Initial Teacher Training

Baroness Barran Excerpts

Thursday 18th November 2021 Lords Chamber

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

My Lords, I echo other noble Lords in thanking the noble Baroness, Lady Donaghy, for securing this debate and bringing to the House’s attention the crucial matter of initial teacher training recruitment and the role of universities and other bodies in ensuring the supply and education of new teachers. I am sure she was being harsh on herself when she described her teaching assistant career, and I am sure her pupils would have disagreed with her reflection.

The Government’s vision is for all children and young people to have access to a world-class education, no matter where they are from or what their background is. At a time when there are more pupils in our schools than ever before, the recruitment and retention of outstanding teachers is a key priority.

The noble Baroness, Lady Donaghy, said that she was a fan of teachers. I think all of us in this House are. I genuinely do not recognise the characterisation that has come from a number of noble Lords that this Government are critical and unsupportive of teachers; quite the reverse. I do not think there is a family in this country that does not value teachers deeply, particularly after the last two years and the critical role they have played in supporting our children. I absolutely agree with my noble friend Lord Kirkham when he talks, as have many other noble Lords, about the importance of valuing and giving proper status to teachers. We are trying to thread that through everything we do, as I will try to set out in my remarks.

I respectfully refute the suggestion by the noble Lord, Lord Watson, that the department is in any way being deliberate in its practice regarding the timing of consultations. I know he will agree with me that the officials in the department have the highest integrity, as do the Ministers, and there is genuinely no truth in that suggestion.

[Lord Watson of Invergowrie (Lab)]

I accept what the Minister says about integrity, but three over just one summer and all in education—is that just a coincidence?

[Baroness Barran (Con)]

I cannot speak accurately for what went before but I know the noble Lord will accept that this has been an incredibly disrupted time. I am sure that, had we delayed the consultations further in terms of our response, as we have heard today, there would have been criticism. There is always a risk; we are damned if we do and damned if we don’t.

I will revert to the important subject of the debate. We know that there are no great schools without great teachers, and I thank the noble Lord, Lord Storey, for the personal experience that he brings to his reflections. I will do my best to answer his and other noble Lords’ questions. We know that the evidence shows that teacher quality is the single most important factor within school in improving outcomes for children and young people, and reforms to teacher training and early-career support are key to the Government’s plans to improve school standards for all.

The noble Baroness, Lady Morris, talked about the time that it takes to qualify. I am sure that she recognises the value in the continued support, for two years now, for early-career teachers. The Government share the ambition of the initial teacher training sector that all people training to be a great teacher get the best possible start to their careers.

We published our Teacher Recruitment and Retention Strategy in 2019, working with key stakeholders to set out a shared vision for the teaching workforce. At the heart of this strategy is a golden thread of training and professional development—the noble Lords, Lord Storey and Lord Watson, raised these points—informed by high quality evidence, which will run through each phase of a teacher’s career. As your Lordships may have heard me say in answer to a recent question, there has been an increase of over 20% in applicants to the profession. The noble Viscount, Lord Hanworth, had his head in his hands, but I hope that he will share my pleasure to see that increase in applicants.

The starting point of this golden thread is initial teacher training, which is why we developed a new core content framework for this purpose. The new framework was published in November 2019, and, since September 2020, all new teachers have been benefiting from initial teacher training, underpinned by the best independently peer-reviewed evidence.

The noble Lord, Lord Addington, asked about initial teacher training in relation to pupils with special educational needs and disabilities. ITT providers must design their courses to incorporate the skills and knowledge detailed in the core content framework to support their developing expertise. This clearly includes the requirement, in standards, that all teachers must have a clear understanding of all the needs of their pupils, including, critically, those with special educational needs. That is also carried forward into the early-career framework, which was designed in consultation with the education sector, including specialists on SEND, of course.

[Lord Addington (LD)]

I am hearing that this can be one or two days’ training. Is that adequate to get a rough understanding of even the neurodiverse sector, especially those who are not the most glaring examples? I cannot see how it can be.

[Baroness Barran (Con)]

The framework obviously focuses on the outcome, which is that teachers are competent in all aspects. Given the percentage of children in the classroom with SEN, that is obviously a core part.

In view of the time, I shall continue. This desire to create the best initial start for teachers is why we asked Ian Bauckham to lead a review of the ITT market, focusing on how we can ensure that the quality of ITT is consistently of a world-class standard. As mentioned, Ian has been supported by an advisory group, and the report making recommendations to government was published in July 2021. As we have heard this evening, government has consulted on the recommendations made in the report, and we are currently considering them in light of the responses that we had to the consultation. We expect to publish our full response shortly.

In making their recommendations, the expert advisory group reviewed the available evidence on initial teacher training, including international and UK evidence. The objective evidence shows that there is clearly much to be proud of, as we have heard from your Lordships, in our current system of initial teacher training, with many examples of world-class practice, delivered by providers of all types. As would be expected, it also shows that there is scope to improve further.

To level up standards in every school, for every child, we need to strive for excellence in all corners of the country. The evidence we have available suggests that there is more we can do to make sure that high-quality training is being consistently delivered across the whole system. We must ensure that all trainees receive the training that they deserve.

The noble Baroness, Lady Donaghy, raised concerns about the content of the national professional qualifications. The NPQ frameworks have all been independently reviewed by the Education Endowment Foundation, which has her extremely knowledgeable noble friend, the noble Baroness, Lady Morris of Yardley, in its fan club—I will join her there if I may. That is obviously to ensure that the content is based on the best available evidence. The delivery of the NPQs will be quality assured by Ofsted, which I hope gives the noble Baroness some confidence.

The noble Baroness, Lady Morris, raised—these may be my words rather than hers—the absolute importance of developing critical thinking skills. We have built that into the framework at a number of levels, including in our consultation around the new specialist NPQs. There was a clear demand for more qualifications at the middle leadership level, for teachers who want to specialise in leading teaching or curriculum in their subject or phase, as well as supporting the professional development of other teachers. I hope that goes some way to addressing her question.

We continue to value the expertise of all types of ITT providers in developing courses that are underpinned by a strong evidence base. All courses leading to qualified teacher status must incorporate the mandatory core content framework in full. However, to be absolutely clear, in response to the suggestion of several noble Lords, including the noble Baroness, Lady Blower, the Government do not prescribe the curriculum of ITT courses beyond this and we have no plans to do so. It remains for individual providers to draw on their own expertise to design courses of high quality that are based on evidence and appropriate to the needs of trainees and to the subject, phase and age range that they will be teaching.

In response to the question from the noble Lord, Lord Storey, about training, child development and dyslexia, the core content framework sets out a minimum entitlement of knowledge, skills and experiences that trainees need to enter the profession in the best position possible to teach and support pupils to succeed, including pupils identified within the four areas of need set out in the SEND code of practice.

On a point raised by the noble Lord, Lord Knight of Weymouth, and others, I reassure the House that the Government have no plans to remove certain types of providers from the ITT market. The market is formed from a rich tapestry of provision and partnerships, as we have heard this afternoon, including higher education institutions and school-based providers, and we want to retain this diversity in the future. We value the choice this offers trainees, and our objective is not to reduce the range of ITT providers but to ensure that supply is of the highest quality it can be.

There have been some calls to pause the review or, from the noble Lord, Lord Knight, to cancel it altogether. He will not be surprised that that is not in the Government’s plans. We know that there have been particular pressures and we are very grateful to ITT providers for what they have achieved during the pandemic. However, we believe that supporting our teachers with the highest-quality training and professional development is the best way that we can improve pupil outcomes.

That said, as we develop our response to the report, we are considering the timescales for implementation and will ensure that we allow reasonable time for ITT partnerships to implement any of the review’s recommendations that we take forward.

My noble friend Lord Lexden asked about the compulsory reaccreditation of suppliers. The review report recommends that an accreditation process is the best way in which to implement the recommended quality requirements. If any of the recommendations are accepted, we will proceed carefully to maintain enough training places to continue to meet teacher supply needs across the country. I can reassure the noble Lord, Lord Watson, that the accreditation process will indeed be open, transparent and equitable.

There is agreement across all involved in initial teacher training that mentors play a pivotal role in providing trainees with strong professional support and subject-specific support—points that my noble friend Lord Kirkham made. Ian Bauckham’s report identifies effective mentoring as a critical component of high-quality ITT and makes a number of recommendations about the identification and training of mentors. Alongside mentoring, school placements are critical to teacher training. It is right that people training to become a teacher spend the majority of their time based in schools. That is why having enough high-quality school placements is fundamental to ensuring the quality and sufficiency of teachers entering the system each year.

I am puzzled by the suggestion of the noble Viscount, Lord Hanworth, and the noble Lord, Lord Knight, that schools will be put off from employing early-career teachers. Certainly, in my conversations with schools that are involved in initial teacher training and the teaching school hubs, they feel that this is a fantastic opportunity to build the culture of their school or multi-academy trust into that initial training. They believe that this will help give those teachers the best start to their careers and improve retention.

As we consider our response to the recommendations we are, of course, very aware of the need to protect teacher supply. Many noble Lords, including the noble Baroness, Lady Blower, raised concerns about that. We will ensure that the ITT market has the capacity to deliver enough well-trained newly-qualified teachers to the schools and ultimately the pupils who need them. This will include ensuring that there is good geographical availability of initial teacher training.

The noble Earl, Lord Clancarty, asked about the criteria used for awarding bursaries. Initial teacher training bursaries are offered in subjects where recruitment is the most challenging. In the academic year 2020-21, we exceeded the postgraduate ITT targets in art, in which it was 132%. In response to the question of the noble Lord, Lord Watson, regarding music, the figure was 225%.

The noble Baroness, Lady Coussins, asked about the recruitment of modern foreign language teachers from abroad. As she pointed out and is well aware, EEA and Swiss citizens with settled or pre-settled status under the EU settlement scheme can continue living, working and studying in the UK. In England, that also allowed continued eligibility for home fee status, financial support from Student Finance England and ITT bursaries on a similar basis to domestic students, subject to their meeting the usual residence requirement. There is no limit on the number of international students who can come to the UK to study. For modern foreign languages in 2020-21, 29% of new entrants to postgraduate ITT were from the EEA or Switzerland and 5% were from outside. That overseas/ UK split for modern foreign languages has remained broadly consistent for the past few years.

The noble Baroness, Lady Blower, asked about the new Institute of Teaching, and it will, from September 2022, be England’s flagship teacher development provider. As the first organisation of its kind, it will design and deliver a coherent teacher development pathway, from trainee through to executive headship. It will base its teacher development on the best available research evidence about what works, as set out in the ITT core content framework. There are so many acronyms here—the ECF and NPQ frameworks and the NLE development programme—but I know noble Lords are familiar with all these TLAs. We really believe this will ensure that teacher development in England goes from strength to strength. In answer to the question from the noble Lord, Lord Storey, I say that we are running an open procurement to identify the suppliers that will allow us to establish the institute next year.

I thank all noble Lords for their thoughtful and constructive challenge to the Government’s plans. The response to the ITT review will be published later this year, and I look forward very much to debating this further once that has happened. We also look forward to working with the ITT sector and its partners to ensure that all ITT in England is of the highest quality possible.

[Baroness Coussins (CB)]

Just before the noble Baroness sits down, could she undertake to write to me with answers to my questions on bursaries, SKE funding and scholarships for MFL trainees?

[Baroness Barran (Con)]

I would be delighted to write to the noble Baroness and any other noble Lords, where I have not answered their questions.

Professor Kathleen Stock: Resignation

Baroness Barran Excerpts

Tuesday 16th November 2021 Lords Chamber

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

My Lords, the Office for Students informed the Department for Education on 11 November that it has decided to open an investigation into whether the University of Sussex has met its obligations on academic freedom and freedom of speech. No academic should have to fear for their personal safety, particularly as a consequence of expressing lawful views. This incident demonstrates why this Government are pressing ahead with legislation to promote and defend freedom of speech on campuses.

[Lord Hunt of Kings Heath (Lab)]

My Lords, I welcome that Answer. Professor Stock, a distinguished academic at Sussex University, essentially said that your biological sex cannot be changed by feelings of identity. For quite unexceptional remarks, she has been vilified by colleagues, abused by students, unsupported by her union and let down by the university, which was far too late to defend her. Academics in many other universities—women in particular—are facing similar abuse for gender-critical views. The noble Baroness referred to the forthcoming legislation, but does she agree that, however much legislation you have, you need confidence in our universities to show some strength in defending their academics? What are the Government going to do about that?

[Baroness Barran (Con)]

The noble Lord is absolutely right to condemn the abuse many academics—women in particular—have suffered recently. The Government are clear that any restriction of lawful speech and academic freedom goes against the fundamental principles of English higher education. The new Higher Education (Freedom of Speech) Bill will strengthen existing freedom of speech duties and address the gaps that exist within the current law, including the lack of a clear enforcement mechanism. That will bring with it clear consequences for providers and student unions that breach these new duties.

[Lord Watts (Lab)]

My Lords, the Minister rightly says this is a sensitive area, but no academic should be worried about expressing an opinion, and no academic should be fearful for their own well-being. The Government say they will introduce new legislation, but how will that affect this issue if the university fails to act in a proper way?

[Baroness Barran (Con)]

Universities have long-standing duties in relation to freedom of speech in law. They have to balance those with their duties under the Equality Act and other bits of legislation. They will be expected to take all reasonable, practicable steps to address any constraints on freedom of speech and uphold it in future.

[Lord Harries of Pentregarth (CB)]

What happened to Professor Kathleen Stock was deeply dismaying and worrying for our society. Universities should be both a safeguard and a focus of rational debate about contentious issues. I was glad to hear from the Minister that the Office for Students is setting up an inquiry. As this is not just a local difficulty but something fundamental to the future of a civilised society, will she bring its recommendations to Parliament so that we can see that there will be adequate action in strengthening the role of academics in free debate?

[Baroness Barran (Con)]

The noble and right reverend Lord makes a good point. I am sure that he will have seen the letter written by over 200 academics that was published in the Sunday Times last month, making the point that, actually, junior academics face the most chilling impacts of what is going on. Of course, he will know that the Office for Students is independent, and how it presents its report is therefore up to it, but I would be happy to answer questions on it, should they arise.

[Baroness Jenkin of Kennington (Con)]

My Lords, much of the public discourse around Kathleen Stock’s case has focused on free speech and her right to express her views. Not enough has been said about what those views are. As the noble Lord, Lord Hunt, said, Professor Stock believes that biological sex is binary and immutable—a view that is held by most people in this country—and that it is not transphobic to hold these views and at the same time to believe that we must protect women’s rights. Can my noble friend confirm that holding these beliefs is a protected characteristic under the Equality Act 2010 and that it is unlawful for employers, service providers and co-workers to discriminate against or harass their employees or customers simply for holding or expressing such beliefs?

[Baroness Barran (Con)]

I point my noble friend towards the recent Employment Appeal Tribunal ruling that held that “gender-critical” beliefs that do not seek to “destroy the rights” of trans people can be protected beliefs under the Equality Act. Individuals should not face unlawful discrimination in the workplace for expressing those beliefs within the law.

