Children’s Wellbeing and Schools Bill

Debate between Lord Watson of Invergowrie and Lord Moynihan

Tuesday 16th September 2025 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I shall speak to Amendment 479 in my name. Before doing so, I offer an apology to noble Lords, in particular the noble Lords, Lord Addington and Lord Holmes of Richmond. I added my name to their amendments in the previous group and fully intended to speak in support of them, but I got my timings rather wrong and did not arrive here until the first three speeches had been made. Because of that discourtesy, I felt it would have been inappropriate to contribute on that grouping.

Amendment 479 would not mean a material change for schools and colleges because it aims to make the existing guidance statutory, with programmes and support around that guidance already in place. Previous Governments have acknowledged concern at the worsening mental health among children and young people, with the most significant policies stemming from the 2018 Department for Education and Department of Health and Social Care joint Green Paper on children and young people’s mental health. That referenced the non-statutory guidance issued in 2015, Promoting Children and Young People’s Mental Health and Wellbeing: A Whole School or College Approach.

I welcome the fact that the Labour Government have continued with this commitment. The announcement from the Department for Education in May indicated that the rollout of the mental health support team programme will continue, with additional funding committed for this year and full rollout—aiming for 100% coverage of schools—expected by the end of the 2029-30 academic year. However, as the guidance is non-statutory, there is a current inequity of access to support for schools that would like more help with improving mental health and well-being in their setting. Most schools will have a trained senior mental health lead who understands whole-school approaches, but that person is often a current member of staff who may be juggling other roles, such as a pastoral lead, a SENCO or a safeguarding lead. Also, many schools may not have further access to a mental health support team until that programme reaches its conclusion by 2029-30.

Additionally, without statutory status, leaders and senior managers in schools may be tempted, understandably, to overlook this approach to improving a school’s ethos and environment when they are faced with a range of other issues, not least the challenges presented by attendance and behaviour. The Schools Wellbeing Partnership campaign group argues that, by improving the mental health and well-being of pupils, attendance and behaviour can be positively affected. This forms the foundation of support for all pupils, so that they can feel a true sense of belonging at a school and can thrive in that school’s environment. Whether or not the current guidance is made statutory, it certainly requires updating; incidentally, that last occurred in 2021.

With that in mind, I want to elaborate a little on the points listed in my amendment on whole-school approaches. There is an old saying: “You cannot improve what you cannot measure”. This relates to what the noble Lord, Lord O’Donnell, just said about evidence. Incidentally, I say to him in passing that I have bad news for him: he suggested that Manchester United are not as bad as seventh in the league table, but it is twice as bad as that, I am afraid. You have to measure before you can begin improvements. Identifying and measuring children and young people’s mental health and well-being will offer the necessary data, which schools can use to improve their environment, their teaching and their support.

I welcome Amendment 472, but a whole-school approach already has the tools to respond to that data. However, the current guidance needs to be strengthened to offer more robust information about schools. Updating the guidance and making it statutory would support schools in turning data into action plans and action plans into improvement, although that improvement will require further training for mental health leads. The training for staff taking on these roles ended in March this year. Perhaps my noble friend the Minister will be able to say if and when that essential training will resume.

Access to mental health support in schools was a manifesto commitment last year, and I commend the Government for wasting no time as that delivery has now begun. That is very welcome, of course, although there is concern that some mental health support teams are not able to provide the support that some specific cohorts of children require in some schools.

Finally, I want to touch on wider aspects of a whole- school approach. The Schools Wellbeing Partnership has long campaigned on this issue and recently published eight principles necessary for that approach to be fully effective. I will not list them just now due to the time, but I am very encouraged to note that all eight of those principles are contained in Ofsted’s proposed new inspection framework, so there is a very good chance that they will soon enter the mainstream. That would strengthen the effectiveness of the whole-school approaches necessary to ensure that children’s and young people’s mental health are taken seriously, and the necessary support is properly resourced. That support is too important to be left to optional guidance and simply must be made statutory to ensure those in need of it get the support that they deserve.

[Lord Moynihan (Con)]

I support the amendment from the noble Lord, Lord O’Donnell, to which I have attached my name. I have to say that after such a powerful speech—probably one of the best we have had in Committee—I was sort of waiting for the Minister to jump to her feet and say, “Look, I can bring this to an end and accept that amendment. It makes such consummate sense that we need to underpin with data all the ambitious goals we have for the well-being of children”.

What can we do without data? Introducing policies that we do not know are effective or ineffective costs too much; we need data. Nobody is arguing today that this data should be compulsory among all schools. This is voluntary, but I expect virtually every school I have ever visited in the state sector to want to do this, to be party to this, because there can be opportunities to benefit from this as well.

