Schools: Food Standards

Baroness Barran Excerpts

Wednesday 15th November 2023 Lords Chamber

[Lord Brooke of Alverthorpe]

To ask His Majesty’s Government whether they plan to review the regulations relating to standards for food in schools, and in particular whether they plan to reduce the amount of added sugar they allow.

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

My Lords, the school food standards regulate the food and drink provided at both lunchtime and other times of the school day. They already restrict foods high in fat, salt and sugar. We believe that the current standards provide a robust yet flexible framework to ensure that pupils in England continue to receive high-quality and nutritious food that builds healthy eating habits for life. We continue to keep the standards under review.

[Lord Brooke of Alverthorpe (Lab)]

My Lords, I am disappointed that the Minister is not indicating that the Government are willing to undertake a review. Is she aware that they undertook a review in 2014, which eased the rules so that more sugar can be used in school meals? This is damaging the health of children, as we see from the evidence of morbid obesity. Will she review the position and please move to at least apply the regulations that applied when Labour was in power, when we had fewer children with obesity?

[Baroness Barran (Con)]

I hope that the noble Lord recognises at lot of the measures that the Government have taken on sugar content in food generally and the positioning of food products in retail settings, as well as our wider approach to food education in the national curriculum and our investment in the primary PE and sport premium.

[Lord Allan of Hallam (LD)]

My Lords, I draw the Minister’s attention to a study published this week showing a welcome reduction in the number of hospital extractions of children’s teeth due to the soft drinks industry levy. Does she agree with the chair of the British Dental Association that now is the time for the Government to double down on measures that force industry to reduce the amount of sugar in food and drink, and that our school meals regulations should be part of that doubling down?

[Baroness Barran (Con)]

We have made significant changes with the soft drinks levy, the regulations on home calorie labelling and the restrictions that I mentioned in response to the noble Lord opposite regarding the location of products high in fat and sugar. I understand that those location restrictions are judged to be the single most impactful obesity policy on reducing children’s calorie consumption.

[Lord Swire (Con)]

My Lords, what is concerning is the apparent lack of understanding among many schoolchildren today about where and how food is produced and what is wholesome and healthy food. With that in mind, is it not time for the Government to look again at investing more in domestic sciences to teach children how to cook good food that does not include unhealthy contents?

[Baroness Barran (Con)]

I reassure my noble friend that that is covered in the national curriculum in a number of subjects, including within design and technology, where there is a focus on exactly the issues of where food is produced and how to cook in a healthy way, and on teaching children to cook a number of mainly savoury recipes.

[Lord Hunt of Kings Heath (Lab)]

My Lords, the Minister has referred to a number of actions that the Government have taken that go wider than schools, but why have the Government consistently postponed the introduction of a ban on multibuy products relating to high sugar and fat content? It has now been postponed for another two years. Why is that?

[Baroness Barran (Con)]

I may need to write to the noble Lord with a detailed answer to that. The Government follow the evidence on what will have the greatest impact. Specifically in relation to children, as I said, it is the location of products that makes the biggest difference.

[Baroness McIntosh of Hudnall (Lab)]

My lords, the Minister referred in her first Answer to my noble friend to a certainty that food that was supplied to children would be healthy and nutritious—I think those are the words she used. If I were a parent with a child at school, how would I find the evidence demonstrating that the food being offered to them met those standards?

[Baroness Barran (Con)]

I am sure that parents can access the school food standards. We work closely with schools and help them, particularly at times of inflationary pressure, to ensure that they get the best value for money. We offer that service to any state-funded school that wants it. Again, I can write to the noble Baroness with details of where parents would find that information.

[Baroness Twycross (Lab)]

My Lords, this week happens to be Sugar Awareness Week. The Question from my noble friend Lord Brooke rightly highlights the risk of sugar in school food. Shockingly, four in 10 children now leave primary school at an above healthy weight. What more action will the Government take to ensure that all foods and drinks served in schools are as nutritious as possible? Have they assessed the impact of delaying advertising bans aimed at protecting children?

[Baroness Barran (Con)]

As I think I have tried to say in response to earlier questions, the school food standards are part of a much wider picture of what impacts on childhood obesity, which I agree is at very worrying levels. This Government have introduced universal infant free school meals, we have robust school food standards that are set in legislation, and we have made a number of other moves to make sure that children get a healthy diet and are educated in a way to understand what that is.

[Lord Bird (CB)]

Are we aware that one of the reasons why children eat a lot of sugar is that their parents do? There is inherited bad performance when it comes to food and your social position. When will the Government get behind my Bill, which would create a ministry of poverty prevention so that these things can be dealt with? We cannot just keep expecting people suddenly to wake up to the fact that sugar is not good for them. Until we hit poverty, we are not going anywhere.

[Baroness Barran (Con)]

The Government have a strong record in this area, with changes to the eligibility for free school meals for families in receipt of universal credit. I hear the strength of the noble Lord’s feelings, but, as he will have just heard in the King’s Speech, I am afraid the direct answer to his question about when the Government will support his proposal is that it will not be in the near term.

[Lord Kamall (Con)]

My Lords, although it is obviously important that we inform pupils and their families about eating less sugar and having healthier diets generally, are my noble friend the Minister and her department aware of some of the unintended consequences? For example, when the soft drinks levy came in, one company found that its sales were going down, so it brought in an older version called Irn Bru 1901, which was sweeter and more expensive for consumers. How do we make sure that we do not cause the unintended consequence of unhealthier drinks?

[Baroness Barran (Con)]

As I said, specifically on food and drink available in school, our Get Help Buying for Schools service makes sure that schools buy not only efficiently and compliantly but well and healthily.

[Baroness Armstrong of Hill Top (Lab)]

This week, given what the King did yesterday in launching his charity to tackle food poverty, we need to acknowledge that this is a real issue. Many children who are entitled to free school meals have never been registered for them or claimed them. Sheffield has had an auto-enrolment scheme for free school meals, which has meant that 6,500 children who otherwise would not be getting a meal at school now are. Will the Government encourage every local authority to auto-enrol children who are eligible but not claiming? That would be a tiny but none the less significant step in tackling food poverty.

[Baroness Barran (Con)]

I am very interested in the noble Baroness’s example of Sheffield because, when I have been asked about auto-enrolment previously, I noted that the constraints around it relate to data protection and the ability to share someone’s details. I would be interested to follow up with the noble Baroness later.

Schools: Special Educational Needs

Baroness Barran Excerpts

Wednesday 15th November 2023 Lords Chamber

[Lord Addington (LD)]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper and remind the House of my declared interests.

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

My Lords, we expect all schools to be able to identify commonly occurring special educational needs. In the improvement plan we included proposals to build workforce capacity and equip practitioners to identify needs and make best use of provision. Our increase in the high needs budget, worth £10.54 billion by 2024-25, will help children and young people with SEND in both special and mainstream schools to receive the right support in the right place at the right time.

[Lord Addington (LD)]

I thank the Minster for that reply. How does she square that with the fact that, according to an LSE survey, in lower socioeconomic groups more people are identified as having problems, but far fewer are identified correctly with those needs than are identified in more affluent areas? If you have other conditions such as dyslexia, it is not about doing more work, but working smarter. The way your brain is organised is different; I know this only too well from personal experience. You need different learning patterns and different strategies. When are we going to get to a situation where it is not the tiger parent who gets the diagnosis, but the school?

[Baroness Barran (Con)]

I acknowledge the noble Lord’s point about the variability in identification of certain commonly occurring special educational needs. There is a variability as the noble Lord explained, but also regionally. That is why we are trying in our special educational needs, disabilities and AP improvement plan to make sure that at every level—from initial teacher training to the qualifications of SENCOs, to the availability of specialist support from educational psychologists—schools get the support they need and such children are identified early.

[Baroness Gohir (CB)]

My Lords, I am really concerned that parents are being told that their children’s special educational needs cannot be taken on in schools, or to move their children in order to maintain school statistics. Does the Minister agree that this is discriminatory, and what action will the Government take to prevent this happening?

[Baroness Barran (Con)]

If the noble Baroness has specific cases she would like to share with me afterwards, I will be more than happy to take those up and look into them. It is extremely important that children with special educational needs are in schools where they can flourish and thrive. For the vast majority, that will be in mainstream provision, but I recognise some of the pressures the noble Baroness describes and I am very happy to take this issue away and try to address it directly.

[Baroness Uddin (Non-Afl)]

My Lords, I declare an interest in that I have a 45 year-old adult son with autism and learning disabilities, so I know many of the journeys that parents will have made in getting support for their children. What help is available in early schooling to support parents in identifying children with potential learning difficulties? Does she agree that, given the massive underfunding of schools and early years, schools are finding it difficult to cope with any of the demands, including children with learning disabilities?