[Baroness Garden of Frognal (LD)]

My Lords, universities should be places where unpopular views can be aired, discussed and challenged. As we have heard, academic freedom is of paramount importance. However, does the Minister agree that staff and students should be able to pursue their studies in an atmosphere that is safe and inclusive? There should be no place for the intemperate and divisive language that seems to have been a feature on both sides in this particular sad case.

[Baroness Barran (Con)]

The noble Baroness is absolutely right: there should be a safe and inclusive environment. The right to freedom of speech is not absolute and certainly does not include the right to incite violence or terrorism or to harass others.

[Lord Cormack (Con)]

My Lords, that is indeed right, but I associate myself very closely with the remarks of my noble friend Lady Jenkin of Kennington. Could the Secretary of State write to all vice-chancellors, pointing out that we are on the slippery road to Salem and McCarthy if we continue with this practice on campuses?

[Baroness Barran (Con)]

I am happy to share my noble friend’s suggestion with the Secretary of State, but I know that he would also support the independence and autonomy of universities. The Government are seeking to make crystal clear their duties in relation to freedom of speech and how those can be enforced.

[Baroness Morris of Yardley (Lab)]

My Lords, one of the most disturbing aspects of what Professor Stock has had to endure is that some academic staff seem to have encouraged students to behave in a way that is quite contrary to the purpose of being at university. If higher education stops being a place for open debate and discussion, we as a nation really do have problems. But, sadly, Professor Stock is not the only person in this position, and, while I welcome the report that she has announced on the University of Sussex, noble Lords and the Minister will be aware of named people who are going through this as well. What can she do now to make sure that, in several weeks’ time, we are not having a debate about further resignations from university posts?

[Baroness Barran (Con)]

The noble Baroness is absolutely right. The Government have been crystal clear about their view on these issues. We have heard today about the investigation on the part of the Office for Students, which will, I am sure, cause other university leaders to reflect. Perhaps your Lordships might consider the number of amendments to the Bill, when it comes to your Lordships’ House.

[Baroness Sherlock (Lab)]

My Lords, the Bill that the Minister has just mentioned proposes to appoint a new free speech director in the Office for Students. For someone to be able to intervene in sensitive areas, it is really important that they have the trust of all sides across the sector. The Minister will be aware that, when the chair was appointed, this triggered the intervention of the Commissioner for Public Appointments, which ended up appointing someone who still takes the government whip in this House, which has caused some concern. Can she reassure the House that, when they come to appoint a new chief executive and this director, the appointment process will be fair and transparent?

[Baroness Barran (Con)]

I reassure the noble Baroness that the appointment, like all processes, will follow the public appointments procedures, which I hope will have the confidence of every Member of the House.

[Lord Cashman (Non-Afl)]

My Lords, I welcome the investigation announced today, but I want to make a couple of simple points. All trans people—and that includes trans women—deserve to be treated with respect, dignity and humanity in their workplace or any other environment. Therefore, does the Minister agree with the recent Employment Appeal Tribunal that protection of a gender-critical belief as a philosophical belief does not mean that it is acceptable to misgender trans people, that trans people have lost their Equality Act protections against discrimination and harassment or that employers and service providers will no longer be able to provide a safe environment for trans people, including trans women?

[Baroness Barran (Con)]

I say to the noble Lord that reassurances to trans people were clear in the recent Employment Appeal Tribunal ruling, which I referred to in my response to my noble friend Lady Jenkin. It held that gender-critical beliefs that do not seek to destroy the rights of trans people can be protected under the Equality Act.

[The Lord Speaker (Lord McFall of Alcluith)]

My Lords, the time allowed for this Question has elapsed.

School Admissions Code 2021

Baroness Barran Excerpts

Tuesday 9th November 2021 Grand Committee

In conclusion, on their own, the changes to the admissions code in these regulations are minor, and we are perfectly happy with them, although they are not unimportant, but for reasons including those that I have enunciated, the code itself is in need of a wider overhaul. Although I am an optimist, that is not a development I expect to see from a Conservative Government.

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

My Lords, I thank my noble friend Lord Lucas for the welcome he gave at the beginning of this debate and the Secondary Legislation Scrutiny Committee for its consideration of the new school admission code and the School Information (England) (Amendment) Regulations 2021, which came into force this September, without objections from either House. I depart from my noble friend on his dentist analogy but, apart from that, we are in agreement on the new code.

Our priority as a Government is to ensure that the admissions system fully supports parents to secure a suitable school place for their child. It is important, as the noble Lords, Lord Watson and Lord Storey, emphasised, that the admissions process works effectively for all children, particularly the most vulnerable, so that children can secure places in a timely way.

In contrast to the description given by my noble friend, we believe that, on the whole, the normal admissions round and the overall admissions process work well. However, there have been delays to in-year admissions, which can have a particular impact on vulnerable children, who we know are more likely to move school in year. That is why our recent changes focused on improving in-year admissions.

The noble Lord, Lord Storey, talked about the importance of co-operation and stressed the role of the local authority on admissions in an area. The anecdotal feedback I received is that, particularly during the pandemic, there was much closer co-operation between local authorities and multi-academy trusts, which all would like to see continue.

The changes that we have made involve setting a clear process for in-year admissions, including clear deadlines for processing applications and strengthening requirements to make better information available, which I know my noble friend will be particularly pleased to know. This will enable parents to navigate the system more easily and to secure places more quickly. We have also made changes to improve the fair access protocols, which are of course the safety net used for the most vulnerable children.

The noble Lords, Lord Storey and Lord Watson, asked about where the focus has been in ensuring that the most vulnerable children get school places quickly. The top of the list in this regard are looked-after children and previously looked-after children, including those who have been adopted from state care outside England. For other children, priority was increased or the mandatory category was extended to include them: children on a child-in-need or child-protection plan, children in refuge, children in formal kinship care arrangements and children who have been out of education for four or more weeks. There are other categories, which the noble Lord, Lord Watson, is aware of, I am sure, including homeless children, which go some way to addressing the points about disadvantage that he rightly raised.

As I mentioned, overwhelming support has been shown for these changes, and we now know that schools and local authorities are taking the necessary steps to ensure that they are being implemented. We have had a bit of anecdotal feedback about how that early implementation is going. Inevitably, there are some teething issues in some areas, but I was very encouraged to hear that we have had direct feedback saying that local authorities felt that they had been supported to get really quick decisions for these children in a matter of days, where previously they dragged on for much longer, quickly placing children in a school, which we all know to be critically important.

I now turn to the specific points raised by my noble friend. I start by saying that, clearly, we share his ambition of having a simple admissions process and ensuring that parents have the information that they need to make the best choices for their child. As the noble Lord, Lord Storey, articulated so well, choosing a school for a child is one of the most important decisions that a parent makes. I hope that the noble Lord, Lord Watson, gets the school of his choice for his child.

A variety of information is available to support parents in making that decision. Local authorities are required to publish annually, and then keep up to date, a composite admissions prospectus that needs to be published online, with hard copies available, bringing together all the information on school admissions within their areas. I know that my noble friend suggested that this does not always happen. I agree with him that they vary in the approach that they take, and some perhaps appear more accessible than others, but I ask my noble friend perhaps to write to me with examples of where he thinks it is not happening so that we can follow that up, because I am not aware of that.

Individual admissions authorities are also required to publish a range of information on their websites, all of which is designed to support parents in making good choices. My noble friend also talked about the need for information about the likelihood of getting into a particular school. That is one of the things that is stipulated: the number of preferences expressed for places at each school for the previous admissions year is one of the elements that it is stipulated that local authorities must publish, so that, as my noble friend said, parents can judge how popular a school is.

There are also websites, such as Get Information about Schools, and the department’s performance tables, which provide links to Ofsted reports. They give easily searchable databases for parents to compare local schools, including information on performances. Finally, school open days are a key opportunity to hear directly from school leaders and teachers about local schools.

We believe that requiring the admission arrangements to be published in a machine-readable format would be another pressure on schools and local authorities and would duplicate information they already provide in formats that, we believe, are already accessible and friendly to parents.

My noble friend questioned the effectiveness of the system more broadly. As I am sure he is aware, in the past year 93.4% of secondary applicants and 98% of primary applicants received offers from one of their top three school choices. We look at appeals from parents and, on average, about 20% are upheld in favour of parents and about 2.7% of admissions are heard at an appeals panel. If we look at the role of the schools adjudicator in assessing the fairness of admissions policy, to which the noble Lord, Lord Watson, referred, 123 cases were referred last year. The other critical point in all this is that if a school has availability, it must take all the children who apply. We will continue to keep the system under review to ensure that it works effectively for parents and that they are able to navigate it and secure a good place for their child in a timely manner.

The noble Lord, Lord Storey, asked what we mean by oversubscription. Oversubscription criteria are used to judge all applicants, not those on a waiting list. We do not have an oversubscription code, but both looked-after and previously looked-after children are at the top of the oversubscription criteria. The noble Lord also asked what we mean by disadvantage; we are referring to children in receipt of the pupil premium.

The noble Lord, Lord Watson, challenged the role of faith schools. They play a very important part in our education system and have done for centuries. Faith schools remain popular with parents and are more likely than other schools to be rated by Ofsted as good or outstanding. As the noble Lord knows, schools that are designated as having a religious character are allowed to prioritise children for admission based on their membership or practice of the faith when a school is oversubscribed but, if places are available, all schools with a religious designation must admit children of other faiths or of no faith.

The noble Lord, Lord Watson, rightly challenged what the Government are doing to make sure that particularly vulnerable and disadvantaged children have access to a good school. He will be aware that the proportion of good and outstanding schools has risen over the past few years from 68% to 86%, so the best thing we can do for all children, particularly vulnerable and disadvantaged children, is to make sure that they go to a good or outstanding school.

I close by thanking all noble Lords who have contributed to the debate today. I hope I have gone some way to reassuring your Lordships that the support we have in place for parents to make informed school choices is effective and enables them to obtain a good school place for their child. We believe that the new code will greatly improve access to schools for all children, especially the most vulnerable.

Education: Teacher Departures

Baroness Barran Excerpts

Wednesday 3rd November 2021 Lords Chamber

[Viscount Hanworth]

To ask Her Majesty’s Government what assessment they have made of the extent of departures of early career teachers from the teaching profession; and what plans they have to address the causes of such departures.

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

My Lords, retention of early career teachers is a priority. About 20% of teachers leave the profession in the first two years after qualifying. We have addressed this through introducing the early career framework—the most significant reform to teaching since it became a graduate-only profession—backed by substantial extra investment. This is a funded, two-year support package for new teachers, providing them with the early career support enjoyed by other top professionals.

[Viscount Hanworth (Lab)]

I am thankful for that Answer. Yes, the Government’s own statistics show that 20% of new teachers leave the profession within the first two years of teaching, and 33% leave within the first five years. I imagine that, far from being seen as a benign approach to their induction into a school, the early career framework could be regarded by teachers as a further burden. One of the principal reasons why young teachers leave the profession is their failure to secure permanent positions; they are constrained to work as supply teachers for wages that are diminished by the fees of the agencies and without the support of sickness or holiday pay or pension contributions. Do the Government intend to address those problems?

--- Later in debate ---

[Baroness Barran (Con)]

I do not accept the noble Viscount’s assertion that this is going to be seen as a further burden for teachers. We consulted extensively on the early career framework; it has been evaluated independently by the Education Endowment Foundation, and has been warmly welcomed by teachers, head teachers, unions—and in time I am sure will be by pupils as well. There is time carved out of the early career teachers’ curriculum to get all the support and extra input that they need.

[The Lord Bishop of Gloucester]

My Lords, in the discussion around this question there may be an assumption that we are focusing on key stages 1 and 2 and secondary schools, but, given that the most significant years of a child’s development are the early years, will the Minister say what is being done to ensure that nurseries and preschools attract, develop and retain vital key workers?

[Baroness Barran (Con)]

The right reverend Prelate makes a good point. We are investing £20 million to provide practitioners in pre-reception settings with access to high-quality training to raise their skills, and we are investing a further £10 million to support staff in pre-reception settings. We announced in June of this year a further investment of up to £153 million, as part of an education recovery package, to train early years staff to support the very youngest children’s learning and development.

[Baroness Jenkin of Kennington (Con)]

My Lords, is my noble friend confident that the Government have in place the right incentives and programmes to attract—and for that matter retain—the best teachers for the next generation?

[Baroness Barran (Con)]

As my noble friend knows, teacher quality is the single biggest determinant of pupil outcomes within a school. She is right that it is vital we recruit the best and brightest teachers for our schools. We have a range of initiatives, with significant bursaries for subjects such as biology, geography, languages and, of course, STEM subjects. We remain committed to introducing a £30,000 starting salary for early career teachers and to professional development throughout their careers.

[The Earl of Clancarty (CB)]

My Lords, can the Minister say whether teachers with particular professional qualifications are, for whatever reason, more likely to stay in the profession? Do the Government have data on this?

[Baroness Barran (Con)]

I am very happy to check what data we have on the longevity, if that is the right word, of teachers from different disciplines. Certainly, in preparing for this Question and looking at the experience of early career teachers, I know that there is actually very little variation in their initial appointment to teaching in a state school. Art and design and music, which I know the noble Earl is interested in, are in the mid-70s, but that is the same as chemistry, physics and a number of other subjects.

[Baroness Blower (Lab)]

My Lords, Ministers have stood at that Dispatch Box and praised teachers in brightly glowing terms, but teacher workload continues to increase from an already unsustainably high level, as reported by Teach First and the National Education Union—the early career framework may not help this at all—and their salaries remain frozen. Even if the cap is lifted, their salaries will probably actually reduce in real terms, and certainly in terms of purchasing power. What plans does the Minister have to address these issues, which account in large part for the loss of teachers from the profession in their first five years?

[Baroness Barran (Con)]

The noble Baroness will be aware that starting salaries for teachers were increased last year by 5.5%. As I have already said, our commitment to starting salaries of £30,000 remains. That is important; in the research we did, we looked at both public and private sector jobs and set the target at a level that we believe is genuinely attractive in comparison with both.

[Lord Storey (LD)]

The Minister will know that teacher retention is often undermined by high workloads and unsupportive working conditions. What does the Minister think of the proposal from Teach First to reduce teachers’ timetables by 1% in the most disadvantaged areas, often staffed by the most inexperienced teachers, and then scale up the policy if it has a positive effect? By the way, I am sorry I did not give notice of that question beforehand.

[Baroness Barran (Con)]

The department is very open to testing and exploring new ideas. I will take that back and discuss it with colleagues. We are seeing a lot of good practice, particularly in some of the larger multi-academy trusts, in managing these issues. I genuinely think that, through the pandemic, some of the strengths of that model, and the pressure it has taken off teachers, is something we can learn from going forward.

[Lord Polak (Con)]

My Lords, 80% of teachers who qualified in 2019 were still teaching one year after qualification. If, perchance, I had ever attained 80% in any school examination, I would have been congratulated by a surprised, if not shocked, teacher. I therefore congratulate my noble friend and her department on these figures. I hope that the retention rates can be increased further. How do these figures compare to the retention of new recruits in the emergency or health services?

[Baroness Barran (Con)]

I am sure my noble friend is being modest about his exam results. The retention figures are relatively stable across public sector professions. Retention of primary school teachers is somewhat above the average, and retention of secondary school teachers is marginally below the average. We are committed to making sure teachers get support at every point in their career, and we have committed the funding to deliver this.

