Covid-19 Pandemic: Educational Attainment

Debate between Baroness Barran and Baroness Blower

Wednesday 22nd May 2024 Lords Chamber

[Baroness Barran (Con)]

We in the department have worked very closely with each of those individual schools. Of course, the disruption may have affected coursework rather more significantly than specific exams. We have therefore worked with every school that has wished to have our support, providing them with the funding to support their children in order to be able to catch up on any learning that was lost for those pupils in exam years, but also liaising with and supporting them in their engagement with the exam boards.

[Baroness Blower (Lab)]

My Lords, will the Minister take the time to congratulate a class of children from Sulivan Primary School, in Fulham, who were the first to design a garden for the Chelsea flower show? It has been extraordinarily well received. It is called “No Adults Allowed”—although they did allow the King to go in. Does the Minister agree that gardening is brilliant for young people and there should be more of it in the curriculum—which could help with the post-Covid situation—and that it provides opportunities for careers beyond school?

[Baroness Barran (Con)]

I am delighted to join the noble Baroness in congratulating Sulivan Primary School on its garden at Chelsea. I take this opportunity to shamelessly plug the National Education Nature Park, which is available to every early-years setting and every school and college in the country. It looks at opportunities for children to get outside, including gardening, and develop skills; and at opportunities to collaborate with other schools.

Schools and Colleges: Special Educational Needs

Debate between Baroness Barran and Baroness Blower

Monday 15th April 2024 Lords Chamber

[Baroness Barran (Con)]

My noble friend makes a very good point. As the House knows, the Government have invested very large amounts of money in increasing capacity for special school places, rising by over 60,000 places since 2010, but the sector is still using independent schools. It would put huge pressure particularly on those children and their parents.

[Baroness Blower (Lab)]

My Lords, does the Minister accept that, notwithstanding the list she gave in response to the first Question, the underfunding in our mainstream schools system means that there are many children in mainstream schools whose needs are not being met? Does she further accept that, occasionally, those children who get plans in primary school find it difficult to find a secondary school, because secondary schools can choose not to take children with plans, thus making them undesirable to schools because they know they cannot meet their needs?

[Baroness Barran (Con)]

The national funding formula is structured, as the noble Baroness is aware, to make sure that funding is targeted towards pupils who need additional support. In 2024-25, over £4.5 billion, or about 10% of the formula, is allocated according to deprivation factors, and £7.8 billion, almost 18%, will be allocated for additional needs factors. Both those elements correlate with the prevalence of SEND.

Student Loan Interest Rates

Debate between Baroness Barran and Baroness Blower

Wednesday 27th March 2024 Lords Chamber

[Baroness Barran (Con)]

I would be delighted to talk to my right honourable friend the Secretary of State, but, as the noble Lord knows, this is a timing issue in terms of getting settled status. I appreciate that there is a lag in that happening.

[Baroness Blower (Lab)]

My Lords, what assessment have the Government made of the link between graduate debt, which inflates the debt-to-income ratio, and the inability of the younger generation to buy homes of their own?

[Baroness Barran (Con)]

I come back to my earlier answer: we have a system in which it is very clear that above a certain threshold, 9% of income goes to repaying part or all of a graduate’s debt. The overall package, obviously, in terms of affordability of mortgages and housing, is dependent on many issues, of which graduate debt is one.

Schools: Special Educational Needs

Debate between Baroness Barran and Baroness Blower

Monday 12th February 2024 Lords Chamber

[Baroness Barran (Con)]

As my noble friend knows, for some of the issues with waiting lists for assessment—which I recognise are incredibly worrying for parents and their children in particular—those reasons are complicated. As I have already said, we want to be sure that our mainstream education is inclusive and supports children before they get a formal diagnosis. That is some of the focus of our new national professional qualification for SEND leaders. We are increasing the number of educational psychologists by 400 from 2024. As I mentioned, we are developing the partnership for neurodiversity in schools between local authorities, integrated care boards and schools, supported by £13 million of funding, to make sure that schools respond to neurodiverse children as well as possible.

[Baroness Blower (Lab)]

My Lords, notwithstanding the Minister’s Answer to the Question from the noble Lord, Lord Addington, if she had a chance to read an article in the Observer yesterday, she will know that many schools up and down the country are facing deficit budgets and are required to make redundancies of both teaching and non-teaching staff, which means that the capacity to deal with all these issues—as well as others—is significantly reduced. When might the Government consider urgently putting in additional resources?

[Baroness Barran (Con)]

The Government have enormously increased support for children with special educational needs. The high needs capital investment is £2.6 billion between 2022 and 2025, which will create many more specialist places, which the Government absolutely acknowledge are needed. I remind the House that per-pupil funding next year will be the highest ever in real terms.

