the first part of the noble Lord’s question, the changes we brought about were to join the system up so that we were not dealing in silos for children who often have complex needs. One of the most important changes was to ensure that there was cross-agency working, not just with education but with health and social care. The other important change was to be much more focused on outcomes for children in need of this sort of support with flexibility in, for example, being able to provide a personal budget for children and families who need this support.

[Lord Watson of Invergowrie (Lab)]

My Lords, autism is the most common type of special educational need of children who have an EHC plan or statement, with 27% of those children having autism as their main need. Despite these numbers, too many children on the autism spectrum are held back from getting the support they need to succeed and 43% of appeals to the SEND tribunal are on behalf of those children. The Minister spoke earlier of the £50 million funding to create more places for SEND children. Capital funding is not the most pressing need. What will the Government do to ensure that the necessary staff capacity is provided to prevent so many children with autism falling through the cracks in the support system?

Restriction on the Preparation of Adoption Reports (Amendment) Regulations 2018

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Wednesday 23rd May 2018 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for introducing these regulations. I stand at the Dispatch Box representing Her Majesty’s Opposition. It is therefore my job to oppose the Government, which I do with regularity and, I hope, with reasoned argument and some good humour. So by dint of habit, I want to oppose these regulations today, but I am unable to do so, and no matter how hard I try, I can find nothing remotely contentious in them. I therefore say two things to the Minister. First, Her Majesty’s Opposition are content with his Motion, and secondly, normal service will be resumed shortly.

[Lord Agnew of Oulton]

My Lords, I am most grateful to noble Lords for the comments and questions on the regulations. The noble Baroness, Lady Benjamin, raises important points about adoption. We are very focused on ensuring that adoption times are reduced as much as possible. We have seen a reduction in the last couple of years—of six months from the peak of 2012-13—but of course we are not complacent. I also take on board the noble Baroness’s comments about regional adoption agencies. That process is ongoing: we now have nine regional adoption agencies that have gone live, which cover 44 local authorities, and 16 other projects are in development. We hope that we will not have to use legislative power to coerce, but it is there as a final option if we need to consider it.

I thank the noble Lord, Lord Watson, for his gracious response. He certainly holds me to account on a regular basis, but I am pleased that there are no more issues to be raised. We wanted to ensure that the changes were flagged up to noble Lords with time to consider them. I therefore commend these regulations to the House.

Schools that Work for Everyone Consultation

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Monday 14th May 2018 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for repeating the Secretary of State’s Statement. Perhaps I may ask him, first, whether he can say when a breakdown of those who responded to the consultation will be published. Despite the fact that the Secretary of State has in the past stated that grammar schools were “not the answer” to social mobility and were “divisive”—both of which statements are beyond contradiction—we now have a situation where he and his department are standing logic on its head, for reasons that he himself was unable to explain in another place earlier today.

With regard to funding to allow grammar schools to expand, as the Minister has just mentioned, can he say whether they will be permitted to open so-called annexes across county borders, as has been suggested with regard to a school in Buckinghamshire opening an annexe in the Prime Minister’s constituency in Berkshire?

We welcome the fact that the Government have accepted our arguments for retaining the 50% cap in faith schools admissions, but perhaps the Minister can elaborate on the point made in the Secretary of State’s Written Statement published on Friday, which stated:

“we are also developing a capital scheme to support the establishment of new voluntary-aided schools for faith and other providers”.—[Official Report, Commons, 11/5/18; col. 25WS.]

What effect do the Government expect that development to have on the number of faith schools and/or the number of pupils admitted on the basis of their faith?

I reiterate a point that I made when the consultation document was published. Its title is not just a misnomer; it could even be said to be a deception because it is categorically not concerned with schools that work for everyone. The document itself has 36 pages but the number of times that those pages mention special educational needs and disability is zero. The Government’s belated response to the consultation has 16 pages but the number of times that those pages mention special educational needs and disability is, again, zero. So this is not about schools that work for everyone: it is about schools that work for everyone without special educational needs or disability.

So the Government’s commitment to selective education apparently extends to selecting the kind of children who are eligible for selective education. That is just not acceptable, and I invite the Minister to explain why children with SEND have been written out of the Government’s plans that were announced last week. If he is unable to do so now, I ask that he write to me, because that is an omission for which thousands of children and their parents deserve an answer.

[Lord Agnew of Oulton]

My Lords, the noble Lord has asked a number of questions. I hope I have been able to write them all down. I will have to write to him to give him a breakdown of the response to the original consultation.

On the annexes of existing grammar schools, we are very clear that for any grammar school applying for this fund it has to be a bona fide extension of an existing school. I cannot give the noble Lord exact distances but the spirit of the intention is very much that they are here for existing good grammar schools.

The capital scheme that we are talking about is a £50 million sum in the current year. I think it is important to put it into perspective: we envisage that it might create about 4,000 places. We have so far created 825,000 places since 2010 so it is a small amount in the overall context. However, it recognises that it is much more efficient for us to create good places in existing good schools. That is the logic that underpins it.

In relation to SEN, I do not have the detailed information here but I can say we have just announced 14 free schools specialising in special educational needs, including autism and mental health. I think we have opened something like 70 free schools over the last five years that, again, focus on special educational needs.

