School Funding: Special Educational Needs

Debate between Baroness Barran and Baroness Wilcox of Newport

Thursday 23rd May 2024 Lords Chamber

[Baroness Barran (Con)]

The report focused on the state-funded sector and is therefore not related to VAT in education.

[Baroness Wilcox of Newport (Lab)]

My Lords, research has found that children from the most disadvantaged areas are less likely to be identified with SEND and that they face higher thresholds for accessing support. Is that further evidence of the failure of this Government’s education policy?

[Baroness Barran (Con)]

No, I do not accept that. As I said, this Government have focused very much on supporting schools and teachers to do their critical job brilliantly, and we should not question that. The support that we have put in for special educational needs has been unparalleled compared to any previous era.

Universities: Financial Sustainability

Debate between Baroness Barran and Baroness Wilcox of Newport

Tuesday 21st May 2024 Lords Chamber

[Baroness Barran (Con)]

I recognise my noble friend’s concerns. We are committed to retaining the prestige and brand of UK higher education, which has been so successful in attracting international students. I repeat that the Government are reflecting on the findings of the MAC report. However, I point out that it found no widespread abuses of the system but pointed to specific concerns, including the use of recruitment agents.

[Baroness Wilcox of Newport (Lab)]

My Lords, the system is not working for students or universities. The issue with the Office for Students is clear, and the Government have worn down relationships with universities by ignoring this impending crisis. Does the Minister believe that there is a clear duty on the Government to step back and look at the approach that they have been pursuing?

[Baroness Barran (Con)]

I just cannot agree with the noble Baroness. Our universities are tremendously successful. Student numbers, both domestic and international, have risen year on year and funding has increased—for English universities by 50% since 2015-16. Clearly, the report was very helpful, constructive and nuanced in the way that it set out some of the risks for the sector, which need to be worked through.

Higher Education: Arts and Humanities

Debate between Baroness Barran and Baroness Wilcox of Newport

Wednesday 1st May 2024 Lords Chamber

[Baroness Barran (Con)]

This is a very important subject and, I may say, goes wider in terms of critical thinking and understanding the information that we receive both in reality and online. I do not have the specific figures for religious studies on their own, but historical, philosophical and religious studies have declined over the last three years, as the right reverend Prelate said, but only by 5%. Multiple issues impact on that, but I think we also see young people seeking debate, and the moves that we have made as a Government on free speech within our universities are critical to underpinning that.

[Baroness Wilcox of Newport (Lab)]

My Lords, the Government indicated that they would publish a cultural education plan by the end of last year, but they have given no commitment on a date for publishing. If they are keen, as we are, to put creativity at the heart of education, can they now give us a timeline for the publication of the plan?

[Baroness Barran (Con)]

I am unable to give the noble Baroness a precise timeline, but the Government have already acted on cultural and creative education, for example through our investment in the institutes of technology: all 21 of these will be open by this autumn and seven are already working directly with creative, film and entertainment industries, addressing just the sort of cultural and creative jobs that I know the noble Baroness aspires to.

School Inspections: Funding

Debate between Baroness Barran and Baroness Wilcox of Newport

Wednesday 17th April 2024 Lords Chamber

[Baroness Barran (Con)]

It would be up to the trust, in relation to an academy, or the local authority to address those specific weaknesses. The department has led on the development of a framework of professional qualifications: leadership qualifications for heads, executive leaders and senior leaders. All those frameworks are clear about the role of leaders in complying with the law in relation to safeguarding and statutory guidance. As my noble friend knows very well, that statutory guidance, Keeping Children Safe in Education, is extremely clear on recruitment practices, DBS and wider appointment checks, but also on referrals back to the Disclosure and Barring Service if someone is dismissed or removed.

[Baroness Wilcox of Newport (Lab)]

Ofsted reports have seen a sevenfold increase in references to sexual assault since 2017. Mentions of safeguarding issues have doubled and mentions of sexual harassment have risen from zero to 106. How are the Government ensuring that the regulator is able to identify where safeguarding problems exist on a regular basis if further funding is constrained?

[Baroness Barran (Con)]

The fact that Ofsted is identifying more issues of this type reflects a few different things. Clearly, as in society more broadly, sadly, we do not know whether some of these issues are increasing in volume or whether we are just getting better at identifying them. For the safety of children, it is crucial that Ofsted identifies them, but it is even more important that the schools identify them, and do so early, because Ofsted inspections are periodic and children need to be safe every day.

Independent Schools

Debate between Baroness Barran and Baroness Wilcox of Newport

Monday 18th March 2024 Lords Chamber

[Baroness Barran (Con)]

I agree with the noble Earl. Independent schools have shown themselves to be areas of great innovation, but we also see important innovation in our state sector. Particularly where the two come together, we see some of the best results.

[Baroness Wilcox of Newport (Lab)]

Over nine in 10 students study at state-funded schools. Teacher recruitment is in crisis, there is poor mental health support for pupils and school buildings are collapsing. If the Government will not support Labour’s pledge to end tax breaks for private schools, can the Minister tell the House how they intend to fund solving the multitude of problems facing the state school sector?

[Baroness Barran (Con)]

I remind the noble Baroness that teacher numbers are at an all-time high. I do not deny that there are recruitment challenges, but it is important to be fair about the context. I also remind her that pupil funding next year will be at an all-time high in per-pupil terms. I refer her to the recent results of our pupils in the international leagues tables for both reading and maths, and the dramatic improvement in their performance over the last 14 years.

Skill Shortages in Business and Industry

Debate between Baroness Barran and Baroness Wilcox of Newport

Wednesday 28th February 2024 Lords Chamber

[Baroness Barran (Con)]

I am aware that we are doing a great deal of work to try to understand some of the issues that the noble Lord rightly raises, and which are particularly acute in some of our shortage occupations. I am not aware whether we track specifically how to encourage people to return, but I will take that back to the department.

[Baroness Wilcox of Newport (Lab)]

Apprenticeship schemes are essential for developing vital skills in young people, yet in the last decade apprenticeship starts have fallen by one-third, while over £1 billion raised by the apprenticeship levy goes unspent every year. Does the Minister accept that the apprenticeship levy requires a total revision of how companies are encouraged to offer apprenticeships?

[Baroness Barran (Con)]

Apprenticeship starts fell because we had to do so much work with what we inherited as an apprenticeship system to make sure that we offered the quality that employers required. I do not agree that the apprenticeship levy requires a major overhaul. In the last two years, the levy has effectively been fully spent; where it is not spent by levy-paying employers, either they can spend 25% of the levy on companies within their own supply chains, so enhancing that productivity, or it can be spent by small and medium-sized enterprises. I wonder what the noble Baroness would say to them if her party was to be elected and go through with its proposed policy.

Ofsted: Pupil Absence Rates

Debate between Baroness Barran and Baroness Wilcox of Newport

Tuesday 13th February 2024 Lords Chamber

[Baroness Barran (Con)]

As the right reverend Prelate knows, Ofsted is about to start its Big Listen exercise, so maybe that is one of the questions that could be asked. He asks an important question about how the data will be used. There is more we can do within the department on analysing and breaking down the data into more actionable insight for schools, and we will start engaging with trusts and local authorities on that very shortly. We need to be careful to make sure that children who really have major barriers to coming to school and whose attendance is very poor are not conflated with those who are in school nine or nine and a half days out of 10. It is about how we get those ones, too, over the line.

[Baroness Wilcox of Newport (Lab)]

We have a crisis of attendance in our schools. Research from the Centre for Social Justice reveals that more than one in four parents think that school is not essential every day. It is essential. What can the Government do to repair the relationship between schools and families, which has deteriorated greatly in recent years?

[Baroness Barran (Con)]

Again, we have to be very careful not to make sweeping generalisations. We are seeing lots of green shoots in terms of attendance and higher-level attendance, particularly in transition year groups such as year seven, when children go from primary to secondary school. There are important things we can build on, such as having open, honest, regular communication with parents, pointing out if a child has not been coming into school and trying to understand why. But more importantly, celebrating with a parent a child’s attendance or performance in school is to be encouraged.

Schools: Special Educational Needs

Debate between Baroness Barran and Baroness Wilcox of Newport

Monday 12th February 2024 Lords Chamber

[Baroness Barran (Con)]

I can only refer again to what I just mentioned: the £2.6 billion between 2022 and 2025 to deliver additional new specialist places, which will of course be closer to where children are. I absolutely share the noble Lord’s concerns about children having to travel out of area.

[Baroness Wilcox of Newport (Lab)]

My Lords, school absences are one of the key issues for our school system, but absence rates are, by one measure, 10% higher for autistic children and even higher for children with a SEND statement? What assessment have the Government made of the interaction between the lack of provision for SEND support and absence rates? How do the Government plan to target the persistent absence of SEND pupils in particular?

[Baroness Barran (Con)]

The noble Baroness knows that absence rates for children with special educational needs have always, rightly or wrongly, been higher than those for children without special educational needs. In part, there is an assumption that such children may also experience greater incidence of ill health. The Government are focusing on a very detailed analysis, looking at patterns across different schools and identifying which practice is working to make sure that those children are back in school, and then sharing it through our attendance hubs. That is important, because we know that children with special educational needs, more than any other children, thrive when they are in school all the time.