Education: 11 to 16 Year-olds

Debate between Baroness Barran and Baroness Blower

Thursday 8th February 2024 Lords Chamber

[Baroness Barran (Con)]

I absolutely agree with my noble friend that the committee’s report requires careful study and the Government will shortly respond formally. I cannot agree with him, however, about an overloaded curriculum or exam burden. Exams remain the fairest way that we know of assessing a student’s knowledge. The curriculum is critical for ensuring social justice in this country and making sure that disadvantaged children get the same opportunities as advantaged ones. Our reforms to T-levels underline our commitment to technical education.

[Baroness Blower (Lab)]

Does not the continuing existence of EBacc and its constraining effects on the secondary curriculum for 11 to 16 year-olds, squeezing out creative subjects, as the noble Lord said, mean that the Government are not succeeding in the DfE’s stated second priority of

“ensuring that young people receive the preparation they need to secure a good job and a fulfilling career, and have the resilience and moral character to overcome challenges and succeed”?

That is not done through the EBacc.

[Baroness Barran (Con)]

I just cannot agree with the noble Baroness. I am not sure which subjects in the EBacc she would suggest dropping. In 2010, 8% of children from disadvantaged homes were doing the range of subjects in the EBacc, compared with 25% from advantaged homes. That is now 27% for disadvantaged children and 43% for children from advantaged homes. The uplift in children from disadvantaged homes doing double science has been from 61% in 2010 to 95% today. We are very proud of that.

Schools: Catering Facilities and RAAC

Debate between Baroness Barran and Baroness Blower

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.

Core School Budget Allocations

Debate between Baroness Barran and Baroness Blower

Tuesday 17th October 2023 Lords Chamber

[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.

--- Later in debate ---

[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.

Schools: Music, Art, Craft and Dance

Debate between Baroness Barran and Baroness Blower

Monday 16th October 2023 Lords Chamber

[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.

Strikes (Minimum Service Levels) Bill

Debate between Baroness Barran and Baroness Blower

Committee stage
Thursday 9th March 2023 Lords Chamber

[Baroness Blower (Lab)]

One of the issues in teaching is precisely that all the voluntary activity is entirely without contractual arrangements. I am sure the Minister will agree that, if we bear down on people’s arrangements in the way this legislation proposes, good will—which is how we normally describe it—will evaporate as teachers will not feel valued and will certainly not feel properly rewarded.

[Baroness Barran (Con)]

I think the only thing I can say is that all these matters would be taken into account in any consultation if the Government decide to proceed.

SEND and Alternative Provision

Debate between Baroness Barran and Baroness Blower

Thursday 9th March 2023 Lords Chamber

[Baroness Barran (Con)]

My noble friend will have seen from the plan that, particularly in relation to employment, we are investing £18 million to double the capacity of the supported internships programme. We will work with the Department for Work and Pensions on the adjustment passport so that young people do not have to retell their story endlessly and that employers are clear about what support they need. On accountability, together with parents, local authorities and health partners, we will develop local inclusion plans and local inclusion dashboards—I appreciate that that sounds slightly Sir Humphrey-ish, if that is a term. Importantly, parents, providers and local authorities will be able to track and see the impact of their plans, to compare their performance to that of other local authorities, and to understand how they can build, improve and learn. We are committed to improving the quality of data that we use so that everyone in the sector, who are all doing their absolute best to deliver for those young people, can work as effectively as possible.

[Baroness Blower (Lab)]

My Lords, I am sure that no one would want to understate the importance of making sure that we do everything we can for children and young people with special educational needs and disabilities, and their families, but I believe that a lot of teachers have lost trust and confidence in the system, partly because of the £6,000 question but also because it is quite opaque in some cases, so a new approach is helpful.

It is good that the Statement talked about reducing the reliance on education, health and care plans, so that there can be access to what is ordinarily available in mainstream classrooms. Is the Minister aware that there are some difficulties for children in year 6 in accessing a place in a secondary school, because that school is able to say that it cannot meet the needs of that plan? Frankly, it is terrible that children are made to feel as though they are not wanted. I would be pleased if the Minister were able to say something about that.

I do not think that there is complete confidence in the profession about ITT, so I hope that we will continue to look at that. Finally, if we are going to rely continuously on teaching assistants, who do a fantastic job, we need to have regard not just to their training but to their level of remuneration.

[Baroness Barran (Con)]

On the noble Baroness’s first point about teachers having lost confidence in the system, I hope that some of the work that we are doing will help rebuild that. As she knows, the national standards will set much clearer definitions of need in particular, rather than necessarily diagnosis, so that there is clarity and consistency across schools and local authority areas.