[Lord Watson of Invergowrie (Lab)]

My Lords, the noble Lord, Lord Storey, has just referred to a suggestion by the organisation Teach First about disadvantaged schools. That came from a report published by the organisation last year, which also showed that, when teachers were asked why they would resign from the profession, workload was the reason most often cited. The Minister will know that, in 2018, the Department for Education introduced the teacher workload reduction toolkit, developed in conjunction with teaching unions and Ofsted, to try to identify unnecessary and burdensome practices in a teacher’s day-to-day workload. Yet the latest figures on attrition among early career teachers show that the figures have hardly changed at all. Do the Government retain faith in that workload reduction toolkit? If so, what do they propose to do to make it more effective?

[Baroness Barran (Con)]

The noble Lord is right that the figures have been stubbornly stable. The school workload reduction toolkit supports schools to review and manage workload. It remains widely used; there were a thousand downloads of the toolkit in September of this year. The noble Lord will also be aware that, in 2019, we announced the teacher recruitment and retention strategy. We have talked about the early career framework and the national professional qualifications. One of the encouraging signs we are seeing is that applications for initial teacher training are up by more than 20% this year, so that bodes well for the future.

[Lord Jones of Cheltenham (LD) [V]]

Teachers are the country’s most vital workforce and should be rewarded and appreciated appropriately, not overworked to breaking point. Rather than constant testing and pressure to reach the Government’s targets, is not the role of teachers to help each child become more self-confident and to find something they are interested in, something they can become good at and something they may be able to make a career out of?

[Baroness Barran (Con)]

As we know, the list for teachers is a very long one, and all the things that the noble Lord mentions are important. But we also know that, without the basic skills of literacy and numeracy, it is very hard to realise the aspirations which the noble Lord rightly highlights, hence our focus on those subjects in particular.

[The Lord Speaker (Lord McFall of Alcluith)]

My Lords, the time allowed for this Question has elapsed.

Education: Music and the Arts

Baroness Barran Excerpts

Monday 25th October 2021 Lords Chamber

[Lord McNicol of West Kilbride (Lab)]

My Lords, we have seen a 50% reduction—Oh, sorry! I beg leave to ask the Question in my name.

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

My Lords, it is an exciting and important subject. The Government have committed to high-quality music and arts education from an early age. All state-funded schools and early-years providers are required to teach a broad and balanced curriculum, including the arts and music, which promotes pupils’ cultural development. The department funds a range of related programmes, including music hubs. We recently published the Model Music Curriculum to support teachers and will publish a refreshed national plan for music education next year.

[Lord McNicol of West Kilbride (Lab)]

My Lords, let us try again. I thank the noble Baroness for her Answer. We have seen a 50% reduction in arts subjects at universities over recent years. With numbers of pupils studying drama and music falling by a fifth since 2010, our education system faces a creative crisis. Even more worryingly, we have seen a 31% decline in the number of young people taking music A-levels in England since 2014. Considering that the creative industries contribute over £11 billion a year to the UK economy, what plans do Her Majesty’s Government have to ensure that the number of pupils studying drama and music does not drop any further? Could I also briefly ask about the arts pupil premium in the spending review?

[Baroness Barran (Con)]

The noble Lord is right that the number of students doing A-level arts subjects has dropped, but there are some really encouraging signs in the data. The number of students doing art and design GCSE, which could be a precursor to a pick-up in A-levels, has increased by 18% over the past two years while the cohort has grown by 7%. The number doing vocational and technical qualifications in music has risen by 90% between 2017 and 2020.

[Lord Lingfield (Con)]

Does my noble friend agree that it is vital for young musicians to be able to play in orchestras and ensembles? Does she regret, as I do, that only 12% of state schools now have orchestras, as opposed to 85% of independent schools? I remind the House of my registered interest as chairman of the English Schools’ Orchestra.

[Baroness Barran (Con)]

My noble friend is right to raise the important role of orchestras in schools, but the Government’s focus has been to ensure that there is a consistent cultural offer, a range of arts and musical subjects and opportunities for children to play a musical instrument at school whether it be in an orchestra or in some other form, maybe a band.

[Baroness Bull (CB)]

My Lords, we heard again this weekend that the Government are considering further limiting the study of creative arts degrees because of their lower salary outcomes. Does the Minister agree that salary data is not the only way to assess value, even economic value, as it ignores differences in local labour markets and degrees that lead to low earnings but deliver high social and cultural value? With almost half of creative businesses reporting workforce skills gaps, is it not reasonable to assume that creative graduates will provide tangible fiscal value through labour in this high-growth sector, not to mention their contribution of future skills and creativity to the broader innovation economy?

[Baroness Barran (Con)]

The noble Baroness is right that we need to look at qualifications more broadly than simply the financial and earnings potential of those careers. However, I am sure she will also agree with me that we need to meet a significant skills shortage in STEM and related subjects. I hope she will be pleased that the Government are bringing forward a T-level in craft and design which has been developed with employers.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, I remind the House of my interests in the register. There are many ways of learning, but over the past decade education policy has privileged one kind—the ability to acquire knowledge by rote and reproduce it under time pressure—over all others. Your Lordships’ House’s Select Committee on Youth Unemployment, of which I am a member, has had evidence from many employers that shows that this is not enough and that they are looking for people who can also think critically and independently, communicate clearly and work well with other people. Does the noble Baroness agree that these are precisely the attributes that arts-led education encourages?

[Baroness Barran (Con)]

The noble Baroness is right that arts-led education encourages those traits, but not only arts-led education encourages critical thinking. I think that she does the teaching profession a disservice; perhaps she would like to join me on a visit to a school to see how little is being done by rote.

[Lord Storey (LD)]

My Lords, the Minister will know from her time at DCMS the importance of creative and arts subjects and their importance to the British economy. Is she concerned that there has been a 24% drop in all six creative subjects over the past five years? How does she view the EBacc’s responsibility for the demise of all our creative subjects?

[Baroness Barran (Con)]

The Government do not accept that the EBacc has contributed to a decline in the adoption of creative subjects. The percentage of children doing an arts subject to GCSE has remained broadly stable over the last 10 years. The EBacc mandatory curriculum is intentionally focused to give space for other subjects.

[Lord Bird (CB)]

Does the Minister agree that the creative minds of the future will need a synthesis of the arts and the sciences because that is the way the world is going? This division between arts and science will disappear in 50 or 100 years. That is where we need to go. We need to take the example of, for instance, the Bauhaus 100 years ago or even Professor JD Bernal, who was talking about this in the 1930s.

[Baroness Barran (Con)]

The creative industries are a great example, as a number of noble Lords have recognised today, of that fusion of artistic and other technical and scientific disciplines. That is why the Government are committed to having a range of arts subjects as a core part of the curriculum from early years to GCSEs.

[Lord Vaizey of Didcot (Con)]

My Lords, I declare my interest as a trustee of the brilliant charity Music Masters and welcome my noble friend to her new portfolio, which I know she will attack with the vigour she showed when she was in the culture department. I was thrilled to hear that on the 10th anniversary of music education hubs next year there will be a refreshed national plan for music education. Can she assure us that the budget of £75 million a year will at least be maintained and that we will continue to support the In Harmony scheme as part of the national plan?

[Baroness Barran (Con)]

My noble friend will understand that I cannot announce the national plan before it has been published, but I hope that he will be delighted when he sees the plan in its detail, with its focus on disadvantaged children.

[Baroness Prashar (CB)]

My Lords, arts help to transcend differences and divisions—they help to unite—but the increased focus on STEM subjects and the greater value put on the English baccalaureate have led to a narrowing of the curriculum and disproportionately affected arts education, particularly in disadvantaged areas. There was a manifesto commitment to a secondary school arts premium, which was confirmed in the 2020 Budget. When will the £90 million arts premium materialise?

[Baroness Barran (Con)]

The noble Baroness will understand that I cannot prejudge the announcements from the Chancellor on Wednesday. When my noble friend Lady Berridge was in this role, she was clear that choices had to be made as a result of the pandemic—hence the delay.

[Lord Watson of Invergowrie (Lab)]

My Lords, the Minister needs to go back to her officials at the DfE if the figures she has been given suggest that the number of pupils sitting GCSEs and A-levels in arts subjects has not dropped in the last decade, because that is very definitely not the case; it is not what schools report. The English baccalaureate is definitely to blame, because it has narrowed the curriculum and does not include creative subjects.

The 2019 Tory manifesto said that

“we will offer an ‘arts premium’ to secondary schools”

to allow them to offer

“enriching activities for all pupils.”

It has not happened, and Covid cannot be blamed because last year the Chancellor said in his Budget that a £90 million arts premium would be introduced. That has not happened either. While I know the Minister cannot predict what will happen on Wednesday, if the spending review were to announce spending on an arts premium, should we believe it this time?

[Baroness Barran (Con)]

I apologise to the noble Lord if I was not clear. I hoped I had acknowledged that A-level numbers have dropped but that GCSE figures have been broadly stable with around 45% of children in state-funded schools, both academies and maintained schools, doing an arts subject.

I cannot add to my earlier answer on the arts premium, but I remind the noble Lord that we committed £79 million during 2021-22 for music education hubs and during the pandemic emphasised the importance of continuing with a culturally rich curriculum.

[The Lord Speaker (Lord McFall of Alcluith)]

My Lords, the time allowed for this Question has elapsed.

Skills and Post-16 Education Bill [HL]

Baroness Barran Excerpts

3rd reading
Monday 25th October 2021 Lords Chamber

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

My Lords, before the Third Reading of this Bill I would like to make a short statement about our engagement with the devolved Administrations. Officials and Ministers have worked closely and collaboratively with their counterparts in the devolved Administrations throughout the passage of the Bill. We are continuing to discuss the requirements for legislative consent from the Welsh Government for this Bill and are grateful for their continued engagement on this issue. I beg to move that this Bill be read a third time.

[Lord Blunkett (Lab)]

My Lords, it is not my intention to delay the House, given the length of the previous debate on procedure, but I want to make three points. First, in the debate in this House on the Skills and Post-16 Education Bill we have had some exemplary and extremely profound contributions from Members. I want to appeal to the Minister, who is new to her post, to take back to her ministerial team and the Cabinet, as this Bill moves to the House of Commons, the genuine feelings of this House and—as has just been displayed in terms of the procedure issues—to think, reflect and not necessarily to move at the speed to which the Government are currently committed on certain aspects of government policy in relation to defunding qualifications.

I know from previous experience in my dealings with the Minister that she does listen and does care. I say to the officials who do not often get addressed in this House, or for that matter in the other House, that getting something done well is better than getting it done quickly—particularly when those who have put through legislation are rarely around to see the consequences of their own mistakes. Sometimes it would be good if those officials working on Bill committees were able—I have put this forward on many occasions in the past, so this is not a knock at them—to take forward the legislation on which they have worked. It would be an exemplar way of using their talent and ensuring that other people simply did not pick up the pieces of something that has been done before.

--- Later in debate ---

Moved by

[Baroness Barran]

That the Bill do now pass.

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

My Lords, I am delighted that the Skills and Post-16 Education Bill is finalising its passage through this House. As the noble Lord, Lord Blunkett, articulated, our debate has been thoughtful and powerful and, above all, has demonstrated our clear shared commitment to a high-quality skills system. I can reassure the noble Lord and your Lordships that I have discussed and will continue to discuss our debates in detail with my ministerial colleagues. This is a real priority for my right honourable friend the Secretary of State and for the Minister for Skills, and I thank them both for attending today’s debate.

This Bill provides key legislation that will enable a transformation of the country’s skills landscape. It will help to provide the skills that employers need today, as well as those of the future, and support our path to net zero. It will also contribute to building a system where all people, regardless of their background or circumstance, have the opportunity to undertake high-quality training that enables them to meet their full potential and get the skills they need for employment. These outcomes will benefit us all by boosting productivity and fortifying the economy.

It has been a genuine privilege to work on this Bill, if only briefly. Its passage has been an exemplary demonstration of the important role that this House plays in the legislative process. I express my particular thanks to Members on the Front Benches, including the noble Lords, Lord Watson and Lord Storey, and the noble Baronesses, Lady Sherlock, Lady Wilcox and Lady Garden.

Of course, as your Lordships have pointed out, we have also benefited from the insight of many former Education Ministers and Secretaries of States in this House, whom I would like to thank. They include the noble Lord, Lord Blunkett, my noble friends Lady Morgan of Cotes, Lord Willetts, Lord Baker and Lord Johnson, and my noble and learned friend Lord Clarke. I also thank the many other noble Lords who took part in the debates. The Government have listened to the important points made and will carefully consider the amendments that have been agreed by the House.

Skills and Post-16 Education Bill [HL]

Baroness Barran Excerpts

Thursday 21st October 2021 Lords Chamber

Moved by

[Baroness Barran]

35: After Clause 13, insert the following new Clause—
“Information about technical education and trainingInformation about technical education and training: access to English schools
(1) Section 42B of the Education Act 1997 (information about technical education: access to English schools) is amended as follows.(2) In subsection (1), for “is an opportunity” substitute “are opportunities”.(3) After subsection (1) insert—“(1A) In complying with subsection (1), the proprietor must give access to registered pupils on at least one occasion during each of the first, second and third key phase of their education.”(4) After subsection (2) insert—“(2A) The proprietor of a school in England within subsection (2) must—(a) ensure that each registered pupil meets, during each of the first and second key phases of their education, at least one provider to whom access is given (or any other number of such providers that may be specified for the purposes of that key phase by regulations under subsection (8)), and(b) ask providers to whom access is given to provide information that includes the following—(i) information about the provider and the approved technical education qualifications or apprenticeships that the provider offers,(ii) information about the careers to which those technical education qualifications or apprenticeships might lead,(iii) a description of what learning or training with the provider is like, and(iv) responses to questions from the pupils about the provider or approved technical education qualifications and apprenticeships.(2B) Access given under subsection (1) must be for a reasonable period of time during the standard school day.”(5) In subsection (5)—(a) in paragraph (c), at the end insert “and the times at which the access is to be given;”;(b) after paragraph (c) insert—“(d) an explanation of how the proprietor proposes to comply with the obligations imposed under subsection (2A).”(6) In subsection (8), after “subsection (1)” insert “or (2A)”.(7) After subsection (9) insert—“(9A) For the purposes of this section—(a) the first key phase of a pupil’s education is the period—(i) beginning at the same time as the school year in which the majority of pupils in the pupil’s class attain the age of 13, and (ii) ending with 28 February in the following school year;(b) the second key phase of a pupil’s education is the period—(i) beginning at the same time as the school year in which the majority of pupils in the pupil’s class attain the age of 15, and(ii) ending with 28 February in the following school year;(c) the third key phase of a pupil’s education is the period—(i) beginning at the same time as the school year in which the majority of pupils in the pupil’s class attain the age of 17, and(ii) ending with 28 February in the following school year.””Member’s explanatory statement
This amendment ensures that providers of technical education and apprenticeships are given reasonable access to pupils in secondary schools in England at key points during the course of their education to provide relevant information about technical education and apprenticeships and that pupils meet with providers on at least two occasions.