Child Safeguarding Practice Review and Relevant Agency (England) Regulations 2018

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Wednesday 9th May 2018 Grand Committee

[Lord Agnew of Oulton]

I am most grateful to the noble Lords for their comments and questions on these regulations. I can address some of the points raised. The noble Lord, Lord Storey, raised an important point about the role of tutors and how they should be checked. I will write to him on that, as it is a technical matter.

The noble Lord, Lord Watson, raised several other points and I will try to address those. In terms of funding, it is important that the local areas have the flexibility to fund the arrangements that they design. The safeguarding partners should agree the level of funding secured from each partner, which should be equitable and proportionate, and the contributions from each relevant agency to support the local safeguarding arrangements. The funding should be sufficient to cover all elements of the arrangements. Any requirements for the national panel will be funded from the centre. We do not predict that there will be additional costs because we are hopeful that this will remove a lot of the overlap that there is in the system at the moment.

I am pleased that there is strong cross-party support for the appointment of Edward Timpson. He is very experienced in this area, but I take note of the noble Lord’s point about him being overstretched. The exclusion inquiry that he is looking into at the moment is a relatively short inquiry and should be completed within a few months, so I do not think that there will be significant overlap.

On costs, the fees and expenses of the members and chairs will be published and will be in line with the rates paid to other, similar expert panels.

The panel member that the noble Lord, Lord Watson, referred to is from an academy trust. We would also consider someone from a local authority who has experience at senior level. Both the Chief Social Worker and Mark Gurrey will bring that as well to the team.

[Lord Watson of Invergowrie]

I accept the local authority involvement regarding those named, but I was particularly talking about local authority education, because there has been some concern expressed that education has been left out of the loop, as it were, in terms of those involved. For education to be introduced only in the form of what appears to be a businessperson from an academy trust—I do not know her experience beyond that—without anyone from the maintained sector is a concern. Can the Minister answer the question that I posed earlier, that the figure of five on the panel is just the opening number and that it can be—and probably will need to be—increased?

Manifesto to Strengthen Families

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Wednesday 9th May 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, the family test was introduced in 2014. It includes five questions. I will not go through all of them but I will mention a couple just to illustrate what we are trying to do: first, what kind of impact might the policy have on family formation; and, secondly, what kind of impact will the policy have on families going through key transitions such as becoming parents, getting married and so on? So the test is already operating on a voluntary basis. We are cautious about making it statutory because that would very much remove flexibility in how it was used.

[Lord Watson of Invergowrie (Lab)]

My Lords, the document in question seems to yearn for a return to an age when the nuclear family was ubiquitous. Social norms have moved on a bit in the past 50 years, and to advocate, as the document does, tax benefits for married couples alone unfairly stigmatises not just single parents but the children in such families. The manifesto of the noble Lord, Lord Farmer, also advocates family hubs. These already exist; Labour created them with the Sure Start programme, and by 2010 there were some 3,600 children’s centres, reaching almost 3 million children and their families. Those figures are now halved as the result of a succession of budget cuts. Will the Minister explain how that squares with the Conservatives’ claim to be the party of families?

[Lord Agnew of Oulton]

My Lords, we recognise the value of family hubs. We have perhaps slightly shifted the emphasis with, for example, the introduction of 15 hours’ free childcare for the most disadvantaged children in this country. In the last two years participation has gone up from 58% to 71%, and 500,000 children now benefit from it. We believe that is a very effective mechanism to work alongside children and family hubs.

Academies: Gender Pay Gap

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Wednesday 25th April 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, the noble Lord, Lord Storey, is correct that academy pay is set by the trusts themselves. However, we have taken action on high-end pay. One of the first things I did when I took on this job in September was to ask officials to write to 29 single-academy trusts where there was high pay. Since then, we have resolved that 16 of them no longer pay the levels that were indicated in their returns. We have now also written to a number of multiacademy trusts, and in the last couple of weeks we have written to all trusts which pay more than £100,000 or which have more than two people in their trust who are paid more than £100,000. So we are alert to it, I am bearing down on it where we see excesses, and I will continue to do so.

[Lord Watson of Invergowrie (Lab)]

My Lords, we have known for some time that senior pay in multiacademy trusts is out of control. Now we have evidence that, as the noble Lord, Lord Storey, said, women working in academy chains suffer some of the worst gender pay gaps. Is this not public funding, which is being used to entrench inequality in the education system? I have to say that the Minister is personally associated with this issue. The website for the Inspiration Trust, which runs 14 academies in East Anglia, lists him as a trustee and a person with significant control. Noble Lords may wonder why, seven months after being appointed as an Education Minister, he is allowed to continue to hold those posts. But for now, can the Minister say that, despite the fact that trusts have the right to set their own salaries, the size of those gender pay gaps is a scandal, and are he and his department prepared to give advice to trusts to begin to close those gaps?

[Lord Agnew of Oulton]

My Lords, perhaps I should address the Inspiration Trust first, as I was indeed its founder. The chief executive took on 14 schools, seven of which were in special measures when we took them on. All are now out of special measures. Thousands of children are getting a better education than they were five years ago, and that is the essence of what autonomy of pay is all about. Where we have excess pay and there is poor performance, as I said to the noble Lord, Lord Storey, I am bearing down on that. No one is more messianic about the misallocation of taxpayers’ money, but we need to strike a balance between autonomy, where good teachers and good leaders are given the chance to develop and improve schools, and those who are not good are held to account.