We are also producing a number of practice guides for teachers and schools, which we hope will be really helpful. They focus on what are perhaps three of the most prevalent and important areas—autism, speech and language, and mental health and well-being—which, as the noble Baroness knows very well, are all extremely important issues. We are establishing the nine regional expert partnerships to create this co-operation between parents, local authorities, schools and health, ensuring that whatever we are doing is tested in practice to make sure that it works in the interests of both the child and the workforce.

I imagine that the question on the admissions issue is, in part, an extension of the first question on confidence. The other thing we see which is really different in different parts of the country is the degree of co-operation between real specialists. In some places, there are providers of special schools with huge expertise, which are in a position to work very collaboratively with their local mainstream schools, but that is less the case in other places. In the areas of alternative provision, behaviour management and support, and special educational needs and disabilities, that collaboration and co-operation is felt to be a really productive and rich place to start to ensure that every child can get to the school they want to go to.

Children: Bereavement Support in Schools

Debate between Baroness Barran and Baroness Blower

Monday 6th February 2023 Lords Chamber

[Baroness Barran (Con)]

I am happy to share with my noble friend in a letter more detail of the training, but it is something the department takes extremely seriously.

[Baroness Blower (Lab)]

My Lords, when I was still teaching, I was privileged to be able to attend bereavement training in order to be able to deal with that in primary schools—although I was part of a peripatetic team rather than attached to an individual school. Can the Minister say whether she believes that, actually, there is a need for peripatetic teams? Not all teachers will be able to be trained to the same level and, increasingly, they are trained in schools where the training might be of a variable standard.

[Baroness Barran (Con)]

I do not think we would want to be prescriptive about peripatetic teams. The point the noble Baroness makes is that schools need to be aware of what resources are available in their communities to support a range of issues, including bereavement. Your Lordships have focused a lot, rightly, on primary school, but I should add that the department is extending the early years professional development programme, with the aim of reaching up to 10,000 early years practitioners. That includes a module developed in partnership with the Anna Freud Centre, which allows them to identify acute stress and trauma in the children in their care.

Children’s Private Information: Data Protection Law

Debate between Baroness Barran and Baroness Blower

Monday 12th December 2022 Lords Chamber

[Baroness Barran (Con)]

The noble Lord raises an important point. The safety of our children is of course fundamental and the department’s role in protecting them is vital. If I may, I will write to the noble Lord on the details of his question.

[Baroness Blower (Lab)]

My Lords, the organisation Defend Digital Me sets out that the DfE extended the possible distribution of identifying pupil-level extracts from the national pupil database when Michael Gove was Secretary of State. This was done

“to maximise the value of this rich dataset”.

On reflection, does the Minister believe that that was a mistake?

--- Later in debate ---

[Baroness Barran (Con)]

I would be delighted to add that information.

[Baroness Blower (Lab)]

My Lords, again according to the organisation Defend Digital Me, the ICO found that the DfE’s policy on records was

“designed to find a legal gateway to ‘fit’ the application”.

If the Minister recognises that, can she say that it simply will never happen again?

[Baroness Barran (Con)]

I tried to be clear that the department has made very significant changes in its approach to data protection and privacy in relation to our internal systems and processes, to our communication with data subjects about their privacy, and to the culture of the department and the training and support that we put in place for colleagues.

Initial Teacher Training Providers

Debate between Baroness Barran and Baroness Blower

Monday 5th December 2022 Lords Chamber

[Baroness Barran (Con)]

I really am sympathetic to the issues that the noble Lord raises, but our principal focus is on the quality of initial teacher training, and then of course on the whole early career framework, to support teachers in the golden thread of support and training that the noble Lord has heard me talk about many times. That is our number one focus, and we will of course make sure that there is sufficient capacity and that those skills are used in the partnerships that I have already outlined.

[Baroness Blower (Lab)]

My Lords, does the Minister agree that, although there may be a place for school-based training, the fact is that all schools are under tremendous pressure of resources, and that training teachers should strictly be the role of university schools of education rather than our schools?

[Baroness Barran (Con)]

I am afraid I cannot agree with the noble Baroness, try as I might. The evidence is clear, from listening to teachers, that practical experience in the classroom is extremely valuable and that the school-based route is extremely popular and effective.

Education Technology: Oak National Academy

Debate between Baroness Barran and Baroness Blower

Monday 7th November 2022 Lords Chamber

[Baroness Barran (Con)]

I have to say it sticks in my throat to have private equity investors who are responsible for considerable distortions in the children’s home market lecturing the Government on distortions in the edtech market. More importantly, the Government are not distorting the curriculum. The Government are striving—I know that the noble Lord knows that this is true—to have the best curriculum for children. We know that teachers will make the best judgment on what curriculum their students need. That is why, apart from the curriculum from Oak’s own partners, which will be on the platform, it will also showcase more than 80 other curriculum models for providers so that teachers can make those comparisons.