[Baroness Barran (Con)]

I absolutely do not recognise the picture of massive underfunding of schools. As I have said repeatedly in the House, schools will have the highest budgets per pupil in real terms next year. There have been very significant increases over the last couple of years. Regarding the youngest children, we are funding up to 7,000 early years staff to do a level 3 SENCO qualification, so that we can identify those children at the earliest possible stage.

[Baroness Fraser of Craigmaddie (Con)]

My Lords, I declare an interest as laid out in the register as chief executive of Cerebral Palsy Scotland. The Government’s SEND plan made not one mention of physical disability or cerebral palsy, despite referring to learning disability and autism. Without identification, how will the Minister make sure that schools support the needs of children with cerebral palsy, the most common cause of physical disability in children, to ensure that they achieve the best possible educational outcomes?

[Baroness Barran (Con)]

I recognise the point my noble friend makes, and she will be aware that we are running a number of pathfinder projects and testing some of our new approaches, including for children with physical disabilities. I hope my noble friend is pleased that in the improvement plan, we have added a fourth early standard. In additional to early language support, autism and mental health and wellbeing, we are also focusing on children with visual and hearing impairments whose performance at school currently is well below their potential.

[The Lord Bishop of St Albans]

My Lords, the Education Committee report of September 2023 recommends that the department scrutinise the use of alternative provision settings and ensure that children and young people with SEND are transferred there only after having a statutory assessment, and not use them as a behavioural management tool. What steps has the department taken towards addressing this issue?

[Baroness Barran (Con)]

Obviously, the ESC report to which the right reverend Prelate refers is very recent, so the department is considering very seriously the recommendations from the committee. However, I absolutely recognise that behind the right reverend Prelate’s question is a concern about the quality of alternative provision; but, used well, it can provide an opportunity for early intervention and to return children to mainstream education.

[Baroness Wilcox of Newport (Lab)]

Can the Minister tell the House what subsequent measures the DfE will put in place following reports from Ofsted and the Care Quality Commission, and from Hertfordshire County Council this week, identifying widespread and systemic failings in SEN provision?

[Baroness Barran (Con)]

Obviously, we take those reports extremely seriously, and that is the value of having an independent inspectorate. I cannot comment on the specific Hertfordshire case, but we work with the local authority or the trust in question to ensure that those issues are addressed.

[Lord Storey (LD)]

The Minister will be aware that, every year, the number of children and young people with education, health and care plans who are permanently excluded from school is increasing significantly. How do we ensure that those children get their education, health and care plans implemented?

[Baroness Barran (Con)]

I am not sure that there is a direct link between implementation and exclusion; there are cases where a plan has been implemented. Of course, the last thing we want for any child—particularly children with education, health and care plans—is for them to be excluded from school. To return to my earlier answer, the Government are trying to think this through from the earliest stages for early years practitioners, equipping every teacher to teach children with special educational needs well and making sure they get the specialist provision they require. That is why our investment in this sector has expanded so dramatically.

[Lord Hampton (CB)]

My Lords, as ever, I declare my interest as a teacher. Will the Government reconsider the priority given to parental preference in educational placements for children with EHC plans, given the opinion of many professionals that this is not in the best interests of the child or of efficient education provision, and that the popular schools are at breaking point?

[Baroness Barran (Con)]

As the noble Lord knows, a number of these things are under review, and we will test them as part of our pathfinders and in the improvement plan. It is very important that that balance be kept between the professional judgment of teachers, to which the noble Lord referred, and the sense of confidence that parents have in the system.

Schools: Catering Facilities and RAAC

Baroness Barran Excerpts

Monday 23rd October 2023 Lords Chamber

[Baroness Blower]

To ask His Majesty’s Government what financial support they are providing to schools whose catering facilities have been affected by reinforced autoclaved aerated concrete.

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

My Lords, every school or college with confirmed RAAC will be assigned dedicated support from a caseworker, who will work with them to assess what support is needed and implement mitigation plans that are bespoke for their circumstances. The Government are funding emergency mitigations and reasonable revenue costs for these settings. This could include establishing a temporary kitchen, help to access catering facilities on another site or supporting deliveries of food prepared elsewhere.

[Baroness Blower (Lab)]

My Lords, the Minister for Schools in another place reiterated that the Government’s commitment is absolute to tackling health inequalities in education settings, including reference to free school meals. Does the Minister agree that, as providing free school meals is vital to many families and a decent meal at lunchtime is necessary for all, extra funds need to be found to restore catering facilities where they have been lost to RAAC? I declare an interest because my granddaughter, while still enjoying face-to-face education, is in a school that has lost its kitchen, dining hall, gym, science labs and assembly hall thanks to the scrapping of Building Schools for the Future.

[Baroness Barran (Con)]

I am sorry that the noble Baroness’s granddaughter is having that disruption to her education. I would, however, stress that a number of schools with RAAC were part of Building Schools for the Future, so I do not think that that is necessarily the main or only reason for what is happening. To be absolutely clear, we are supporting schools in revenue terms if they need to bring in extra staff. For example, some schools have had to bring in extra catering staff and we are funding that. We are of course making sure that they can access all the facilities, including kitchens, which the noble Baroness referred to.

[Earl Russell (LD)]

My Lords, while I welcome the commitment to free school meals made by the DfE in its guidance, I note that 214 schools are now known to be impacted by RAAC. How many of these 214 schools are now unable to provide catering facilities, and what action is being taken to ensure their continued provision of hot food?

[Baroness Barran (Con)]

Of the 214 schools the noble Earl referred to, 202 are providing full-time face-to-face education and 12 are in hybrid arrangements. In all cases, we work with the school to make sure it can offer pupils, particularly those eligible for free school meals, a meal. Not all of them will be having a hot meal—in some cases, they are having packed lunches as a temporary measure—but the critical thing is that children are back in face-to-face education.

[Lord Lexden (Con)]

My noble friend referred to the additional funding the Government were providing. Could she give the House an indication of the extent of that and whether further increases are contemplated?

[Baroness Barran (Con)]

I cannot give the House an exact figure today because we are working through every school’s exact needs with them, but I would obviously be delighted to report back to the House when we have greater clarity on that. All I can say is that, whether it is revenue funding—which might be for staff, IT equipment or renting local facilities—or capital funding, the Government will pay for it.

[Lord Woodley (Lab)]

My Lords, can the Minister kindly give us an idea of the timing for all facilities to be clear of RAAC? I am particularly thinking of catering, bearing in mind the Minister’s comments about making sure that staff and students remain safe from such problems.

[Baroness Barran (Con)]

I cannot give the noble Lord an exact timeline because, as the House will have seen from the data we published on 19 October, we are identifying a number of additional schools with RAAC. Obviously, the clock starts for each one to address all its problems. But despite the increase in the number of schools identified as having RAAC, we have gone from about 14% of children receiving hybrid education—and a further 16% having to learn remotely or experiencing a delay to the start of term—to now only 6%. It is not a question of “only” for those children—for them, it is a huge deal—but no children are in remote education at the moment.

[Lord Addington (LD)]

My Lords, things such as good catering and sports facilities are reckoned to help academic attainment, so will the fact that those facilities in these schools have been badly damaged be reflected in their status in league tables, for example?

[Baroness Barran (Con)]

Schools face different challenges every year, and I am not aware that there are plans to recalibrate the league tables as a result of this—I would be very surprised if that happened. But I reassure the noble Lord that, all around the country, not only the schools themselves but their neighbouring schools are doing everything to offer to share their facilities, and we are enormously grateful for that.

[Baroness Wilcox of Newport (Lab)]

I appreciate that the Minister may need to give a written response to this, but how many children are currently being schooled online in temporary or non-classroom settings because of RAAC? Notwithstanding the Minister’s earlier response, how long do the Government estimate it will take to completely investigate all schools?

[Baroness Barran (Con)]

It is not so much that I cannot give an answer now or in writing, but rather that the arrangements schools have put in place change frequently, as the noble Baroness will recognise. For example, a school might be delivering classes in a leisure centre this week but will be back in its buildings next week. Our overarching efforts are to get children back to normal education as quickly as possible.

[Lord Hunt of Kings Heath (Lab)]

On league tables, will the department at least conduct some research on the impact of this issue on the children and their long-term future? Just as we have seen the devastating impact on children of Covid and being shut out of schools, surely it would be worth the Minister’s department focusing on and tracking through the young people affected.

[Baroness Barran (Con)]

We have data that tracks young people, through the LEO survey, and I can check whether we can do that for schools. While this is not in the spirit of the noble Lord’s question, which I completely recognise and agree with—that we want to make sure that these children are given every support to succeed—what I would say is that genuinely, every single case is different. There will be one school that can use two out of their five science labs and another that cannot use any of them, while a third has a neighbour that lends them all theirs, so each one will be different.

