School Funding: Special Educational Needs

Debate between Baroness Barran and Lord Watson of Invergowrie

Thursday 23rd May 2024 Lords Chamber

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what assessment they have made of the finding of the Sutton Trust’s School Funding and Pupil Premium 2024 survey published on 19 April, particularly with regard to special educational needs.

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

My Lords, including additional pay and pension grants, school funding is increasing to £60.7 billion this year, the highest ever in real terms per pupil, supporting school leaders to meet their costs. This includes over £10.5 billion in high-needs funding, an increase of over 60% from the 2019-20 allocations. Pupil premium funding is rising to over £2.9 billion, a 10% increase from 2021-22. School leaders have flexibility in how they use this to best support disadvantaged pupils.

[Lord Watson of Invergowrie (Lab)]

My Lords, I am afraid that the Minister’s response does not reflect the reality in schools today. Pupil premium is additional funding given to schools to help support disadvantaged pupils, so it is scandalous that the Sutton Trust review found that half of school leaders were having to use some of those funds to plug gaps elsewhere in their budgets, and three-quarters of head teachers said that they had had to reduce the number of teaching assistants, despite an increase of 20% in the number of pupils with special educational needs and disabilities since 2019. For over half of that period, the Minister has held the title of Parliamentary Under-Secretary of State for the School System. As parents of school-age children, not least of those with SEND, consider how to vote on 4 July, will the Minister offer them an apology?

[Baroness Barran (Con)]

No, the Minister certainly would not feel that to be appropriate. Looking at how pupil premium can be used, the Education Endowment Foundation has directed three areas: high-quality teaching, which the Government have supported through the national professional qualifications programme, targeted academic support, and tackling non-academic barriers. I very much appreciate and respect the Sutton Trust’s research, but it does not explain that the number of teaching assistants, a figure cited by the noble Lord, rose by 5,300 last year, up by 59,600 since 2010-11.

School Inspections: Funding

Debate between Baroness Barran and Lord Watson of Invergowrie

Wednesday 17th April 2024 Lords Chamber

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what assessment they have made of the concerns expressed by the board of Ofsted, at its meeting on 20 September 2023, that the reliability of school inspections will be compromised if funding is further constrained.

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

My Lords, Ofsted, like all public services, is expected to operate efficiently and effectively to provide the best value for money for taxpayers and use its resources to best effect in providing high-quality inspection. Sir Martyn Oliver is very much focused on that, and I understand that he has already taken action internally to prioritise Ofsted’s resource on inspection activity. We will continue to work closely with Ofsted to ensure that it continues to deliver effectively in future.

[Lord Watson of Invergowrie (Lab)]

I thank the Minister for that response. Sir Martyn Oliver has become the new chief inspector, but the Ofsted chair, who voiced the concerns mentioned in my Question, is still in her post, so there is continuity at the top of the organisation and that concern remains. In its response to the Education Committee’s report on Ofsted last month, Ofsted highlighted that it has taken on considerably expanded roles and responsibilities and yet its funding is now some 30% lower in real terms than it was in 2010. How do the Government expect Ofsted to adequately carry out its primary responsibility of school inspections without sufficient resources? The organisation itself clearly believes that to be the case.

[Baroness Barran (Con)]

As I said in my initial response, Ofsted, like any well-run organisation, has looked at where it is spending its budget and has refocused that. The Government have given it additional funding for the uplift, particularly in school inspections, that has been expected. Obviously we work very closely with Ofsted, and I cannot comment on any future spending review.

Schools (Mental Health Professionals) Bill [HL]

Debate between Baroness Barran and Lord Watson of Invergowrie

2nd reading
Friday 1st March 2024 Lords Chamber

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

My Lords, I also offer my congratulations to the noble Baroness, Lady Tyler of Enfield, on securing a Second Reading for her Bill. I thank all those noble Lords who shared their personal experiences of how the mental health issues of their children and wider families have had an impact on them. I join noble Lords in recognising the extraordinary job that our schools do in supporting pupils every single day and, of course, I thank those charities that work in our schools and outside them to support young people.