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

My Lords, Amendment 35 is in my name. I am pleased to bring this amendment to the House. The Government believe strongly that young people and adults, at all stages of their career, need to be equipped to make informed choices. They need to know about the range of qualifications and training available to them so that they can progress to their chosen field. I know that it is rightly a matter of great concern for this House that all young people are introduced to the benefits of technical education and apprenticeships, so that they can make informed decisions about the next step in their education or training.

In particular, I thank my noble friend Lord Baker for his tireless commitment and vision in focusing on this important issue and for his amendment to the Technical and Further Education Act 2017, which led to the commencement of the Baker clause. This means that schools have a statutory duty to provide opportunities for pupils to meet technical education or apprenticeship providers and learn about technical education options.

As part of the original Baker clause, the Government set out clear requirements and expectations in statutory guidance, and offered support through the Careers & Enterprise Company. Despite some examples of excellent practice, the Government are still seeing too many schools failing to comply with the duty. They have seen providers blocked from going into schools or schools limiting provider encounters to selected groups of pupils. In March 2021, the UCAS report Where Next? showed that almost one in three young people said that they did not receive any information about apprenticeships from their school.

--- Later in debate ---

[Baroness Cohen of Pimlico (Lab)]

My Lords, anybody who has sat in a meeting with heads of education can imagine discussions to work out how not to offer pupils at age 16—I do not have much knowledge of provision below that level—a full and free choice as frequently as possible, because of worries about redecorating classrooms, hiring more teachers or the other income-related things that heads need to think about. While I am sympathetic to this worry, I am even more sympathetic to the absolute need to offer pupils a full and informed choice at as many stages as we can afford. I too intend to support the amendment of the noble Lord, Lord Baker.

[Baroness Barran (Con)]

My Lords, I once again thank my noble friend for his amendment and his commitment to this issue. Before I respond to the points raised by noble Lords, I would like to express my support and thanks to head teachers, who received a certain amount of criticism in this debate regarding where they place their priorities. After the last couple of years, when they have shown unstinting strength of leadership and courage in the face of incredibly difficult conditions, I would like to put on record that we owe them our thanks, first and foremost.

I will try to answer the questions from the noble Lord, Lord Storey, on why the Government are not supporting this amendment and the role of Ofsted in monitoring the Baker clause. Ofsted has updated its school inspection handbook to strengthen the focus on careers guidance, including by clarifying that inspectors will always report when a school falls short of the requirements of the provider access legislation—the Baker clause—as well as considering how it affects a school’s inspection grade. If I may, I will write to the noble Lord, Lord Aberdare, regarding his detailed questions about the careers framework.

Turning to the amendment itself, I will clarify for the House my understanding of the difference between our government Amendment 35 and Amendment 35A. On a number of occasions, your Lordships referred to three provider encounters under Amendment 35A; the provisions are for three encounters per phase of education, so a total of nine—I think my maths is right. The noble Baroness, Lady Wilcox, spoke about having at least one encounter a year, but it is more than one a year. Amendment 35A seeks to increase the number of provider encounters to nine per pupil: three during each of the first, second and third key phases of a pupil’s education.

The Government’s amendment has three mandatory offers on the part of the school, two of which are also mandatory for the pupil and would take place in the first two phases of their education, with the third, optional encounter then taking place in the last phase. My noble friend acknowledged that schools are incredibly busy places. We are trying to find a balance which underlines the priority we place on this education without taking up too much curriculum time.

I thank my noble friend Lady Neville-Rolfe for her remarks regarding bureaucracy, something that everyone, not just the Government, would like to minimise. That is another reason why consulting on the detail of implementation to make it as streamlined as possible is helpful.

On the question of timing, raised by my noble friend Lord Baker, I should clarify that the implementation of our amendment is not dependent on secondary legislation. The principle and number of encounters would be set out in the Bill, as my noble friend knows, while the secondary legislation would just provide further detail on the types and numbers of providers and some other points. Our amendment would come into effect at the same time as the amendment from my noble friend.

As my noble friend set out eloquently, his amendment also seeks to name university technical colleges in the Bill as one of the providers that every pupil must meet where practicable. This would give more weight to one provider over the rest. While we understand and absolutely respect his commitment, we want to act in the interests of all providers and therefore pupils, not just university technical colleges.

We include in our amendment the power for the Secretary of State to set out further details about the number and type of providers in secondary legislation if needed. We can, as part of this, consult school and provider representatives on these matters. We must be careful not to prejudge the outcome of any consultation by giving a guarantee that we will name UTCs in the secondary legislation. Putting this detail in secondary legislation also allows us to retain more flexibility to update the legislation in line with future policy changes.

In conclusion, the Government believe that Amendment 35 supports the interests of schools and all providers and allows flexibility for future changes in secondary legislation. We are absolutely committed to making the Baker clause work better, in a way that works for pupils and providers. I therefore hope that my noble friend—

[Baroness Neville-Rolfe (Con)]

Before the Minister sits down, could she say a little bit about the enforcement of these provisions? My understanding of her reply to the noble Lord, Lord Storey, is that Ofsted will keep an eye on this. Is that all that happens? If you do not keep detailed records in the educational space, what happens to you? Perhaps this is not an issue as it is not the norm to keep them. I am mystified as to how this would work in practice.

[Baroness Barran (Con)]

I thank my noble friend for her incredibly kind comments earlier about how quickly I have picked up this brief. I cannot confidently respond further than I did in my response to the noble Lord, Lord Storey. Schools take Ofsted inspections extremely seriously, so I hope the fact that the inspection framework and handbook have changed to accommodate this will give my noble friend some reassurance. I will also write to her and put a copy of the letter in the Library.

[Lord Aberdare (CB)]

My Lords, before the Minister sits down, can I ask her for a point of clarification? She mentioned that the amendment in the name of the noble Lord, Lord Baker, required nine meetings. My understanding is that it is

“on at least three occasions during each of the first, second and third key phase”.

I may be misunderstanding this, but I understand a key phase to be a two-year period, so it would be six rather than nine.

[Baroness Barran (Con)]

I think trying to do mental arithmetic at the Dispatch Box is risky, but, as I read it, it is three times three because of the first, second and third key phases. Maybe we both need to go to numeracy boot camp, but I think three threes are nine —or at least they were when I was at school, which admittedly was a very long time ago. I believe the correct figure is nine, because the amendment specifies the first, second and third phase of education and three encounters in each phase.

I therefore hope that my noble friend will feel able to withdraw his amendment.

[Lord Baker of Dorking (Con)]

My Lords, I thank all the Peers who have spoken, and I am glad to see I have some support—

--- Later in debate ---

[Lord Baker of Dorking (Con)]

I am glad we have got that little bit right. I first thank all the Peers who have spoken, including some Conservatives, in support of my amendment.

As regards the number of days, I make it absolutely clear that there should be three meetings. These meetings will not last for the full day; they will last for two or three hours at the very most, with maybe two providers coming in. There would be meetings at ages 13 to 14, 14 to 16 and 16 to 18. That is not what the government amendment says—it says that they will have “at least one”. The legal advice I have is from Mr Stephen Ravenscroft, who is well known to the department because he is the leading figure on educational law, but I managed to get at him first before the department. He has given me a very clear legal position on this: the point about “at least one” is that if a provider gets in first, the others do not have a right to be heard. The school can say, “We have had at least one meeting”, so I think my amendment is actually stronger than the Government’s.

I seek to test the opinion of the House.

[Baroness Barran (Con)]

Before the noble Lord sits down, I am genuinely concerned that we have a fundamental understanding of the number of encounters that the two amendments seek to deliver. The government amendment says that

“the proprietor must give access to registered pupils on at least one occasion during each of”—

that is, every time; those are my words, not the amendment’s—

“the first, second and third key phase of their education.”

So there would be three mandatory encounters. The following part of our amendment says that, during each of these phases,

“The proprietor of a school … must … ensure that each registered pupil meets … at least one provider”,


so, with the greatest respect to my noble friend, a single provider is not sufficient. That is what our amendment says, so I would just like to make that point clear.

[Lord Baker of Dorking (Con)]

I would like to seek the opinion of the House.

Skills and Post-16 Education Bill [HL]

Baroness Barran Excerpts

Report stage
Thursday 21st October 2021 Lords Chamber

[Baroness Wilcox of Newport (Lab)]

My Lords, as the Bill before us today is about education, I hope that noble Lords will not mind me veering slightly off topic for a moment. Today marks the 55th anniversary of the Aberfan disaster, the catastrophic collapse of a colliery spoil tip on 21 October 1966 that killed 116 children and 28 adults as it engulfed Pantglas Junior School. I was a pupil at Pontygwaith Junior School in the Rhondda at that time, another valleys primary school built on the side of a mountain, and as we returned to school after lunch we were sent into the yard and told to put our hands together, close our eyes and pray for the children of Aberfan. I had never heard of Aberfan at that time, but I have never forgotten it since.

I speak to Amendments 40, 41, 45A and 61 in the name of my noble friend Lord Watson, who unfortunately, because of the change to the timetable, is unable to be here today. The Government originally promised to table LLE amendments ahead of Committee, but unfortunately very few of substance materialised. We were told that they would be tabled for Report, but we have now been advised by the Minister and her Bill team that this was not possible and that they intend to consult and pilot the lifelong loan entitlement before returning with new primary legislation. This is disappointing given that the LLE is supposed to be the Government’s flagship policy and is urgently needed, but it is not surprising, because the sheer complexity of what they are trying to build was immediately apparent to all—apart from, it seems, the Bill team.

Perhaps the delay will give the Minister time to reflect on the length of the LLE. At present, it will offer up to four years of equivalent funding for levels 4 to 6, and while for some people this may be enough, for others it simply will not be. Undertaking a foundation or access year plus a three-year bachelor’s degree, which is a common route, would use it all up in one go. Therefore Amendment 41, requiring the Secretary of State to consult on extending eligibility to six years to give greater flexibility, is important. It will be especially important to those studying part-time and help to encourage adult learners to take up an offer to study and upskill. It is supported by the Association of Colleges, training providers and other stakeholders that we have engaged with in preparation for this debate.

I am very grateful to the noble Lord, Lord Storey, for tabling Amendment 43, which allows the Secretary of State to make provision for the LLE to include maintenance provisions to include living costs to help disadvantaged students. We tabled this amendment in Committee and, as my noble friend Lord Watson highlighted then, one of the main barriers for adult learners, highlighted in the DfE’s own impact assessment, is the cost of study, including living costs. Yet, as drafted, the LLE covers only tuition costs. The Welsh Government recently introduced reforms to tackle this issue by extending maintenance support, including means-tested grants to all students regardless of mode of study, while maintaining low tuition fees for part-time study. Unsurprisingly, this has had a huge impact on participation.

Amendment 40 removes the equivalent or lower qualification—ELQ—exemption rule for the LLE to ensure eligibility for student loan funding for another qualification at that or a lower level, to facilitate career changes. It also ensures LLE eligibility regardless of subject, intensity of study, institution or learning style. We are concerned that, unless reformed, the ELQ rule could pose a significant barrier to further education providers working with local employers to deliver training in priority sectors that support communities.

I will not repeat in full the arguments my noble friend Lord Watson gave on this issue in Committee, nor will I repeat the searching and directly targeted questions from my noble friend Lady Sherlock. The ELQ rule means that anyone qualified to level 4 cannot access government loans or grants to study a qualification at an equivalent or lower level. I suggest this must be urgently reconsidered if the LLE is to succeed in providing opportunities for people to reskill for a new career where such skills are in demand. According to the Office for Students, there are exemptions to the ELQ rule if it is a qualification in a public sector profession, such as medicine, nursing, social work or teaching, or if the student is studying for a foundation degree or receiving a disability student allowance.

Mayoral combined authorities with devolved powers have begun to move away from the ELQ rule. Indeed, the Conservative-controlled West Midlands Combined Authority is running a pilot offering fully funded care management qualifications at level 3 and 4 to black, Asian and minority-ethnic women regardless of their prior attainment. The Augar review also proposed scrapping the complex ELQ rule. The need has been recognised, and there are precedents for the Government to follow.

It was disappointing that the noble Lord, Lord Johnson, withdrew last week what was then Amendment 42, requiring the Secretary of State to publish an annual report on the impact on reskilling of funding restrictions on people requiring a qualification at a level equivalent to or below the one they already hold. We were supportive of that amendment, so it has been resubmitted in the name of my noble friend Lord Watson and appears as Amendment 45A. I do not propose to elaborate, as it is self-explanatory.

Another complex area concerns credit transfer arrangements to allow students to move between education providers. Amendment 61 is a probing amendment designed to elicit more information on this. A universal credit transfer system would have significant benefits to many students, not least in terms of widening participation. The Open University’s OpenPlus programme, where students initially study at one institution before completing their studies at another, is an example of what can be achieved. I would be very grateful if, ahead of consultation, the Minister can outline how the Government intend to address and overcome the lack of commonality which my noble friend Lord Watson raised in Committee. Can she say what discussions the DfE has had since then with the devolved Governments and what those discussions have produced? Any scheme for allowing students to use credit flexibly must enable transferability across the UK—many people living in Newport study in Bristol, and vice versa—and internationally. It also needs to support credit transfer not just in HE but between FE and HE. I hope the Minister can say how she anticipates that will be facilitated.

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

My Lords, I thank the noble Baroness, Lady Wilcox of Newport, for reminding us of the tragedy of Aberfan and the terrible loss of life on that day. I will speak first to the amendments in my name on the lifelong loan entitlement and then respond to your Lordships’ amendments.

The amendments being laid today primarily address the technical underpinnings of the LLE and make other minor corrections to enable a strong legislative framework. We are laying them now to introduce the enabling powers for the Secretary of State that are necessary to the delivery of the LLE from 2025. The Government previously set out that we would table additional amendments, as your Lordships have noted, outlining further detail on the modular fee limit policy of the LLE. Following further policy development and engagement with stakeholders, including debate in Committee in this House, the Government have decided not to lay these before we consult. As noble Lords have noted, these are complex issues and it is essential that our final policy approach is informed by the needs of students, providers and all key stakeholders. This complexity was demonstrated in Committee by some of the questions on the detail and implementation of the lifelong loan entitlement. Given the intricate nature of such legislation, we must not pre-empt further policy design or decisions based on the consultation.

The noble Baroness, Lady Sherlock, asked what the consultation will contain. We intend to seek views on our ambition, objectives and coverage. This will include aspects such as but not limited to: the level of modularity —this will cover the minimum number of credits a course will need to bear to be eligible for funding; maintenance support; how to support quality provision and flexible learning; how to incentivise and enable effective credit transfer; and whether restrictions on previous study should be amended to facilitate retraining and stimulate high-quality provision. We intend to bring further primary legislation following consultation. This will allow us to meet the rollout timetable of the LLE from 2025, as originally planned.

The noble Baroness, Lady Sherlock, describes herself as nerdy; in my world, that is a great compliment. I thank her for her kind remarks about my getting to grips with the role, but I also commend my noble friend Lady Chisholm, who has found herself on an equally steep learning curve. To be clear on the timing of the LLE consultation, we commit to delivering the LLE from 2025. We cannot give the noble Baroness a firm date today, but it will be lined up so that we can deliver on that commitment. She also asked whether fee limits would require primary legislation; I can confirm that they would.

The noble Baroness also asked why the Government are laying amendments on the LLE now rather than waiting for future primary legislation—I have an instinctive feeling that, if we had not laid these amendments, she might have challenged the Government on our commitment to really delivering on this. Part of the reason is to be absolutely clear that there should be no doubt about that level of commitment.