[Lord Stirrup (CB)]

My Lords, one does not have to go very far in this city to see extensive public infrastructure works which, while no doubt useful, scarcely seem to be essential. What analysis is being made of infrastructure investment at national and local levels to ensure that funding is addressed in areas that are most in need, rather than those that are most useful?

[Baroness Barran (Con)]

Obviously, each department will look at the priorities for its own policy areas, and in my department’s case a big priority relates to replacing RAAC in schools that include it and making sure that our overall school infrastructure is resilient and safe for children. Clearly, the Treasury, among others, has a critical role in comparing proposals from different departments and making those long-term strategic plans.

[Lord Kamall (Con)]

My Lords, at times like this it is obviously natural for many people to look to government for a solution, but I wonder what conversations my noble friend’s department has had with private companies, local charities and civil society organisations, as well as, dare I say it, faith groups, which may be able to help at times like this.

--- Later in debate ---

[Baroness Barran (Con)]

I am aware that in individual areas, a lot of those conversations have been going on. We have certainly received a lot of correspondence in the department with offers of help, but I can think of both faith and non-faith trusts that have been using facilities offered by local community organisations.

Access to Musical Education in School

Baroness Barran Excerpts

Wednesday 18th October 2023 Lords Chamber

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

My Lords, I join other noble Lords in thanking the noble Lord, Lord Boateng, for securing this debate and congratulate him on restructuring BBC Radio 4’s schedule to put on “Rethinking Music, the Next Generation” just as I was driving home after dinner on Saturday evening. I thought it was extremely well organised of the noble Lord to make sure that we were all particularly well briefed for this debate.

Noble Lords across the House know that there are many schools across the country that deliver high-quality music lessons to pupils and offer high-quality co-curricular opportunities. Equally, as we have heard so powerfully today, in some areas of the country music provision may be more limited, and equality of access is vital, as the noble Lord, Lord Boateng, set out.

To address this and to improve music education in England, a refreshed national plan for music education was published in June 2022. I echo the thanks of other noble Lords to my noble friend Baroness Fleet for her great work in leading and shaping that plan, and for her continued ambition to see it implemented with maximum impact. The plan clearly sets out the Government’s ambitions to 2030: that every child, regardless of circumstance, needs or geography, should have access to a high-quality music education that affords them the opportunity to progress their musical interests and talents.

The expectations set out in the plan, starting from early years, are unashamedly ambitious. They are informed by the excellent practice we see demonstrated by many schools, music hubs and music charities around the country. We heard today from my noble friend Baroness Fleet about the work of the London Music Fund. I have been lucky enough to attend one of its events and was incredibly impressed and moved by what I heard. The noble Lord, Lord Berkeley of Knighton, talked about the work of the Koestler Trust and my noble friend Lord Polak referred to Restore the Music. I would of course be happy to meet with the founders of the charity—the Battle of the Bands sounds like a great event. As the noble Lords, Lord Berkeley, and Lord Hampton, said, music helps to unlock not just our talent but our humanity, and, in choirs, orchestras and bands, that sense of being part of a shared endeavour. Certainly, my recent visit to the Harris Federation’s staff conference was exactly the kind of neck-tingling experience the noble Lord, Lord Hampton, described. Even though it was not my children who were playing, the choirs, bands and orchestra were extraordinary and very moving to watch.

As we heard from a number of noble Lords, when Ofsted published its recent music subject report last month, it highlighted that some schools do not allocate sufficient curriculum time to music. Schools are now expected to teach music at least one hour each week of the school year for key stages 1 to 3, alongside providing co-curricular opportunities to learn instruments, sing and form ensembles and choirs.

Higher levels of co-curricular participation have been reported this year, compared to May 2022. One of the points raised by the noble Lord, Lord Watson of Wyre Forest, was the importance of the involvement of parents. The survey data are due to be released any day now, but I can share with the House advance notice that 63% of parents in the survey in June of this year stated their child had received singing lessons during the academic year, compared to 52% in May of last year. Some 57% of parents stated that their child had received musical instrument lessons, compared to 43% last year. Some 40% had watched a live performance, and 35% had taken part in one, a point raised by the noble Baroness, Lady Garden of Frognal.

Ofsted’s report also highlighted that curriculum quality of music provision is weak in some schools, with insufficient focus on musical understanding, sequencing and progression. To support schools to deliver a high-quality curriculum, we published a model music curriculum in 2021. According to a recent March survey of schools, some 59% of primary schools and 43% of secondary schools are now implementing this non-statutory guidance. The quality of curriculum was raised by the noble Lord, Lord Watson of Invergowrie. I did not quite recognise the description that the noble Lord, Lord Faulkner of Worcester, gave of music hubs as enforcers of the curriculum. It is non-statutory guidance, and that model music curriculum was put together by a panel of real experts in this area. I very much hope that it does not feel like it is being forced on people.

In partnership with their music hubs, we also invited every school to have a music development plan from this school year. The noble Baroness, Lady Twycross, asked about equality of access and the emphasis on each school having its own plan. That requires schools to consider how they will work together to improve the quality of music education. Our sample survey of school leaders in March showed that slightly under half of schools already had a music development plan in place. Of those without a plan, nearly half reported intending to put one in place in the current school year.

A number of noble Lords, including the noble Lords, Lord Faulkner of Worcester and Lord Watson of Invergowrie, and the noble Baroness, Lady Twycross, asked about the reduction in the number of music hubs. As the House will be aware, there was a re-competition of the music hub programme, led by Arts Council England. That competition is currently under way. This will enable hub lead organisations to become more strategic and build a wider number of strong partnerships, so that children and young people receive high-quality support in every local area, including particularly those areas where provision may currently be limited. The noble Lord, Lord Aberdare, raised the importance of partnerships in this area.

As a number of noble Lords highlighted, we know that it is incredibly important that there is access for all levels of participation in music across the country. As part of levelling up, our plan is to provide an additional £2 million of funding to support the delivery of a music progression programme that will support up to 1,000 disadvantaged pupils to learn how to play an instrument or sing to a high standard, and over a sustained period.

A number of your Lordships quite rightly raised the importance of the quality of teaching, including my noble friend Lady Fleet and the noble Lords, Lord Boateng and Lord German. Of course, this remains the single most important factor in improving outcomes for children, especially those from disadvantaged backgrounds. Just to clarify, I should say that close to 100% of hours taught in art, design and music are taught by a teacher with a relevant post A-level qualification. However, we are updating our teacher recruitment and retention strategy to build on our reforms to make sure that every child has an excellent teacher, including in music.

The noble Lord, Lord Watson of Wyre Forest, asked how we are going to encourage more teachers. For those starting initial teacher training in music in the academic year 2024-25, we are, as the House heard, offering £10,000 tax-free bursaries, which we hope very much will attract more music teachers into the profession and support schools in delivering at least one hour of music lessons a week. We are also establishing four national music hub centres of excellence, which will focus on inclusion, continuing professional development, musical technology, and pathways to industry. We plan to appoint all the centres by the autumn of 2024.

A number of noble Lords raised the issue of children with disabilities, particularly those who are visually impaired, blind or deaf. The national plan makes clear the importance of music being fully inclusive, and indeed it was widely praised by charities representing children with special educational needs and disabilities. The capital grant will emphasise the use of this funding for pupils with SEND, including blind and partially sighted pupils, and including the use of Braille or large print—in fact, that is across the whole curriculum, of course, not just for music—and we will consider how the capital funding could be used to provide Braille music machines in particular.

The noble Lord, Lord Knight of Weymouth, talked about how music would be included in the advanced British standard. Of course, as he is aware, we will be consulting extensively on this, but I have seen in the documentation that has already been published that there are examples of possible combinations of major and minor subjects, and music could appear either as a major or a minor in future.

The noble Earl, Lord Clancarty, talked about the importance of a strong musical and cultural offer in all the regions of this country. I remind him of the incredible focus that was put on exactly this point through the cultural recovery fund.

My apologies; as ever, I have run out of time.

Again, in relation to location, I mention to the noble Lord, Lord Watson of Invergowrie, the BRIT School North, a new 16-to-19 academy being opened in Bradford that will have a creative curriculum specialising in music and production.

There is still a lot to do to make our vision for music education become a reality, but I hope that in some way I have been able to reassure the House that together our reforms will lead to concrete action that every school and academy trust can take to improve their music education provision. As we have heard from all your Lordships this evening, studying and engaging with music is not a privilege; it is a vital part of a broad and ambitious curriculum, and our reforms ensure that all pupils will have access to high-quality music education and all the knowledge, joy and connection that brings.

[Lord Evans of Rainow (Con)]

My Lords, I put a plug in for the Parliament Choir; it is always looking for new members.

