Education: Music A-level

Debate between Lord Winston and Lord Agnew of Oulton

Monday 24th June 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I accept that there have been declines in the area that the noble Lord pointed out. However, as I mentioned in my earlier reply, music can be taught in various different ways, and the number of hours spent on music education have remained pretty stable over the last nine years.

[Lord Winston (Lab)]

My Lords, research clearly shows that teaching music improves cognitive ability, memory, manual dexterity and emotional development. The noble Lord, Lord Black, is absolutely right to ask this important Question. If we do not have enough teachers—perhaps the Minister can tell me how many music teachers are currently practising in state schools—how can we manage the decreasing verbal ability of so many British pupils in the state sector?

[Lord Agnew of Oulton]

My Lords, I do not have the specific number of music teachers in the system but I know that the vacancy rate is only 0.5%, so I do not see that as a crisis. We have seen pressure on some schools crowding out subjects—for example, in key stage 2 by elongating key stage 4—but the new framework for Ofsted inspections starting from September will put more emphasis on a broad and balanced curriculum, of which music is a part.

Free Schools: Educational Standards

Debate between Lord Winston and Lord Agnew of Oulton

Thursday 10th January 2019 Grand Committee

[Lord Agnew of Oulton]

The noble Earl is right in saying that in this country Ofsted seems to command more influence in the sector than happens in other countries. This is a cultural issue, and one of the first things my Secretary of State did when he arrived last year was to produce a video that showed him and the Ofsted chief inspector on a panel trying to slaughter some of the myths about inspection outcomes and so on. It is a cultural issue that we will not be able to deal with overnight. However, I accept his concern.

I am conscious that I am running out of time. The noble Baroness, Lady Morris, is correct: we have cancelled some projects during the pre-opening process. In my view this demonstrates our rigour in ensuring that the quality bar is kept high. The point made by the noble Baroness about good governance is also correct. As the noble Lord, Lord Nash, said, however, 50% more free schools have achieved “outstanding” judgments than the average in the state school system—so something must be going right.

Of course, along the way not everything has gone right, as the noble Lord, Lord Winston, among other noble Lords, mentioned. We have closed some 13 free schools, seven UTCs and 21 studio schools, and where failures occur we take swift and decisive action. I agree with my noble friend Lord Popat that we cannot shy away from failure and that we should address it and learn lessons from it.

I finish by quoting the motto of the academy trust of my noble friend Lord Nash: “Libertas Per Cultum”—freedom through education. Education provides the stepping-stone to improving people’s lives. Free schools play an increasing role in that work.

[Lord Winston]

I thank the noble Lord for his comments. I do not want to extend the debate beyond the time allotted. Listening to it, however, is one of my PhD students who is a qualified teacher with a Cambridge degree. He is evaluating some of our work. It seems to me that we need to be evaluating not just entry to Oxford and Cambridge but the wider issue of the scientific and cultural capital of school leavers who may not go to Russell group universities such as the one where I teach. This is not a party-political thing for me—I do not go to schools as a member of the Labour Party but as someone who wants to help people have aspirations. I hope that we can persuade the Minister to say how we can look at the metrics on things that do not involve merely exam results, because education is so much more important than that. I hope that we can collaborate in that.

[Lord Agnew of Oulton]

I would be very happy to meet the noble Lord’s PhD student if that would be helpful in pushing the discussion on. All noble Lords present, particularly on this side, got into this for no other reason than to improve the quality of educational outcomes and the lives of the less advantaged people in our society. We all share that passion. We will have vigorous debates about how it works, but I am absolutely up for learning from the mistakes we have made. Some schools have closed. We backed some of the wrong promoters in the early stages and we have learned from that and moved on. Therefore, if the work that the noble Lord’s PhD student is doing can shed any more light on how we can improve going forward, I would be delighted to be part of that.

Health: Spectrum Conditions

Debate between Lord Winston and Lord Agnew of Oulton

Tuesday 30th October 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, the document to which the noble Lord refers recognises that early identification and intervention is important to meet the needs of children and young people with literacy delays. On the necessity of a dyslexia diagnosis, I do not have expertise in such matters. However, the noble Lord and the British Dyslexia Association do, and I would encourage Warwickshire local authority to consider carefully its advice on this point, and on the document generally. I share the noble Lord’s frustration that it has not responded to the British Dyslexia Association’s letter written over two and a half months ago.

[Lord Winston (Lab)]

My Lords, I am astonished that the Government do not know the figures for the relative incidence of the spectrum disorders in schools. I declare an interest as a member of staff of Imperial College. Is the Minister aware of our programme where we have managed, hugely successfully, to encourage dyslexic students, in particular, to gain very high educational qualifications? But of course, if the condition cannot be identified, it is very difficult to do that.

[Lord Agnew of Oulton]

My Lords, I acknowledge the great work the noble Lord, Lord Winston, is doing. I am clear that early diagnosis makes a huge difference; it helps the self-esteem of the child in question, and also enables earlier interventions to take place, helping to establish that child on a strong educational pathway.

Primary School Children

Debate between Lord Winston and Lord Agnew of Oulton

Wednesday 18th July 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I do indeed. The noble Lord is right that stereotyping happens at a very early stage and research shows that it is more pronounced among the lower-income groups. That is why I am so pleased that we have initiatives such as STEM Ambassadors, which sends volunteers out to visit children in primary as well as secondary schools. Some 42% of those ambassadors are women and we had over 30,000 volunteers last year. Indeed, I discovered at the weekend that my own daughter, when she was reading chemical engineering, was one of those STEM ambassadors and she visited schools to do as the noble Lord suggested.

[Lord Winston (Lab)]

My Lords, I declare an interest as President’s Envoy for Outreach at Imperial College. In the past six months, I have visited between 20 and 30 primary schools dealing with basic scientific issues for children between eight and 10. It is astonishing when you ask them which is the commonest gas in the atmosphere. They might come up with oxygen; they mostly come up with carbon dioxide and sometimes come up with hydrogen. Nitrogen is never recognised. Recently, when a child opted for nitrogen as the commonest gas, the science teacher told him in my presence that he was wrong. The problem is that the basic scientific knowledge of so many excellent primary school teachers is woefully inadequate. While the Government apparently recognise the value of primary school teachers, they do not do enough to ensure proper training in science, which leads children to so many of these careers. What can the Government do about that?

[Lord Agnew of Oulton]

My Lords, what can I say? I accept that primary school teachers have to be generalists across a wide range of subjects. The noble Lord came across a disappointing example where the teacher was not necessarily explaining science properly. But we are doing more work on improving the curriculum in primary schools, and science is a key part of that.

National Curriculum: Litter

Debate between Lord Winston and Lord Agnew of Oulton

Tuesday 20th March 2018 Lords Chamber

[Lord Winston (Lab)]

My Lords, given the high rate of illiteracy in many of our primary schools and the low rate of numeracy among 11 year-olds, which affects their subsequent education, does the noble Lord not agree that it would be far better to concentrate on the essentials of a good education and not expose our children to unnecessary danger doing foolish things that are not part of the curriculum?

[Lord Agnew of Oulton]

My Lords, litter is a symptom of children’s respect for our society and environment—so a good education will address these two strands, which is what we do on the people side through the citizenship programmes and PSHE, and through the recent Tom Bennett review of behaviour in schools. As the noble Lord knows, on the environmental side we have just released the 25-year environment plan. We have the Eco-Schools project that I mentioned earlier. The Great British Spring Clean is under way and has been extended because of the bad weather. So I think the noble Lord’s judgment is a little harsh, because not having litter is a symptom of a good society.