In terms of the definitions of a module in the Bill, from both a funding and a regulatory perspective, I know that the noble Baroness has been in correspondence with colleagues in the department and I am happy to put a full, detailed response in a letter in the interests of time. The THEA and HERA legislation have two very different purposes. The former makes provision for loan funding via a broad set of regulation-making powers for the Secretary of State; the latter is principally about the regulatory regime—the powers of the Office for Students—and specifically enables the setting of fee limits for higher education courses by the Secretary of State. In Clause 14, new Section 28A(1)(e) modifies Section 22 of THEA by inserting new subsection (2ZA). That enables the Secretary of State to define what “module” means in relation to a higher or further education course for the purposes of making loan regulations.

Clause 15, which is to be amended by the government amendments, takes a slightly different approach due to the different regime that it covers. It clarifies that a module of a “full course”—an HE course, for example, mentioned in Schedule 6 to the Education Reform Act 1988—is itself a category of higher education course for the purposes of Part 1 of HERA 2017 when it is taken separately from the course from which it is derived.

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Moved by

[Baroness Barran]

37: Clause 15, page 18, line 17, leave out “In section 83(1) of”
Member’s explanatory statement
This amendment is consequential on the Minister’s second amendment at page 18, line 17.

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[Baroness Sherlock (Lab)]

My Lords, I thank the noble Lord, Lord Lucas, for introducing his Amendment 47. I will comment on that before moving on to my Amendment 48 in this group. Even before the pandemic hit, health and welfare support systems in higher education were experiencing unprecedented demand. More students need more help with problems of increasing complexity. A DfE report in June, Student Mental Health and Wellbeing, found that almost all higher education institutions have been devoting more resources to supporting student mental health over the past five years but, in many cases, were still struggling to meet demand. The pandemic has exacerbated that considerably, as a number of noble Lords have mentioned, so I will not rehearse that.

It will be interesting to hear the Minister’s answer to the noble Lord, Lord Lucas, and others on what the OfS can and does do about this. From memory, its new criteria on quality and standards relate to academic support only, rather than to specific non-academic support, but the Minister can explain how the OfS can otherwise work with universities on this.

It has offered some money, of course. It offered £6 million for innovative mental health support projects, although, when I looked at the small print, I found that half of that had to come from the providers doing the work. There are bits of money from outside. The noble Lord, Lord Parkinson of Whitley Bay, said recently in a Written Answer:

“As part of the mental health recovery action plan, the government has provided an additional £13 million to ensure that young adults aged 18 to 25, including university students, are supported with tailored mental health services.”


That is really good. I thought, “Hang on; is that all 18 to 25 year-olds?” At a rough guess that gives about £2.50 each, which may not go very far. I wonder whether the Minister thinks enough resources are going to support services in higher education. If not, do they need more external support or should this be coming from fee income?

The second issue is that, realistically, pastoral care in higher education institutions can only ever be a first line of support. It is important that the NHS is there for students who need more than that kind of help. I spoke this week to a senior person from an institution that takes the mental health of students very seriously, and she spoke of being left trying to support suicidal and seriously mentally ill students herself, because there were no mental health beds available and the local community team had little to offer, because it was so thinly stretched. I have also been told about a lack of inpatient beds or even outpatient support for students with severe eating disorders, leaving them with nowhere to go for help. I ask the Minister whether the DfE is working with the Department of Health to ensure that their services dovetail, so that there is adequate support in local NHS services for those students who need more help than university pastoral care can offer.

Amendment 48 in my name seeks to ensure that the way the Office for Students regulates higher education does not jeopardise the goal of widening participation. Noble Lords know that the OfS applies a series of conditions for a higher education institution to be registered, labelled A to E. The most hotly debated are the B conditions, which focus on quality and standards, and especially B3, which states:

“The provider must deliver successful outcomes for all of its students,”


which I always thought was rather ambitious, but they are tested against numerical measures.

The OfS has run two consultations in the last year and is about to start a third, which is specifically on the new metrics for student outcomes. They will presumably, although not necessarily, relate to the current metrics, which are about student continuation, completion rates of degrees and graduate careers. These metrics are controversial, because many in the sector worry that the Government are abandoning contextualisation in setting standards for higher education institutions. It is funny to push back on the noble Lord, Lord Lucas: to declare that everyone should be treated the same does not allow for there clearly being differences in student outcomes between groups that reflect prior experiences, advantages or current circumstances, rather than academic ability.

To take one simple example, we know from the official figures that mature students have lower completion rates. There can be perfectly good reasons for that, which may not relate to things in the gift of the institution at which they study. We would not want institutions that recruit more mature students to find that their outcome measure was not as good and then be deterred from doing so. That would be ironic for a Bill that is supposed to promote learning in later life and part-time study.

I raised this issue in Committee but I am sorry to say that the Minister said very little and really, I got no comment at all on it. The only way I could think of raising it was to table a specific amendment to say that the OfS could not measure outcomes in a way that could jeopardise widening participation for students from disadvantaged and underrepresented groups.

Clause 17(7) says that the OfS does not have to publish different minimum levels in relation to different outcomes by, for example, student characteristics, type of institution or course. That does not mean that the OfS has to apply flat standards across the board, but it clears the ground for it to do so at will. Many people in the sector worry that that might penalise institutions that serve disadvantaged groups or areas, or even deter outreach activity. Section 2 of HERA means that the OfS has to apply some proportionality, and therefore contextualisation, to any assessment, but can the Minister tell the House how it can do that fairly without any benchmarking? Because I got nothing in Committee, I am really hopeful that the Minister can at least give the House some assurance that the OfS should judge quality with regard to the impact on disadvantaged and underrepresented students. I hope she can reassure us on that front.

[Baroness Barran (Con)]

My Lords, I am grateful for the opportunity to speak to our measures on the Office for Students’ quality assessment. Section 23 of the Higher Education Research Act 2017, which relates to the assessment of quality of higher education provided by registered providers, currently places no restrictions or stipulations on how the OfS might make an assessment of quality or standards.

As the noble Baroness, Lady Sherlock, pointed out, Clause 17 of the Bill provides much-needed clarity. It puts beyond doubt the ability of the OfS to determine minimum expected levels of student outcomes. These levels would be taken into account alongside many other factors, such as the context in which a provider operates, when the OfS makes its overall and well-rounded assessment of quality.

Turning to Amendment 48 in the name of the noble Baroness, I am grateful for the opportunity to discuss widening participation and access in higher education. Equality of opportunity for young people across the country is one of the Government’s highest priorities. Access to higher education should be based on a student’s attainment and their ability to succeed, rather than their background.

The latest figures show that we have made real progress on access to higher education, with a record 24% of disadvantaged 18 year-olds entering higher education in 2020. Disadvantaged 18-year-olds were proportionally 80% more likely to enter higher education as a full-time undergraduate in 2020 than in 2009.

I reassure the noble Baroness and the House that when the OfS exercises any of its functions, it already must have regard to the need to promote equality of opportunity in connection with access to and participation in higher education. That duty applies when the OfS is looking at how disadvantaged students and traditionally underrepresented groups are supported and what they go on to achieve. It includes access, successful participation, outcomes and progression to employment or further study.

As I have set out, the minimum expected levels of student outcomes will form only part of the overall context as the OfS makes rounded judgments, as it is required to do under its regulatory framework. The OfS has a public law obligation to consider wider factors which could include, among other things, the characteristics of a provider’s students where appropriate. In reaching any final judgment, the OfS will balance contextual factors, proportionality and the need to protect students from low quality, including weak outcomes. Section 2 of the Higher Education and Research Act is clear that:

“In performing its functions, the OfS must have regard to … the need to promote equality of opportunity in connection with access to and participation in higher education provided by English higher education providers”.


The OfS is also subject to the public sector equality duty. Both will apply to this measure.

Amendment 47 is in the name of my noble friend Lord Lucas. Sadly, I echo his reflections on his conversations in Cardiff many years ago. I talked very recently to school leaders who also shared with me stories about students of theirs who have attempted suicide or, sadly, taken their own lives over the last 18 months. I thank my noble friend for raising this important issue both in Committee and again today. His amendment seeks to add the mental health and well-being support given to students to the outcomes against which the quality of higher education may be assessed by the Office for Students. I reassure him that the Office for Students already has a strong presence in the student mental health agenda, with significant levers in this area.

The OfS provides funding, support and guidance to higher education providers to ensure they provide appropriate mental health support for their students. As it stands, the OfS believes that further regulation would not be beneficial in a sector with a diverse range of suppliers and an equally diverse range of students. However, I reassure my noble friend that existing OfS powers under the Higher Education and Research Act 2017 are already flexible enough to allow it to impose a condition of registration relating to mental health, if it felt it necessary to do so.

We continue to work closely with the higher education sector to promote effective practice. The sector as a whole has established the overarching Stepchange: Mentally Healthy Universities framework, which is now complemented by the recently launched University Mental Health Charter programme and award scheme. The Government endorse this approach, including setting a clear ambition for all higher education providers to join the programme within the next five years. We also recognise the devastating effect that suicide has. A range of crucial prevention work and the promotion of effective practice are taking place across the higher education sector. We expect all universities to engage actively in this and deal sensitively if a tragedy occurs.

The Minister of State for Higher and Further Education, Minister Donelan, chaired a new round table on suicide prevention with Universities UK in June. The round table highlighted the importance of adopting and embedding the Suicide-Safer Universities framework and promoted good practice in the sector, helping to make sure that students are well supported during their time at university. The outputs include more regular analysis of student suicide data by ONS, including risk factors, which is central to informing preventive action, and the OfS publication of a new topic briefing, setting out approaches that universities and colleges can take to help prevent suicide among students.

The noble Baroness, Lady Sherlock, asked where this sits as a priority for government. She will not be surprised to hear that it is a key priority. I mentioned the round table that my right honourable friend the Minister held recently, but she has also written to vice-chancellors on numerous occasions, outlining that student welfare should remain an absolute priority, and has also convened groups of representatives from higher education and the health sectors and brought them together to address the issues that students are facing during the pandemic.

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[Baroness Sherlock (Lab)]

My Lords, when the Minister looks at the record, she may find that she has not been able to answer some of my questions, particularly around mental health. Will she write to me?

[Baroness Barran (Con)]

I shall be delighted to write.

[Lord Lucas (Con)]

My Lords, I am very grateful for my noble friend’s answer, which included just the words that I was after—that the Government are sure that the Office for Students has the powers that it needs to make progress in this area. I am very happy to leave it at that, given the record of the Office for Students to date.

I share with the noble Baroness, Lady Sherlock, the determination that disadvantaged students should not be disadvantaged further by the systems that we put in place. I think that is entirely possible. I hope that we will see from the OfS a system of better admissions, so that universities put some real effort into understanding how best to detect and attract those disadvantaged students who will do well at university; that this is a collaborative effort, a proper national research effort to solve this national problem; and that they will similarly collaborate on how best to look after those students once they reach university. They should expect them to need additional support because, after all, they are disadvantaged. In both those areas, I feel that the Office for Students is determined to see progress. I am confident that with that determination over the next few years we will see it.

I also hope to see some real diversity of thought as well as intake in our universities. I will know that we have achieved it when an Oxford college asks the noble Lord, Lord Adonis, to be its next master.

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Moved by

[Baroness Barran]

49: Clause 18, page 22, line 14, at end insert—
“(c) confer functions (including functions involving the exercise of a discretion) on the Secretary of State or any other person.”Member’s explanatory statement
This amendment expressly allows the inclusion, in regulations made under Clause 18(1) of the Bill (regulations relating to the list of relevant providers), of provision which confers functions on a person.

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[Baroness Wilcox of Newport (Lab)]

My Lords, the Queen’s Speech promised that legislation would support a lifetime skills guarantee to enable flexible access to high-quality education and training throughout people’s lives. It therefore beggars belief that there is no mention of this flagship policy in this skeleton Bill; indeed, the Bill is silent on the value of qualifications below level 3 altogether.

At present, 13 million adults in the UK currently do not have a level 2 qualification—that is equivalent to GCSE—and 9 million adults lack functional literacy and numeracy skills, leaving them vulnerable to job loss and making it harder for them to secure work. DfE data has shown that the return on investment for qualifications below level 2 is higher than for level 3. Furthermore, lower level qualifications offer many adult learners a key progression route. Without adequate support through the adult education budget for these lower level qualifications in future years, many students will not be ready for and able to progress to levels 4, 5, 6 and up to degree level, which this Bill—or indeed, in the absence of the LLE amendments, its successor—is intended to support.

Amendment 60 in the name of my noble friend Lord Watson would seek to rectify this by placing the LSG on a statutory footing. It is also intended to address concerns that, at present, the LSG does not offer support for subjects outside a narrow band of technical disciplines. Consultation and regular review of eligible courses are therefore key. Our amendment also addresses concerns that the LSG appears to omit reskilling and second level 3 qualifications by retaining the equivalent or lower qualification rule. I will not repeat earlier speeches on the need for ELQ reform, but I urge the Minister to reconsider including flexibility for subsequent level 3 courses in the LSG to unlock retraining for even more people in an area where there is a demand for skills.

I also support Amendment 50, in the name of the noble and learned Lord, Lord Clarke, and my noble friend Lord Layard, which would ensure that the LSG and support for courses below level 3 are placed on a statutory footing. Amendment 50 also encompasses apprenticeships, which provide an alternative for able young people to the traditional academic route. It would ensure that two-thirds of the funding is spent on under 25s; this is key to ensure they are properly targeted.

Moreover, as noted by many noble Lords, the sharp decline in apprenticeships is deeply concerning, with 2020 seeing the lowest number of 16 and 17 year-olds starting an apprenticeship since the 1980s. We have seen 189,000 apprenticeship opportunities disappear since 2017, which is why Labour has called on the Government to use unspent funds from the apprenticeship levy to fund 85,000 new apprenticeships for 16 to 24 year-olds, creating opportunities for young people to rebuild from the ravages of the pandemic. More than £1 billion in apprenticeship levy funding paid by employers expired unused between May 2020 and February 2021 alone. It is absurd that businesses are allowing hundreds of millions of pounds of levy funds to expire, when so many young people are unable to access a high-quality apprenticeship. Vast sums of money going unspent is a sign of a system in need of fundamental reform to make it work for learners and business.

Skills and retraining must be a vital part of our economic recovery. I hope the Minister is persuaded of the merits of placing the LSG on a statutory footing, especially given it has cross-party and sector-wide support. After all, it reflects the Government’s policy to try to address the skills gap in this country and to enable individuals to develop skills relevant to today’s and tomorrow’s labour market, in their area. This is an opportunity for the Government to show that levelling up is more than just a slogan or an addition to the name of a ministry.

[Baroness Barran (Con)]

My Lords, I thank my noble and learned friend Lord Clarke and the noble Lord, Lord Watson, for their amendments, and all noble Lords who spoke in the debate. I concur with all noble Lords’ ambitions around lifelong learning. This is an important issue with which the Government agree; however, we do not believe it is necessary to specify such a requirement in the Bill.