Cultural Education Plan

Baroness Barran Excerpts

Tuesday 17th October 2023 Lords Chamber

[Baroness Fleet (Con)]

In begging leave to ask the Question standing in my name on the Order Paper, I declare my interests as the chair of the national plan for music education.

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

My Lords, progress is continuing with the cultural education plan. Since May, the Department for Education and the Department for Culture, Media and Sport have conducted extensive engagement with external stakeholders across the education and cultural sectors—a comprehensive series of nearly 50 events. We also appointed an expert advisory panel in July 2023, chaired by the noble Baroness, Lady Bull. Both the panel and the stakeholder engagement are helping to inform the development of the plan and its emerging proposals.

[Baroness Fleet (Con)]

My Lords, I thank my noble friend the Minister for that Answer. Cultural education, like music education, is delivered not just in schools but by partnerships with cultural, voluntary and faith organisations and the third sector. Can my noble friend say how the plan will address the current lack of infrastructure to signpost opportunities and broker these connections? Music education has dedicated music hubs to do this; what resources will the Government put in place to fulfil this same function, in terms of education, for other art forms and disciplines?

--- Later in debate ---

[Baroness Barran (Con)]

I thank my noble friend for her question. Obviously, she will understand that I cannot pre-empt the decisions and recommendations on the cultural education plan, but I absolutely agree with her about the importance of partnerships. I understand that the expert panel is looking at examples of good practice, of exactly the type that my noble friend set out, but also the barriers to implementing them, including in relation to infrastructure.

[The Earl of Clancarty (CB)]

My Lords—

--- Later in debate ---

[Lord Bird (CB)]

Do the Government agree with me that one of the best ways of emptying our prisons is by investing in our youngsters who go wrong and using art and culture to bring about social transformation in their lives? I am a living embodiment of that: if it was not for culture in my early years, I would not be here.

[Baroness Barran (Con)]

The noble Lord speaks with great authority on this. I absolutely agree with him that art and culture, as well as other extracurricular activities such as sport and other opportunities, are critical for young people at risk of offending or in prison.

[Baroness Wilcox of Newport (Lab)]

My Lords, the number of creative studies teachers is on the decline in England: between 2011 and 2022, there was a 20% drop in drama teachers, 15% in music and 11% in art. The Government are still missing targets for recruitment to combat this decline. The impact is that fewer students are studying creative subjects, limiting children’s creativity and risking future talent pipelines for our creative industries. Notwithstanding the answer the noble Baroness gave to my question yesterday, what are the Government doing now to improve the picture for creative education in schools?

[Baroness Barran (Con)]

Well, unfortunately, my recognition of the noble Baroness’s figures has not changed since yesterday. My understanding is that, since 2014-15, the number of qualified music teachers has risen from around 89% to an average of about 95% in the last couple of years. Similarly, for art and design, 96.5% of lessons are taught by teachers with post-A-level qualifications. However, since yesterday I can share with the House that there will be a new survey on extracurricular music uptake, which will be published later this year, which shows much higher levels of participation in June 2023 in relation to singing and instrument lessons, access to live music performances and participation by children in live music performances. So the Government are not talking about it—the Government are delivering.

[Lord Storey (LD)]

We welcome this cultural education plan, and we have every confidence in the noble Baroness, Lady Bull. Of course, cultural education is not just about learning—it has to be about seeing, doing and having the opportunity to visit art galleries and museums, listening to concerts, going to theatres and seeing heritage. But, of course, children and young people from poor families really struggle to make that happen. How do we go about that?

[Baroness Barran (Con)]

I am grateful to the noble Lord for his question, because the focus of the cultural education plan is to tackle those disparities in opportunity and to promote more access for children in areas of significant deprivation, making sure that children have good cultural experiences in school but also outside school.

[The Earl of Clancarty (CB)]

My Lords, the plan has highly laudable aims, but does the Minister not appreciate that the national curriculum and accountability measures being out of scope, as the terms of reference clearly state, is supremely unhelpful, if a major goal is universal access to the arts in schools, since this in effect limits the solution before the inquiry even gets under way?

[Baroness Barran (Con)]

I simply do not accept the noble Earl’s assertion. I will make two points. First, the knowledge-rich curriculum, which this Government have delivered, gives a foundation for children to exercise their creativity. Secondly, in all my visits to schools, of which I make many around the country, I see them doing extraordinary things, offering children all sorts of cultural opportunities across drama, the arts and music.

[Viscount Stansgate (Lab)]

My Lords—

[Baroness Uddin (Non-Afl)]

My Lords, there is no gentlemen’s agreement on this side, so I am going to keep standing. This is another plan with which I am not very familiar. Will the Minister ensure that the plan embeds this country’s rich heritage, which enriches our children’s understanding, knowledge and respect for history, which has been talked about? It created the anti-slavery movement and the movements against colonisation and apartheid, which has resulted in this country becoming a beacon of multiculturalism.

[Baroness Barran (Con)]

The plan is quite clear that cultural education has an important social value, helping children recognise the value and richness of the different communities that make up our great nation.

[Lord Mendoza (Con)]

My Lords, I refer to my interests in the register, particularly as chairman of Historic England. Following on from the noble Baroness, we know that heritage education as a part of cultural education has an enormous impact on young lives, particularly in building community and a sense of civic pride, providing an avenue for skills and jobs. I am concerned that the cultural education plan may not include its fair share of emphasis on heritage. Can my noble friend the Minister provide some reassurance that heritage will be taken very seriously, as the cultural education plan develops?

[Baroness Barran (Con)]

I take this opportunity to congratulate my noble friend on his appointment as chair of Historic England, and also to reassure him that we absolutely agree about the importance of heritage. On the panel, we have one of the teachers from the heritage schools programme, Ashley Bartlett, a history teacher from Leicester; Robert Peal from the West London Free School also brings expertise in this area.

[Viscount Stansgate (Lab)]

My Lords, has any progress been made in discussions or negotiations with our European neighbours to enable youth orchestras once again to tour throughout Europe? It is a tragedy that this has been brought to an end. Can the Minister give some hope that it might be reversed and reintroduced?

[Baroness Barran (Con)]

I understand the noble Viscount’s concerns about our youth orchestras. I will need to co-ordinate with and talk to my colleagues in DCMS, but I am happy to write to him with an answer.

Education: Advanced British Standard

Baroness Barran Excerpts

Tuesday 17th October 2023 Lords Chamber

[Baroness Twycross]

To ask His Majesty’s Government what are their plans to replace A-levels and T-levels with the Advanced British Standard.

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

My Lords, the advanced British standard will bring together the best of A-levels and T-levels, remove the artificial choice between academic and technical pathways, and raise the attainment floor for all students. Students will receive more high-quality teaching time, continue to build maths and English capability, and develop a wider knowledge base that will enhance their career opportunities. This is a long-term reform which will need careful development and consultation.

[Baroness Twycross (Lab)]

My Lords, at the Conservative Party conference the Prime Minister had the opportunity to announce real change for our schools. He could have spoken about fixing crumbling schools, recruiting and retaining teachers currently leaving en masse, and sorting out the widening attainment gap, soaring absence levels and missing mental health support. Nothing we heard will tackle these issues affecting pupils now or provide the staff we need to teach now, let alone in a decade’s time. What are the Government doing this financial year to provide the buildings, teaching and support this generation of children so desperately needs?

--- Later in debate ---

[Baroness Barran (Con)]

I cannot accept the assertion of the noble Baroness. The Government are doing a great deal on teacher recruitment, and these programmes, starting now, will also address the attainment gap. We will pay up to £6,000 a year tax free to teachers of key STEM and technical shortage subjects in the first five years of their career and to those working in disadvantaged schools, addressing recruitment and attainment. Critically, we will spend £150 million each year to support those who do not pass their maths GCSE at 16 to gain these qualifications by the time they get to 19.

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

My Lords, since this is the advanced British standard, can the Minister confirm that it will be available for schools in Scotland, as the A-level exam is at the moment? What discussions have there been with the Scottish Government?

[Baroness Barran (Con)]

As I said in my Answer, there will need to be extensive consultation, but we hope to work closely with the Scottish Parliament on this.

[Baroness Garden of Frognal (LD)]

My Lords, A-levels and T-levels should never be the only options for 16 year-olds. There are many highly talented, creative and practical students with work-based skills which are essential for the economy. Can the Minister reassure us that BTEC vocational qualifications will continue to be available to ensure that these students get their work accredited?

[Baroness Barran (Con)]

I am afraid that I cannot reassure the noble Baroness of that. She will be aware that we have carried out extensive reform of our qualifications and will know that, as of August 2022, we had removed 5,500 qualifications with low or no enrolments. However, we still have the most complicated and duplicative landscape of qualifications in this area —at least 7,000 available qualifications—which we will address through our reform programme.