Education: 11 to 16 Year-olds

Debate between Baroness Barran and Baroness Wilcox of Newport

Thursday 8th February 2024 Lords Chamber

[Baroness Barran (Con)]

I respect my noble friend enormously, but I think that the evidence overall does not support that. We need to make sure that children have a really strong grounding in mathematics, sciences, English language and English literature, particularly if we want them to follow vocational courses. We have seen in other countries—for example, in Scotland—what has happened with a very well-intentioned policy. I have no doubt about the motivation of those who introduced the Curriculum for Excellence, which looks very like some of the elements that your Lordships are raising—but look at what has happened to our schools in Scotland.

[Baroness Wilcox of Newport (Lab)]

Some 80% of secondary schools are not required to follow the national curriculum, which has led schools to prioritise early teaching of GCSE courses over the variety of subjects intended for key stage 3. Can the Minister tell us whether the Government will support Labour’s call to reform the curriculum to deliver a better foundation in core subjects, which will ensure that children do not miss out on creative and practical ones too?

[Baroness Barran (Con)]

There is plenty of room in the curriculum; I refer the House to the 2011 review of these matters by the noble Baroness, Lady Wolf, which made it clear that the curriculum has space within it for all the subjects which the Government value and which the noble Baroness refers to.

Children’s Care Homes: Private Equity

Debate between Baroness Barran and Baroness Wilcox of Newport

Tuesday 30th January 2024 Lords Chamber

[Baroness Barran (Con)]

We have announced our new social care strategy. The noble Lord will be aware of the independent review of children’s social care, which we have acted on. We are now starting to implement the initial pathfinder sites to test our new family-led approach to social care. As he said, these are vulnerable children and families, so we need to do this judiciously.

[Baroness Wilcox of Newport (Lab)]

The Minister previously spoke of bringing in financial oversight to children’s social care. Figures from PoliticsHome show that the average placement now costs £281,000, which has risen by 25% over the last two years. Clearly, swift steps need to be taken to bring down those costs. She has previously alluded to the money going in, but can she be clear about the timeline for a new financial oversight regime and how it will help?

[Baroness Barran (Con)]

As I said, bringing forward the legislative changes necessary to implement a new regime depends on parliamentary time. However, we are not wasting any time in trying to support the foster market, for all the reasons that noble Lords have already set out.

Coram’s Charter for Children

Debate between Baroness Barran and Baroness Wilcox of Newport

Tuesday 16th January 2024 Lords Chamber

[Baroness Barran (Con)]

I thank my noble friend for his question. Of course, he is right about the number of closures, but overall, the workforce has increased by 4% in the last year. My noble friend asks about action now: we have announced an increase in the hourly rates paid to providers, to £5.88 for three to four year-olds, and up to £11.22 for the under twos. We are allowing parents to register their interest early in the new free childcare provision, allowing nurseries to expand. We have increased the flexibility for childminders to deliver their services outside the home.

[Baroness Wilcox of Newport (Lab)]

Improving children’s lives should centre on ensuring that we deliver high standards for all children in all schools. According to an IFS report released last month, schools serving more disadvantaged pupils have seen larger spending cuts since 2010. How do the Government justify this gap in pupil spending?

[Baroness Barran (Con)]

I do not fully recognise the figures that the noble Baroness refers to. As she knows, we have been adjusting school funding to try to move towards a national funding formula. We have also invested increasingly in the pupil premium to support precisely the children whom she and the Government are most concerned about.

Universities: Nuclear Energy Sector Skills

Debate between Baroness Barran and Baroness Wilcox of Newport

Thursday 7th December 2023 Lords Chamber

[Baroness Barran (Con)]

I absolutely do not accept that the UK Government are not on track to meet their climate targets. We are ahead of every other major nation, as the noble Earl knows. We are also doing a lot of work in relation to green skills. Again, we will publish a green jobs plan in the first half of 2024, but we have very attractive green skills offers across every level, from skills boot camps up to the highest possible qualifications.

[Baroness Wilcox of Newport (Lab)]

My Lords, when I questioned the Minister on skills on 27 November, she replied that the Government had announced £200 million of funding for local skills innovation funds. Are the Government aware of any examples of these local funds being available or currently used in the nuclear energy sector?

[Baroness Barran (Con)]

It depends what the noble Baroness means by the nuclear energy sector. There are some big and strategic employers, and we can see regionally—in places such as Cumbria, unsurprisingly, and Bridgwater—that there is a concentration of activity, particularly in higher education and apprenticeships. If we think more broadly of the supply chain for nuclear, I can be very confident that it is included.

Jobs Market: Graduates

Debate between Baroness Barran and Baroness Wilcox of Newport

Monday 27th November 2023 Lords Chamber

[Baroness Barran (Con)]

The Government are committed to the development of apprenticeships at all levels, including, for example, degree apprenticeships for nurses in the NHS. In relation to the earlier question, we are also exploring teacher apprenticeships. I will have to write to the right reverend Prelate on the specifics of the funding of backfilling.

[Baroness Wilcox of Newport (Lab)]

Can the noble Baroness tell us why the Secretary of State has cut the higher technical education skills injection fund by one-third, down from £32 million to £21 million, at a time when the country is facing major skills shortages? It is just another example of short-termism, selling the country—and graduates—short.

[Baroness Barran (Con)]

The noble Baroness talks about £32 million; our skills reforms are backed by an investment of £3.8 billion over the course of this Parliament to strengthen higher and further education. In particular, we announced £200 million of funding for local skills innovation funds, supporting the local skills partnerships led by employers.

Children’s Care Homes: Reform

Debate between Baroness Barran and Baroness Wilcox of Newport

Monday 20th November 2023 Lords Chamber

[Baroness Barran (Con)]

To be fair, we need to be careful not to generalise too much. We have had some egregious examples, of which the most notable recently was the Hesley Group, with terrible abuses happening in children’s homes. We also have some very high-quality providers which are focused on many things, including the transition to which the noble Lord refers.

[Baroness Wilcox of Newport (Lab)]

Local authority budgets are absolutely squeezed; profiteering is eye-watering; there are reports of horrendous abuse; and vulnerable children are being sent half way across the UK. What will the Government do to end the profiteering and ensure that children in care receive the best the system can offer?

[Baroness Barran (Con)]

I have already talked about the change to the financial oversight that we want to bring in the children’s social care market. The noble Baroness will also be aware that we are introducing a regional model for providing homes for children and we are working with partners both within the sector and in health and justice to co-design this. We will be piloting two regional care co-operatives, which we hope will rebalance that power dynamic between the providers and the local authorities.

Schools: Special Educational Needs

Debate between Baroness Barran and Baroness Wilcox of Newport

Wednesday 15th November 2023 Lords Chamber

[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.

Schools: Catering Facilities and RAAC

Debate between Baroness Barran and Baroness Wilcox of Newport

Monday 23rd October 2023 Lords Chamber

[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.

Cultural Education Plan

Debate between Baroness Barran and Baroness Wilcox of Newport

Tuesday 17th October 2023 Lords Chamber

[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.

Schools: Music, Art, Craft and Dance

Debate between Baroness Barran and Baroness Wilcox of Newport

Monday 16th October 2023 Lords Chamber

[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.

Prison: Support for Dependent Children

Debate between Baroness Barran and Baroness Wilcox of Newport

Tuesday 18th July 2023 Lords Chamber

[Baroness Barran (Con)]

The work with the pre-sentence reports is being rolled out more widely. Your Lordships will agree that the fact that a woman before them is a mother feels like quite a basic thing that the courts should take into consideration, but that is not where we have stopped. We are looking at working more with women’s centres that can offer support, including residential women’s centres, and at the conditions in which women and babies can benefit from mother and baby units.

[Baroness Wilcox of Newport (Lab)]

My Lords, we already heard that around 17,000 children’s mothers are sent to prison every year. How do we know the impact of separating mothers and children when the Government collect no clear data on pregnant women and mothers in the criminal justice system?

[Baroness Barran (Con)]

As the noble Baroness understands very well, on one level we know the impact of separation, which is a very traumatic event, particularly for the child. We also know that separation is likely to be associated with a number of other very serious traumas for a child, including maternal mental health issues and substance misuse. We look at addressing those in the round, which is why we are working on a fundamental reform of children’s social care, to make sure that these children get the support they deserve.

Industrial Training Levy (Engineering Construction Industry Training Board) Order 2023

Debate between Baroness Barran and Baroness Wilcox of Newport

Wednesday 5th July 2023 Grand Committee

[Baroness Wilcox of Newport (Lab)]

My thanks go to the Minister for the clear and concise manner in which she laid out this statutory instrument and what it seeks to achieve. The Opposition welcome its current continuance.

We know that the purpose of the instrument is to enable the engineering construction industry to raise and collect a levy on employers. Some years ago, industry training boards were transformed from statutory to non-statutory bodies. The CITB and the ECITB retained their statutory status and powers. We are now considering this routine order.

The CITB exists to ensure that the construction workforce has the right skills for not just now but the future based on three strategic priorities: careers; standards and qualifications; and training and development. However, there is a distinct market failure in the development of skills in the construction industry. This is partly due to the trading conditions, incentives and culture that fail to lead to a sufficient level of investment in skills by employers.