[Baroness Blower (Lab)]

My Lords, however good the materials from the Oak Academy may be, I was very pleased to hear what the Minister said about other materials. I would like her to reassure the House that there is no intention, and never will be, that Oak Academy materials will become mandatory in schools, or even be perceived as required on the basis of support for those materials from Ofsted, to the exclusion of other curriculum materials and pedagogical style.

[Baroness Barran (Con)]

I am delighted to be able to reassure the noble Baroness that Oak will never be mandated; it is an optional resource for teachers.

Schools: Resources

Debate between Baroness Barran and Baroness Blower

Wednesday 2nd November 2022 Lords Chamber

[Baroness Barran (Con)]

I absolutely agree with the noble Lord that schools are an incredibly important part of their local communities. The Government’s position is that it will be up to individual schools to decide how to use their assets, but clearly those assets can bring in additional revenue for schools, so I would be most surprised if they cut them at the present time.

[Baroness Blower (Lab)]

My Lords, levelling up will not succeed unless schools are fully funded. That includes teachers’ and other staff’s salaries, as well as energy bills and all other costs, which the Minister has mentioned. I repeat my noble friend’s question: will the Minister make strenuous representations on the absolute need to fully fund school budgets?

[Baroness Barran (Con)]

We always make strenuous recommendations on that. Perhaps I was sensitive to the noble Lord’s phrase; I think he used the term “fight”. We are trying to work collaboratively to get to the best answer for the country.

Education: Philosophy

Debate between Baroness Barran and Baroness Blower

Tuesday 1st November 2022 Lords Chamber

[Baroness Barran (Con)]

If the House will forgive me, I am not sure I am entirely familiar with the term “A-levelisation”, but what I do know is that many more students are studying philosophy—almost twice as many in our universities—than are taking the A-level, so whatever we are doing at A-level is equipping our students to choose philosophy as an option later on.

[Baroness Blower (Lab)]

Is the Minister aware that many primary schools in England follow a course and teach philosophy for children and that they achieved some very interesting results? Would she be interested in meeting some of these practitioners to discuss how this functions in a primary setting?

[Baroness Barran (Con)]

I would be absolutely delighted to meet the teachers that the noble Baroness recommends. She will be aware that the disciplines of critical thinking are throughout our curriculum, including in the early years and foundation stages.

British Baccalaureate

Debate between Baroness Barran and Baroness Blower

Tuesday 21st June 2022 Lords Chamber

[Baroness Barran (Con)]

I can say to my noble friend that we have worked incredibly hard to reform both academic and, more recently, technical qualifications. I proudly wear my T-level badge, although it is slightly upside down. More importantly, there is a perception that one can do either academic or technical qualifications. In our response to the consultation on level 3 qualifications, published in July last year, we set out the groups of technical and academic qualifications that we will fund and how they can be combined.

[Baroness Blower (Lab)]

My Lords, although the Times education commission’s report is an extremely good piece of work with very good recommendations, other bodies were looking at the shape of our education system, particularly assessment, at the same time. So, although I wholeheartedly endorse the notion of having a day to look at this commission, it would pay dividends if the Government met all the commissions that have reported on the shape of our curriculum and assessment, and we thereafter debated all of them. I hope that the Minister agrees.

[Baroness Barran (Con)]

The Government engage with all the key stakeholder groups in this sector. We value enormously the expertise that they hold. However, I remind the House that attempts were made to deliver a broader 14-to-19 diploma but were not successful.

Schools Bill [HL]

Debate between Baroness Barran and Baroness Blower

Committee stage & Lords Hansard - Part 1
Wednesday 15th June 2022 Lords Chamber

[Baroness Barran (Con)]

I am unable to give any more clarification on that point at this stage. I am sorry that I cannot say anymore to your Lordships.

[Baroness Blower (Lab)]

I realise that the Minister is not able to say anything further about the timing with regard to Committee and Report, but could she say anything further in response to my noble friend Lord Knight about regulatory review, leaving aside the question of Report?

[Baroness Barran (Con)]

I have already said at the Dispatch Box that the regulatory review will begin within weeks. I am unable to say anything further about the other stages of the Bill.

--- Later in debate ---

[Baroness Barran (Con)]

I am glad that I have been promoted to be the noble Lord’s “noble friend”; things are looking up. I am very happy to take this offline with the noble Lord. It is just not case that the decision is made at that point, but I would be happy to meet with him and we can go through this in more detail, if that would be helpful.