In April, we launched the free courses for jobs offer as part of the lifetime skills guarantee. This gives all adults in England the opportunity to take their first level 3 qualification for free, regardless of their age. We have ensured that our funding arrangements will allow relevant providers to access further funding if there is higher-than-expected learner demand. Over 400 level 3 qualifications are available, which have been specifically identified for their strong wage outcomes and ability to address key skills needs. Adults in all regions of England have been enrolling since April.

The free courses for jobs offer builds on the pre-existing legal entitlement for 19 to 23 year-olds to access their first full level 2 and/or level 3 qualification—a point raised by the noble Baronesses, Lady Wilcox of Newport and Lady Garden of Frognal—which the free courses for jobs offer complements. Through the adult education budget, full funding is also available, through legal entitlements, for adults aged 19 and over to access English and maths to improve their literacy and numeracy, and for adults with no or low skills to access fully funded digital skills qualifications, as we discussed in an earlier group of amendments.

The adult education budget also supports colleges and training organisations to work with adults at lower levels who want to re-engage with learning and/or their local labour market. This includes around 2,000 regulated qualifications and their components, and non-regulated learning, from entry level to level 2.

In areas where adult education is not devolved, the adult education budget can fully fund eligible learners studying up to level 2 where they are unemployed or earning below around £17,300 per year. In areas where the adult education budget has been devolved to mayoral combined authorities or the Greater London Authority, they are responsible for determining the provision to support outside of the legal entitlements.

The noble Baroness, Lady Wilcox, asked why the Government will not put the offer of free courses for jobs on a statutory footing. As she will be aware, this policy has been in delivery since April and is already benefiting adults aged 19 and above without a prior level 3 qualification in all regions of England. We do not believe that it is necessary to legislate in order to deliver this important investment in the nation’s skills.

[Lord Forsyth of Drumlean (Con)]

I am most grateful to my noble friend. It is fantastic that she has listed all these initiatives, but it does not really explain why she is not prepared to put this in the Bill. She says that she does not believe that it is necessary. Why?

[Baroness Barran (Con)]

I am sorry; I thought that I was clear in my remarks. We are already delivering the policy and therefore do not believe that it is necessary to have it in the Bill.

[Lord Forsyth of Drumlean (Con)]

But—

[Baroness Barran (Con)]

If my noble friend will allow me to finish, I will come on to talk about some of the wider issues—particularly in relation to funding, on which I know he is a great expert—further on in my comments.

[Lord Forsyth of Drumlean (Con)]

I do not wish to press too hard on this, but Governments are here today, gone tomorrow, and Ministers change. By putting this amendment in the Bill, it is clear to everyone what the future is; otherwise, we are relying on administrative decisions, which can change.

[Baroness Barran (Con)]

My noble friend is quite within his rights to press me and the Government as hard as he sees fit, but I have set out the Government’s position as best as I can at this stage.

Turning to the other aspects of the amendment in the name of the noble Lord, Lord Watson, I agree that the list of qualifications—

[Lord Clarke of Nottingham (Con)]

I am sorry—I know that the point has been made—but I find this an extraordinary approach to legislation. Everything that the Minister has said so far has given examples of things that the Government are doing that are compatible with the amendments that we are discussing. She has not raised a single objection in principle to either of the amendments, but she has been given a brief saying that it is not necessary to legislate. What harm is done by legislation, given that so many Governments in the past have, in the end, fallen rather short of their agreements in principle?

[Baroness Barran (Con)]

I think that the Government’s priority is to see this measure working in practice. Many of your Lordships have far greater experience than I do of how attempts have been made to reform this area, including through legislation, which have not delivered the outcomes that noble Lords across the House violently agree we want to see. So, our focus—

[Lord Cormack (Con)]

I apologise. We are all on the same side here. I understand my noble friend’s powers personally and understand that she has a big document with “resist” written on it, but why can she not talk to her ministerial colleagues and say, “We’ll seek to come forward at Third Reading with something that reflects the concerns expressed by my noble and learned friend Lord Clarke, my noble friend Lord Forsyth and others”?

[Baroness Barran (Con)]

I can assure my noble friend absolutely that I am in regular and detailed dialogue with my ministerial colleagues. I will certainly share your Lordships’ concerns with them but, if I may, I would like to progress in responding to these amendments.

Turning to the other aspects of the amendment of the noble Lord, Lord Watson, I agree that the list of qualifications in the free courses for jobs offer should be updated regularly and reflect labour market need. That is why we keep the list under review and accept suggestions for additional qualifications twice a year from mayoral combined authorities, the Greater London Authority and qualification-awarding organisations. For example, we added hospitality qualifications to the offer in July to ensure that it meets key needs in that sector.

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Moved by

[Baroness Barran]

51: Clause 22, page 26, line 32, after “provides” insert “English-funded”
Member’s explanatory statement
This amendment is consequential on the Minister’s amendment to Clause 1 at page 1, line 7.

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[The Deputy Speaker (Baroness Henig) (Lab)]

I call the noble Baroness, Lady Barran, to move Amendment 53.

[Baroness Barran (Con)]

Sorry, this group is for my noble friend Lady Chisholm.

Amendment 53

Moved by

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Moved by

[Baroness Barran]

54: Before Clause 25, insert the following new Clause—
“Offence of providing or arranging a relevant service
(1) It is an offence for a person to provide, or arrange for another person to provide, in commercial circumstances, a relevant service for a student in relation to a relevant assignment.(2) A person guilty of an offence under this section is liable on summary conviction to a fine.(3) In proceedings for an offence under subsection (1) it is a defence for the defendant to prove, in relation to any of the matters mentioned in subsection (4), that the defendant did not know, and could not with reasonable diligence have known, the matter.(4) Those matters are—(a) if material is provided to the student as a result of the relevant service, that the student would or might use the material in completing all or part of the assignment; (b) that the student was required to complete the assignment personally;(c) that the relevant service was not permitted assistance.(5) A statement in the form of a written standard term of the contract or arrangement under which the relevant service was provided or arranged—(a) that the student would not use any material provided as a result of the relevant service in completing all or part of the assignment,(b) that the student was not required to complete the assignment personally, or(c) that the relevant service was permitted assistance,is not, of itself, to be taken as sufficient evidence of a matter to be proved under subsection (3).(6) A student does not commit either of the following merely by making use of a relevant service to complete all or part of an assignment—(a) an offence under Part 2 of the Serious Crime Act 2007 where the offence that the student intended or believed would be committed is an offence under this section;(b) an offence under this section committed by aiding, abetting, counselling or procuring the commission of an offence under this section.”Member’s explanatory statement
This new Clause creates an offence of providing, or arranging the provision of, a relevant service as defined in new Clause (Meaning of “relevant service” and other key expressions) in relation to an assignment which the student is required to complete personally, and provides for defences where the defendant proves certain matters.

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Moved by

[Baroness Barran]

59: After Clause 25, insert the following new Clause—
“Higher education course fee limits: administrationRelevant date for purposes of fee limit for certain higher education courses
In paragraph 3(3) of Schedule 2 to the Higher Education and Research Act 2017 (the fee limit where the provider has no access and participation plan), omit “before the calendar year”.” Member’s explanatory statement
Certain fee limits for academic years of higher education courses depend on whether the provider had a high level quality rating on a particular date. This new Clause changes that date to 1 January in the calendar year in which the academic year begins from 1 January in the previous calendar year.

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[Baroness Sherlock (Lab)]

My Lords, I thank the noble Baroness, Lady Garden, for stepping in marvellously and introducing the amendment so confidently. It certainly seems, especially given the situation with the investigation that she describes, a pretty straightforward and simple way to address the issue, placing a duty on the Information Commissioner to prepare a code of practice in relation to the sharing of personal data. If the Minister is not going to accept this, perhaps she could tell us how instead the department intends to address these problems.

I would like to ask a little question. There have been concerns for some time that both practice and indeed legislation in education are loose in relation to data. Clause 11 makes provision to allow data sharing by and with Ofqual, the OfS and Ofsted as well as prescribed persons, and the provisions relate to technical education functions. Could that include students’ personal data? If so, for what purposes? How widely could “prescribed persons” be interpreted?

Can the Minister clarify whether the scope of Clause 11 extends beyond England? Although the institutions to which the new powers apply are all currently based in England, the people and institutions from which they will obtain personal data under those powers could presumably be at any educational setting across the UK within the scope of the Bill. What consideration has been given to the prescribed persons to whom the institution may pass on the data being based outside England in accordance with their own data-sharing powers?

These days students need and expect consistent controls across their data for collection, for use, for distribution and for destruction when it is no longer required for the lawful purposes for which it was collected. I am aware that institutions have also called for better guidance. Concerns have also been raised that the Bill does not preclude commercial use. Could the Minister comment on that?

Data is a valuable asset and it needs appropriate safeguards and a public interest test, so I look forward to the Minister’s reply.

[Baroness Barran (Con)]

My Lords, Amendment 67 tabled by the noble Lord, Lord Storey, but skilfully presented by the noble Baroness, Lady Garden, seeks to place a duty on the Information Commissioner to prepare a code of practice in relation to the sharing of personal data by organisations that collect such data for post-16 educational purposes.

I thank both the noble Lord, Lord Storey, and the noble Baroness, Lady Kidron, for bringing this issue to my attention. The Government agree that this is an issue that needs addressing, and we share both noble Lords’ aims for increasing assurances around the processing and sharing of personal data for learners and students in post-16 settings.

The department’s response to this issue is to set up an education sector certification scheme, with the support of the ICO, that would allow the department to set standards in a wide range of areas. This would cover the data protection needs of the whole education sector, not just the 16 to 19 age group covered by the Bill. We feel that a certification scheme, rather than a code, gives us flexibility to deliver elements when they are ready. We will not have to wait until all elements are complete, which allows us to be flexible when responding to priority needs. In addition, as technology and the law change, we are able to update specific standards without having to update a full code, allowing us to remain flexible to future changes.

As the noble Baroness, Lady Garden, mentioned, I have written to both the noble Lord, Lord Storey, and the noble Baroness, Lady Kidron, detailing the department’s ambition and next steps in tackling this issue, which will include writing both to the ICO and to the ed-tech companies by the end of the year.

I am amused at the definition of “a little question” from the noble Baroness, Lady Sherlock; it was at least three little questions. If I may, I will write to her on the detailed points. Broadly, the thrust of her questions is that student data should be protected. The department continually keeps its processes and practices under review to ensure that we are taking all necessary steps to protect data, including updates to access controls, audit trails of data usage and reviewing risk as part of our data protection impact assessment. In relation specifically to this amendment, the proposed data certification scheme would formalise these controls across the sector. If I may, I will respond in writing to her other points.

I therefore hope that the noble Baroness, Lady Garden, on behalf of the noble Lord, Lord Storey, will consider withdrawing his amendment. I again place on record my thanks to him and the noble Baroness, Lady Kidron, for bringing this to my attention.

[Baroness Garden of Frognal (LD)]

I thank the Minister very much for her reply. We entirely agree that a certification scheme is better than a code and will provide more education expertise and focus and more transparency. I beg leave to withdraw the amendment.

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Moved by

[Baroness Barran]

68: Clause 26, page 31, line 12, after “15” insert “(3)”
Member’s explanatory statement
The effect of this amendment and the Minister’s amendment at page 31, line 20 is that the amendments of the Higher Education and Research Act 2017 made by Clause 15 have the same extent as the provision of that Act which they amend.

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Moved by

[Baroness Barran]

71: Clause 27, page 31, line 24, leave out “and 22 to” and insert “, 22 to 24, (Meaning of “relevant service” and other key expressions), (Offence of providing or arranging a relevant service), (Offence of advertising a relevant service), (Offences: bodies corporate and unincorporated associations), (Interpretation of Chapter),”
Member’s explanatory statement
This amendment provides for the new Chapter (Cheating services provided for post-16 students at English institutions) to come into force 2 months after the Bill is passed.

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Moved by

[Baroness Barran]

74: In the Title, line 4, after “qualifications” insert “and apprenticeships”
Member’s explanatory statement
This amendment is consequential on the Minister’s amendment to insert Clause (Information about technical education and training: access to English schools).

Schools: Examination Assessments

Baroness Barran Excerpts

Tuesday 12th October 2021 Lords Chamber

[Lord Hunt of Kings Heath]

To ask Her Majesty’s Government what assessment they have made of the (1) credibility, and (2) integrity, of the assessment processes in schools for this summer’s A levels and GCSE examinations.

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

My Lords, parents and students can have confidence in the credibility and integrity of the grades awarded this summer. Teachers did an excellent job assessing students based on a range of evidence and were best placed to understand the content students had covered. The outcomes of the quality assurance process demonstrated the extent to which teachers took the process seriously and followed the guidance and training provided. These grades reflect students’ hard work in what was a hugely challenging year.

[Lord Hunt of Kings Heath (Lab)]

My Lords, I welcome the noble Baroness to her new position and I am sure I speak for the whole House in paying tribute to the noble Baroness, Lady Berridge, for her work and her willingness to come to the House so often to talk about education matters.

I of course echo what the noble Baroness said about teachers and students and their achievements in the summer, but she will know that the overall increase in the level of grades was higher in private schools than in other schools. She will also know that the Sutton Trust has said that significantly more teachers in private schools than in comprehensive state schools came under pressure from parents to increase their child’s grades—this is not too long, my Lords. So, far from levelling up, the new style of internal assessment loaded the dice further against comprehensive school students when it comes to higher education and career prospects. What is the Minister going to do to ensure that, where assessments are used in the coming examination process, there will be a level playing field?

[Baroness Barran (Con)]

I do not accept the assertion that underpins the noble Lord’s question that there was not a level playing field. All types of schools and colleges, including independent schools, had to submit evidence of their students’ work to support grades. Exam boards set out very clear requirements for quality assurance and those quality assurance checks covered all types of schools and colleges. The department trusted teachers’ professional judgment and exam boards set clear guidance for centres on malpractice, including that centres should report instances of parental pressure to their awarding organisation.

[Lord Mackay of Clashfern (Con)]

My Lords, first, I associate myself with the remarks about the change in the ministerial situation. Is there anything yet to tell us how the grades given last year compared with the grades given in previous years, particularly recent years, in respect of applications for employment?

[Baroness Barran (Con)]

I think it is early to draw firm conclusions, as my noble and learned friend hints. Obviously, there was a different basis for assessment last summer from pre 2019. But the House will be aware that this was a record year in terms of higher education admissions and that the Government’s plan for jobs is focused on giving young people the skills they need to move into employment.

[The Earl of Clancarty (CB)]

My Lords, does the Minister agree that the conclusion we should draw from the Covid experience in schools is a recognition of the paramount importance of a school’s internal monitoring of a child’s progress, central to which is the role of teachers? What then is the point of GCSEs if children remain in school until 18? This is not about fairness but about whether such exams are necessary. If school education in many countries thrives without the additional stress of external testing at 16, why cannot ours?

[Baroness Barran (Con)]

Well, I would question the noble Earl in terms of fairness. It is, of course, as I am sure he would agree, absolutely critical, and we believe that exams are the fairest way of judging students’ performance. GCSEs rigorously assess knowledge acquired by pupils during key stage 4 and are in line with expected standards in countries with the highest-performing education systems. So, despite remaining in education to 18, not all students will progress to level 3 qualifications, and therefore GCSEs remain vital to our education system.