I am grateful to my noble friend Lady Wyld for stressing the importance of good attendance as a protective factor for children’s mental health. As she rightly said, the Government approach this with a very caring intention. There must be boundaries around it as well as consequences in certain cases where children do not attend and parents facilitate that without good reason. The intention is clear. Of course, enabling children and young people to thrive is a priority for this Government, which is why we actively explore approaches that could improve young people’s mental health and well-being.

Of course, I welcome the noble Baroness’s tireless commitment to ensuring that mental health support is available for all children, but I must express reservations about this Bill. As the noble Baroness acknowledged, most schools already have in place mental well-being provision, including counsellors, educational psychologists and pastoral support staff. All of those can play a valuable role, but maintaining a school’s flexibility to choose what works best for its pupils is paramount. For instance, depending on their needs, not all children will benefit from specific mental health interventions such as psychotherapeutic counselling. Schools are well placed to decide which approach will be most effective, drawing on specialists where necessary.

Beyond this, it is important to reiterate that schools are not health services and should not be expected to act like one in terms of managing specialist staff. They may choose to do so where they have appropriate expertise, but we believe that our current approach, which encourages collaboration with specialist services where appropriate, avoids putting the extra role and burden on schools that the Bill would involve.

On the co-ordination between the health service and schools, my noble friend Lord Jackson of Peterborough asked, specifically in relation to Tourette’s syndrome, whether there is co-ordination between the two departments. We are more broadly taking a joint approach to workforce planning and reforms to the special educational needs and AP systems. There is an implementation board, chaired jointly by Education Ministers and Health Ministers.

Returning to our schools, our aim is for schools to be a place where positive well-being is promoted and mental health difficulties are picked up on early, with referral to specialist services as needed—an aim that is being pushed forward through our programme of grants for senior mental health leads in schools and colleges and the continuing rollout of mental health support teams. My noble friend Lady Berridge asked about the take-up of grants for senior leaders in different areas, including whether schools with particularly high levels of disadvantage had lower take-up. I do not have that specific data for her, but we know that lower take-up has been seen in London, the east Midlands and the east of England, so we are working hard there to encourage higher take-up.

The Government’s focus, as many noble Lords have advocated, is to support schools to develop a whole-school approach. That wider approach to well-being works alongside more specialist support, which is why we agree with the spirit of the Bill, if not its specificity. That is why we have a comprehensive plan to roll out mental health support teams, including access to education and mental health practitioners, who deliver interventions and support schools to develop their whole-school approach.

The noble Lord, Lord Storey, asked whether there was more focus on mental health in the initial teacher training and early career framework. The very recently updated framework, published in the past few weeks, has a much greater integration of special educational needs and disabilities, including mental health within that. We expect these teams to cover at least 50% of pupils by April 2025.

We come to the issue of funding, which a number of noble Lords, including the noble Lord, Lord Hunt of Kings Heath, mentioned. He will understand very well that it takes time to train mental health professionals. Although I absolutely acknowledge and share the urgency that noble Lords have expressed this afternoon, it is important that we learn from early intervention to make sure that the support team model is as effective as possible—but we are also trying to co-ordinate and take a responsible approach to rollout, working with NHS England to make sure that we do not draw professionals away from the wider mental health workforce, which clearly would not be desirable.

We are also building on the learning from the independent evaluation of the Green Paper programme and data and intelligence from the ground, which will help to shape future delivery. One of the strengths of the mental health support teams is that they are an NHS service focused on supporting schools and pupils in a responsive way. That need for it to feel human, as I think my noble friend Lady Wyld phrased it—the noble Lord, Lord Hunt of Kings Heath, also referred to the difficulty that people sometimes have in navigating these systems—is absolutely critical. They are specifically trained to do that, and to build those links between sectors.

It is also true that even a significant number of additional staff in mental health support teams cannot provide all the help that pupils need, which is why the range of pastoral support and early interventions that schools already provide, including drawing on counsellors and educational psychologists, is so important. We have been working with the mental health support teams to make sure that they support that provision and do not displace it. But we are concerned that, by specifying just two types of professional support, the Bill is likely to constrain the range of support options that pupils can benefit from, which I know is not the noble Baroness’s intention.