[Lord Hampton (CB)]

My Lords, as ever, I declare my interest as a secondary school teacher. The Minister said that the ABS will develop maths and English capabilities. For anybody who has just guided their son through the maths GCSE and maths A-level—as I have, rather badly—are we saying that the maths GCSE is not good enough? Surely that is enough maths for anybody.

[Baroness Barran (Con)]

I do not think that it is enough maths for everybody. As the House knows, we are an outlier in the G7 in not requiring maths to 18. We have made tremendous progress with our maths hubs and teaching for mastery pro approach. We can see that in Ofsted’s recent report on school maths, which described how a

“resounding, positive shift in mathematics education has taken place in primary schools”.

We are determined to invest more in maths and give every child the opportunity to succeed in maths.

[Lord Lucas (Con)]

My Lords, I very much welcome the Government’s interest in broadening the curriculum at age 18. Has the Minister had indications from universities that they are willing to broaden their admittance criteria too, so that students who follow a varied programme across the subjects are not disadvantaged relative to those who have followed a much narrower curriculum? Will she also ensure that, where children have to learn maths or English to 18, which they might naturally not wish to do, it is maths and English for which they will find a use in their lives and not maths and English which is directed towards getting into university?

[Baroness Barran (Con)]

The way we are thinking about this programme—I stress again that we need to consult extensively on the detail of it—is that it will offer children much more breadth and time, including a third more teaching time. That means that we can keep around 90% of the content of the current A-level for those going down an academic route and follow the occupational standards for those going down a technical or vocational route. The aim of the programme is to give children much greater choice so that they will still be able to access the same three-year degrees if university is their preferred option but also be well equipped for further technical education or the workplace.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, the Minister, in her initial Answer to my noble friend on the Front Bench, referred to the necessity for extensive consultation before the new qualifications can be properly embedded. I am sure she will agree that the burden of changing the arrangements for post-16 education will fall hugely on schools, and particularly on school leaders. Can she tell the House how extensively those people will be consulted? Without wishing to be disrespectful, how much notice will be taken of what they say?

[Baroness Barran (Con)]

I am slightly surprised by the noble Baroness’s last remark. This programme clearly cannot work without the buy-in, understanding and support of school leaderships, so it would be a short-sighted Government who did not pay attention to their reflections on this. I am also slightly surprised by the noble Baroness’s hesitancy, because this approach was in the Labour manifesto of 2010 and recommended by the Times Education Commission.

[Lord Addington (LD)]

My Lords, I remind the House of my declared interests. Those with special educational needs, particularly dyslexia and dyscalculia, will clearly be put under a lot more pressure by this approach. When will the Government publish a plan to make sure that these people are not excluded from reaching an A-level standard or put under extra pressure? When can we relate it to the rest of the curriculum, or will we change the law so that you are allowed to exclude people and discriminate against them?

[Baroness Barran (Con)]

Clearly, we will not do the latter. It is incredibly important that we design this in such a way that we have the right offer for children with special educational needs and disabilities, those who have been in local authority care and those who have come from particularly disadvantaged homes. That is a clear commitment from the Government.

[Lord Mackenzie of Framwellgate (Non-Afl)]

Perhaps the noble Baroness can help me. My wife is Polish, and she read in the newspapers recently that Polish is being offered at secondary school level, alongside Latin, as a second language. She was very surprised, and said, having been taught Latin as well as Polish at school, that Polish is more difficult to learn than Latin and just about as useful, which surprised me. Could the noble Baroness advise me on how I should respond?

[Baroness Barran (Con)]

Maybe it would make sense to talk to the school in question to understand its decision to offer Polish.

Core School Budget Allocations

Baroness Barran Excerpts

Tuesday 17th October 2023 Lords Chamber

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

My Lords, with the leave of the House, I shall repeat in the form of a Statement the Answer given by my right honourable friend the Minister for Schools to an Urgent Question in the other place earlier today. The Statement is as follows:

“As the Government confirmed in a Written Ministerial Statement yesterday, the Department for Education has corrected an error in the notional allocations of the schools national funding formula for 2024-25. Those allocations were originally published and notified to the House on 17 July 2023. However, the department has subsequently uncovered an error made by officials during the initial calculations of the national funding formula. Specifically, there was an error processing forecast pupil numbers, which meant that the overall cost of the core schools budget for 2024-25 would be 0.62% greater than allocated. The department therefore issued new NFF allocations on 6 October this year to rectify that error as quickly as possible.

The Permanent Secretary has apologised for the error in writing to both the chair of the Education Committee and the Secretary of State. The Secretary of State has instructed the Permanent Secretary to conduct a formal review of the quality assurance process surrounding the calculation and quality assurance of the NFF, with external and independent scrutiny. Peter Wyman CBE, the chair of the Institute of Chartered Accountants in England and Wales, will lead the review. Improvements have already been identified to ensure that similar mistakes are not repeated.

I reassure the House that the error does not affect the overall level of school funding, which remains at £59.6 billion for 2024-25. The Government are continuing to deliver in full the core schools budget, which includes funding for mainstream schools and for high needs. As I said, it will remain at £59.6 billion in 2024-25, the highest ever in history in real terms and in cash terms. That is a percentage increase of 3.2% compared with 2023-24. Through the schools national funding formula, average funding is £5,300 per primary school pupil and £6,830 per secondary school pupil in 2024-25, up from £5,200 and £6,720 respectively in 2023-24.

Schools have not yet received their 2024-25 funding, so the correction of this error does not mean adjusting any funding that schools have already received. Likewise, the error will not impact on the publication of the dedicated schools grant in December, or on when schools will receive their final allocations for 2024-25. The 2024-25 high-needs national funding formula allocations, which fund provision for children with complex special educational needs and disabilities, are also unaffected by this error, as are other funding streams outside the NFF, including the teachers’ pay additional grant announced in the summer.

I would also clarify that the recalculation of the NFF for 2024-25 does not affect the affordability of the 2023 teachers’ pay award. There has been no change to the funding that was promised as part of the pay settlement in July and which the unions agreed meant that the pay award was properly funded. The Government recognise that the correction of the NFF error will be difficult for local authorities and frustrating for some school leaders, which is why the department has rectified the error as quickly as possible. The department is working closely with school stakeholders, including unions, to communicate this change and support schools and local authorities.”

[Baroness Twycross (Lab)]

My Lords, this is yet another example of the Government failing on education. As with RAAC, there was a delay in notifying school leaders; the error was identified in September, but heads were not notified until October. Can the Minister tell the House about how the error was identified, the timeline and decisions on the communication of this to schools and families? It is also clear that the Government know that the correction of the national funding formula will be tough for local authorities and frustrating for some school leaders. How will the department assist head teachers to deal with the additional stress and pressure this may cause, as the error will affect staffing decisions, judgments about school purchases and additional support available to pupils?

[Baroness Barran (Con)]

I do not accept that the Government delayed action either in relation to RAAC or in this case. In relation to RAAC, when we had new information that came to us as a department, we took the only responsible decision that any Minister could take, which was to take urgent action to ensure that no one was at risk. That was exactly what we did, and we are working closely with schools to resolve the challenges they face as a result. The reason for the error was a mistake in the coding of pupil numbers. Normally, it takes about six weeks to go through that process. We obviously needed to do a thorough quality assurance to make sure that the revised numbers were correct. We did that in four weeks and then there was no delay in announcing it.

[Lord Storey (LD)]

My Lords, the Minister will know through her visits to schools that school budgets are stretched to breaking point. Head teachers are telling me, and no doubt telling the Minister, that day in and day out they are struggling to make ends meet. The average primary school will receive £12,000 less than the average secondary school and £57,000 less than was expected. Schools will have planned their budgets for 2024-25; that is the critical point. Does the Minister think that commitments made back in July to the House should be honoured and the original national funding formula rates should stand?

--- Later in debate ---

[Baroness Barran (Con)]

We understand that this has a clear impact on schools and on local authorities in particular. That is why we are working through this closely with local authorities. But to be clear, they make their final allocations once they have the definitive pupil numbers, which were published on 5 October. The earlier publication of this data allows them to do initial planning, but no definitive allocations would have been made ahead of the publication of the projected pupil numbers. We are honouring the initial commitment, which was £59.6 billion. Over three years, that is a 20% increase in funding for school budgets, with a tilting of that increase towards some of the most disadvantaged areas in the country. It would obviously be irresponsible to increase funding based on an error by officials. There is a very rigorous process, as the noble Lord knows, for approving funding and we cannot sidestep it in a situation like this.