Schools: Integrated Communities Strategy

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 24th April 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, most dogma is based on ignorance, therefore a good education system is important because it tackles ignorance. All state-funded schools, including faith schools, have a legal obligation to promote community cohesion and to teach a broad and balanced curriculum. They are required to promote the fundamental values of democracy, the rule of law and individual liberty, as I mentioned in answer to an earlier question. We are looking at the moment at how faith free schools can pay more attention to how they attract pupils from different faiths and backgrounds.

[Lord Watson of Invergowrie (Lab)]

My Lords, the Green Paper highlights the fact that 60% of minority ethnic pupils are in schools where they are in the majority. It goes on to say:

“This reduces opportunities for young people to form lasting relationships with those from other backgrounds and can restrict pupils’ outlook and education”.


Yet last year’s Conservative manifesto contained a pledge to remove the 50% cap on faith schools admissions. Surely all our state schools must be open, inclusive, diverse and integrated, and never exclusive, monocultural or segregated. The duty of the education system should not be to emphasise and entrench such differences in the eyes and minds of young people but rather to emphasise the common values, to which the Minister himself referred and which we all share. Will the Minister give an assurance now that the backward step of removing the faith schools cap is no longer government policy?

[Lord Agnew of Oulton]

My Lords, the matter of the faith cap is still under consideration, so I am afraid that I am not able to give the noble Lord the assurance he seeks at this moment. However, referring to the recent Integrated Communities Strategy document; on education specifically we are addressing eight separate issues which all link to integration: admissions, the free school point I made a moment ago, school linking, fundamental British values, independent schools and registered schools, out-of-school settings and home education. All of them are addressed in this document, and we seek to ensure that integration remains at the heart of our policy.

Schools: Free Lunches and Milk

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 27th March 2018 Lords Chamber

[Lord Watson of Invergowrie]

To ask Her Majesty’s Government when they intend to undertake a full impact assessment of the Free School Lunches and Milk, and School and Early Years Finance (Amendments Relating to Universal Credit) (England) Regulations 2018; and what further action they intend to take regarding those Regulations.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, the Government listened carefully to the views that arose in the debate last week. I can confirm that our changes will help those on the lowest incomes. The Government have published an equalities impact statement, which was updated following our public consultation. We are committed to ensuring that at least 50,000 more children will benefit from free school meals by 2022, compared to the previous system, and that no child will lose out during the transition to universal credit. We have also reviewed the threshold following the rollout of universal credit to ensure that those who need support are benefiting.

[Lord Watson of Invergowrie (Lab)]

My Lords, last week your Lordships’ House voted in favour of a regret Motion in the name of my noble friend Lord Bassam, calling for a delay in the implementation of regulations which, by the Government’s own admission, will result in more than 100,000 children receiving free school meals under the existing benefits system losing that right under universal credit. In passing, I should say that the vote was carried by 52% to 48%—a margin that may be familiar and one that the Government have consistently told us is decisive and must be respected. But the Government showed your Lordships’ House no respect, because, as the Minister said, guidance was issued two days later.

Ministers have been unable to explain why there has been no full impact assessment on such a controversial issue, not just the equalities impact assessment that the Minister mentioned. It is surely inconceivable that the Department for Education would not have undertaken an internal impact assessment on such a controversial issue. Will the Minister confirm to noble Lords that the outcome of that assessment was so damaging to the Government’s plans that it was suppressed, and will they now either publish it or undertake a proper, public, full impact assessment?

[Lord Agnew of Oulton]

My Lords, I want to reassure the noble Lord that we take very seriously the concerns raised about this important policy issue. As I mentioned, we published an updated equalities impact statement on 7 February. The majority of respondents agreed that there would be no adverse impact on the protected characteristics. The reason, really, is because we are improving the system, basing eligibility on income rather than the number of hours worked. All the existing recipients of free school meals whose parents move to universal credit will be protected for the full rollout period.

National Curriculum: Litter

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 20th March 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, in relation to the noble Lord’s first question, if we can change attitudes we will not need to spend large sums of taxpayers’ money cleaning up the litter left by careless people. In relation to PSHE, the review closed on 12 February and we had a record number of responses. We will be replying to that as soon as possible. It is also worth noting that an additional requirement that we have of schools is for the social, moral, spiritual and cultural development of children. This is a high-level duty that sits outside PSHE. It is written into legislation and also into the academy funding agreement, and it includes issues such as respect for the environment.

[Lord Watson of Invergowrie (Lab)]

I am wary of criticising the noble Lord, Lord Robathan, given his service in the SAS, but I suspect that there are many parents and not a few children today who, having heard him, are quite relieved that there are mercifully few chimneys left in this country. I wonder whether the noble Lord is aware that it is extremely rare for the broad and balanced year 6 curriculum not to include civic responsibility, so it is not a problem. There are many great teachers in state schools in this country, not least Andria Zafirakou, who was named as the winner of the Global Teacher Prize just a few days ago. That is a tremendous credit to her work at Alperton Community School in north London. I suspect that most teachers in this country would welcome a robust statement from the Minister that teachers should be allowed to get on and teach. Will he give that assurance?