We have also committed to offering all state schools and colleges a grant to train a senior mental health lead by 2025, enabling them to introduce effective whole-school approaches. More than 15,000 settings and the great majority of secondary schools have claimed a grant so far. This training and associated support equip schools to offer the right support from the full range of sources, making the best use of their funding.

[Lord Watson of Invergowrie (Lab)]

I do not know whether I picked this up correctly, but I think the Minister said that all schools would have access to mental health support teams by 2025. I thought the figure the Government were aiming for was 50%. Have I got that wrong?

[Baroness Barran (Con)]

There are two different elements, and I apologise to the noble Lord if I was not absolutely clear. He is quite right that with the mental health support teams we aim to cover 50% of schools by April 2025. What I was referring to just now was the senior mental health lead training, so that there will be a senior mental health lead in every school, supporting staff in their response and giving them confidence to respond to children, which we know is so vital.

My noble friend Lady Berridge referred to children in secure mental health institutions. I will write to her. We are reviewing and redesigning provision to support the move to more community-based provision closer to home—a concern that my noble friend rightly raised. I am not aware of whether there is updated data on this but if there is, I will share it with my noble friend and put a copy in the House Library.

In conclusion, we believe that, to continue to support children and young people, rather than having a new set of requirements in schools, we should continue with the rigorous implementation of the evidence-based approach exemplified by the mental health support teams and the senior mental health leads. For that reason, we cannot support the noble Baroness’s Bill.

Ofsted: Pupil Absence Rates

Debate between Baroness Barran and Lord Watson of Invergowrie

Tuesday 13th February 2024 Lords Chamber

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what plans they have to empower Ofsted to review pupil absence rates as part of their school inspections.

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

My Lords, improving attendance is a top priority for this Government, because it is vital for children’s learning, well-being and long-term development. As part of its existing framework, Ofsted expects schools to do all they reasonably can to achieve the highest possible attendance. Inspectors will check that schools have a clear understanding of the causes of absence in their school and that the necessary strategies are in place to improve attendance.

[Lord Watson of Invergowrie (Lab)]

I thank the Minister for that Answer. She knows that a child is deemed to be persistently absent if they have missed 10% or more of lessons. Across the two school terms prior to the current one, around one in five children were persistently absent from primary and secondary schools, which is more than double the figure five years ago. So there is an existential crisis and a safeguarding issue, because the link between absenteeism—children missing from school—and children taken into home education is strong. Ofsted and the Children’s Commissioner want to see a register of children not in schools, which the Government have said they support, so why was that measure not included in the King’s Speech, which was not exactly overloaded with legislation?

[Baroness Barran (Con)]

The Government remain committed to legislating to set up a register of children not in school. The noble Lord may be aware that the honourable Member for Meon Valley has introduced a Private Member’s Bill, and we will be working hard with her as she progresses that.

T-levels

Debate between Baroness Barran and Lord Watson of Invergowrie

Tuesday 25th July 2023 Lords Chamber

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what assessment they have made of Ofsted’s final report of its T-level thematic review, published on 20 July, specifically its conclusions that (1) in some instances, T-levels provide inappropriate work placements, and (2) many T-level students drop out after the first year.

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

My Lords, T-levels are new, challenging qualifications, and we continue to offer extensive support for their implementation. We want every T-level student to receive outstanding vocational education. We commissioned Ofsted to help us identify what further areas for improvement might be needed. We welcome its report and are already taking action, including a £12 million employer support fund and bespoke workforce support to help address concerns around work placements and student continuity.