Sadly, it is not just this sector of business. Many employers have failed and continue to fail their employees’ upskilling needs, which leads to low levels of productivity. The introduction of the apprenticeship levy six years ago pointed to this fact. The Government needed to encourage employers to invest in skill development, and legislation was needed to support this encouragement.

The economic success of any country relies on delivering key infrastructure. There is a further economic benefit, and this industry provides a wide range of employment opportunities, many of them well paid, highly skilled and with career progression.

Nevertheless, there are intrinsic sectoral barriers that hinder workforce training and the development of skills. Employment in the sector is linked closely to the actual project, which means that there are high numbers of temporary workers and a lot of movement between employers. Furthermore, training costs are high in such a skilled industry and many core engineering skills are transferrable to other industries. This results in individual employers lacking the incentive to train their workforce out of fear of plundering by rival firms. There are few incentives for individual employers to train since the work is often short-term and the labour force highly mobile. This means that long-term skills are overlooked; these are vital, especially in engineering.

The ECITB is right to claim that it helps to make the labour market in engineering construction more efficient and effective. Its intention is to address this market failure by providing grants to employers to train their workforces. I understand that funding from the apprenticeship levy supports apprentices across all sectors and occupations, whereas the ECITB is specifically for the engineering construction industry, using levy funds to provide direct grants to employers to train staff or develop the skills of their existing workforce.

Employers have long asked to be able to use the levy for a wide range of training, not just apprenticeships. Does the Minister have any update for us on whether that change might happen? We have seen more than a decade of decline in skills and training opportunities, which is making the United Kingdom poorer. Businesses, especially those in the engineering construction industry, are unable to fill job vacancies, are being held back by a lack of people with the skills they need and have growing skills shortages. How are the Government addressing these skills shortages in the short, medium and longer term?

Young people and adults are ambitious for their families’ futures. They want to learn new skills to get new jobs or progress at work. However, they are being let down and are unable to find training opportunities. Apprenticeship starts have plummeted, with 200,000 fewer people starting these training opportunities. More than 11 million people in the UK lack the basic digital skills needed in our economy while four in 10 young people are leaving education without the qualifications that they need to get on.

By harnessing the ambition and determination of British people, a Labour Government will face these challenges and create a skills system that works for businesses and people across our country. Labour will give businesses the flexibility that they are asking for to train their workforce and deliver growth. We will start by turning the apprenticeships levy into a growth and skills levy so that it can be used on the greater range of training courses that businesses tell us they need, so that adults can gain new skills and businesses not just in this sector but across the whole economy can grow.

In the intervening time, His Majesty’s Opposition support the continuance of the current scheme through this industrial training levy order.

[Baroness Barran (Con)]

I thank the noble Baroness for her support for this order and for recognising the importance of skills training in this area. She paints a rather bleaker picture of the situation as it stands today but certainly raises some helpful points, which I will try to clarify.

The noble Baroness asked what the Government’s vision for skills is, both in the short and medium term. I am not sure that time permits me to go into all that but I hope she will recognise that the Government have made a huge investment in skills and apprenticeships, whether that be in the new T-levels, many of which are targeted towards some of the skills demands in engineering and construction, as well as more widely, with the reform of level 4 and level 5 qualifications, the introduction of the lifelong learning entitlement and the provision of boot camps for skills—including digital skills, to which the noble Baroness referred.

With regard to the apprenticeship levy, although I absolutely do not suggest that the noble Baroness is in this camp, for the record, I feel that there is a slightly outdated understanding of the use of the apprenticeship levy. In the financial year 2021-22, 99.6% of the £2.5 billion apprenticeship budget was spent. I appreciate that, in previous years, there were underspends but, in fact, demand for apprenticeships is going up. The awareness and absolutely rightful recognition of the value of apprenticeships, including degree apprenticeships, is much more widespread among young people today than it was even just a few years ago. That programme has gained a lot of traction.

Returning to the order, it is clear from the support that the ECITB’s proposals received from levy-paying employers that the engineering construction industry continues to believe that it is right that training is funded through a statutory levy system. As previously stated, this sector is absolutely critical to delivering the infrastructure projects required to meet the environmental challenge of reducing the UK’s carbon emissions to zero by 2050. The levy system must continue to be used to help develop a pool of skilled labour, both now and in the future, for this critical sector.

If the levy ceased, it would fall on employers to determine their own training arrangements, devise their own standards and qualifications, and cover the full cost of training. Further, without the grants provided by the levy, many small businesses would simply not be able to afford to train their workforce. There is a firm belief that, without the levy, there would be a serious deterioration in the quality of training, creating a deficiency in skills levels and capacity and, crucially, leaving the sector unable to deliver key projects vital to the UK’s economic growth.

Higher Education: Arts and Humanities

Debate between Baroness Barran and Baroness Wilcox of Newport

Wednesday 28th June 2023 Lords Chamber

[Baroness Barran (Con)]

The Government of course recognise the points that the noble Baroness makes, but it is also important that students are really well informed and understand the choices they make when they opt for one qualification or another, particularly in relation to the debt that they might take on. That is why we are so keen to encourage degree apprenticeships in the creative industries, for example, because of all the opportunities that offers.

[Baroness Wilcox of Newport (Lab)]

My Lords, among UEA’s alumni of novelists and Nobel laureates was a former colleague of mine. We taught together in the English department of a high school in Newport. Her teaching skills were exceptional, honed by her years studying the arts at UEA. Notwithstanding the Minister’s previous responses, what, if anything, are the Government doing to ensure that such motivating arts teachers continue to graduate from our universities and thus inspire a love of the arts in our children and young people?

[Baroness Barran (Con)]

A love of the arts can come from many sources—importantly from universities and schools but also from wider cultural experiences. As the noble Baroness knows, we are committed to the bursaries that we are putting in to support particularly the modern foreign language teachers that were referred to but also our wider commitment to the creative industries in this country.

Teacher Training: Dyslexia and Autism

Debate between Baroness Barran and Baroness Wilcox of Newport

Thursday 22nd June 2023 Lords Chamber

[Baroness Barran (Con)]

There is no question of the Government lowering the standard. What the Government are seeking to do with the introduction of the national professional qualification for SENCOs is to ensure real consistency in SENCO training and qualification, and that it is practically focused and based on the best evidence possible.

[Baroness Wilcox of Newport (Lab)]

My Lords, last March Matt Hancock told the Times Educational Supplement that the lack of neurodiversity training in initial teacher training is “striking” and needs to change. Can the Minister tell us if anything has changed in this policy area since that statement was made over 15 months ago by a former Tory Health Secretary?

[Baroness Barran (Con)]

I know that the noble Baroness is a former teacher, so she brings professional insight to this. We had very serious expert panels, including educational experts, on special educational needs and disabilities, both for the core content framework and the reform of initial teacher training. All of them were clear that trainees need to be able to teach everyone, and one of the great skills of a teacher is being adaptive. There also needs to be a pathway to experts in a school, and that is where the SENCO comes in.

Free Music Education

Debate between Baroness Barran and Baroness Wilcox of Newport

Monday 12th June 2023 Lords Chamber

[Baroness Barran (Con)]

My noble friend is absolutely right and I thank him very much for drawing this to the attention of the House.

[Baroness Wilcox of Newport (Lab)]

My Lords, in Wales the National Music Service is carrying out a review of the terms and conditions for local authority-hosted music service teachers, commencing this autumn. It will look at whether the lack of teacher retention and pay is a factor in delivering good music education throughout all key stages. Have the UK Government thought of doing something similar in England?

[Baroness Barran (Con)]

We have just published a national plan for music education, Arts Council England has just carried out a consultation review of our music hub approach and we have published a new model music curriculum, so it is fair to say that this area has received a lot of attention.

School Uniform Policies

Debate between Baroness Barran and Baroness Wilcox of Newport

Monday 12th June 2023 Lords Chamber

[Baroness Wilcox of Newport]

To ask His Majesty’s Government, following the recommendation of the Welsh Minister for Education that school governing bodies should review uniform policies, what assessment they have made of the case for doing this in England.

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

My Lords, following the publication of statutory guidance in November 2021, all schools in England should already have reviewed their uniform policy and made changes to ensure their uniforms are affordable for parents. The Cost of School Uniforms guidance came into force in September 2022. It requires schools to ensure their uniform costs are affordable and that parents get the best value for money. Schools should be fully compliant with the guidance by September 2023.

[Baroness Wilcox of Newport (Lab)]

I thank the Minister for her Answer and the statutory guidance being put in place. But the Government have never been clear about how they are going to assess the success of the guidance. Has it reduced costs for parents? Are schools complying with it? Are stronger policies such as the ones we have in place in Wales needed? Can the Minister please tell us whether there are any plans to review its implementation?

[Baroness Barran (Con)]

In terms of complying with the guidance, which is obviously statutory, any concerns that a parent might have about a school’s uniform policy need to be raised with the school in the first instance through its complaints process. If the parent is then unhappy with the outcome of their complaint, they can, of course, raise it with the department.

Performing Arts: GCSE and A-level Qualifications

Debate between Baroness Barran and Baroness Wilcox of Newport

Wednesday 26th April 2023 Lords Chamber

[Baroness Wilcox of Newport]

To ask His Majesty’s Government what assessment they have made of the decline in the number of entries to GCSE and A-Level qualifications in the performing arts over the last decade.