[Baroness Blower (Lab)]

My Lords, I listened carefully to the Statement and the Minister’s response, so I wonder if she can answer two specific questions. First, the department has committed to undertake an investigation, so when will that investigation be commenced? Secondly, might the department decide at the end of that investigation, as it has done in previous, recent years, to keep the per-pupil funding as announced in July? In response to my noble friend on the Front Bench, the Minister talked about the overall spending but the issue with the recalculation of pupils is that the per-pupil funding is now lower. The department has in previous years honoured the allocation at per-pupil level rather than the global total so, after the investigation, might the department have the opportunity to reconsider and honour the per-pupil level of funding?

[Baroness Barran (Con)]

The noble Baroness needs to forgive me, but I am not familiar with the instances to which she refers. I am not aware of anywhere that there has been an error made by officials and the per- pupil figure was honoured, which would require finding, as I understand it, an additional £370 million. I do not think that is likely. I do not have an exact timeline for the investigation but, clearly, we want to get clarity on this as quickly as possible. We are absolutely committed to publishing the lessons learned from that.

[Lord Addington (LD)]

My Lords, can the Minister give us some idea of where the lack of spending, shall we say, is affecting the structure of a school? I remind the House once again of my interests in special educational needs. Is it in the capacity to identify those with hidden disabilities? Some 80% of the population who are dyslexic are not identified at school, or throughout their lives. Are we going to find out that there is less capacity there? Will there be less capacity in things such as sport, or art and drama, because we are not undertaking the training? Where will there be some reduction in capacity in schools, because there clearly is going to be some?

[Baroness Barran (Con)]

I think the noble Lord will accept that schools have significant autonomy over their budgets, and therefore it would not be appropriate for me to speculate on where they will make the savings to meet the shortfall.

[Lord Berkeley of Knighton (CB)]

My Lords, I was heartened to hear the Minister say that areas where there is deprivation will be especially considered. Could she say a little more about how those are areas are identified? Are there already criteria that have established which they are and what they need?

[Baroness Barran (Con)]

There are areas of the country which, for historic reasons, have had lower than average per-pupil funding: the north-east, the north-west and Yorkshire and Humber, to give some examples. Conversely, inner London has historically had the highest per-pupil funding. That increase for inner London has been protected, but it means that those regions that I mentioned, and others, will attract above-average increases in per-pupil funding, which has been part of our strategy to ensure that the allocation of funding is fair.

[Baroness Blower (Lab)]

My Lords, given that we have time remaining, may I ask the Minister if she has a view on how the lower per-pupil funding allocation—at least £43 per pupil—is likely to impact on the mental health work in schools, particularly those wrestling with incredible child poverty?

[Baroness Barran (Con)]

I can only repeat what I said to the noble Lord, Lord Addington. Each school, as the noble Baroness well knows, has a deep understanding of the needs of their school community and is best placed to make the decision on where to prioritise spending, including the adjustments that, sadly, have to be made.

[Lord Addington (LD)]

Given that we still have time, following that answer, could the Minister give me an idea of what will not be cut? When will the planning be honoured? If we know that, we will have an idea of what is vulnerable.

[Baroness Barran (Con)]

First, I do not accept that we are not honouring our commitment; it was £59.6 billion, and we are honouring that. It is important to have that on the record. The noble Lord will be relieved to know that, as I mentioned in the initial Answer, the high-needs budget for children with special educational needs and disabilities is not affected by this.

Schools: Music, Art, Craft and Dance

Baroness Barran Excerpts

Monday 16th October 2023 Lords Chamber

[Baroness Garden of Frognal]

To ask His Majesty’s Government what plans they have (1) to revitalise music, art, craft and dance, in state schools, and (2) to recruit teachers of these subjects.

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

My Lords, the Government remain committed to pupils receiving a high-quality cultural education, including in music, art and design and dance. We are investing around £115 million in music and arts up to 2025, in addition to core school budgets. There are over 468,000 full-time equivalent teachers in state-funded schools in England, the highest since the school workforce census began. We are offering £10,000 tax-free initial teacher training bursaries for art and design and music from 2024-25.

[Baroness Garden of Frognal (LD)]

I thank the Minister for that very positive reply. However, one of the very many damaging offshoots of the EBacc and Progress 8 has been to degrade—indeed, in some cases to eliminate —music, dance, art and crafts from state school curricula, but every young person deserves the opportunity to experience and enjoy them. What is more, the arts are major contributors to the nation’s economy. The Minister has mentioned funding; how are the Government funding music hubs? How specifically do the Government intend to recruit teachers for these life-enhancing subjects?

[Baroness Barran (Con)]

To put the noble Baroness’s concerns in perspective, I point out that if one takes into account both GCSEs and technical awards, which I know she values, just over half of students—52%—take either a GCSE or technical award. We are funding the music hubs with £79 million per annum for delivery but there is an additional £25 million fund for the purchase of musical instruments. In my Answer I gave an indication of the bursaries we will be providing to encourage recruitment.

[Baroness Wilcox of Newport (Lab)]

My Lords, as a former drama teacher and current chair of trustees of the Council for Dance, Drama and Musical Theatre, I know how important studying the arts is to children’s lives. When such access is limited in schools, it is the poorer students who are denied the benefits. Surely we all want young people to carry a love of learning that sets them up to achieve and thrive, and the arts are central to this. Can the Minister give an update on the progress of the cultural education panel? When can we expect its report?

[Baroness Barran (Con)]

The Government would not disagree with anything the noble Baroness said on the importance of arts and other wider curriculum subjects. She will be aware that we published our new music education plan in June 2022. We will be publishing the cultural education plan in the coming months.

[Lord Lexden (Con)]

My Lords, should we not note and commend the existence of nearly 1,700 partnership schemes through which state and independent schools are working together to develop the talents of their pupils in music and art subjects? Will the Government give vigorous support to the further increase and expansion of these valuable partnership schemes?

[Baroness Barran (Con)]

The Government have been very supportive of partnerships between the independent sector and state-funded schools. I absolutely recognise the important work done by the 1,700 schemes and I hope we see many more in future.

[Lord Hampton (CB)]

My Lords, I declare my interests in the register. We now have EBacc, Progress 8 and the new BritBacc—I presume that is what it is called—which all exclude creative subjects. Does the Minister agree that, until the Government stop their obsession with mandatory A-level maths and their focus on purely academic subjects, there is little chance of revitalising the teaching of creative arts in schools and therefore recruiting teachers to teach them?

[Baroness Barran (Con)]

To clarify, there is no mandatory maths A-level; there will be the provision of maths to 18, which will take us to the same position as every other G7 country. The noble Lord is a teacher and understands better than I do how children learn but, through the EBacc, we are delivering an important rich store of knowledge from which children can apply their creativity, critical thinking and imagination.

[The Lord Bishop of Sheffield]

My Lords, many Anglican and Roman Catholic cathedrals regularly send professional musicians into schools to support them with singing, at minimal charge. For example, by 2026, Sheffield Cathedral plans to support 30 schools a year with high-quality, curriculum-based music teaching, mostly in our most deprived communities. Does the Minister think there might be scope here for partnership with government to maximise the potential of such schemes?

[Baroness Barran (Con)]

I very much welcome that initiative. That ecosystem between our different cultural institutions, including charities and, of course, religious organisations, is extremely important. However, in practical terms, local relationships between schools and local cultural organisations can work best, and our music hubs help to link those up.

[Lord Addington (LD)]

My Lords—

--- Later in debate ---

[Baroness Blower (Lab)]

My Lords, I am pleased that my noble friend on the Front Bench added drama to this list, because I am sure that the Minister knows that it has been lost from the curricula of very many schools. Although 52% is more than half, it is simply inadequate: very many children in our schools get no exposure to art, drama, music or dance. I ask the Minister to meet with the professional bodies, particularly the teachers’ unions, to look at how we might review and keep under review the 11-to-16 and the five-to-11 curricula, to ensure that all children, in every school, have access to these subjects.

[Baroness Barran (Con)]

As the noble Baroness knows, drama is obviously part of the national curriculum, so I do not quite recognise her description that many children receive no exposure to drama at all. There has also been a massive expansion of technical and vocational qualifications. Since 2016, the numbers of pupils taking music VTQs have gone from just over 8,000 to almost 18,000. There was a similar increase, from just under 9,000 to just over 18,000, for speech and drama. Perhaps unsurprisingly in some ways, the huge expansion has been in multimedia studies, which have gone from just over 4,000 students in 2016 to 54,000 last year.

[Lord Addington (LD)]

My Lords, can the Minister give us an idea of what the Government are doing to encourage people to take up the subjects here part-time or as hobbies, due to the huge benefit you gain from being involved in things like community activity in dance and drama? Where is this being done, how are those hubs being created, and are we sure we have people who know enough to make these things fun for those other than the incredibly talented?