[Lord Watson of Invergowrie (Lab)]

I thank the Minister for that response, but the Ofsted T-level review was highly critical, identifying what it termed a “range of shortcomings”. I hope this will lead to them being resolved. Until that happens, another issue raised in the report is of real urgency. Ofsted called for a review of the Government’s wider level 3 reforms, including the defunding of most BTECs by 2025. It points to the impact of that on disadvantaged young people. That is a point that noble Lords across your Lordships’ House have made on numerous occasions, both during the passage of the skills Act and since then. On each occasion, the Minister dismissed our fears as scaremongering. Now that Ofsted has recommended it, will she and her Ministers revisit the question of the impact of defunding alternate pathways to T-levels on young people?

[Baroness Barran (Con)]

The Government do not have any plans to revisit the defunding of those other pathways. We are confident in the quality of T-levels and the employability that they offer students. Our job is to make them work at the level of the best institutions that have been delivering them, which the noble Lord will have seen referred to in the Ofsted report. We will make sure we offer those opportunities particularly to the young people to whom he refers.

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[Lord Watson of Invergowrie (Lab)]

My Lords, the Ofsted report also refers to some young people who started in the first tranche of T-levels expecting that they would assist them in gaining access to university only to find that, in the case of their course, that was not possible. Can the Minister say how many universities accept T-levels for access? What steps are the Government taking to increase that number?

[Baroness Barran (Con)]

There are relatively few T-levels where students have completed both years, given the timing of their introduction. Currently, 136 higher education providers have indicated that they will accept T-levels, including the vast majority of Russell group universities.

Lifelong Learning (Higher Education Fee Limits) Bill

Debate between Baroness Barran and Lord Watson of Invergowrie

Monday 10th July 2023 Grand Committee

[Baroness Barran (Con)]

I will speak to Amendments 3 and 6, tabled by the noble Lord, Lord Watson of Invergowrie, and also in the names of the noble Lords, Lord Addington and Lord Storey, and the noble Baroness, Lady Twycross. These amendments would require that per-credit limits and credit-differentiated activity may not be prescribed solely according to whether the learning is in person or distanced.

Fee limits are not different for distance learning currently, and there is nothing in this Bill that would change this. I hope that reassures the noble Lord, Lord Watson, on one of his questions. I can assure your Lordships that the Government have no intention of differentiating fee limits between distance and in-person learning under the LLE. The per-credit fee limits will be the same for full-time, part-time, face-to-face and distance learning.

Distance learning courses will remain in scope for tuition fee loan support under the LLE. As your Lordships have pointed out, these courses will also continue to be out of scope of maintenance support, which is in line with the current system. However, the Government are committed to encouraging flexibility, and I was grateful to the Committee for acknowledging the important expansion in the use of maintenance loans for living costs and targeted grants. This will make maintenance support available for all designated courses and modules under the LLE, including those currently funded by advanced learner loans and those studied part time. It will also include—a point raised by the noble Baroness, Lady Wilcox—targeted support grants such as the disabled students’ allowance and the childcare grant.

Your Lordships expressed real concern that the absence of maintenance loans might impact on demand for distance learning. The noble Lord, Lord Watson, referred to the impact assessment. I will need to check, but my understanding is that distance learning was not specifically covered in the Bill’s impact assessment. Rather, as the noble Lord knows, the impact assessment was very positive overall, particularly when referring to learners who might be debt averse.

The ratio of distance learners to campus learners has been constant, at around 10%, despite the rapid growth in campus learners over that period, so I do not think there is compelling evidence that the absence of maintenance loans is impacting on demand for distance learning, relative to campus learning.

The noble Baroness, Lady Wilcox, stressed that distance learning was the key to unlocking lifelong learning. I only partly agree with her: I think the key is choice. We need to offer learners choice, whether that be campus learning for those who would benefit from and prefer that approach, and distance learning for those for whom campus learning is not their ideal situation.

On the maintenance loan and distance learners, the Government will roll over the existing exemption that enables distance learners with a disability to qualify for maintenance loans and disabled students’ allowance. The disabled students’ allowance will be extended to all designated courses and modules. The Government intend to review attendance validation more widely, and we will consider any necessary policy changes following the outcome of that review. We believe this amendment to be unnecessary, and therefore the Government will not support it.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for her response, and I also thank those who spoke on this group of amendments. I am happy to welcome what the Minister said about fee limits not being different and the Government having no intention to change that, and that per-credit fee limits will be the same for all modes of study. It is useful to have that on the record. I know that the Open University was concerned about the lack of specificity on that, and that has been laid to rest this afternoon.