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

My Lords, this Government remain committed to pupils receiving a high-quality cultural education, including in music, dance and drama. GCSE entries in arts subjects as a proportion of all entries went from 11.8% to 9.7% between the academic years 2011-12 and 2021-22, while A-level entries in arts subjects over the same period went from 13.1% to 11.2%. Over half of pupils in state-funded schools currently enter for at least one arts GCSE or technical award.

[Baroness Wilcox of Newport (Lab)]

I thank the Minister for that Answer and I will give her some figures back. There has been a reduction of 25% in entries for GCSE music, 30% for drama and, significantly, 60% for performing arts, with similar figures at A-level. Are any steps being taken by the department to ensure that this trend is reversed in future and, specifically, have the Government considered the merits of reimagining publicly funded performing arts provision, as is being done, for example, in Wales? Is it not time the Government guaranteed access to arts, music and drama clubs for every child, irrespective of background and wealth?

[Baroness Barran (Con)]

The noble Baroness cited a number of statistics, but I would say in response that, since 2016, uptake of the speech and drama vocational technical qualification has more than doubled, as has uptake of the music VTQ. My understanding is that the performing arts GCSE no longer exists, but the broader point the noble Baroness makes is being addressed through our cultural education plan and the national plan for music education, which aims to reach just the children the noble Baroness refers to.

Special Educational Needs: Employment Support

Debate between Baroness Barran and Baroness Wilcox of Newport

Monday 24th April 2023 Lords Chamber

[Baroness Barran (Con)]

I know my noble friend feels very strongly about this, and I hope he welcomes the Government’s commitment to introducing a new national professional qualification for SENDCOs that will replace the existing qualification, and the commitment to increasing the number of educational psychologists in our schools, which we have already started to deliver on.

[Baroness Wilcox of Newport (Lab)]

My Lords, I thank the Minister for her answers to date, but I would like to probe a little further. Last month, in the SEND and AP improvement plan, the Government committed to publish guidance to support

“effective transitions between all stages of education, and into employment in adult services”.

Given that the Secretary of State acknowledged that parents have lost trust in the system, is the Minister able to give parents a timeline for when they might get this important guidance?

[Baroness Barran (Con)]

The first guidance we will deliver will be on early language support, autism and mental health and well-being. Those practice guides will be available by the end of 2025. I do not have the date for the transitions guidance but I will be happy to write to the noble Baroness with that.

International Higher Education Students

Debate between Baroness Barran and Baroness Wilcox of Newport

Tuesday 21st March 2023 Lords Chamber

[Baroness Wilcox of Newport (Lab)]

Does the Minister agree that it is regrettable that universities, and particularly their international students, increasingly are seen by some vocal commentators as a convenient political battlefield rather than existing for the public good? Given reports that the Government are considering reforming migration rules for international students, can the Minister confirm whether a comprehensive impact assessment has been conducted around the proposed changes?

[Baroness Barran (Con)]

Quite obviously, in all areas of policy there are different aspects which we would consider in great detail—the economic impact, our international soft power, which I mentioned, and a number of others.

Schools: Data, Digital and Financial Literacy

Debate between Baroness Barran and Baroness Wilcox of Newport

Tuesday 14th March 2023 Lords Chamber

[Baroness Barran (Con)]

If one looks from the other end of the telescope, the noble Earl will be aware that the Government were proactive during Covid in making sure that children who could not access a laptop and the internet were given equipment to be able to do so.

[Baroness Wilcox of Newport (Lab)]

My Lords, my party has long been calling for reform of the citizenship curriculum to include practical life skills such as budgeting and, most importantly, young people staying safe online. Are the Government still committed to keeping the curriculum in England as it is at present, despite large gaps in the current provision for the children and young people of the 21st century?

[Baroness Barran (Con)]

I have the advantage of having the citizenship curriculum in front of me. I should like to reassure the noble Baroness and the House that it absolutely covers the issues that she raises. It looks at saving, spending and use of money through key stages 1 and 2 but, in particular, budgeting and managing risk at key stage 3 and beyond.

Children: Bereavement Support in Schools

Debate between Baroness Barran and Baroness Wilcox of Newport

Monday 6th February 2023 Lords Chamber

[Baroness Barran (Con)]

I thank the right reverend Prelate for the invitation; I would be delighted to meet with them.

[Baroness Wilcox of Newport (Lab)]

My Lords, as the Minister will know, the Government’s £8 million Wellbeing for Education Return training programme was launched in 2020, with the aim of helping children to process the impacts of the pandemic. What is the Government’s assessment of equality of access to this programme between deprived and affluent areas across the United Kingdom?

[Baroness Barran (Con)]

I do not have the breakdown that the noble Baroness refers to. She referred to the 2020 return programme, which was followed by the recovery programme in 2021. Looking at those two years, I am aware that 14,000 schools and colleges, out of roughly 22,000 nationally, got those resources.

Secondary Schools: Autistic Pupils

Debate between Baroness Barran and Baroness Wilcox of Newport

Thursday 26th January 2023 Lords Chamber

[Baroness Barran (Con)]

I have referred to some of the interventions. I talked about the three-year universal training contract in schools and colleges, which began in April last year. We have funded work on transition—£18 million for supported internships for those with the most complex needs. In addition to that early intervention, we also want to bring clarity to parents, teachers, local authorities and commissioners about what the nationally expected standards of provision are so that it feels like a clear, transparent and fair playing field.

[Baroness Wilcox of Newport (Lab)]

My Lords, while I understand and indeed respect the Minister’s previous responses on this Question, nevertheless the Government continue to delay the publication of their SEND review consultation response. Children, many of whom will be autistic, will be unable to reach their full potential and thrive in appropriate educational settings. These children are being let down. Minister, how much longer will they have to wait?

[Baroness Barran (Con)]

I think I have already said that the implementation plan will be published early this year.

Children’s Private Information: Data Protection Law

Debate between Baroness Barran and Baroness Wilcox of Newport

Monday 12th December 2022 Lords Chamber

[Baroness Wilcox of Newport (Lab)]

On behalf of my noble friend Lady Chapman, and with her permission, I beg leave to ask the Question standing in her name on the Order Paper.

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

My Lords, the department takes the security of the data that it holds extremely seriously. At the time of the breach, it was already working closely with the Information Commissioner’s Office. The department has made significant, positive progress in improving its processes. The ICO has recommended in the reprimand notice that the department continue with its current improvement plans, and we will publish an update in early 2023.

[Baroness Wilcox of Newport (Lab)]

My Lords, I thank the Minister for her Answer, notwithstanding—for noble Lords who are not aware—that the Information Commissioner’s Office formally reprimanded the DfE for prolonged misuse of the data of 28 million students over a 16-month period. The department breached GDPR by allowing online gambling companies to use pupil information to build their age verification systems. The reprimand concluded that the processes put in place by the DfE were woeful. Can the Minister confirm how this happened, how the Government will prevent such a shocking breach happening again and whether they will apologise to the 28 million students affected?

[Baroness Barran (Con)]

I absolutely understand why the noble Baroness probes hard on this Question. The Government have made significant changes to their learner registration system, and those were noted by the Information Commissioner’s Office in its letter to the department in November this year. We previously did not have a centralised data protection function in the department. We were in the process of setting it up when we discovered this breach, and it is now in place.

Child Hunger in Schools

Debate between Baroness Barran and Baroness Wilcox of Newport

Tuesday 22nd November 2022 Lords Chamber

[Baroness Barran (Con)]

I will say two things in response. First, of course we will keep the policy under review. But I am sure that the noble Lord would accept that you cannot take funding for free school meals separately from other elements of support for vulnerable families. Secondly, the point that I have been making is that the support for those families, under this Government, has been targeted and extensive.

[Baroness Wilcox of Newport (Lab)]

My Lords, the food strategy of just this year said that it hoped it would spark a school food revolution. This has not happened. The Chefs in Schools report makes for stark reading and includes shocking revelations about the sheer scale of child hunger. When will the UK Government follow the Welsh Labour Government’s lead in providing breakfast clubs and investing in all our children?

[Baroness Barran (Con)]

I have already referred to the point about breakfast clubs. The Government are already investing in breakfast clubs and we remain open to new evidence, but our focus is on the most vulnerable.

Schools Bill [HL]

Debate between Baroness Barran and Baroness Wilcox of Newport

Report stage & Lords Hansard - Part 1
Monday 18th July 2022 Lords Chamber

[Baroness Wilcox of Newport (Lab)]

The amendments in this group have attendance at their core, and nothing is more important. In addition to being directly related to physical health, the attendance of learners in school is affected by well-being and mental health, and by attitudes towards learning and schooling. My noble friend Lord Hunt and the noble Lord, Lord Storey, made some important points regarding children with medical conditions. The interrelationship between attendance and general well-being is considered so strong that attendance has often been taken as a measure for well-being in previous data collection. We know that attendance has a strong impact on learner outcomes, standards and progression. I can tell you from first-hand experience that examination outcomes strongly correlate to attendance rates.