--- Later in debate ---

[Baroness Barran (Con)]

I meet many teachers who deliver these subjects, and I am struck by their commitment and skill. Close to 100% of teachers in art and design and in music have a relevant qualification post A-level.

[Baroness Evans of Bowes Park (Con)]

I refer noble Lords to my entry in the register of interests. Earlier this year, I attended a performance of scenes from Shakespeare plays by year 5s from North Wootton Academy at St George’s Guildhall, the oldest working theatre in the UK. When I spoke to pupils afterwards, it was clear not only how much they absolutely loved the experience but just how much confidence they had gained from performing on stage and in front of an audience. Can my noble friend explain or outline what the department is doing in addition to the fantastic school-led initiatives, of which that is one, to try to ensure that children of all ages are able to perform in public?

[Baroness Barran (Con)]

My noble friend paints a wonderful picture; I think that the House can imagine the pleasure of those children involved. I was fortunate enough to go and see something similar with a number of school orchestras and choirs performing, and I absolutely agree with what she said. We continue to support such activities, and will do more in our cultural education plan. I remind the House that we have also included an hour of music a week as compulsory, as our expectation in the school curriculum.

Children’s Social Care Implementation Strategy (Public Services Committee Report)

Baroness Barran Excerpts

Wednesday 20th September 2023 Lords Chamber

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

My Lords, I congratulate the noble Baroness, Lady Morris of Yardley, on securing this debate and express my thanks on behalf of the Government to the whole committee for the important work it has done and the valuable insights in its report.

As we have heard in a series of powerful speeches this evening, children’s social care has the potential to transform lives for the better. Sadly, as the independent review and two other key reports set out last year, the system is not delivering consistently enough for the children and families it supports. The Government have heard the call for whole-system change and are committed to responding. Earlier this year, we published our implementation strategy, Stable Homes, Built on Love, which set out our bold and ambitious plans to transform children’s social care. I heard clearly from the opening remarks of the noble Baroness, Lady Morris, the need to convince not just her but others in this House of the urgency with which the Government are approaching this task. We have previously debated in this House the tension between really high-quality implementation and speed, and I hear and will take back to the department the concern about and criticism of the Government’s approach. However, I will try to reassure the House that it is based on a determination to get the implementation right, even if that means some delay in national rollout.

We have also published our draft children’s social care national framework and dashboard, which sets out in one place the outcomes that should be achieved for children, young people and families through local authority practice. It will aim to set national direction and raise the quality and consistency of practice. The noble Baroness, Lady Wilcox, asked about the use of data. I reassure her that that is central to our plans.

We heard from thousands of individuals in our three consultations, which launched in February with the strategy. Most particularly, I acknowledge the remarks of the noble Lord, Lord Willis of Knaresborough, and the personal story he told about one of the young people who gave evidence to your Lordships’ committee. I echo that the stories we heard from young people were the most powerful and were invaluable in helping to shape the strategy; we thank them for sharing them with us.

The committee launched its inquiry over the same period and assessed whether the reforms would achieve the transformative change the system needs. The report concluded that our strategy sets the right direction for the system. That mirrors what we heard through our public consultation on Built on Love. We will publish our response to this and the national framework consultation tomorrow—apologies to committee members that the timing did not quite align perfectly. We know there will be areas to go into further and that we will need to make available more detail on how we intend to deliver that reform, but we wholeheartedly support the case for urgent and extensive system-wide reform of children’s social care.

The £200 million investment over this spending review period sets the path for longer-term reform and provides an opportunity to test and learn from some of the most complex elements. Your Lordships made the comparison between the four-year national rollout in the independent review and the £200 million for the pathfinders. To be fair, we are not comparing like with like. The Government completely understand that this is not the scale of investment required for national rollout. Transformation on this scale will take time and commitment, and we need to balance the necessary reform with the need to ensure that we have interventions that we know work and that can be rolled out safely and effectively.

A number of your Lordships, including the noble Baroness, Lady Tyler, asked about the wider package of support and commitment that the Government were making. This funding of course builds on the £3.2 billion announced at the last Autumn Statement for adult and children’s social care and on further investments we have made, including the £259 million over the 2021 spending review period to maintain capacity and expand provision in secure and open residential homes, £230 million over this SR to support young people leaving care, £160 million over the next three years to deliver our adoption strategy, and £142 million to take forward reforms to unregulated provision in children’s social care.

A number of your Lordships, including the noble Lord, Lord Bach, and the noble Baroness, Lady Morris of Yardley, expressed very clearly their concerns about residential children’s homes. I absolutely hear and recognise some of the stories that the noble Lord, Lord Bach, referred to. When I worked in the area of safeguarding before joining your Lordships’ House, it was extraordinary how perpetrators could spot vulnerable children and adults like homing pigeons. So, sadly, I recognised the stories he told.

In addition to the capital investment and addressing the disproportionate role of private sector-run children’s homes in the sector, there is obviously the whole issue of recruitment and retention, which your Lordships understand very well and is a particular challenge in the residential children’s homes market. We are exploring options to introduce professional registration for staff working in children’s homes, alongside a national leadership programme aimed at recruiting new talent into the sector. We are clear that we need to raise the status and profile of those working in the sector to address the recruitment issues.

With regard to family help, as we heard in a number of your Lordships’ speeches, these reforms are central to ensuring that children grow up with loving relationships and stability. The noble Lord, Lord Hampton, talked about stable lives rather than stable homes. I would challenge him and say that the probability of having a stable life vastly increases if you start with a stable home. I do not think he would disagree too strongly—but, equally, stable lives are a great outcome also.

Through family help, we want to create a service that meets the whole needs of a family, works at building on their strengths, is delivered across multidisciplinary teams and makes sure that there is collaboration within local areas between partners. In July, we announced the first three local authorities that will be taking part in the Families First for Children pathfinder, to help us codesign this new model of working. It will go live in three areas in the autumn.

We also recognise the vital role that kinship carers play, as the noble Baroness, Lady Morris, and the noble Lord, Lord Shipley, acknowledged, in providing loving, safe and stable homes for children. We absolutely agree with the review’s finding that that support must improve. They are at the heart of our strategy. We have announced the local authorities involved in our family network pilots, which will promote the use of a family-first approach to children’s social care and test the impact of financial and practical support for families to support children to stay safely at home. We have also invested £2 million to deliver high-quality peer support groups, as we know from talking to families who offer kinship care that these groups can build very powerful supportive communities for them. We are also establishing a training and support offer, which will be accessible to all kinship carers within this SR period.

We are also rightly championing foster carers and all that they do to provide loving homes. We know that fostering can be hugely rewarding, but obviously recognise that it takes hard work, skill and dedication. We are investing £27 million to deliver a recruitment and retention programme so that foster care is available to more children who need it. I hope that the noble Baroness, Lady Armstrong of Hill Top, will be pleased that this will start in the north-east—her voice has been heard—before a wider regional rollout. The pathfinder will be fully up and running in the autumn.

The committee raised some important notes of caution with regard to regional care co-operatives. We think that this new model will represent a radical shift away from the way the sector currently commissions and delivers care placements, which is why we are working closely with Health and Justice to co-design it. We have invited local authorities to express interest in setting up a regional care co-operative pathfinder; we are now in the second phase of that process. However, I will take back to colleagues in the department the concerns that the committee raised in this regard.

Our strategy made firm our intention to put loving and stable relationships at the heart of children’s social care. We must have a system that empowers children and young people to feel seen and heard, whatever their needs. I note the remarks from the noble Lord, Lord Hampton, about the important role that education can play. As I think the House is aware, we are exploring how we can increase the role of schools and other education settings in multiagency safeguarding arrangements. We have consulted on our statutory guidance, Working Together, and will use learning from that to form the proposals on whether and how to make education a safeguarding partner.

Obviously, advocacy is incredibly important; your Lordships who bring great experience to this issue will have heard that again and again. We want to update and improve the system so that we can help children navigate it, particularly at times of transition, but we also want to be sure that we include ways that standards apply to some special residential settings and develop new standards for non-verbal children so that they too can access advocacy. We plan to consult on the guidance and standards in relation to this.

I want to update the House on where we are in relation to supporting our social work workforce. If I may say so, I take slight exception to the remarks from the noble Baroness, Lady Wilcox, about the Government’s strategy overall, including in this area. She often makes reference to what is happening in Wales; she did not do so on this occasion but I remind the House that, in its annual report, Care Inspectorate Wales talked about the real challenges around recruitment and retention, the real shortages in provision for children with additional needs, and the unprecedented increase in demand for care. I in no way wish to diminish the challenges that we face, but they are not unique to England or this Government.