Amendment 75 is concerned with existing stand-alone academies joining multi-academy trusts, which we discussed at length in the earlier group. The process by which an academy joins another trust is not set out in legislation; it is a matter for agreement between the two trusts and is subject to the approval of the regional director. I hope that noble Lords can forgive me for repeating myself. When considering any application for a stand-alone academy to join a MAT, the regional director will consider what stakeholder engagement has taken place, and the views expressed by stakeholders.

I do not believe that it is necessary or appropriate to provide for very specific consultation requirements in legislation. Stakeholder engagement is already embedded in the decision-making process. However, I agree that the process by which academies join trusts should be transparent—here, I am a little more optimistic about reassuring the noble Baroness, the noble Lord and other noble Lords opposite. As part of the regulatory review, which I have mentioned previously, we will consider the scope to clarify the arrangements for engaging with stakeholders when a stand-alone academy joins a multi-academy trust.

In the light of Amendment 68 in my name, and given these assurances, I ask the noble Baroness, Lady Blower, to withdraw her Amendment 60, and that other noble Lords do not move their amendments. I apologise to the noble Baroness, Lady Wilcox of Newport, that I did not echo the birthday wishes, but I wish her a very happy birthday.

[Baroness Blower (Lab)]

Before I begin my remarks, I wish many happy returns to my noble friend on the Front Bench.

Never in my wildest dreams would I think of the Minister as Machiavellian—absolutely not. However, the lived experience of many people is that discussions over issues to do with academisation, moving into MATs or other such things have not always been open and the system has not always been transparent. I am personally aware of representatives of particular unions who, after being called in to see head teachers, have been briefed and then been told that the matter is absolutely confidential, and that they must say nothing to any member outside that room. I am not saying that this is the position the Minister would take, but it is the lived experience of a lot of people who genuinely believe that there should be proper and open consultation. We can say that those head teachers were doing it completely wrongly, but the fact is that it would have impacted those union members, and there is the impact of someone in the school now knowing something which the parents and students do not know.

There is clearly something here about the need constantly to reinforce the fact that consultation should be open, appropriate and transparent. This is probably why, although the Minister said these things in very reassuring tones, I cannot see why we would not specify the need to consult with particular groups of people, including parents, staff and so on. This remains an issue. I am delighted that the Minister thinks that it is inevitable, but my experience is that consultation has not always been inevitable. However, I would like to believe that it was.

I will comment on the intervention by the noble Lord, Lord Deben, about neatness, which I thought was very entertaining. To him, I would add: I do not think that all local authority schools are like cookie cutters and exactly the same; they pride themselves on the fact that they have a particular ethos. That comes from the student intake, the particular group of staff they have, the governors and the head’s style of leadership, so I do not think that they are all the same.

I am sure that those who have visited very many maintained schools will agree with me that they are quite different, whether they have a uniform or not—all sorts of things do make them different. But I was entertained by the noble Lord’s remarks about neatness. Again repeating that nothing in my remarks suggests anything Machiavellian, although I am not completely reassured by everything, at this stage I beg leave to withdraw the amendment.

Schools Bill [HL]

Debate between Baroness Barran and Baroness Blower

Committee stage & Lords Hansard - Part 1
Monday 13th June 2022 Lords Chamber

[Baroness Barran (Con)]

I must explain to the Committee that I am not able to give a firm date on that today, but as soon as I am able to, I will update the House.

[Baroness Blower (Lab)]

In the debate last week, I was delighted to commend the wisdom and clarity of the noble Viscount, Lord Eccles. If it is impossible for the Minister to say anything more about how this process is going to proceed, she may find herself with requests for any number of meetings with the noble Viscount, but also with any number of people from these Benches, because how we are proceeding does not really seem to be comprehensible or explicable. If we are actually interested in improving things for children and young people through the education system, there is something different we should be doing.

[Baroness Barran (Con)]

I apologise to the noble Baroness. I do not think there is much I can add beyond what I have already said, which is to underline that as soon as I can clarify further, I will.

Turning to Amendment 33, I thank the right reverend Prelate the Bishop of Bristol for moving this amendment on behalf of the right reverend Prelate the Bishop of Durham. As she knows, the Government are a strong supporter of schools provided by the Church of England and by other religious bodies. We believe strongly that they bring great richness and diversity to our school system. That is why we have included measures in the Bill to ensure that statutory protections are in place for academy schools with a religious character, to ensure that their unique powers and freedoms are appropriately safeguarded. The power to designate a school with a religious character is already enshrined in existing legislation. I give a clear commitment that the Government will not use the powers in Clause 3 to affect the designation of academy schools with a religious character.