Amendments 118J and 118K, proposed by my noble friend Lord Mendelsohn, seek to deal with the current gaps in legislation, addressing important issues surrounding attendance and its promotion by educational institutions, and would require a review of any avoidance of the legislation as it develops, which we support.

[Baroness Barran (Con)]

My Lords, the fourth group of amendments relates to school attendance orders and independent educational institutions. I thank my noble friend Lord Lucas and the noble Baroness, Lady Brinton, for Amendments 87 and 89. However, we are concerned that these could work directly against the child’s best interests by increasing the time that a child could spend in potentially unsuitable education. We do not regard the issuing of a preliminary notice as an extreme penalty that warrants such justifications for issuance. We believe that a local authority should be able and required to take steps to determine the suitability of education being provided where there has been insufficient or inaccurate information given.

The local authority is already legally required to consider all relevant factors in determining whether it is expedient for a child to attend school, including whether it is in the child’s best interests. I hope that reassures the noble Lord, Lord Shipley, who tabled Amendment 91. To reiterate, “expedient” in this context means that it must be

“advantageous; fit, proper, or suitable to the circumstances of the case”

for the child to attend school. Of course, as the noble Baroness, Lady Wilcox, said, it will almost always be in the child’s best interests to attend school if they are not receiving suitable education, but there may be cases in which it could be argued that another solution would be better for the child—for example, if the child is physically or mentally too unwell to attend school.

On Amendment 96, tabled by the noble Baroness, Lady Brinton, we have been clear through our recently published school attendance guidance that local authorities are expected to work closely with other services and partners, such as health services. Paragraph 79 of the guidance—I am worried that the noble Baroness is at home saying to her screen, “But who gets to paragraph 79?”, but I know that she will get to it—says that local authorities are expected to

“Build strong relationships with a range of services and partners that can help with specific barriers to attendance and how to access them.”


It then lists services that local authorities are expected to work with, which include health, children’s social care and youth justice services, to which the noble Baroness referred. I know she is concerned about what happens in cases where the guidance is not followed, and I am happy to write to her to set out our response to those situations in more detail.

As already mentioned, government Amendments 71 and 72 would prevent the school attendance order process being triggered where parents simply do not know the information required.

With regard to Amendment 88, tabled by my noble friend Lord Lucas, I must reiterate the importance of local authorities remedying the situation for any child who is not receiving a suitable education, in the shortest time possible. The introduction and reduction of timeframes in the school attendance order process will help achieve this. However, I remind the House that, as my noble friend mentioned in earlier debates, even with the timeframes set out in the Bill, a child could still potentially be without suitable education for a period of at least 51 days, without extending this any further.

Schools Bill [HL]

Debate between Baroness Barran and Baroness Wilcox of Newport

Committee stage
Wednesday 22nd June 2022 Lords Chamber

[Baroness Wilcox of Newport (Lab)]

My Lords, this is a technical question and compassion for parents who are often struggling to deal with vulnerable children must be factored in. These amendments are intended to simplify the immediate duty to one of registration, leaving it to the local authority then to inform the parents of the other requirements and increase the timescale to accommodate additional responsibilities on parents. School days are used to exempt parents from having to disrupt holidays to provide the required information. These all seem sensible alternatives to what is currently proposed by the Government. I conclude by asking the Minister what analysis lies behind the Government’s choice of a 15-day period in these proposals.

[Baroness Barran (Con)]

My Lords, again, I thank my noble friend Lord Lucas, the noble Baroness, Lady Garden of Frognal, and the right reverend Prelate the Bishop of St Albans, represented tonight by the right reverend Prelate the Bishop of Blackburn, for Amendments 120, 120A, 121, 122 and 122A. As debated with your Lordships earlier this evening, the relevant period has been set at 15 days to minimise the amount of time that children are potentially not in receipt of a suitable education and to allow local authorities to use their powers effectively. Therefore, extending this timeframe could reduce local authority visibility where, for example, a child might be missing education, and prevent them quickly redirecting their resource, where a child ceases to be eligible for registration, to those children and families still eligible. As I said in the earlier group, our approach to this has been to look at the total length of the process and consider the balance between the requirements placed on parents and providers with the rights of the child to access a suitable education as quickly as possible. As I said, the amendments would increase that from 51 days to 120 days, and I am sure all the former teachers in the Committee will be able to convert that into a term or more in a nanosecond. That is the reason we would resist these amendments.

Turning to Amendment 124 from the noble Baroness, Lady Garden, the response time for providers has been set to 15 days for similar reasons—so that local authorities can be sure that their registers are accurate and they are discharging their duties effectively to ensure that children are in receipt of a suitable education. By extending the timeframe, local authorities would not be able to identify where certain children are receiving their education or, at worst, if they are attending unsuitable settings such as illegal schools.

Finally, turning to Amendment 134: we consider extending the 14-day period unnecessary, as a person served with a warning notice is already able to extend their period to respond to 28 days if they provide notice that they will be making representations. Therefore, I would ask the noble Baroness, Lady Garden, to withdraw her Amendment 120 and other noble Lords not to move theirs.

--- Later in debate ---

[Baroness Wilcox of Newport (Lab)]

My Lords, the general thrust of these amendments is to make school attendance order conditions easier for parents by, for example, increasing the information handover period, compelling consideration of the child’s relevant medical conditions—looking at the child holistically.

An important factor that has not had enough mention is that of the impact of poverty on attendance. Poverty affects school attendance for a variety of reasons, and in the third decade of the 21st century some children are unable to attend school because their parents cannot afford fuel or travel costs, or they are more likely to be absent with sickness as their families cannot afford heating or hot water, or to provide a healthy diet.

For some children, not having the right uniform and missing breakfast are barriers to them setting foot in school. Children are having to take days off school due to unwashed, ill fitting or shabby clothes. This often leads to bullying, which is a huge concern when children are unable to dress like their peers and have poorer-quality clothing, shoes and school bags. I have seen and experienced these issues first-hand as a barrier to attendance, and teachers themselves often provide for children in these desperate circumstances. It cannot be right that in a society as wealthy as Britain, we still have children living like this. Poor attendance adds to the inequalities that they face.

We know that schools are often the first point of contact when dealing with such inequalities, so it is important that we have the correct resources and tools to deal with them. Our Amendment 144 ensures that schools’ attendance policies consider how to support staff who have been given new responsibilities for implementing the policies. This whole Bill will give hard-pressed teachers even more responsibilities, so we require recognition of that and to get them the support that they deserve in those areas.

Naturally, none of these measures will increase the resources for education, financial or physical. In the debate on Monday, I noted to your Lordships the paper-thin state of local government finances, and schools are finely balanced within that equation. Such an increase in monitoring and evaluation of attendance policies will be yet another job for an already hard-pressed member of the senior management team in a school. I have served in that capacity for decades; it is an extremely stressful occupation. This is one reason it is increasingly difficult to recruit heads and deputies in the secondary sector.

Our Amendment 146 will mandate the Secretary of State to produce a breakdown of those fined to allow assessment of disparities and compel them to consider the measures to address this. If we examine the data, attendance fines and fixed penalty notices are vastly skewed towards women, who are more often caregivers, and less affluent people, who are more often dealing with truant children. The Secretary of State should be forced to recognise this injustice and tackle it. I pose the question: where is the levelling-up agenda here?

I must stress that we do not disagree with this clause in principle. I set out earlier that we must ensure that the children at greatest risk attend school regularly, but I must press the Minister on what her department’s hard evidence is—whether behavioural science or otherwise—that fines will increase the information given or get more absent children into school. Children with poor attendance need support and staff need the resources to help them deal with it.

[Baroness Barran (Con)]

I thank my noble friend Lord Lucas, the noble Baronesses, Lady Wilcox, Lady Chapman, Lady Brinton, Lady Bennett and Lady Garden, and the noble Lord, Lord Knight, for their amendments in this group. I shall speak to Amendments 136 to 143, from the noble Baroness, Lady Garden, and Amendments 136A and 137A, tabled by my noble friend Lord Lucas. We have worked closely with a group of local authorities in developing the timeframes set out in the Bill. As we discussed in previous groups on school attendance order timeframes, we want to ensure that the school attendance order process is as efficient as possible, so that any child not receiving a suitable education is placed in adequate provision swiftly and can benefit from the full-time education to which they are entitled. 

Amendment 143D, tabled by my noble friend Lord Lucas, would bypass the existing procedures under the Children and Families Act 2014 and associated secondary legislation for amending an education, health and care plan. Clause 49, as drafted, does not prevent a parent seeking to have the name of a school changed or removed from their child’s education, health and care plan, in line with the existing process and timescales set out in the Act. Following that process, a parent may apply for the school attendance order to be revoked as normal.

I thank my noble friend Lord Lucas and the noble Lord, Lord Knight of Weymouth, for their Amendments 140A, 143A and 143C. If local authorities were required to revoke orders simply on the grounds that a child has moved to a new area, the continuity of the child’s education and the local authority’s duties to safeguard children—and to satisfy itself that every child is receiving a suitable education—would be impeded.

When a child leaves the local authority area, including, as in the example given in Amendment 140A, to move to Wales, we expect both local authorities to work together to co-ordinate and facilitate the movement of children and parents subject to school attendance orders. We expect local authorities to facilitate this swiftly and efficiently, given the importance of ensuring that all children have access to suitable full-time education, in line with their common-law obligation to act within a reasonable timeframe. We will set out further details on this issue in future guidance.