[Baroness Blower (Lab)]

My Lords, I have confidence in teacher-assessed grades, but the systems used in 2020 and 2021 were, frankly, not well planned by government—unlike the systems of teacher assessment in, for example, Finland, where there is a vanishingly small private sector in education. Given that government data shows that 204,000 pupils were out of school for Covid-related reasons on September 30, what plans do the Government have to discuss at an early stage what might be put in place for alternatives to exams this academic year? No communication expected in September from the exam boards has yet arrived.

[Baroness Barran (Con)]

I think the noble Baroness is being slightly unfair, in the sense that the approach we took to teacher-assessed grades was extensively consulted on and agreed. It was clearly not a simple process, as the noble Baroness understands very well, but it was grounded on extensive consultation. She will be aware that we have announced adaptations to the exam system and an amended approach to grading in the coming year, which I hope will go some way to addressing her concerns.

[Lord Storey (LD)]

My party would like to welcome the Minister to her new role and wish her well. We also pass on our best regards to her predecessor. My question to the Minister is about summer-born children; she will know that children who are born in the summer could miss a year, 11 months, 10 months or nine months of schooling. Why is no consideration taken of this fact in the guidance regarding assessment?

[Baroness Barran (Con)]

I know that the noble Lord has been a champion of summer-born children, and I understand that he is one himself. As I am a winter-born child, obviously we might not see eye to eye on this. But we have had to take into account multiple elements in thinking about the adaptations for this summer, and we have tried to reach the fairest possible point in both adaptations to the system and in grading.

[Lord Austin of Dudley (Non-Afl)]

My Lords, given all the problems caused by the pandemic, is this not the moment to have a proper review of what children need to learn, how they should be taught it and how they should be assessed? Despite the Minister’s previous answer, there is a case for looking at the need for exams at 16 when young people are remaining in education until they are 18. Should we not specialise at 14, with proper, serious technical and vocational education, as well as more academic subjects for those who want to pursue them, and how should we change the curriculum to take into account new technologies and new ways of learning?

[Baroness Barran (Con)]

The noble Lord will be aware that we are planning a White Paper on many of these areas, but our priority in the short term—I am sure the House would support this—is on recovery and catch-up for all children, particularly those who have been most impacted in their learning by the pandemic.

[Lord Watson of Invergowrie (Lab)]

My Lords, I welcome the Minister to her new post. I could say she is at big school now. I also identify myself with the remarks of my colleague and noble friend Lord Hunt regarding the noble Baroness, Lady Berridge. The lack of standardisation in this year’s exams meant that some pupils sat more than 20 exams while others sat fewer than five. Ofqual stats reveal that children on free school meals were less than half as likely to get a grade 7 or above in their GCSEs than their peers. The attainment gap between those on free school meals and those not has increased by one-third since 2019. Does the Minister expect the new Secretary of State for Education to be any more successful than his predecessor in securing the amount of funding identified by the Government’s recovery tsar?

[Baroness Barran (Con)]

We were pleased to see that at both A-level and GCSE all groups have seen an improvement in their outcomes at top grades compared with 2020 and 2019. The noble Lord is of course right that we need to redouble our efforts to close the attainment gap after the disruption caused by the pandemic. A crucial part of that is getting pupils back in the classroom. The Government have committed to an ambitious and long-term education recovery plan, including investment to date of over £3 billion.

[Lord Flight (Con)]

My Lords, I would not expect there to be a major issue with integrity—teachers are usually honest—but rather one of credibility where A-level and GCSE qualifications are being reviewed and compared by third parties. The 2021 super-results might be written down a little for comparison by third-party assessors.

[Baroness Barran (Con)]

The department is clear that these grades reflect students’ hard work in an extraordinarily difficult year. It is not unexpected, given the different approach to assessment that was taken, that the grades look different, but students can and should feel proud of their achievements.

[Lord Foulkes of Cumnock (Lab Co-op)]

My Lords, following the question from my noble friend Lord Hunt, what possible justification can there be for private schools having charitable status? Would not the money saved by removing such status be better used in state schools so that they can improve their exam results?

[Baroness Barran (Con)]

The rate of improvement in exam results was faster in state schools, with the exception of selective secondary schools, than in independent schools across the board. The noble Lord will be aware that the issue of charitable status in private schools is a lot more complicated than transferring money from one pot to another.

[The Lord Speaker (Lord McFall of Alcluith)]

My Lords, the time allowed for this Question has elapsed.

Skills and Post-16 Education Bill [HL]

Baroness Barran Excerpts

Report stage
Tuesday 12th October 2021 Lords Chamber

Moved by

[Baroness Barran]

1: Clause 1, page 1, line 7, after “provides” insert “English-funded”
Member’s explanatory statement
This amendment ensures that Chapter 1 of Part 1 applies only in relation to post-16 technical education or training that is English-funded, which will be defined by virtue of the Minister’s amendment to Clause 4 at page 5, line 23.

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

My Lords, I rise to speak to the amendments in my name. Before doing so, I pay tribute to my predecessor, my noble friend Lady Berridge. I thank her for all her hard work and the dedication that she brought to this role.

I will speak to Amendments 1, 2, 4, 15, 22 to 25, 51 and 52, which are in my name. The first set of these amendments makes clear that duties related to local skills improvement plans will apply only to relevant providers that deliver English-funded post-16 technical education or training that is material to a specified area in England. “English-funded” is defined as education or training funded by the Secretary of State or an authority in England. This includes student finance provided by the Secretary of State and covers subcontracting arrangements to relevant providers.

These amendments will help clarify and ensure that English-funded technical education and training provision that is material to an area in England is better aligned to employers’ skills needs, leading to good jobs for learners and improved productivity. The amendments also make clear that employers that provide English-funded education and training only to their own employees are excluded from the definition of an independent training provider.

Clause 22 places a requirement on the Secretary of State to take into account any applicable local skills improvement plan when assessing whether the institution has failed to meet local needs. As a consequence of the amendments to Clauses 1 and 4, Clause 22 has also been amended to reference providers of English-funded education and training.

I now turn to government Amendment 49, regarding the list of post-16 education or training providers. First, I want to set out that the Government strongly value the role of independent training providers in helping to provide a diverse and innovative learning offer.

Amendment 49 ensures that regulations setting up the list of relevant providers can allow the Secretary of State, or any other suitable person or organisation identified in regulations, to exercise discretion about whether certain conditions have been met by relevant providers. This is required to ensure that any conditions set are practically workable and that there can be legal certainty over whether a provider meets some of the criteria.

For example, if the regulations set out that a provider must have a student support plan in order to be on the list, this amendment ensures that it will be permissible for the regulations also to set out that the Secretary of State or other suitable person may determine whether that plan is of reasonable quality. The ability to exercise such discretion would be introduced only after consultation, which is required for the first regulations made under this clause. The nature of any such discretion would be subject to additional parliamentary scrutiny and debate, given that the relevant regulations are subject to the affirmative procedure. This amendment will help to ensure that this policy can be applied in a workable, certain and proportionate way, helping to preserve the continuation of study for learners and keeping learners engaged in the event of a provider exit.

Amendments 5 and 6 in my name relate to climate change, net zero and the environment, and to the skills needed to support the transition to a net-zero carbon economy and to recover our natural world. The Government recognise the dual crises of climate change and biodiversity loss. We will need a workforce with the right skills and expertise to support and build a net-zero carbon economy and restore nature. To this end, we are working closely with BEIS and Defra to ensure that skills are at the heart of the Government’s environmental agenda. This will be emphasised by the proposed amendments, which will reflect our aims within legislation.

The amendment provides that the Secretary of State may approve and publish a local skills improvement plan only if satisfied that the skills, capabilities or expertise required in relation to jobs that directly contribute to or indirectly support the net-zero carbon target, adaptation to climate change and other environmental goals, have been considered in the development of the plans. This will ensure that employer representative bodies consider such skills needs when developing the plans. Through this amendment, local skills improvement plans will be an important tool supporting the Government to meet the new legally binding environmental targets being set via the Environment Bill, which will include a target to halt the decline in species abundance by 2030. Moreover, it will also aid the progress on environmental improvement plans, the first being the 25-year environment plan mentioned in the amendment tabled by the noble Baroness, Lady Hayman.

We will set out further details in statutory guidance, working closely with BEIS and Defra. These amendments, in addition to the statutory guidance, will support our collective efforts towards achieving our ambitious climate change and wider environmental objectives. I beg to move.

[Baroness Hayman (CB)]

My Lords, I remind the House of my interest as co-chair of Peers for the Planet. Together with the noble Baronesses, Lady Morgan of Cotes and Lady Sheehan, and the noble Lord, Lord Knight of Weymouth, I have tabled Amendments 3, 7, 17 and 64 in this group. Amendments 3, 7 and 17 were tabled and discussed in Committee, but I am delighted that I do not have to press them and the case for them in the House today because of Amendment 6, to which the Minister has just spoken.

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[Baroness Wilcox of Newport (Lab)]

I congratulate the noble Baroness, Lady Barran, on her appointment and thank her for meeting with us to discuss the Bill over the conference Recess. I was very impressed by the rapidity with which she got up to speed on this complex Bill. As always, I am grateful for the engagement of officials and other stakeholders in the system who have briefed us. I would also like to place on record my thanks to the noble Baroness, Lady Berridge, for her thoughtful engagement.

Although most of the government amendments are necessary and technical, we were delighted to see on the face of the Bill the need for future skills, capabilities and expertise to align with the UK’s net-zero target. I pay tribute to Peers for the Planet and other Members across the House who argued so persuasively at Second Reading, in Committee and behind the scenes for green jobs to be formally recognised in legislation; and indeed to the further exhortation today of the noble Baroness, Lady Hayman, not to let pass an opportunity to ask for more.

It is imperative that consideration of climate change and environmental goals be embedded in skills strategies, and that LSIPs plan to deliver the high-skilled jobs our countries and our planet so desperately need. This is the right thing to do for so many people who are facing unemployment; it is the right thing to do for our economy to get a lead in the industries of the future; and it is the right thing to do in order to build a better quality of life for people across the UK.

Thus the devolution interactions with my colleagues in the Welsh Government should be resolved with this amendment, while the environmental issues with the requirement for consideration of net zero, the adaptation to climate change and other environmental goals are now in the Bill. They must be considered in the development of local skills plans, together with the requirement for the Secretary of State to publish a national green skills strategy that will include skills and will directly contribute to or indirectly support climate change and environmental goals.

Noble Lords are well aware that we face a jobs emergency and a climate emergency. More than 75,000 green jobs were lost from the UK economy in just five years under this Government. This includes thousands of jobs lost in solar power, onshore wind, renewable electricity and bioenergy, and a huge fall in the number of jobs in the energy efficiency sector. These figures throw into light the huge chasm between rhetoric and reality, with huge falls in low-carbon employment alongside pledges to deliver green jobs but without a genuine green stimulus.

We further see a technical fix in the list of post-16 education providers to allow conditions for being on the list to contain discretionary elements. Thus, an employer is considered an independent training provider only if education and training is provided exclusively to its employees.

We would have preferred a wider range of government amendments to be included in the list, and it will be the Opposition’s position to continue to persuade the Government that previously rejected amendments are crucial for inclusion in this important Bill, to ensure that the upskilling that is so desperately needed across our nations and regions is given the best possible start, and that post-16 education is enhanced and not limited by excluding certain learning pathways and is properly funded for both academic and vocational courses, to improve the life chances of young people and adults alike in the UK.

I hope the Minister can assure the House that this Government are ready to start delivering. It is what the British people deserve and what the crisis we face demands.

[Baroness Barran (Con)]

My Lords, I now turn to Amendments 3, 7 and 17, from the noble Baroness, Lady Hayman, which seek to ensure that local skills improvement plans consider the skills needs required to support the transition to a net-zero carbon economy to achieve our climate change and biodiversity targets. This was a topic of considerable interest in Committee and I thank all noble Lords for their contributions then. I cannot comment on whose persuasive powers were the greatest—whether it was the noble Baroness, Lady Bennett’s, protesters in Parliament Square, if I can describe them as such, or the persuasive powers of the noble Baroness, Lady Wilcox, representing the Opposition Front Bench.

I am grateful to the noble Baroness, Lady Hayman, for acknowledging that the government amendments meet the aims of the amendments in her name—Amendments 3, 7 and 17. At this point I also reassure the noble Baroness, Lady Wilcox, that the Government are of course committed to delivering—but we are also committed to continuing constructive conversations about how we can deliver the best way forward on the issues that we all care so much about.

Amendment 64, in the name of the noble Baroness, Lady Hayman, seeks to ensure that a green skills strategy is published within 12 months of the Act being passed. The noble Baroness gave us a comprehensive view of a range of organisations which see this area as absolutely critical to address. My noble friend Lady Morgan of Cotes also made the important link with careers guidance, and the Government absolutely recognise the importance of working with industry to boost green skills. Last year, BEIS and the Department for Education invited experts to form the Green Jobs Taskforce, helping to build evidence on skills gaps in key green sectors and to advise the Government and industry on how to tackle them.

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[Baroness Barran (Con)]

The aim for how local skills improvement plans will work—the noble Lord will be aware that we have trailblazer pilots running at the moment—is that the Secretary of State will ensure when signing off on a local skills improvement plan that it pays due regard to the national picture and all the different elements that input into that.

The Government recognise the importance of achieving our target of reaching net-zero carbon emissions by 2050 and our wider environmental goals. I hope my remarks have provided the reassurance that the noble Baroness needs and that she will not press her amendments but will accept the proposed government amendment.

Amendment 1 agreed.

Moved by

[Baroness Barran]

2: Clause 1, page 1, line 9, at beginning insert “English-funded”
Member’s explanatory statement
This amendment is consequential on the Minister’s amendment at page 1, line 7.

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Moved by

[Baroness Barran]

4: Clause 1, page 2, line 11, after “of” insert “English-funded”
Member’s explanatory statement
This amendment is consequential on the Minister’s amendment at page 1, line 7.

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Moved by

[Baroness Barran]

6: Clause 1, page 2, line 20, at end insert—
“(5A) The Secretary of State may approve and publish a local skills improvement plan only if satisfied that in the development of the plan due consideration was given to, amongst other things, the skills, capabilities or expertise required in relation to jobs that directly contribute to, or indirectly support, the following—(a) compliance with the duty imposed by section 1 of the Climate Change Act 2008 (UK net zero emissions target),(b) adaptation to climate change, or(c) meeting other environmental goals (such as restoration or enhancement of the natural environment).” Member’s explanatory statement
This amendment ensures that jobs relating to climate change and other environmental goals are considered in the development of local skills improvement plans.

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[Baroness Garden of Frognal (LD)]

My Lords, I shall speak very briefly, because we have spent a long time on this very important group of amendments. I added my name to Amendment 20, proposed by the noble Lord, Lord Lucas, to ensure collaboration between the Departments for Education and for Business, and local government. Of course, this is hugely important, because there is little point in encouraging students into work-based qualifications if there are no jobs for them to fill either locally—which is where the local government people come in—or nationally, where the Business Department should have an overview of the skills the country needs. We desperately need a long-term coherent strategy.

I so agree with the noble Lord, Lord Bird, in his plea for creativity in education. I have long espoused the idea that education should be fun and that every child should be encouraged in their own skills and interests to try to get confidence that they can contribute to society, and I do not think that our education system does that.