I appreciate that the right revered Prelate’s concern extends beyond the intentions and commitments of this Government. However, we are committed to ensuring that schools with a religious character remain an important element of our school system in the future. I offer my reassurance that we will give further consideration to ensuring that the powers in Clause 3 could not be used to undermine this.

On Amendment 34A, in the name of the noble Baroness, Lady Wilcox, I am willing to make a commitment on the Floor of the House to your Lordships that the Government will always undertake a full consultation with representatives from the sector prior to any regulations being laid which exercise the power in Clause 3. Those regulations will also be subject to the affirmative procedure.

On Amendment 35, in the names of the noble Baronesses, Lady Chapman and Lady Wilcox, by removing further education institutions from the scope of this power, we would lose the ability to make these adjustments in relation to 16 to 19 academies, with the possibility that we could introduce complexity to the regulatory framework rather than streamlining it. On that basis, I ask the noble Lord to withdraw his amendment and other noble Lords not to press theirs.

Schools Bill [HL]

Debate between Baroness Barran and Baroness Blower

Committee stage
Wednesday 8th June 2022 Lords Chamber

[Baroness Blower (Lab)]

My Lords, given the lateness of the hour, I will comment but briefly. Notwithstanding that some of us on these Benches have found this a difficult Bill to amend in the way we might have wanted, I hope the Minister can see that, by proposing the super-affirmative procedure, we are seeking a way through so that we can improve the Bill, at least from our perspective, although I hope that, on reflection, the Government might also consider that the Bill will have been improved.

[Baroness Barran (Con)]

My Lords, this group of amendments seeks to apply additional procedural requirements to the use of the powers in Clause 1. I have heard again your Lordships’ concerns about the centralisation of power over academies with the Secretary of State but, again, we want to do this so that we have a regulatory system which is more transparent and accountable to Parliament than the one which we currently have.

The noble Lord, Lord Hunt, invites me to consider carefully the super-affirmative procedure. The spirit of the regulations is that they will be subject to the affirmative procedure each time they are laid, allowing Parliament the opportunity to scrutinise, debate, and vote on them. We recognise the importance of consulting representatives from the sector on regulations and, as I have said before, the Government will always undertake a consultation on the regulations prior to them being laid.

The noble Baroness, Lady Bennett, referred to the report and impact assessment on the exercise of the powers. The Secretary of State will of course consider very carefully the likely and actual impact on academy trusts of any standards set out in the regulations.

Turning to Amendment 83, I say that Clause 1 is not designed to increase burdens on academy trusts, and that includes burdens associated with regulatory compliance. Clause 1(7) allows the conferral of the Secretary of State’s regulatory functions to another person. It is important that we ensure that the right accountability arrangements are in place. In some cases that will be ensured by Ofsted and Ofqual. It is already the case that the Secretary of State can delegate responsibility for some elements of regulatory compliance, such as in relation to the monitoring of exams and other assessments. The provisions in Clause 1(7) ensure that this can continue to happen under the academy standards framework. I therefore invite the noble Baroness to withdraw her amendment.

Special Educational Needs and Disabilities Review

Debate between Baroness Barran and Baroness Blower

Wednesday 30th March 2022 Lords Chamber

[Baroness Barran (Con)]

My noble friend raises an important point. She is right that early years education, even before reception, has consistently been proven to be absolutely fundamental to strengthening a child’s readiness for school and educational potential over their life, as well as for wider educational outcomes. We propose to increase the number of staff with an accredited level 3 SENCO qualification in early years settings to improve the special educational needs and disability expertise in those settings by up to 5,000 additional practitioners.

[Baroness Blower (Lab)]

My Lords, my noble friend Lord Watson has had a good deal more time to look in detail at this Green Paper than I have, but I look forward to some conversations about it with the Minister. My question follows rather well from those of the noble Lord, Lord Addington, and the noble Baroness opposite. One issue about early intervention is that there is a paucity, not to say an absence, of the study of child development in the initial stages of teacher training and education. Frankly, if teachers are not exposed to that in their period of training, they will be ill equipped to recognise these difficulties early in their career. I implore the Minister to have a little look at initial teacher training and education, just to make sure that everything that we are saying is consistent, so we really can address the needs of all children.

Having said, that, we have had two Statements on education in two days—it is great, is it not—and there is a great deal to welcome in this Green Paper. However, we must all acknowledge that there is much more to do for children and young people with special needs and disabilities. We all, I hope, acknowledge that the challenges are not new. As it says in the Green Paper, the pandemic has exposed and exacerbated pre-existing difficulties. Some of us in this Chamber who have been teachers will know, and will have been having an uphill struggle in saying, that there is enormous unmet need and enormous challenges. However, the Green Paper also helpfully says, on page 13, that

“We need a system where decision-making is based on the needs of children and young people, not on location”.