On Amendment 143E, tabled by my noble friend Lord Lucas, I assure him that school attendance orders already apply only to children of compulsory school age. This is included under new Section 436J(4), introduced through this Bill.

On Amendments 143G and 143H, tabled by the noble Baroness, Lady Whitaker, and my noble friend Lord Lucas, Clause 50 as drafted already allows the court to use its discretion to rule that a school attendance order ceases to be in force in the event of an acquittal for breaching the order. This discretion is valuable, as there may be circumstances where there are clear reasons for the order to remain in force.

If the court finds that a parent has had their child registered at the school named in the order, they would find the parent not guilty of the offence, but there may be individual factors making it important for the child to continue attending that school and, therefore, for the order to remain in force; for example, if there had been a previous pattern of school attendance orders being required in respect of that child.

Amendment 143IA, tabled by my noble friend Lord Lucas and the noble Lord, Lord Knight, would create duties on Ofsted to oversee local authorities’ exercise of their functions in relation to electively home-educated children and school attendance in a way that encourages a positive relationship between the two. As your Lordships have heard me and my noble friend say several times this evening, that is absolutely our goal. Ofsted already covers both elective home education and children missing education as part of its children’s social care remit; local authorities are held to account in relation to those functions.

On school attendance, through recently published attendance guidance, which we intend to put on a statutory footing through the Bill, local authorities are expected to provide attendance support to pupils who face barriers to attendance prior to considering any legal intervention. As I said earlier, in response to the question asked by the noble Baroness, Lady Wilcox, it is “support, support and support” before there is any kind of enforcement. We understand that the reasons children may not be attending school are often very complex and support is almost always the right answer.

On Amendment 137D, tabled by the noble Baroness, Lady Brinton, local authorities are already required by law to take account of relevant factors when making decisions, including on preliminary notices. They should have the necessary in-house expertise to make these decisions but, as we have heard from the noble Baroness, that is not always the case. If local authorities do not have the expertise, they are able to consult an external expert. Parents are able to ask local authorities to take account of expert advice when making decisions, and the local authority must consider this external evidence and any other relevant considerations in line with public law.

Schools Bill [HL]

Debate between Baroness Barran and Baroness Wilcox of Newport

Committee stage & Lords Hansard - Part 1
Monday 20th June 2022 Lords Chamber

[Baroness Wilcox of Newport (Lab)]

As my noble friend Lord Knight expressed, we support the fundamental right for home education. Interesting practice is evident in a variety of settings. However, checks and balances need to be present in the system. I echo what others have said in paying tribute to my noble friend Lord Soley, who told me earlier today that he began this work in 2017.

I also echo the point made by the noble Baroness, Lady Jones, about local authorities having to assume these extra responsibilities without appropriate funding, and remind the Government that local government finances are paper-thin and cannot continually absorb extra responsibilities.

Eventually, the Government have acted on concerns around the increasing number of children receiving an education outside the classroom. We have talked about them missing out on the many benefits that a school environment brings. An old education professor of mine once said that education is “caught not taught”. I eventually got to understand what that meant, because learning and socialising with other children is very important, as are safeguarding issues.

For some children, home schooling can be a positive experience. The calls for a register for all home educators, as my noble friend Lord Soley pointed out earlier, have been around for at least the last five years, to ensure that children are receiving a suitable education in a safe environment, as well as the tools and flexibilities that that register would bring to check on a child’s home schooling.

I cannot see how we can argue with the fact that these are vital safeguards in helping to ensure that children are not being taught in unsuitable or dangerous environments. We support these school register measures in general, but we also recognise, as has been discussed in the debate, that there is a need to balance the concerns of some stakeholders.

[Baroness Barran (Con)]

My Lords, I thank all noble Lords for their contributions to the debate and acknowledge particularly the work of the noble Lord, Lord Soley, in making sure that the issue of children who are not in school is addressed effectively. I thank him very much for his remarks.

Before addressing your Lordships’ amendments, perhaps I might say something about the tone of the debate. It is absolutely the right of the House to challenge what the Government are doing, but, as a number of your Lordships pointed out, there are parents who are incredibly anxious about their children and the implications of these measures. The approach of the Government is as the noble Lord, Lord Soley, said and as the noble Lord, Lord Storey, suggested: we are there to support parents. I wrote down terms such as “criminalisation”, “colluding”, “demonised” and “attacking”. The Government are doing none of those things. I just ask your Lordships, out of respect for the parents who listen to this debate, who are worried about their children, to be fair in the challenge that is put to the Government and not to suggest that any of those things are in the Government’s mind, because I can absolutely assure noble Lords that they are not.

Amendment 172 from the noble Baroness, Lady Jones, seeks to require the Government to complete a review of their policy on children not in school, considering less intrusive measures and the financial cost of implementation. We believe that this is an area that is long overdue for reform to ensure that the rights of children are upheld.

We have had many reforms to the school system over recent years but home education has not been addressed. The registers are not just about those who are being home educated. They are for all those children who are not in school full-time. I think that the noble Baroness was unfair when she suggested—my words, not hers—that this is a one-size-fits-all process. As the noble Lord, Lord Storey said, once local authorities know where children who are not in school full-time are and what kind of education they are getting, they can then focus their attention on those who are not receiving suitable home education and who are missing out in a range of different ways. It will mean that in future local authorities will know this information for all children.

It is important that it is a fundamental right of a child to have a good education, which is in their best interests. The rights of parents to choose how to educate their children are upheld by the Government, but the right of the child for their parents to operate in the child’s best interests are paramount, as set out in the law. If the noble Lord, Lord Laming, were here, I am sure that he would put that point more eloquently than I can. As the noble Lord, Lord Storey, said, we know, not least from correspondence cases, whether from parents or teachers, that there are instances where some children who are not in school have not had a proper education.

I absolutely recognise the three groups that the noble Lord, Lord Soley, described and that is how we are approaching this. But our problem is that we do not know how widespread the situation is of children who are not getting a proper education. That is the problem that these clauses seek to address. We do not even know how many children are in home education; how many are ostensibly in home education but are not receiving a proper education; or how many are not receiving anything at all. That is not acceptable and as a nation we need a better grip on this, for the good of the children themselves and to make sure they all receive the education that is their right.

The measures in the Bill were consulted on in 2019 as part of the Children Not in School consultation, which received nearly 5,000 responses from parents, local authorities and other interested groups, so we do not believe that a further review would be beneficial. Our published response to this consultation and our policy statement outlined why the legislation is needed to promote the welfare and education of children not in school. The consultation also considered the financial implications, since we used the consultation to ask local authorities about the costs.

We know that registers are not a panacea, but they will help us to identify the children who are missing out, and the process of addressing that and getting them a proper education can then begin, while, of course, upholding the principle of choice for parents in the education that they feel is best for their child. I thank the noble Baroness for having arranged for me to meet parents the other day and I hope we can work across the House to reassure those parents who are concerned.

With Amendments 97A and 97B, my noble friend Lord Lucas raises important clarification points about eligibility for inclusion in the register, as well as parents’ ability to withdraw their children from school to home educate should they choose. I reassure my noble friend that the Bill already ensures that only those children ordinarily resident in an area would be eligible for registration within a local authority register. It remains the case that parents do not normally need the permission of the school or local authority to home educate. Agreement needs to be sought only in exceptional circumstances, such as when a school attendance order is in force.

The noble Lord, Lord Knight, proposes in Amendment 97BA that no child who is registered at a school should be included on a local authority register. It is critical for the registers to include those children who are not receiving education full-time as a registered pupil. The main exception to this, which we intend to provide for in regulations, is where a registered pupil is receiving some education outside of the school, at a non-school setting but arranged by the school. In that case, the school is still responsible and accountable for the provision, but in other cases, where the provision is arranged by third parties, it is important that the children are included on the register so that the local authority can be assured that, taken together, the provision for the child adds up to a suitable full-time education. This should ensure that children do not fall through the cracks and miss education when not attending school. We will set out further exceptions in regulations so that children who are regularly absent from school for short amounts of time are not included in local authority registers.

My noble friend Lord Lucas raised valuable points with Amendment 97C around the importance of parents having sufficient notice to understand what is expected of them in relation to the registers. The Bill already includes a power for the Secretary of State to make regulations setting out how local authorities are to maintain their registers and how they will publicise them. This will be supported by statutory guidance, setting out operational details on how they should implement their registers, which could also include guidance on assistance to parents.

Amendments 122B and 130B, tabled by my noble friend Lord Lucas, are about the importance of ensuring that children who are entitled to receive alternative provision are within scope of the parental duty to provide information for the registers, as well as the support duty. These children will be excepted from the parental duty if they are receiving full-time education through a Section 19 arrangement, as local authorities will already have the required information available to them. Otherwise, it is important that these children should be on the register; for example, where they are in receipt of some part-time alternative provision which is supplemented by home education. The local authority will need to assure itself that, taken together, the provision for the child adds up to suitable full-time education. Similarly, local authorities have existing obligations to ensure that these children are receiving adequate support to promote their education. I hope that this reassures my noble friend that there is not an escape hatch, as he described it.