[Lord Agnew of Oulton]

My Lords, I agree with the noble Lord that it is very important that teachers are allowed to teach. The core of our reforms over the last seven or eight years has been the granting of autonomy to schools and the freeing up of the key stage 3 curriculum to give space for the teaching of things that are not directly linked to exams. I come back to my general theme: much of education is about producing a spiritual sense and a sense of belonging in society—so I agree that we should not be mandating additional individual activities.

Children: Missed Education

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 15th March 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, we try to represent a broad coalition in education. I am proud that we live in one of the most tolerant and inclusive countries in the world—as I said in an article in the Times today—and we have to meet the concerns of all people. The humanists have to be reasonable, as do any of the other religious groups, and my job is to ensure that we reach a compromise for all concerned and that children are safe.

[Lord Watson of Invergowrie (Lab)]

The Minister referred to home education in his Answer to my noble friend Lady Massey, although that is not mentioned in the Question. He avoided the Question on the collection of data, which is important. The Government do not collect data on the number of children whose parents claim they are being educated at home or elsewhere. The same is true of national statistics on unregistered schools, which are an increasing problem. No one knows how many children are being educated in unregistered schools, although Ofsted estimates it is as many as 6,000. Surely the time is now right for the Government to place a legal obligation on parents to register children not attending school, as proposed by my noble friend Lord Soley in his Bill which is going through your Lordships’ House. Will the Minister signify his support for that?

[Lord Agnew of Oulton]

My Lords, as I made clear at Second Reading, we are aware of these concerns and have been motivated by the Bill of the noble Lord, Lord Soley. We shall watch its progress in Committee with interest. I am not able at this stage to give a unilateral commitment on registration, but I am sympathetic to the arguments made by the noble Lord opposite. We have to be aware of the nuancing around this. For example, if we insist on registration, what do we do about the parents who refuse to register? If that does not solve the problem, they remain missing. What do we do with parents like the one who said in the newspapers the other day that she would go to prison rather than co-operate in any way? This is an open area for discussion, and I have an open mind.

Schools: Music

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Wednesday 7th March 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I believe that when that was raised in the media recently, the school in question removed the charge, and I am not aware of any other examples of that happening. Certainly, if the noble Lord is aware, I would be pleased to hear from him and I will investigate it.

[Lord Watson of Invergowrie (Lab)]

My Lords, my noble friend Lord Kennedy once played the bassoon in the London schools orchestra. The chances of a young person from his school in Peckham doing so this year are considerably less because of the cuts to funding in many state schools for arts and creative subjects. Despite what the Minister said, I concur with the noble Earl, Lord Clancarty—in 2017 the number of pupils taking GCSE music is down to an all-time low of 5.5%, which is a very serious situation.

I have told the Minister before that Labour will introduce an arts pupil premium to ensure that every child in a primary school in England has the chance to learn a musical instrument, go to the theatre, or take part in dance and drama. The funding necessary for this cannot be escaped by the Government. Will the Minister say why the facilities in state schools are still so much worse than they are in many private schools—a situation which would be reversed by Labour’s arts pupil premium—or are the Conservative Government quite content for the study of music to be the preserve of the wealthy?

[Lord Agnew of Oulton]

My Lords, spending on music and cultural education programmes has been stable for the last four years—it declined in 2013-14 and 2014-15, but we increased it. The noble Lord asked me a Question about EBacc in November, and I gave the response then that we probably have different priorities. I believe EBacc has been an enormous tool for improving social mobility in children from less advantaged backgrounds. We are seeing a dramatic increase in the number of children who are studying EBacc subjects such as science, geography, history and modern foreign languages. The reason we were so keen on this is that it provides an opportunity for these children to have a shot at a good university. We know good universities have facilitating subjects, which tend to be the EBacc subjects. Overall, the commitment to music remains and 120 music hubs are supporting some 14,000 ensembles across the country.

Children: School Attendance

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Wednesday 24th January 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, we are aware of the recent report from Hackney, which refers to between 1,000 and 1,500 Haredi boys attending out-of-school settings in the borough. The report made it clear that they are yeshivas offering religious teaching in settings that do not meet the criteria to register as independent schools, but they are operating as out-of-school settings. We are conscious of this, but we have to be careful because out-of-school settings can include things like Sunday schools and even sports clubs. We have been working with some of these religious groups to encourage them to offer a broader form of education, and recently we managed to persuade the Haredi schools in Manchester to adjust their curriculum to offer a broader education. We will continue to do that.

[Lord Watson of Invergowrie (Lab)]

My Lords, it is symptomatic of the Government’s complacency on this issue that the current document, Elective Home Education: Guidelines for Local Authorities, contains a ministerial foreword signed by Mr Jim Knight, the Minister of State, and Mr Andrew Adonis, the Parliamentary Under-Secretary. I have no idea what became of them, but that was 11 years ago and it has never been updated so I am very pleased that the Minister has announced today that he plans to update that document. The fact is that the Government have no idea how many children are out of school at the moment. They do not collect the figures, as we have heard, and local authorities are not obliged to do so either. How can anyone safeguard a child if they do not know about them? Does the Minister accept that a register of home-educated children, which is a provision in my noble friend Lord Soley’s Bill, is now an urgent necessity? Will he urge the new Secretary of State to make that one of his first priorities?