That is absolutely right. If a child has a need, it should be met.

It may be that the standardisation of the education and healthcare plan will help with that, and it may also help, as I think it suggests in the Green Paper, with some elements of reducing staff workload. But however much we have the ambition, the lived reality for children and young people has to be, as the book says, that they get the right support at the right time, so I applaud that.

[Baroness Blower (Lab)]

Is the Minister absolutely confident that there will be sufficient funding going forward? I have one specific question. Why is it that the special schools with alternative provisions will be free schools, when it is very clear that local authorities will have a significant role to play in the delivery of these improvements? Why can they not be commissioners of providers of schools?

[Baroness Barran (Con)]

In answer to the noble Baroness’s second question, they could potentially be presumption free schools. However, as she knows, all new schools are free schools. On early childhood development—this was not her question, but just to clarify—content on special educational needs and childhood development is part of the initial teacher training curriculum. I am extremely interested in early childhood development. As the noble Baroness knows, I ran a domestic abuse charity for many years, so I am looking forward to a longer conversation with her on that.

In relation to funding, the noble Baroness will know that we have moved fast to try to meet the increase in funding needs, which have gone up by 40% over the past few years. It has been an unsustainable situation, and we have worked hard with local authorities to try to manage the pressures they are under. We hope that this approach will mark a step change in the funding that is required and how it is spent.

Schools White Paper

Debate between Baroness Barran and Baroness Blower

Tuesday 29th March 2022 Lords Chamber

[Baroness Blower (Lab)]

My Lords, I do not doubt the commitment of the Minister to equality for all children. However, in responding to the White Paper, the National Children’s Bureau comments that too many children still live in poverty. That must be addressed for education success to follow. The White Paper has left many in education underwhelmed and, as my noble friend Lord Watson said, it has left our schools underfunded.

In all the years that academisation has been an option, only 44% of schools have taken it, some voluntarily, often with inducements, and some not. No solid evidence can be adduced that academy status per se equates to better outcomes for young people. School leaders have declared that total forced academisation would be a distraction, so why does the Minister think that politicians know better than school leaders?

With one in six children reporting mental health difficulties, an opportunity to reassess assessment and the curriculum should have been taken. The potential for centralisation of pedagogy through Oak Academy is a problem. It looks like deskilling our teachers, with talk of “delivering” lessons. While the White Paper is about England, will the Government take the opportunity to learn from the very good practice in evidence in Scotland and Wales, including on school governance, curriculum and assessment?

[Baroness Barran (Con)]

I thank the noble Baroness for her remarks. On academisation, she will be aware that the picture is very different in secondary and primary education. About 78% of secondary schools are now academies compared to about 38% of primaries. She questions their performance. Our emphasis has been very clear. We are talking about creating strong trusts and we are building on the experience of the existing strong trusts. If all children did as well as pupils in the top-performing 10% of trusts at key stage 2, our results nationally would be 14 percentage points higher, going from 65% to 79%, and would be 19 percentage points higher for disadvantaged pupils. I know the noble Baroness shares my passion and the passion of my colleagues in the department for supporting particularly those disadvantaged children.

On Oak Academy, far from deskilling teachers, we are going to make the most enormous investment in teachers in terms of teacher training opportunities and continuing professional development at all stages of a teacher’s career. We are aware that, particularly in primary, individual teachers are writing lesson plans from scratch. Oak Academy is by teachers, for teachers and of teachers. It is there as an option for teachers. Again, I know the noble Baroness shares our concerns about teacher workload. One way we can support teachers is by providing them with the best-quality curriculum to draw from.

National Tutoring Programme

Debate between Baroness Barran and Baroness Blower

Thursday 24th February 2022 Lords Chamber

[Baroness Barran (Con)]

As I say, it is relatively early in the academic year. The programme started in September and if the noble Baroness looks at last year’s data, she will be aware that, even though there were no exams, the numbers taking these courses picked up very strongly ahead of the summer term. As I mentioned, we will be publishing the first stage of the evaluation in autumn 2022.

[Baroness Blower (Lab)]

My Lords, can the Minister be sure that wherever the programmes are being delivered, there is sufficient emphasis on oracy—on speaking and listening? In many communities, particularly deprived ones, there may well have been a loss of confidence in speaking and even much slower language development. Of course, this underpins literacy and numeracy. It is clearly important that oracy should figure significantly in these tutoring programmes.