Amendment 129AA, tabled by the noble Baroness, Lady Brinton, would require a local authority to consider any views expressed by an independent expert when considering how to respond to a request for support. It is already the case that, when taking its decisions, a local authority must consider all relevant information that is before it, including information from independent experts. Our statutory guidance will add further clarity as to what factors local authorities should take into account when discharging their duty to provide support. We will be consulting with local authorities and other interested parties, certainly including home educators, prior to the issuing of the guidance.

Amendment 132A, tabled by my noble friend Lord Lucas, would require non-maintained special schools and independent schools to provide information prescribed in regulations to the Secretary of State, and for this information to be added to the national pupil database. Existing legislation already allows for regulations requiring non-maintained special schools and independent schools to provide information to the Secretary of State, and already enables the collection of information from all non-maintained special schools. This is done via the termly pupil level school census.

Additionally, independent schools, like state-funded schools, are required to notify their local authority when new pupils are admitted, and to provide all the information that is held on their admissions register to the local authority. They are also required to notify the local authority when a pupil’s name is deleted from the admissions register and of details including information that they hold about the pupil’s current address and destination school. Therefore, local authorities already have access to the pupil-level data about those at independent schools that they need to maintain a children not in school register. Data from non-maintained special schools and from independent schools, where collected, is also already included, and made available from the national pupil database.

Schools Bill [HL]

Debate between Baroness Barran and Baroness Wilcox of Newport

Committee stage & Lords Hansard - Part 2
Wednesday 15th June 2022 Lords Chamber

[Baroness Barran (Con)]

I see the noble Baroness, Lady Chapman, is tempted to answer the question. The figures I referred to were from 2017. I am happy to set out in a letter to the noble Lord more of the reasons for the differences, but I suspect, being familiar with the subject, he knows what some of them are. To date, no area has seen a reduction in nominal terms in its funding. One reason why we intend to implement this over a longer period is to avoid any disruption to local funding. As I am sure the Front Bench opposite would say on my behalf, it will depend on the total quantum of funding committed to our schools.

I thank the noble Baronesses, Lady Chapman and Lady Wilcox, for Amendment 87 and for their unerring focus on ensuring that all children have a fair chance to realise their potential. The introduction of the national funding formula in 2018 was a historic reform to school funding, replacing what we believe to have been an unfair and out of date system.

The national funding formula already calculates funding allocations for each school, which, as I mentioned in the earlier group, are publicly available and, with these, the calculations used to determine funding allocations for local authorities. In the current system, individual schools’ final allocations are then determined through 150 different local formulae. The direct national funding formula will mean that every school is funded through the same national formula, with only specific, local adjustments. That will achieve this Government’s long-standing ambition that funding is distributed fairly, and means that parents, school leaders and governors will have assurance that their school is funded on the basis of the needs and characteristics of their pupils, rather than where the school happens to be located. The intentions of the reforms are not to lead to changes in the distribution between geographical areas, but within them.

Similarly, this change should not impact how much funding the formula directs overall towards socioeconomic disadvantage. Instead, it should ensure that each school, in each local authority, receives a consistent amount of deprivation funding based on their pupil cohorts.

I want to reassure noble Lords that we are committed to levelling up opportunity to make sure that all children have a fair chance in life, wherever they live and whatever their circumstances. We are specifically targeting funding towards disadvantage. Through the national funding formula, we are allocating £6.7 billion towards additional needs, including deprivation, which is a sixth of available funding. In addition, we are directing other funding sources towards disadvantaged pupils, including the pupil premium which is rising to over £2.6 billion this year, and the school supplementary grant which includes a further £200 million targeted towards deprivation. We are also allocating over £200 million to support disadvantaged pupils as part of the holiday activities and food programme. This means that, altogether this year, we are allocating £9.7 billion towards pupils with additional needs, including deprivation.

For the 2022-23 academic year, the Government have committed around £500 million through the recovery premium and £350 million through the national tutoring programme, through which 1.5 million courses have been started so far to support the children whose education has been most impacted by the pandemic, with a particular focus on disadvantaged pupils.

By introducing the national funding formula and replacing the previous postcode lottery, we have a funding system that is much more responsive to changes on the ground. School funding is allocated based on current patterns of deprivation and additional needs across the country. It means that pupil intakes that have similar levels of deprivation, such as Liverpool and Wolverhampton, or Calderdale and Coventry, are now receiving similar levels of funding per pupil. The redistribution of funding seen since the introduction of the national funding formula reflects that the funding system has been catching up with changes in patterns of relative deprivation.

As we have discussed at length, the principle of transparency has underpinned our reforms to the school funding system. As I have said, we publish information annually on the national funding formula. We are committed to publishing the impact of transition on individual schools and on different types of school every year. I would also like to reassure the noble Lord, Lord Hunt, who is not in his place, that this does include the factor weightings which he questioned in the last group. Based on this, it is already possible to see the geographical distribution of funding and how that changes year on year, and what support the national funding formula offers for deprivation. We will continue to review the impact of the national funding formula in terms of meeting policy objectives, such as supporting schools to close attainment gaps. In addition, we want to ensure the information we publish is as helpful as possible and we are currently consulting with schools and the wider sector on what published information would be most useful for them.

I hope this has persuaded your Lordships that the national funding formula will continue to distribute funding ever more fairly, based on the needs of schools and their pupil cohorts. I therefore ask the noble Baroness opposite to withdraw her Amendment 87.

[Baroness Wilcox of Newport (Lab)]

I thank the Minister for her reply. Nevertheless, our concerns remain, and much of what my noble friend Lord Davies has discussed is worthy of support. But in terms of our specific amendment, our call for a robust analysis still stands, together with detailed democratic scrutiny of the funding formula, and concerns around the removal of local authorities in allocations of funding still apply. However, I beg leave to withdraw my amendment.

--- Later in debate ---

[Baroness Wilcox of Newport (Lab)]

My Lords, the 7p increase to infant school meals announced yesterday by the Government has generally been received as inadequate. Labour’s amendment compels the Secretary of State to review food standards every three years and to consider quality, nutritional value and value for money. As noted, the Government rejected Henry Dimbleby’s advice to extend free school meals to 1 million more children in need and to raise the grant schools get in line with rocketing inflation. Schools are already reducing meal sizes to afford their obligations. Will the Minister say what the Government’s plans are to help avoid children going hungry? Have they done any analysis of what inflation is doing to the amount of food schools are able to provide and the adverse effects when this gets smaller and smaller?

I shall give the UK Government some good ideas and positive direction on what the Welsh Government are doing on these matters. From September, some of the youngest children in primary schools in Wales will begin receiving free school meals. Our First Minister said:

“no child in Wales should go hungry and … every child in our primary schools will be able to have a free school meal.

We are facing an unprecedented cost-of-living crisis. We know younger children are more likely to be living in relative income poverty, which is why the youngest of our learners will be the first to benefit.


This cost-of-living crisis is being felt by families all over Wales, extending free school meals is one of a number of measures we are taking to support families through this difficult time.”


I sincerely urge the Minister to reflect on these proposals and see whether there is the political will to do something similar for English children.

In terms of what we can practically do in the meantime, our amendment would ensure that food standards are reviewed regularly and would weigh up value for money with quality and nutritional value. All the evidence suggests that children cannot learn when there are hungry. Acting on this fundamental principle is surely an all-round win for the Government.

We know that governmental focus has drifted from children in care too. In March, it was revealed that the National Tutoring Programme, referred to earlier, no longer had to ensure it was reaching two-thirds of the most deprived pupils. The requirement that two-thirds of pupils in the programme must be from disadvantaged backgrounds was in place for a reason: there is strong research evidence that poorer pupils have been the biggest losers from the pandemic, seeing greater attainment losses than their peers.

For the purposes of political balance, as I have quoted my First Minister, I shall now quote what the Conservative MP Robert Halfon, who chairs the Education Committee, said about the National Tutoring Programme:

“The Government must ensure Randstad shapes up, or boot them out. The catch-up programme must be shown to be reaching disadvantaged pupils and this data must be published.”


So there is cross-party agreement that we must ensure that disadvantaged pupils are at the front and centre of our thinking in all aspects of educational provision, especially in the critical area of school admissions. As was debated on Monday, we cannot exclude pupils and operate a soft selection policy as it is unfair and frankly immoral.

[Baroness Barran (Con)]

My Lords, I turn first to Amendment 89 in the names of the noble Lord, Lord Storey, and the noble Baroness, Lady Humphreys. As the noble Baroness said very eloquently, providing free school meals to eligible children is very important to this Government. We spend around £600 million per year making sure that 1.25 million infants enjoy a free meal under the universal policy. The per-meal rate was increased last year and the Secretary of State recently announced a further £18 million, increasing the rate to £2.41 per meal, which has been backdated to April this year. The noble Lord, Lord Young of Norwood Green, stressed the importance of supporting children in the early years, particularly post the pandemic. He is absolutely right.

Under the benefits-related criteria, the Government provide a free meal to around 1.9 million more children. For 2022-23, funding through the free school meal factor in the national funding formula is increasing to £470 per eligible pupil. In recognition of cost pressures, after the national funding formula rates were set the department provided extra for core schools funding for 2022-23. Core schools funding for mainstream schools, which includes benefits-related free school meals, is therefore increasing by £2.5 billion, compared with last year.