[Lord Agnew of Oulton]

My Lords, I think I can reassure the House that quite a lot of activity has occurred in the last four or five years. For example, we updated the statutory guidance, Children Missing Education, in September 2016 and Keeping Children Safe in Education, and introduced the Education (Pupil Registration) (England) (Amendment) Regulations 2016, which particularly required any child leaving a school and going into home education to register with the local authority. We have tackled the out-of-school settings through the recruitment of Prevent education officers and, as I mentioned earlier, Ofsted has been given increasing powers. Lastly, as I referred to in an earlier answer, the legal advice we are receiving at the moment clarifies a lot of the powers available to local authorities, and we will seek to make them aware of those powers. We are keeping an open mind on the Bill sponsored by the noble Lord, Lord Soley, but I am certainly working with him collaboratively on this.

Apprenticeships: Disabled Students

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Monday 15th January 2018 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, care leavers are among the most vulnerable groups of young people in the country, with 40% not in education, employment or training by early adulthood. Part of the reason, notwithstanding what the Minister said about support for care leavers, is the inadequacy of proper support to enable them to take up training opportunities. Care leavers can get a bursary if they attend university—but not if they undertake an apprenticeship. Will the Minister acknowledge the need for an apprenticeships bursary to provide additional support for care leavers and at the same time give a government commitment to parity between higher education on the one hand and further education and apprenticeships on the other?

[Lord Agnew of Oulton]

My Lords, through the SEND reforms we have introduced since 2014 we have made available more than £220 million to help. This includes a package of £20 million for councils, £9 million to establish local supported internship forums and £4.5 million for parent carer forums. In the Children and Families Act 2014 we included the FE sector in a single SEND system. We put four duties on to the sector: to have regard to the SEND code of practice; to use best endeavours to meet special educational needs; to co-operate with the local authority; and to admit a young person if the college is named by the local authority.

Children: Mental Health Assessments

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Monday 18th December 2017 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I very much agree with the noble Lord. At the moment we have the Boarding School Partnerships, an initiative which works with a number of local authorities and boarding schools to increase the number of referrals for children who might be defined as on the edge of care. My own home county, Norfolk, is one of the largest users of this scheme. It is doing a longitudinal study, which we hope will be released next year, to show the impact of these children being prevented from going into care by going to a boarding school. If, as I hope, this shows very strong improvements in these children’s lives, we will be showcasing it to other local authorities to encourage more of them to do it.

[Lord Watson of Invergowrie (Lab)]

My Lords, it would be grossly unfair, particularly during this season of good will, to hold the Minister responsible for the sins—or at least the prevarication—of his predecessor, the general election notwithstanding. As has been mentioned, the expert working group on improving mental health support for young people in care reported last month. I hope the Minister can give an assurance that the Government will show rather more urgency in response to that report than they have in testing new approaches to mental health assessments for looked-after children. These children are five times more likely to develop a mental disorder than children living at home with their families, but only one-third of those diagnosed accessed children and adolescent mental health services—known as CAMHS. Will the Minister ask the DfE to ensure that areas where CAMHS access is low will be prioritised when selecting the local authorities and clinical commissioning groups for those pilot studies?

[Lord Agnew of Oulton]

I reassure the noble Lord that we will be looking at all the recommendations of the expert working group, some of which included the points that he made. These include things such as establishing a virtual mental health lead, based on the success of the virtual school head process, and improving the strengths and difficulties questionnaires, which we discovered are not always being carried out as well as they should be. In the debate on 23 November last year, the noble Baroness made a point about the importance of assessing mental health at the same time as a young person’s general health assessment is carried out, so reducing stigmatisation. I hope this offers some reassurance to the noble Lord. It is quite right that he holds us to account, even in the Christmas period.

Education: Early Years

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Wednesday 29th November 2017 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, I am pleased to answer this Question for Short Debate. It is widely acknowledged that the first five years of a child’s life are critical: they are the foundation years, shaping their development and preparing them for school. The noble Lord, Lord Parekh, is correct in saying that speech and language gaps appear by the age of two and that early difficulties with language can affect pupils’ performance throughout primary school, with impacts being felt into adulthood. This Government are determined to close this gap and improve social mobility, extending opportunity to all. I agree with the noble Lords, Lord Storey and Lord Watson, and the noble Baroness, Lady Warwick, that the evidence consistently tells us that early years provision can have a positive and lasting effect on children’s outcomes, future learning and life chances. And I agree entirely with my noble friend Lord Griffiths that the role of parents in a child’s development is also crucial.

We have already taken a number of steps towards improving the quality of early education and outcomes for children, as well as the affordability of childcare for families. To provide some reassurance to the noble Lord, Lord Storey, and the noble Baroness, Lady Warwick, by 2019-20 we will be spending around £6 billion a year on childcare support, a record amount. Our offer to families includes the 15-hour entitlement for disadvantaged two year-olds, the 15-hour entitlement for three and four year-olds and, more recently, the additional 15 hours for three and four year-olds with working parents. This is on top of the support being provided through tax-free childcare and universal credit. As well as giving children the best possible start in life, these entitlements, particularly 30 hours of childcare, are also reducing the childcare costs for working parents. The noble Lords, Lord Storey and Lord Watson, may know that a lone parent has to earn only around £6,000 a year to be able to access the 30 hours of free childcare.