[Baroness Barran (Con)]

I absolutely agree with the noble Baroness about the importance of oracy. My understanding is that there is some discretion, so that tutoring can be tailored to the individual needs of the child.

Higher Education: T-Levels

Debate between Baroness Barran and Baroness Blower

Thursday 24th February 2022 Lords Chamber

[Baroness Barran (Con)]

I absolutely agree with my noble friend about the value of work experience and the whole philosophy of T-levels—that students undertaking them will be work-ready. I am aware that there has been disruption to opportunities for work experience—caused principally by the pandemic—but, having designed the qualification with employers, we remain confident that those opportunities will emerge.

[Baroness Blower (Lab)]

My question follows rather well from the previous question. In the information to employers, the Government say:

“At the heart of each course, a 45-day industry placement will give you early access to the brightest talent entering your market”.


How are we going to ensure that this happens? The Minister has responded to that point, but what oversight will there be to ensure that this really is good-quality work experience?

[Baroness Barran (Con)]

I am happy to write to the noble Baroness and send more details on the oversight. We know that local colleges are working closely with their employers so that the framework and aspirations of T-levels will be delivered most effectively.

Capita: Turing Scheme Contract

Debate between Baroness Barran and Baroness Blower

Thursday 27th January 2022 Lords Chamber

[Baroness Barran (Con)]

The noble Earl is right to raise the issue of tuition fees, but I am sure he is aware that even under Erasmus+ half of mobility placements were outside Erasmus+. Judging by the incredible success of our universities announced yesterday, with 605,000 international students coming to our universities —a ratio of two to one of in-placements to out under Erasmus—I do not think it is our top concern.

[Baroness Blower (Lab)]

My Lords, I declare an interest as a member of the APPG for modern and foreign languages. Removing the Turing scheme from the British Council, which has a global reach and reputation, is questionable. Awarding it to Capita, whose list of public sector failures in England is extensive, is frankly incredible. How does the Minister justify this decision? Is it based on an ideology that, axiomatically for her, “public sector bad, private sector good”, even in the face of evidence to the contrary?

[Baroness Barran (Con)]

No, I tried to set out at the beginning how the decision was taken but I can give the noble Baroness more detail. The criteria for appointing the new provider were based 70% on quality and 30% on cost. Within that 70%, 10% was in relation to social value and Capita came out as the stronger provider on both counts.

Alternative Education

Debate between Baroness Barran and Baroness Blower

Wednesday 15th December 2021 Lords Chamber

[Baroness Barran (Con)]

The noble Lord is right. About 83% of children in alternative provision have special educational needs and 24% of them are on an education, health and care plan, compared with 4% in the wider population. We will be looking at all the best evidence and research to make sure in the SEND review that we deliver for these children who, for the most part, have had a difficult start in life and we need to support them in the best way we can.

[Baroness Blower (Lab)]

My Lords, given that the reason for young people being in alternative provision is that they have been less than successful in mainstream settings and given that academies and free schools do not have to follow the national curriculum, does the Minister think that there is a reason to look at the national curriculum so that more schools, including all our academies, might think it was fit for purpose?

[Baroness Barran (Con)]

I do not think that there is any suggestion that the educational quality in our academies is not fit for purpose. I hope the noble Baroness would agree that it is crucial that when we plan provision in an area, we first consider our most vulnerable children—of whom this is an important group—and make sure that they get the education that they deserve.

Education: Teacher Departures

Debate between Baroness Barran and Baroness Blower

Wednesday 3rd November 2021 Lords Chamber

[Baroness Barran (Con)]

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

[Baroness Blower (Lab)]

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

[Baroness Barran (Con)]

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

Schools: Examination Assessments

Debate between Baroness Barran and Baroness Blower

Tuesday 12th October 2021 Lords Chamber

[Baroness Barran (Con)]

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

[Baroness Blower (Lab)]

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

[Baroness Barran (Con)]

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

Racism in Sport

Debate between Baroness Barran and Baroness Blower

Tuesday 13th July 2021 Lords Chamber

[Baroness Barran (Con)]

The noble Lord is very familiar with the approach we are taking to address online harms, which we hope will be comprehensive and effective. I will take his suggestion back to the department, but I cannot reassure him today at the Dispatch Box whether we can progress it.

[Baroness Blower (Lab)]

My Lords, I recognise this is outwith the Minister’s brief, but does she agree that we must now include specific anti-racist teaching in the curriculum for initial teacher education and in the national curriculum, given that racism in sport reflects racism in society at large?

[Baroness Barran (Con)]

The noble Baroness is right; it is outwith my brief. What I will say is that the Government take incredibly seriously the racist behaviour we have seen in this case but also, sadly, in others. I agree that thinking about how children grow up and their expectations is really important.