Some issues remain on the question of distance learners’ maintenance. If I understood the Minister correctly, she said that distance learners account for about 10% of all learners taking undergraduate courses and that that figure has remained stable while the overall number has increased. I am not sure that suggests that there is not an issue. How many more would have come forward and participated had they had the support needed—the sort of support to which the noble Lord, Lord Addington, and my noble friend Lady Wilcox referred? These needs will still be there.

It is slightly disingenuous to suggest that the disabled students’ allowance is available. That is basically saying that, if you want to study and are disabled, you can do so from home, but if you choose not to study, you need to make bit more of an effort and could get to classes if you really wanted to. As we have said, this impacts often older learners—those with family or caring responsibilities or a full-time job that stops them doing that. It is in no way a defence of the current situation.

I do not have the figures to cite to the Minister on the impact assessment, but, as I said earlier, when the plan to provide this support to distance learners was abandoned four years ago, it was on the basis that the demand would not be high enough to make it viable. I do not quite know what “viable” is—has it got something to do with repayments? I do not know. We need some more information on this, and it may be possible to get it at Report.

The Government cannot use this Bill to change that because it is so narrow, but this issue will not go away and it will impact on the Bill’s effect, which we very much support, of getting more people to make use of lifelong learning. With those remarks, I again thank everyone who has contributed on this group of amendments and I beg leave to withdraw the amendment.

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[Baroness Barran (Con)]

My Lords, Amendment 7, tabled by the noble Baroness, Lady Twycross, and in the names of the noble Lord, Lord Addington, and the noble Baronesses, Lady Wilcox of Newport and Lady Thornton, Amendment 8, tabled by the noble Lord, Lord Addington, and Amendment 11, tabled by the noble Lord, Lord Watson of Invergowrie, would place requirements on the Government to review the impact of the Act. I take this opportunity to confirm that the Government agree with the sentiment behind these amendments and are fully committed to monitoring the impacts of this transformation of student finance.

As your Lordships will be aware, the Government have published an impact assessment for the Bill which includes a consideration of impacts on learners, providers and employers. A full impact assessment and an equality assessment were also published alongside the Government’s response to the LLE consultation. In addition, parliamentary accountability mechanisms are already in place to review Acts of Parliament, including post-legislative scrutiny reviews, and I take this opportunity to acknowledge the Education Select Committee in scrutinising the work of the department.

Amendments 7 and 8 would require the Government to review the impact of the Act in relation to multiple different areas. However, vehicles through which these areas can be monitored already exist. For example, I take this opportunity to refer your Lordships to the publications produced by the Higher Education Statistics Agency, which will continue to publish data on learner uptake, personal characteristics of learners, including disabilities, and student course enrolments. Similarly, data on the take-up of level 3 courses, as referenced in Amendment 11, is available on the government web pages. I also refer your Lordships to publications from the Office for Students, including its annual report and accounts, as well as publications on the financial sustainability of the sector. Furthermore, information on student loan borrowers is publicly available from the Student Loans Company.

The Government are working jointly with the Student Loans Company and the Office for Students throughout the development and implementation of the LLE. I refer your Lordships to the framework document between the DfE and the OfS, which was updated in January 2023. It sets out the governance framework within which the OfS and the DfE operate, including in relation to financial matters. The department and the OfS will continue to work together to monitor expenses, funding, resources and efficiency via business planning.

I note that Amendment 8 references the impact of the credit-based method on students with disabilities and those with a need for a sharia-compliant loan system, among other criteria. I clarify that the fee limits are set on courses, not students. Therefore, the credit-based method, like the current fee-limit system, will not depend on any characteristics of individual students. All students on a course will have their fees determined in line with the same fee-limit rules, regardless of whether they have a disability, self-fund or use alternative loan arrangements.