Schools Bill [HL]

Debate between Baroness Barran and Baroness Wilcox of Newport

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

[Baroness Wilcox of Newport (Lab)]

For the second successive year, I am here in the Chamber debating an education Bill. At least when I taught, I could leave at 4 pm.

For the avoidance of doubt, this group is about consultation. I am grateful to my noble friend Lady Blower for proposing such a sensible way forward and reminding us of the value of governing bodies. We are supportive of the thrust of these amendments, which would give a greater voice to parents and staff and consideration to the local context and challenges. A struggling local authority may want to offload a school that is not equipped to academise yet—or indeed at all—so we cautiously note the government amendment in the name of the noble Baroness, Lady Barran, which requires consultation with appropriate persons before this can happen.

However, we have a genuine question about why this consultation can be carried out after a local authority’s application, as noted by my noble friends Lord Hunt and Lady Blower. It cannot possibly be meaningful, and it looks as if it is a done deal. It is another example of the cart before the horse. Many times in this Committee we have mentioned the word “consultation”, so we need to put it in the correct context and the appropriate order.

I will speak specifically to our Amendment 63, and I thank my noble friend Lord Grocott for his support. It aims to be proportionate. If the Secretary of State intends to accept an application for academisation and the school’s governing body opposes it, the Secretary of State must lay before Parliament a Statement explaining how academisation will benefit children’s education—it is as clear, simple and straightforward as that. Over the coming days, this whole debate will be about the benefit to children’s education.

These amendments speak to the Bill’s general approach of imposing academisation in a top-down fashion on schools, children and parents. If a governing body is opposed, the Secretary of State must give robust consideration to, and justify the case for, approval. After all, they are the arbiters of the community, and parents, teachers, governors and children will have a much clearer insight of the situated context of the school and the wider community issues than—with the greatest respect—a Whitehall official. Many great plays have been written about the disruption caused when a stranger enters a community and the chaos that subsequently unfolds.

[Baroness Barran (Con)]

My Lords, the amendments in this group are concerned mainly with rights of consultation and consent when a local authority intends to apply for an academy order on behalf of a maintained school.

The picture drawn by your Lordships of some kind of Machiavellian plan to impose multi-academy trusts on schools is not a fair representation of how the Government propose that the system should work in the future. I will come on to specific examples, but, in response to the remarks of the noble Baroness, Lady Bennett, and the noble Lord, Lord Grocott, on academies coming in and being imposed, I say that they are imposed because those schools have failed children—both noble Lords know that that is the case. When schools are judged to be inadequate, as was the case with the school that the noble Baroness referred to, academies come in to turn them around because they are failing children. I will leave it there, but I think that it is fair to set the record straight on that point.

Amendment 60, in the names of the noble Baroness, Lady Blower, and the noble Lord, Lord Hunt, would require a local authority to obtain the consent or support of the governing body of a school where it is proposed that the school join a strong trust. I will also refer here to Amendment 63, in the names of the noble Baronesses, Lady Chapman and Lady Wilcox. As the noble Baroness described, it would require the Secretary of State to lay a Statement before Parliament if they approved an application for an academy order against a governing body’s wishes. There is a requirement in the Bill for local authorities to consult a school’s governing body before applying for an academy order. We expect that local authorities and schools will have open discussions about the principle of joining a trust and which trusts schools might join.

Although we hope that any applications for academy orders would have the support of the local governing body, there may be genuine circumstances where agreement cannot be reached with individual schools. Whether the local authority includes such schools within its plans will depend on whether it is prepared to continue to maintain those individual schools.

The decision on whether to approve an order will rest with the relevant regional director. When considering local authorities’ applications, regional directors will of course take all relevant considerations into account. These will include the views of governing bodies, local authorities and other stakeholders—and, of course, the likely impact on children’s education. The regional director’s decision would be made public. Against this background, I do not believe that the additional requirements proposed in these amendments are necessary.

Schools Bill [HL]

Debate between Baroness Barran and Baroness Wilcox of Newport

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

[Baroness Barran (Con)]

Tempting as it is to take power into my hands and give the noble Baroness the answer straightaway, she knows very well that this is something we need to agree more broadly within the department. As soon as that is done, of course I look forward—that is an understatement—to updating the House.

[Baroness Wilcox of Newport (Lab)]

Before the Minister sits down, I just ask a simple question: when?

[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.

Schools Bill [HL]

Debate between Baroness Barran and Baroness Wilcox of Newport

Committee stage
Wednesday 8th June 2022 Lords Chamber

[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.

[Baroness Wilcox of Newport (Lab)]

The Minister noted that the Government want a more transparent and accountable way forward, but this whole debate has seen strong arguments from all sides of the House, from former Secretaries of State, in direct opposition to this view. I hope that the Minister has been listening, as I am sure that she has, but the story continues, as do the probing amendments and the demystifying of what on earth is going on here, while wanting the central purpose to remain the raising of standards for young people. With that in mind, I beg leave to withdraw my amendment.

Schools: Creative Subjects and the English Baccalaureate

Debate between Baroness Barran and Baroness Wilcox of Newport

Tuesday 29th March 2022 Lords Chamber

[Baroness Barran (Con)]

The noble Lord raises a large, broad and important issue. Of course we need a resilient education system and resilient children, and in the announcements in our schools White Paper and the special educational needs and disability Green Paper published this morning, we have set out exactly how we plan to do that.

[Baroness Wilcox of Newport (Lab)]

My Lords, I taught creative subjects for over 30 years and, as principal examiner for A-level theatre studies for much of that time, I saw a wealth of talent studying this subject across the UK. It is essential that we promote the creative arts in our schools. They nurture well-rounded students and bring a breadth and depth to their learning. In hard cash terms, according to DCMS analysis, the creative industries contribute almost £116 billion a year to the UK. If, for example, the current decline in A-level music that many noble Lords have mentioned continues, this subject could have zero entrants in 10 years’ time. What, if anything, are the Government doing to reverse this appalling decline?

[Baroness Barran (Con)]

At the risk of repeating myself, we have announced that we will publish a cultural education plan together with DCMS, working jointly across government, which is the right way to approach it. We will shortly announce our national plan for music education. We are doing a lot of work and continue to invest around £115 million per year in cultural education.

Skills and Post-16 Education Bill [HL]

Debate between Baroness Barran and Baroness Wilcox of Newport

Consideration of Commons amendments
Thursday 24th March 2022 Lords Chamber

[Baroness Barran (Con)]

I thank all noble Lords who have spoken today, particularly on the amendments and Motions we have just debated. I will touch very briefly on the points raised.

I thank the noble Baroness, Lady Wilcox, for her explanation of the Labour Party’s vision for curriculum extension, but, as I set out in my opening remarks, we have very real concerns in relation to this amendment about the impact that a two-week work experience slot would have on schools. We question the value of provider encounters in year 7, before those students can act on them, as I set out in my earlier remarks.

On the very eloquent explanation of the disability benefits system from the noble Lord, Lord Storey, as he knows, we are very concerned about disability unemployment. We published a national disability strategy last July that set out how the Government will help level up opportunity and improve the experience of disabled people. Critically, that includes greater inclusion in the workplace to tackle the disability gap. As the noble Lord remarked, a great deal of work and many initiatives are going on in this area. I am more than happy to accept, on my behalf and that of my noble friend Lady Stedman-Scott, any further conversations the noble Lord would find useful, and I will take back his thoughts to the department.

I thank the right reverend Prelate the Bishop of Leeds and his colleague the right reverend Prelate the Bishop of Durham, and similarly reassure them, on behalf of my noble friend Lady Stedman-Scott, that we would be delighted to continue to work with all noble Lords on these issues, which I know she takes extremely seriously.

On the amendment from the noble Lord, Lord Addington, I would be glad to write to him to try to reassure him about the quality of the advice we have received and the experience of those giving us that advice. I reiterate our concerns about inflexibility in relation to a measure that is in the Bill, particularly since we introduced this standard only in September 2021. The noble Lord will understand that, much as I would like to, I cannot pre-announce anything from the SEND review, but I very much hope he will find much that interests him within it.

[Baroness Wilcox of Newport (Lab)]

I thank the Minister for her reply, and I offer in all sincerity that, if she ever wants to discuss the Labour Party’s policy on education and future strategy, I am always available. However, we continue to believe that the amendment is a necessary addition to the Bill. Therefore, I ask the House to agree with it and I wish to test the opinion of the House.

Skills and Post-16 Education Bill [HL]

Debate between Baroness Barran and Baroness Wilcox of Newport

Report stage
Thursday 21st October 2021 Lords Chamber

[Baroness Wilcox of Newport (Lab)]

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

--- Later in debate ---

[Baroness Wilcox of Newport (Lab)]

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

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

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

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

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

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

[Baroness Barran (Con)]

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

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

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

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

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

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

Skills and Post-16 Education Bill [HL]

Debate between Baroness Barran and Baroness Wilcox of Newport

Report stage
Tuesday 12th October 2021 Lords Chamber

[Baroness Wilcox of Newport (Lab)]

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

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

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

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

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

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

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

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

[Baroness Barran (Con)]

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

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

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