The noble Lord, Lord Parekh, is correct in saying that Ofsted last week released new data confirming that in 2017, 94% of early years and childcare providers are now rated good or outstanding, the highest proportion ever recorded. This is an increase of 20% since 2012. On outcomes, the noble Lord, Lord Parekh, might be interested to know that the latest results from the early years foundation stage profile assessment, which measures children’s development and school-readiness at the end of reception, tell us that children’s development is also improving. The number of children achieving a good level of development at the end of reception continues to increase year on year—71% in 2017, up from 52% in 2013—but we are not complacent. We recognise that there are challenges and remain committed to continuing to improve the quality of early education so that children can achieve the best possible outcomes. We are doing this in a number of ways: from support for workforce development to improvements in literacy and language teaching and monitoring the impact of 30 hours of free childcare, as well as ensuring that children with special educational needs and disabilities can access early education provision.

The noble Lord, Lord Addington, and the noble Baroness, Lady Warwick, are concerned about workforce training. The evidence is clear that a high-quality early years workforce can have a major impact on children’s outcomes. A well-qualified workforce with the appropriate knowledge, skills and experience is crucial to deliver high-quality early education and childcare. In March 2017 we published the Early Years Workforce Strategy, which outlines the Government’s plans to help employers attract, retain and develop early years staff to deliver high-quality provision. We are working closely with employers and training providers to strengthen level 2 qualifications and ensure that they better support practitioners’ progression to level 3 and beyond. We will be consulting on the proposed criteria for the new level 2 qualifications shortly. A new level 3 apprenticeship standard, designed to support the effective development of early years practitioners, is also near completion.

We continue to support graduates into the sector through our funding of the early years initial teacher training programme, including bursaries and employer incentives. I am also pleased to announce that we have recently established a new working group of early years stakeholders to consider how we can improve gender diversity in the sector. This group includes practitioners, training providers, unions, academics and employers. We believe that a diverse early years workforce that reflects wider society will help to enhance children’s experiences.

Research shows that five year-old children who struggle with language are six times less likely to reach the expected standard in English at age 11 than children who have good language skills at that age. At the Conservative Party conference in September, we announced a number of actions to tackle this astonishing finding. We will provide more funding to help schools strengthen the development of language and literacy in the early years, with a particular focus on the reception year. This includes establishing a £12 million network of English hubs in the northern powerhouse to spread effective teaching practice, with a core focus on early language and literacy as their first priority.

In September this year we also announced that we would take steps to improve the early years foundation stage profile, including reviewing what is assessed at the end of reception. We will be working closely with schools and early years experts as we implement these changes. It is important that we get this right, so changes will not be rolled out nationally until the 2020-21 academic year. We have also put in place measures to ensure children with special educational needs and disabilities have access to high-quality education. The new disability access fund is worth £615 per year per eligible child, paid to the provider. We have required all local authorities to introduce inclusion funds to support children with special educational needs.

Turning to the concern of the noble Baroness, Lady Warwick, our total hourly average funding rate for two year-olds has increased from £5.09 to £5.39 from April 2017. All local authorities have seen increases in their rates for two year-olds. We are also investing in the early years pupil premium to support better outcomes for three and four year-olds. This is worth over £300 per year per eligible child.

The department’s Review of Childcare Costs took into account future cost pressures facing the sector, including the national living wage. Our average rates to authorities compare favourably with recently published research into the hourly cost of childcare by Frontier Economics, as part of a study of early education and development.

We are committed to evaluating the impact of 30 hours’ free childcare. The evaluation of the early delivery areas published in July and August this year did not find any impact of 30 hours on the universal 15-hour offer. Building on this, the department is in the process of commissioning an evaluation study to assess the implementation and impact of the policy in the first two terms of national rollout.

The noble Lord, Lord Storey, and the noble Baroness, Lady Warwick, raised the issue of Sure Start centre closures. It is up to local authorities to decide the best solutions for their area. They are best placed to understand local needs and how to meet them. Where councils decide to close a children’s centre, they must demonstrate that children and families, particularly in the most disadvantaged areas, will not be adversely affected and that they are still meeting the duty to have sufficient children’s centres to meet local demand.

The noble Lord, Lord Addington, raised issues around children with special educational needs. We are doing several things in this area that he may be aware of. The first is the introduction of the new phonics screening check for children in year 1, which should pick up those children struggling with early literacy. We are funding the special dyslexia trust to raise awareness and support for parents and schools, and are working with the National Association for Special Educational Needs and other experts in the sector to ensure that schools have access to the Inclusion Development Programme training materials on dyslexia and other common forms of special educational needs.

Several noble Lords, including the noble Lords, Lord Parekh and Lord Watson, raised concerns over foster children accessing childcare. Children in foster care are already entitled to the universal 15 hours of free childcare. Carers also receive funding and support for the care of their foster children, including a national minimum allowance and favourable treatment in the tax and benefits system. We are in the first term of the 30 hours’ free childcare offer and will continue to keep the policy under review to see how it is working for families, including children in foster care.

[Lord Watson of Invergowrie]

The Minister has basically repeated the Answer to my noble friend Lord Beecham’s Written Question that was given this week. The basic question is: why should there be any difference at all? Foster children are allowed the 15 hours but not the 30 hours; ordinary children who were allowed the 15 hours have moved on to 30 hours. Why is there a difference?

[Lord Agnew of Oulton]

My Lords, it might be useful to write to the noble Lord, Lord Watson, to set out our thinking. At the moment I do not have the detailed information to hand, but I will do that.