I take this opportunity to assure your Lordships that the Government remain committed to delivering an alternative student finance product compatible with Islamic finance principles alongside the LLE. We were grateful for the support and contributions of noble Lords on this issue during the passage of the Financial Services and Markets Act. I can confirm that, in April, I met the noble Lord, Lord Sharkey, and representatives from the Islamic community, including the Islamic Finance Council UK, to discuss the steps the Government are taking to deliver alternative student finance as swiftly as possible. I look forward to meeting them again—later this week, I believe.

[Lord Watson of Invergowrie (Lab)]

They may have been confidential discussions, but is the Minister able to tell the Committee what the stumbling block is to introducing suitable loans?

[Baroness Barran (Con)]

I am familiar with what the current issue is and, if I express myself in any way inaccurately, I know that my colleagues will help me to write to the noble Lord and all your Lordships. The issue is that there are obviously very significant changes to the Student Loans Company systems with the establishment of the LLE, and sharia compliance should not be an add-on on the end. It needs to be woven through every single one of them and we are committed to doing that really important job. It is very significant in its complexity, but I am happy to set out more detail in a letter to the noble Lord, if that is helpful. I can stress, knowing what I think is behind his question, that there is no lack of motivation and commitment to doing this. It is a practical barrier rather than any other.

Returning to my recent meeting with representatives on this issue, we will continue to engage with your Lordships, Members of the other place and representatives from the Islamic community. I will be able to provide a further update on alternative student finance later this year.

Delivering the Government’s vision for the LLE will require, as I just said in response to the noble Lord’s question, extensive changes to the student finance system and the types of course available. Introducing ongoing reviews into primary legislation before policies have been fully implemented or had sufficient time to bed in would, we believe, be of limited value, if any, particularly when the Government want to focus on working with the sector and learners—and indeed with employers, as your Lordships raised—during implementation.

As your Lordships know, we often see initiatives in post-16 education needing time to scale up to reach their full potential. The noble Lord, Lord Watson, referred to the development of T-levels, which have been deliberately phased to ensure high-quality provision. There are now 16 T-levels available, with 164 providers. Over 10,000 new students were recruited to T-levels in 2022; that is more than double the 2021 figure, but there is obviously also tremendous growth potential there.

I turn to some of the specific questions which your Lordships raised. The noble Lord, Lord Aberdare, hoped that there would be a straightforward registration process for independent training providers. Of course we need to make it as straightforward as humanly possible; equally, it needs to be appropriately rigorous so that we uphold quality because, as the noble Lord understands extremely well, there have been issues with the quality of provision and we really do not want to go there again with these reforms. We are very committed and keen to ensure that we uphold quality at all times, so simplicity of process should not trump the quality of delivery.

In relation to VAT, the noble Lord answered his own question; it is considerably above my pay grade. On creative subjects, I had breakfast last week with a group of tech companies to talk about STEM careers. A number of them really wanted to talk about only the importance of creative subjects within a STEM career, so I agree with much of the sentiment that the noble Lord expressed on that.

Children in Care: Gone Too Far Report

Debate between Baroness Barran and Lord Watson of Invergowrie

Tuesday 23rd May 2023 Lords Chamber

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what assessment they have made of the findings of the report Gone Too Far, published in April 2023 by the charity Become, that the number of children in care moved more than 20 miles from home increased each year between 2012 and 2021, and that more than 800 children under the care of local authorities in England were moved to Scotland or Wales during 2022.

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

My Lords, the Government recognise the importance of most looked-after children being placed near to their homes. Local authorities have a statutory duty to ensure sufficient provision for those children within their boundary. We are aware that, particularly in more complex cases, an increasing number of children are being placed over 20 miles from their home. Through our implementation strategy, Stable Homes, Built on Love, we are driving forward improvements to increase efficiency and reduce out-of-area placements.