I also support Amendment 66, proposed by the noble Baroness, Lady Whitaker, putting in a plea for vocational English and maths. GCSE English and maths are academic and are absolutely not appropriate for a whole load of people whose skills are more practical. The noble Baroness is quite right to press for support for those for whom literacy and numeracy are real difficulties and challenges. Without those basic skills, people have such difficulties in every aspect of their lives. They need all the help they can get from the nation and community. There are some really valuable amendments in this group, and I hope that the Minister sees that and takes them on board.

[Baroness Barran (Con)]

My Lords, I am grateful for the opportunity to speak to this group of amendments. If I may, I shall start by responding to the words of the noble Lord, Lord Coaker, and his challenge to the Government. I do not want to be flippant, but there is nobody in this Chamber more aware than me of just how many former Secretaries of State for Education and former Education Ministers I am surrounded by. In listening to the noble Lord, I was reminded of the time when I worked in the City, where I was advised early on that “This time it will be different” were the most expensive words for an investor—so I hear him.

In trying to answer the noble Lord’s point about why it will work this time, I am grateful to him for pointing out that this is an enormously difficult and challenging area. He will be aware that, in the White Paper, we set out a number of planks through which we will try to address the entrenched issues that he raised. LSIPs—I think that by this stage in the debate I am allowed an acronym—are an important plank, and our reform of technical and vocational qualifications is another, along with how further education is funded in this country. I shall come on to the points that my noble friend Lady Neville-Rolfe, and the noble Lord, Lord Aberdare, raised about accountability, and the fact that we need to stay honest and keep checking how this works in practice, if necessary course-correcting to make sure that it delivers what the House resoundingly wants it to deliver. That is also an important part of it, albeit in future. So I thank the noble Lord for giving me the opportunity to set that out.

I turn to the detail of the amendments, and first to Amendments 8 and 9 from my noble friend Lady Neville-Rolfe and the noble Baroness, Lady Bennett, on consideration of skills deficiencies in specific fields when developing local skills improvement plans—skills described as absolutely crucial by the noble Lord, Lord Ravensdale. I know that my noble friend brings enormous experience from boardrooms around the country to her amendment; she rightly raises the importance of digital skills and innovation. The noble Baroness, Lady Bennett, has great insight into the issues surrounding the food system and biodiversity. We also heard from the noble Lord, Lord Ravensdale, about his very practical and relevant expertise and experience in engineering skills. These are all areas that the Government are actively trying to address in our skills policy. We have introduced, as noble Lords know, digital and other skills boot camps, covering construction and, most recently, HGV. So we are trying to be responsive to needs. On T-levels, we have introduced them recently in engineering and other related areas.

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[Baroness Whitaker (Lab)]

I am grateful to the Minister for her response—fairly grateful—but I had a number of other very specific questions. May I take it that she will write to me on those?

[Baroness Barran (Con)]

I had not forgotten, so I absolutely undertake to write on the noble Baroness’s specific questions in relation to Gypsy, Roma and Traveller communities and on the other points that she raised.

In response to the disruptions to education during the pandemic, a further £222 million has been provided to continue the 16 to 19 tuition fund for an additional two years from the 2022-23 academic year. It allows students to access one-to-one and small group catch-up tuition in subjects that will benefit them most, including maths, English and vocational courses.

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Moved by

[Baroness Barran]

15: Clause 1, page 2, line 29, at end insert “English-funded”
Member’s explanatory statement
This amendment is consequential on the Minister’s amendment at page 1, line 7.

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Moved by

[Baroness Barran]

22: Clause 4, page 4, line 24, after “provides” insert “English-funded”
Member’s explanatory statement
This amendment is consequential on the Minister’s amendment to Clause 1 at page 1, line 7.

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[Lord Adonis (Lab)]

My Lords, I think that the House wants to move towards a decision and the arguments made have been utterly compelling. The noble Lord, Lord Baker, deserves to be parliamentarian of the year for his speech alone. I have rarely heard a government policy eviscerated so comprehensively by one of the Government’s own supporters.

However, the Minister has our deep sympathy in seeking to reply. Can she point us to the actual statement of policy on which we are supposed to think that this is a good idea? I have been in search of it in the run-up to the debate because I am always in the market for evidence-based policy; after all, this is supposed to be an education Bill and one might expect that it has evidence behind it. I have searched in vain. The only statement that I could find on the policy that the Government are pursuing is in the skills White Paper of January 2021, which has one paragraph on this policy—an Orwellian paragraph because it states as fact things that have not yet even happened. I will read it to the House because it adds compelling force to the arguments of my noble friend Lord Blunkett and the noble Lords, Lord Willetts and Lord Baker.

Paragraph 63 on page 33 of the White Paper reads as follows:

“In September 2020, students across England started on the first ever T Levels.”


That is one year ago. These are some of the students in those two colleges that the noble Lord, Lord Baker, referred to. It goes on:

“The first three T Levels are in Construction, Digital, and Education & Childcare, and a further seven will be introduced in 2021.”


That is now; they are literally starting just now. We are being invited to legislate to abolish the qualifications which people sit in favour of qualifications that are only just at this moment being introduced. The Government say:

“We are proud of this programme”—


I am delighted that they are proud of the programme—

“which is based on employer-led standards and offers a prestigious technical alternative to A Levels.”

How can we know that they are a prestigious technical alternative when most of them have only just started, only a small minority have been going for a year, no candidates have yet got any of these qualifications and been able to give a view on them, and there has been no evaluation whatever? That is the sum total of the Government’s justification for this policy of unilaterally abolishing all the existing qualifications in favour of those that have not yet started.

The really compelling point was the last one made by the noble Lord, Lord Willetts. Not following the day-to-day developments in the education world, I had not realised that the Government were moving to abolish BTECs so quickly. We all support the development of T-levels, but to abolish the existing qualifications regime in this way is a truly astonishing act. He is completely right; I invite the House to imagine what would happen if the Government announced that in two years’ time, GCSEs and A-levels were going to be abolished in favour of a qualification which is only this year being piloted in schools for the first time.

When I was Minister of Education, we had to decide what to do with the Tomlinson report, which proposed to replace GCSEs and A-levels with a new 14 to 19 diploma. I strongly advised Tony Blair not to go ahead with this on the grounds that trying to run these two systems side by side—the development of a completely new diploma alongside maintaining GCSEs and A-levels—over a period of 10 to 20 years was simply unsustainable. In any case, we were being invited by Sir Mike Tomlinson, who is a friend of mine and I hold him in very high regard, on a series of assertions and nothing more, to think that a completely new qualification would outclass and—with the great English middle classes, who are very attached to the status quo—prove itself to be better than the entire existing system of education that was available then.

I can assure noble Lords that the arguments in the Tomlinson report did not get very far with Tony Blair; he certainly was not going to be the Prime Minister who announced that he was abolishing the entire existing system of GCSEs and A-levels in favour of an exam which had not even been introduced then. But that is precisely what is happening at the moment in respect of vocational qualifications. My noble friend Lord Blunkett brought up the social aspect, as did the noble Lord, Lord Baker—his closing remarks on the impact of this reform on students from black and ethnic minority communities and disabled students were literally breathtaking in their import.

We would not dream—least of all a Conservative Government, but I do not believe a Labour Government would either—of announcing in advance the abolition of the entire system of academic qualifications in favour of a new regime which had not even been properly designed, let alone tested. That is precisely what is happening in respect of vocational qualifications under the policy announced by the Government and taken forward by the Bill, and we need the biggest possible majority behind the amendment tabled by the noble Lord, Lord Lucas, and these other amendments, so that the Government are invited to think again.

[Baroness Barran (Con)]

I thank all noble Lords for their powerful contributions on this group and I will attempt to set out again our measures in relation to technical educational qualifications. I underline that our ambition with these changes is for a technical education system that is directly rooted in the needs of the workplace. Our reforms will raise the quality of technical qualifications and give young people and adults the skills they need to progress into skilled employment.

--- Later in debate ---

[Baroness Chisholm of Owlpen (Con)]

Could you speak a bit louder?

[Baroness Barran (Con)]

Oh, I am so sorry, I will try to speak a little louder; forgive me. Our reforms will make sure that every qualification has a clear and distinct purpose so that learners attain the skills they need to succeed in high-quality higher education or to progress into skilled employment.

We set out the qualifications we intend to fund alongside A-levels and T-levels in the summer. I can assure noble Lords that we will fund a small range of high-quality qualifications at level 3, including some BTECs, that could typically be taken alongside A-levels if they meet our new approval criteria. These are qualifications with practical and applied elements, in areas such as STEM and IT, which support progression to high-quality higher education. For example, a student may choose to undertake an applied qualification in health and social care alongside A-levels in biology and psychology.

We will also fund larger qualifications that support progression to higher education in subject areas less well served by A-levels and where there is no T-level; for example, in the performing arts. These are not qualifications designed to relate to specific occupations and so will fall outside the institute’s remit, but we do expect them to include some BTECs.

In addition, we will fund technical qualifications which support the development of competence in occupations that are not currently covered by T-levels, where they meet the approval criteria. For example, this could include areas such as travel and tourism or training to be a blacksmith; these will be within the institute’s remit. Employers must play an active role in the technical qualifications system. The institute places the independent view of employers at the heart of its activity. It is important that the institute has discretion in its activity so that it can respond to the changing needs of the labour market.

Both my noble friends raised important points of detail about the data that we use to compare BTECs and A-levels and the specific rules around taking a second BTEC, the environment in which T-levels are taught, and the background to the recent policy announcement. If I may, in the interests of time, I will give responses and clarification to those points because there were possibly some misunderstandings, which I can address in a letter.

Amendments 28 and 33 from the noble Lord, Lord Watson, and my noble friend Lord Willetts, would require public consultation and the consent of employer representative bodies before institute approval is withdrawn, or before funding is withdrawn where a qualification no longer has institute approval. Institute approval is a mark of quality and currency with business and industry, showing that employers demand employees who have obtained that qualification. I hope that in some way that reassures my noble friend Lord Willetts and the noble Baroness, Lady Garden, both of whom referred—my words, not theirs—to a certain academic snobbery about technical qualifications. This is not about academic snobbery but about what employers have told us they need and value. Approval would be withdrawn when a qualification no longer meets the criteria against which it is approved and no longer delivers the outcomes that employers need.

The institute will actively involve employers when making decisions, including through its route panels. These panels hold national sector expertise and expert knowledge of occupational standards which have portability across employers. The requirement for a public consultation and consent from employer representative bodies, which are not designed to give input on individual qualifications, is therefore unnecessary.

Amendment 29 from the noble Lord, Lord Watson, seeks to delay withdrawal of level 3 qualifications for four years. It is vital in a fast-moving and high-tech economy that we close the gap between what people study and the needs of employers. That is why we are introducing more than 20 T-levels in 2023 and strengthening other routes to progress into skilled employment or further study.

The number of T-level providers is already growing quickly, from 43 providers in the first year to over 100 delivering in year 2, 188 in total by 2022, and significantly more by 2023, when we allow a greater range of providers to start delivery. We are looking carefully at where students currently take qualifications that may be withdrawn to ensure that relevant T-levels and sufficient numbers of industry placements are available in those areas. I know that both points were of concern to your Lordships this evening. I want to be clear that we will not leave learners without access to the technical qualifications that they and employers need during this transition phase.

We have provided significant support to help providers get ready for T-levels and will continue to do so. This includes £165 million to support industry placements, and over £250 million has been made available in capital funding and the T-level professional development programme, available to all staff teaching T-levels.

T-levels raise the quality bar for technical education. They are co-designed with over 250 leading employers and based on employer-led occupational standards. We have tried to learn the lessons from the past, when new, high-quality programmes, such as the 14-to-19 diplomas, failed because they were added to the market without the removal of competing qualifications. We want as many young people as possible to benefit from T-levels, which is why it is important for us to proceed at pace.

[Lord Adonis (Lab)]

Did the noble Baroness just say—I think the House was slightly surprised by that remark—that it was mistake not to have abolished GCSEs and A-levels because that might have led to the development of a 14-to-19 diploma?

[Baroness Barran (Con)]

I am happy to write to the noble Lord to clarify the background to that but my understanding is that there were quality programmes, such as the 14-to-19 diploma, which did not gain traction, which I am sure the noble Lord would accept. I suggest that in part, that was because other qualifications were not removed.

[Lord Adonis (Lab)]

GCSEs and A-levels?

[Baroness Barran (Con)]

Perhaps the noble Lord will allow me to proceed.

Amendment 30 from the noble Lord, Lord Watson, seeks to confirm that the decision to withdraw approval from a technical qualification may be subject to judicial review. I assure your Lordships that the institute is a public authority and its decisions can be reviewed by the courts in the same way as the decisions of any other public authority.

Amendment 32 from the noble Baroness, Lady Garden, would require the institute to publish in advance the criteria which must be met before withdrawing approval of a technical education qualification. It is absolutely right that the institute should publish information so that awarding bodies know in advance the matters the institute will take into account. The Bill already provides for this in new Section A2D6(4).

As I said, approval will be withdrawn when a qualification no longer meets the criteria against which it was approved; for example, where it fails to keep pace with the relevant occupational standard, which will evolve with industrial advances. Specifying criteria that must be met for withdrawal—in addition to criteria that must continue to be met for a qualification to retain approval—would result in duplication and will remove the flexibility the institute requires to meet employer needs.

A number of questions were asked regarding the impact of T-levels on social mobility. Again, if I may, I will set out our position in more detail. However, I would like to be clear that the Government are absolutely committed to levelling up. Social mobility is clearly an integral part of this and education, skills and careers are vital to making a success of those efforts. We believe that T-levels represent a much-needed step change in the quality of the technical offer. As we have heard, they have the endorsement of employers, and alongside T-levels we have introduced the T-level transition programme to support students who are not yet ready to start a T-level at 16 but who have the potential to progress to one. We have also introduced flexibility for SEND learners across all elements of the T-level programme.

In conclusion, our reforms to post-16 qualifications aim to ensure that we will have a system where the choices are clear and learners can be assured that every option is of high quality, whether it supports progression to higher education or to skilled employment. Extending the role of the institute will make certain that the majority of technical qualifications available in England are based on employer-led occupational standards and deliver the skills outcomes that employers need. Given this, I hope that my noble friend Lord Lucas will feel comfortable in withdrawing his amendment, and that other noble Lords will not feel it necessary to move theirs.

[Lord Lucas (Con)]

My Lords, I am grateful to my noble friend for that comprehensive reply. I will start by agreeing with her final words. Let us have qualifications that are clear, where every option is high quality, with employer-led standards and the skills outcomes that employers need. However, whatever language my noble friend dresses this up in, she is saying that the Government intend to abolish BTECs well in advance of having any information to show that T-levels deliver what we all hope they will deliver. Given in particular the effects that my noble friend Lord Baker has outlined on the children we ought to be having most care for—so ought the Government—I very much hope that one of my noble friends, or more of my noble friends than the noble Lord opposite, will choose to move their amendments. As far as my amendment is concerned, I prefer that in the name of my noble friend Lord Baker, so I hope he will consider moving it. However, I will certainly vote for some of the amendments in this group if they are moved to a Division. I beg leave to withdraw my amendment.