In closing, I thank noble Lords again for their contributions to this important debate today. Many important points have been raised and I will write to address any of those that I have not had time to respond to fully. The Government are very clear that the early years are a critical time which influences outcomes for children and their families. We have achieved a huge amount, but there is still a lot more to do, particularly to close the gap between disadvantaged children and their peers. We remain committed to continuing to improve the quality of early years education to make sure that every child improves their life chances and has real opportunities to realise their potential.

Teacher Education: Arts, Crafts and Design

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 28th November 2017 Lords Chamber

[Lord Agnew of Oulton]

My Lords, as I said a moment ago, the Government strongly support a broad and balanced curriculum. We recently announced £400 million of funding between 2016 and 2020 for a diverse portfolio of arts and music education programmes. This includes £300 million for music education hubs and £58 million in 2016-18 for music and dance schemes. We have music education hubs supporting over 14,000 ensembles and choirs, nearly 8,000 of which are based in schools. Over 340,000 children participate in these. We also have Progress 8, which, as I am sure noble Lords will be aware, encourages a broad and balanced curriculum. Of the eight subjects that are measured, three are open subjects, which include arts.

[Lord Watson of Invergowrie (Lab)]

My Lords, despite what the Minister has just said, I agree with the noble Lord, Lord Grade, that the Conservatives have allowed the arts and creative subjects in schools to be neglected in recent years—

--- Later in debate ---

[Lord Watson of Invergowrie]

I can understand the nervous laughter in various corners of the House. It will allow every primary school child in England to learn a musical instrument, to experience dance and drama and to regularly visit theatres, museums and art galleries. Our aim is for arts facilities in state schools to match as near as possible those in many private schools. Can the Minister tell me why his Government do not match that ambition?

[Lord Agnew of Oulton]

My Lords, I suspect that we have a slightly different emphasis on education and its priorities. However, I assure the noble Lord that the number of art and design teacher trainees has risen nearly every year for the last five years. Indeed, in 2016-17 we had the most we have had in five years.

Schools

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Thursday 16th November 2017 Grand Committee

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, I am pleased to answer this Question for Short Debate, and thank the noble Lord, Lord Bird, for initiating it. We want fair access to a good school place for every pupil, regardless of their background. Over the past seven years, we have made significant progress: more schools than ever are rated good or outstanding and, since 2011, the attainment gap for disadvantaged pupils has decreased by approximately 7%. However, that progress has been made against a backdrop of unfair and arbitrary funding which has, for too long, acted as a brake on the progress. That is why we are delivering on our promise to reform the unfair and opaque school and high-needs funding systems.

At the heart of the Government’s ambition to provide good school places is the aim to drive up social mobility, as referred to by the noble Lords, Lord Fellowes and Lord Bird. This is the route out of poverty. We want to lift up those areas that have historically been left behind and ensure that pupils can reach their full potential. Beyond the core schools budget and the national funding formula, the Government will invest a total of £72 million in 12 opportunity areas over the next three years. The right reverend Prelate the Bishop of Ely recognises the importance of helping some of the most disadvantaged areas in the country, which is what we are trying to do. Opportunity areas will also receive a share of the £75 million teaching and leadership innovation fund to support high-quality professional development for teachers and leaders, and a share of the £280 million strategic school improvement fund for schools most in need of support.

The noble Lord, Lord Bird, refers to the dismantling of poverty. We recognise the impact that living in poverty has on a child’s start in life and that education plays a key role in ensuring that every child can access the same opportunities. That is why this Government are focused on tackling the root causes of poverty by building a strong economy and getting people into work. The noble Lord, Lord Fellowes, used a term for which I am grateful, saying that education is an actuator of social mobility. That is better written than what I have written down here, and I could not agree more. That is why we are dramatically increasing access to childcare at the early stages of a child’s life and driving higher standards in further and technical education at the other end of childhood.

The noble Lord, Lord Fellowes, also refers to technical education. We know that education goes beyond our schools. Post-16 education plays a crucial part in supporting future economic growth. We will protect the national base rate of £4,000 per student for the duration of the Parliament, and have announced an additional investment in technical education rising to a further £500 million. In October, we set out our plans on how we will implement T-levels, the 15 new technical education routes to skilled employment for 16 to 19 year-olds. These reforms will build on the changes already made to secure a streamlined and sustainable technical education system which, importantly, is supported by employers.

The noble Lord, Lord Jones, and the right reverend Prelate referred to fair funding. As announced in the Queen’s Speech, the Government have recently responded to the consultation on the national funding formula. This represents the biggest improvement to our system for funding schools in over a decade. Together with the additional £1.3 billion of schools revenue funding across the next two years, announced in July, this will help to ensure that schools get the resources needed. To address the point made by the noble Lord, Lord Watson, the new formula will allocate a cash increase of at least 1% per pupil to every school by 2019-20, with higher gains for some of the underfunded schools.

We recently published full details of both the school and high-needs national funding formulae, and the impact that they will have for every local authority. This includes notional school-level allocations, showing what each school would attract through the formula. I can send the link to the noble Lord, Lord Jones, if he would like more information on that.