The Government are already investing £50 million each year during this spending review period to recruit, train and develop our child and family social workers. However, we know that there is more to do to ensure that we fulfil our ambition of having a valued and skilled social worker for every child who needs one. Since publication, we have appointed eight early adopter local authorities to help design our early career framework and we are supporting local authorities to offer up to 500 social work apprenticeships.

We are also tackling working conditions. We have launched a national workload action group to make recommendations so that we can support social workers to spend more time with children and families. We will respond to our consultation on the agency workforce rules later this year; a number of noble Lords raised that issue.

The noble Baroness, Lady Tyler of Enfield, asked about therapeutic support for children who are adopted. Since 2015, over £300 million has been made available through the adoption support fund to help fund therapy for adoptive and special guardianship families.

She and the noble Baroness, Lady Wilcox, asked what we are doing in relation to mental health for children in care. In the Government’s strategy is a clear mission to reduce disparities in both long-term physical and mental health outcomes for children in care and care leavers. To do that, we have to work closely with our health partners. We will set out clear expectations of practice, including service planning and commissioning, through updated joint guidance with the Department of Health and Social Care. We want to make sure that that reflects the most recent published research on the emotional well-being needs of care leavers. We will revise and strengthen levels of knowledge and skill in relation to mental health in the social care workforce, including through the early careers framework.

I will finish by outlining some of the additional steps that we will take in the coming months to progress further in delivering our reforms. The Government will shortly publish responses to our recent consultations. The families first for children pathfinder and the “foster with the north-east” support hub will be live in the autumn. We will publish a kinship care strategy by the end of 2023, setting out our national direction, and a children’s social care data strategy. We will publish the national framework as statutory guidance by the end of the year. The dashboard rollout will be phased from 2024 to help us all learn and understand how well we are achieving the outcomes for children’s social care.

By updating our key statutory guidance, Working Together to Safeguard Children, we will clarify and simplify the existing requirements of practitioners to reflect updated best practice and support new policy. Our national implementation board continues to support, advise and hold the Government to account for the reform programme. I know that the noble Lord, Lord Carter of Coles, was particularly concerned about advocacy and the voice of children and young people. We are seeking to develop a children and young people’s advisory board to ensure that we hear the voices of those young people right at the heart of our decision-making.

I again thank the noble Baroness, all noble Lords who contributed to this important debate, and everyone who contributed to the inquiry and to our public consultations. I extend my particular gratitude for their courage to those with lived experience of the system who have spoken to us and to all the professionals whose work supports children and families across the country, every day. Delivering on this will take great commitment and focus from the Government, working together with local authorities and our partners in the system. We will prioritise working with those on the ground to make sure that we achieve the kind of change in children’s lives that everyone in your Lordships’ House wishes to see. I will end where the noble Baroness, Lady Morris, started: it is one thing to write words on a page, but we need to make it work in real life.

Schools: RAAC

Baroness Barran Excerpts

Tuesday 19th September 2023 Lords Chamber

[Baroness Twycross (Lab)]

My Lords, the number of schools known to be affected by the safety crisis is rising, but it is not just the number of schools affected by RAAC that matters: it is the lost learning, lost opportunity and disruption to pupils. Can the Minister confirm how many children’s education has been disrupted and how many of these are in their exam years? How will lost learning be made up for to ensure that children are not left behind?

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

My Lords, the noble Baroness has focused on exactly where the Government are focusing, namely face-to-face education. I take this opportunity to thank all the head teachers and school leaders who have worked tirelessly to make sure that children can, wherever possible, be in face-to-face education. As the noble Baroness knows, this morning we announced an updated list of schools: the number of confirmed cases of RAAC had risen from 147, reflecting the data as of 30 August, and what we published today, which reflects the data from 14 September, shows 174 schools. I am pleased to say that with the exception of one school, all children are either in full face-to-face education—in 148 settings—while 23 are in hybrid education, one is fully remote and one is a very new case which we are triaging at the moment.

In terms of lost learning, there is access to the Government’s national tutoring programme, and we will of course talk to schools and responsible bodies. There are disruptions to the school year; it is not exceptional, sadly, that children miss a few days’ learning but, happily for most of these children, it has been just a few days. If there are extended periods, we will look at that with the responsible bodies concerned.

[Lord Storey (LD)]

The Minister may recall that one of the first acts of Michael Gove as Secretary of State for Education was to cancel Building Schools for the Future. I well remember the impact it had on the city where I live. Also, the Chancellor of the Exchequer—

[Lord Storey (LD)]

The noble Baroness is right, to our regret. I have not been heckled before—it is quite impressive. Under the then Chancellor, there was a plan to build 200 new schools, but the funding for only 50 was provided. Parents are worried; how do we bring transparency to this issue and how do we reassure them?

[Baroness Barran (Con)]

Just to be clear on the Building Schools for the Future programme, there are schools today where we have found RAAC that would have been in that programme and were among those cancelled. There are also schools that got funding through it where we found RAAC, so it is not fair to say that Building Schools for the Future would have solved this problem. We are dealing with a number of cases that had funding through that programme which did not remove the RAAC and where we are now dealing with that.

The noble Lord is right that the department argued, as every department does, for as large as possible a settlement from the Treasury. We are very proud of our school rebuilding programme, but I also draw the House’s attention to the amount of capital that has been spent over the last 10 years both on condition funding and on building new school places. During this Administration, there has obviously been a bulge in pupil numbers which has led to around £2 billion a year, on average, being spent on building new places for pupils by either extending existing schools or building new ones. In the last spending review, the budget for condition funding—maintaining our schools—was increased by 28%.

[Lord Mann (Non-Afl)]

My Lords, are there many leisure centres used by schoolchildren as part of the school curriculum that are impacted by RAAC?

[Baroness Barran (Con)]

I am not aware whether there are leisure centres. The decision that we took in relation to schools reflected a number of factors. One was, obviously, the safety of pupils being paramount. Secondly, there was the speed with which we believed we could remediate most cases and, thirdly, the capacity and capability in estate management within the education sector. I am not an expert on leisure centres, but I assume that many will have dedicated expertise or have access to it.

[Lord Addington (LD)]

My Lords, can the Minister enlighten us as to whether the Government have looked at whether specialist classrooms have been taken out as a result of this, and what effect that will have on the curriculum? For instance, science labs would be an obvious example. Also, in the creative subjects, if you have lost a theatre or an arts room where you were doing ceramics, you cannot complete the course. If the Government are finding this out, what process do they have to try to get some of that information in and, if they cannot do that, what arrangements will they make for people taking those exams?

[Baroness Barran (Con)]

We have very good information on those issues. The noble Lord is right: it is extremely important that we establish that, and the Secretary of State was extremely clear in taking this decision that our operational response to support schools, which have been presented with a difficult decision at a difficult time in the school year, should be really well supported. For every school, we have a dedicated caseworker who co-ordinates all the strands of work that are going on to mitigate the RAAC. Then every school has a project director who is a technical expert; they will visit the school and work out with it the quickest mitigation plan. We have access to specialist classrooms and temporary classrooms for science. We have worked with the utility companies to ensure that the necessary energy, water and so on can be accessed, but there are some difficult cases. I am going on Monday to see a special school for children with profound disabilities. There are very significant requirements to make sure that those children also get access to the best education possible.

[Baroness Bennett of Manor Castle (GP)]

My Lords, RAAC was actually a popular building material in Europe and North America, Australia, New Zealand and Mexico, yet those areas do not seem to have had the same kind of problems. The Financial Times quoted the head of engineering at the University of Alabama, who helped to bring the product to the US in the 1980s, as saying that there seemed to be

“specific issues in the UK … with design, production and construction”.

Clearly, we are going to see a large amount of new buildings coming into schools, while there have been systemic problems in the long-term past. Is the Minister confident that the buildings coming in to replace them will be adequate and reliable for the long term? What is the Government’s standard length of building life when constructing a new school?

[Baroness Barran (Con)]

As the noble Baroness says, there have been suggestions—I think they are no more than suggestions and that it is a hypothesis—that what I call the recipe, which is probably not a very technical term for its technical specifications, for the RAAC that was manufactured in this country was potentially slightly different to those in other countries or that the installation of it was. There are questions about whether the overlap at the ends of the planks has been sufficient in all cases, but I would stress that those are just hypotheses as to why we face these problems.

The other issue is, genuinely, that we have been extremely proactive. We have spent the last 18 months working with schools. We were made aware in 2018 of the first plank failing at a school. Guidance was produced at that time and it has been updated regularly since. We have engaged with every school—98.6% of responsible bodies and schools in the country—to understand whether they have RAAC in their buildings, how they are managing it and whether they were mitigating the risk. It is through that proactive work that we identified these cases. On the design and production standards, we have been working closely with our chief scientific adviser in the department, who in turn has been working across government with CSAs in other departments, to ensure that our research and understanding of this building material and others is as high quality as it can be.