Some of us had the opportunity the other day to listen to the CEO of Lego, Niels Christiansen, who was giving a presentation here in Parliament. He was talking about the work he and his company were doing with young kids—five year-olds in Slough—to get fantastic benefits at an early stage in life by playing with Lego rather than playing online. If you had the data and the evidence that companies such as Lego were doing such good work, more schools would want to do that. Having that information available would be second to none.

I am confident that this evening the Minister is going to be wholly supportive of this amendment. I am not going to dwell on the points that have been made so far, but on the reasons why. How would the measurement we are talking about benefit the well-being of young people? It would promote children’s mental health, enhance learning outcomes, promote fairness, strengthen accountability and build a healthier and fitter society. It would have long-term social benefits. Schools play an absolutely central role in shaping future citizens, and this information would help us foster well-being, which improves social cohesion, productivity and public health. It would help us create a national policy to support the UK’s wider commitments to tackling not just mental health problems but physical health problems and challenges, and it would reduce pressure on the NHS.

This data would support teachers and staff. Well-being measurement data can highlight systemic issues such as high-stress levels and workload concerns that also affect staff and allow us to address them. It can lead to healthier, happier school communities, benefiting both students and educators. Staff can use insights from well-being data to tailor pastoral care and teaching more appropriately and more effectively to the problem.

We can have a cultural shift in education. The more we know what is going on in schools on this front, the more we can do to have a cultural shift. Embedding well-being measurement reinforces the message that mental health and physical health is an important issue and, in many ways for many children, just as important as academic achievement. It normalises conversations about well-being and reduces stigma around mental health issues. This shift helps prepare young people for life beyond school, fostering resilience and emotional literacy.

I can see that the Minister is just about to get to her feet to accept this amendment. But if, in the event, she is just going to pause to reflect because she wants to hear a little more about how this amendment is going to benefit her Bill, her reputation and her legacy in education, I will say this: regular well-being measurement can help schools identify mental and physical health and well-being challenges before they escalate into serious issues. Earlier detection enables timely support, reduces long-term risks such as school dropout, self-harm and disengagement, and preventive intervention is more cost-effective than crisis management in the health and social care systems.

Football Governance Bill [HL]

Debate between Lord Watson of Invergowrie and Lord Moynihan

Committee stage
Monday 9th December 2024 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I support the noble Lord, Lord Addington, in Amendments 91 and 92. I support his view on having free-to-air services for certain sports. My main reason is to expose those sports to the next generation—the youngers coming through. He mentioned rugby—which is not as available as it used to be, certainly not compared with when I was young—but this applies to other sports, including cricket specifically, as well as golf and boxing, which all now have very restricted free-to-air viewing. You wonder what that does to the current generation of children, who may want to be exposed to the sport, but cannot because their parents, for whatever reason, do not have subscriptions to the various channels.

Of course, the regulator will not cover Scotland—perhaps it will have its own regulator following this—but, currently, the Scotland men’s national football matches are available only on YouTube. You could say that that is equivalent to free-to-air viewing, but it is not in any way how international football should be presented. The whole question of how sport is made available to future generations—although it is not really for our debate today—is one that we need to think about very seriously.

[Lord Moynihan (Con)]

My Lords, I say simply that, while some very good arguments have been put forward, we have to be very careful here. The whole question of listed events that the noble Lord, Lord Addington, and I have been engaged on for many decades, let alone a year, is a complicated and difficult issue.

Currently, the Secretary of State has to opine as to whether listing an event meets the criterion of having “special national resonance”. That, in its own right, is a difficult thing for the Secretary of State to opine on. The noble Baroness, Lady Grey-Thompson, will recall that, only five years ago, the then Secretary of State made a famous speech on listed events where she put forward the idea that whenever a men’s event was listed, the women’s equivalent should be too. That brought into play a whole series of complex questions, which were important but certainly set the hares running among the people who were focused on listing events.

This is complicated further by virtue of a generational change. Young people increasingly access, and are comfortable accessing, all forms of media to watch the sporting events that they wish to see, sometimes in ways that do not necessarily follow the rules. The changing media landscape, certainly for young people, means that the listed event question may even become obsolete. I am not saying that it will but that is the sort of question that is now being posed as a result of the different patterns of media accessed particularly by young people, as opposed to our generation. I am being courteous to the noble Lord, Lord Watson, when I say that, because he looks a good deal younger than I am.

In that context, I would hesitate to push the amendments in the name of the noble Lord, Lord McNally, as valuable as they are, to further consideration in this Bill. However, it is important and probably timely that we now look at the whole question of listed events separately because they are vital to many sports. Equally, in the context of football, and without the wider issues that I have sought to bring to the Committee’s attention, we may be too focused on one sport and not considering the wider implications of what should and should not be listed in today’s media landscape.