Responses to our consultation stressed the importance of funding for children with additional needs, such as those suffering deprivation and low prior attainment. Nationally, the formula will allocate £5.9 billion in additional needs funding, with a further £2.5 billion delivered through the pupil premium, which was introduced in 2011. The intention of the pupil premium was to encourage schools to recruit pupils from less well-off backgrounds and to then create an added-value learning environment for less advantaged pupils to benefit from.

The noble Lords, Lord Watson and Lord Jones, referred to proper funding. The department has been working hard to identify efficiency savings, which will ultimately result in the £1.3 billion cash boost for schools. Making savings and efficiencies allows us to maximise the funding directly allocated to head teachers. I hope that that goes some way towards addressing the concerns of the noble Lord, Lord Watson. The independent Institute for Fiscal Studies has confirmed that the additional investment of £1.3 billion will mean that funding per pupil across the country is maintained in real terms over the next two years. I know that it is unfashionable to say it but the IFS has also shown that per pupil spending in schools in 2020 is set to be at least 70% higher in real terms than it was in 1990.

To remain slightly unfashionable, we have to look at school efficiencies. We are clear that overall funding for schools and the distribution of that funding is important, but how the funding is used in practice is also vital. School efficiency must start with, and be led by, schools and school leaders. The department will continue to provide practical support, deals and tools. For example, the risk protection arrangement has already saved over £150 million as of August this year.

I take the point made by the noble Lord, Lord Watson, about remoteness in the department compared with the front line. I have come from the front line. I know that it is difficult but I will bring the expertise that I have gained on the front line to help the department to do more.

The noble Lord also asked whether we have identified the savings. I think that noble Lords are probably aware of most of them, but we will save £420 million on the department’s capital budget, which includes £315 million from the healthy pupils capital funding. We will also save £280 million on the free schools programme and £600 million from the Department for Education’s resource budget.

[Lord Watson of Invergowrie]

With respect, those are the figures that were given by the Secretary of State in July. I was asking for some of the gaps to be filled in. We knew that much; I was asking about the shortfall between those accumulated figures and the £1.3 billion.

[Lord Agnew of Oulton]

I will write to the noble Lord after the debate.

The noble Lord, Lord Jones, raised the issue of capital funding. Between 2010 and 2016, we invested over £28 billion in schools capital programmes, including £6 billion on basic need, £8 billion on condition and £1.4 billion on the priority schools building programme, dealing with some of the oldest schools on the estate. Since then, the Government have committed to invest over £23 billion in the school estate between 2016-17 and 2020-21.

The noble Lords, Lord Jones and Lord Fellowes, asked about our relationship with independent schools. We know that different parts of our education system can work in partnership to help deliver more good school places. We are close to reaching an agreement with the Independent Schools Council on what we can expect independent schools to do and how we can help them overcome the barriers that can get in the way of cross-sector working.

The noble Lord, Lord Jones, raised the issue of teacher pay. Of course we recognise that good schools are about good teaching as well as fair and proper funding. Decisions about teachers’ pay are based on recommendations from the independent School Teachers’ Review Body, and last year we accepted the recommendation of a 2% rise to the main pay range for teachers.

The noble Lord, Lord Fellowes, talked about cross-party collaboration. I certainly give credit to the previous Labour Government for the initiation of the academies programme, which is something that we have tried to build on, and for the London Challenge. I think that we agree on much. I accept that we will agree on some things but it is clear to me that we have things to learn from one another.

The noble Lord, Lord Bird, raised the question of pedagogy and the relevance of the existing curriculum for the modern world; the fourth industrial revolution, as he described it. We are making progress, certainly in two areas. Take maths, which is an essential underpinning if one hopes to go into any technology-based career. In 2010, only 22% of children in the state system were studying maths at GCSE, and that has increased to 38%. We also now have 62,000 pupils entering computer science GCSE, which has gone up year on year.

I again thank noble Lords for their contributions to this debate. Many important points have been raised and I will write to address those that I have not had the time to respond to fully. I want to emphasise that for this Government social mobility and good education are high priorities. I met the noble Lord, Lord Bird, yesterday and he said that he sees the approach to poverty as being based on four categories: prevention, emergency, coping and care. His assertion is that not enough emphasis is placed on prevention. I wholeheartedly agree with him and believe that education is the best form of effective prevention against the mire of poverty.

Young People: Digital Resilience

Debate between Lord Watson of Invergowrie and Lord Agnew of Oulton

Tuesday 7th November 2017 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

I welcome the Minister in our first meeting at the Dispatch Box. I salute his sense of adventure in joining the Government in what may be politely described as interesting times. Surveys have revealed that parents are now more concerned about their children sexting than drinking alcohol and smoking, so the Government’s internet safety strategy Green Paper is certainly welcome. However, they need to spell out exactly who will pay the social media levy, how much they will pay and what it will be spent on. I realise these are questions for the future. The question of transparency for social media companies is also an issue. I want to ask the new Minister a question, but I will be happy if he wants to respond to me in writing. In May 2015, the noble Baroness, Lady Shields, was appointed Internet Safety and Security Minister—a post she held until June this year. If the Government are really serious about online safety, why has the noble Baroness not been replaced?

[Lord Agnew of Oulton]

I will have to respond to the noble Lord in writing, but to give some reassurance, the Digital Economy Act 2017 introduced requirements for online pornography provided on a commercial basis to be inaccessible to under-18s. The Internet Safety Strategy Green Paper, which we have just published, will also look at related issues.