[Lord Watson of Invergowrie (Lab)]

I thank the Minister for that reply, but the Become report highlights some of the effects on children of being moved away from home, such as isolation and stigma. The Government’s children’s social care strategy, to which the Minister just referred, emphasises rightly the need to put strong, loving relationships at the heart of being a child in care. How does that square with the inevitable negative effects of children being sent far away from home on their relationships with the people who matter most to them—their family and friends?

International Higher Education Students

Debate between Baroness Barran and Lord Watson of Invergowrie

Tuesday 21st March 2023 Lords Chamber

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what steps they have taken to arrest the decline in the United Kingdom’s global market share in international higher education students, which fell from 11 per cent in 2008 to eight per cent in 2019.

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

My Lords, in 2019 we published the International Education Strategy, which commits to hosting at least 600,000 international students per year by 2030. We have met that for two consecutive years, with nearly 680,000 studying here in 2021-22—a 37% increase on 2019 and almost double the number in 2008. While the international student market is becoming more competitive, the absolute number continues to grow, which is testament to the global reputation of our higher education sector.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for that reply. Three years ago, after the Government had removed all post-study work opportunities and rolled out the then Home Secretary’s policies of an unwelcoming environment, the UK slipped from second to third among English-speaking destinations for international students, with Australia overtaking us. The international education strategy to which she has referred was a response to the failure of those policies. While it has indeed reversed the deadline, Universities UK is now saying that new government proposals will restrict its ability to recruit international students. International students make a huge contribution to the economy, and surely the Government need to make more of promoting the UK as a welcoming and accessible destination for study and post study. Is it not the case that the Minister cannot deny that the Government’s policy of restricting student visas will have the opposite effect?

[Baroness Barran (Con)]

I really do not recognise what the noble Lord is saying. In 2019, we had 496,000 international students coming to this country; last year, there were 679,000. We have introduced a graduate route, which allows international students who are graduates to work in this country. We have increased our educational exports from this area from £19 billion to £25.6 billion and are heading to our target of £35 billion.

SEND and Alternative Provision

Debate between Baroness Barran and Lord Watson of Invergowrie

Thursday 9th March 2023 Lords Chamber

[Baroness Barran (Con)]

In relation to my noble friend’s first question, of course the new NPQ will definitely learn from the NASENCO qualification, but its focus, to put it in simple terms, will be very practical and on the classroom. It tries to address the practical requirements of teachers in the classroom, and it will have less of the academic and research focus that has traditionally been associated with the NASENCO.

In relation to not letting the Treasury anywhere near that, clearly, I would have to reserve judgment—but I hear the spirit of my noble friend’s question. The important thing is that the standards are being developed in collaboration with families, local authorities, health providers and schools. There are tensions pulling in different directions, but there is a shared aspiration for the earliest possible intervention, and the earlier that we can intervene the less likely it is that many children will need to go into specialist provision and need to have an EHCP. Therefore, absolutely front and centre, the most important thing is that that is the right outcome for that child, but the secondary helpful benefit is that it then frees up funding, as my noble friend suggests, for those children who need an EHCP.

[Lord Watson of Invergowrie (Lab)]

My Lords, there are many welcome aspects of the Statement, but it seems the Government still have not grasped the urgency of the situation surrounding children with special educational needs and disabilities. A SEND pupil in year 7 when the review was launched in 2019 will have left school by the time the reforms are implemented—if indeed they are fully implemented—by 2026. That means, as the right reverend Prelate said, that a child being failed now will continue to be failed, which is just unacceptable.

I have two questions for the Minister on alternative provision, and they go to moral leadership from the Government and from senior practitioners. Will the reforms force mainstream schools to accept vulnerable pupils presented to them? Will those reforms force mainstream schools to pass on funding for children that they exclude to alternative provision? Because, at the moment, neither of those are guaranteed.

[Baroness Barran (Con)]

I really do not accept the premise of the noble Lord’s first statement. I am sure he would not want us to implement everything tomorrow and then find that it is not having the impact we want. We live in a world where we have to make sure that this works in practice; hence the nine regional expert partnerships where we will be testing everything. As I already mentioned, we have already made reforms in terms of teacher training; we have already increased our expenditure by 50% since 2019; we have already massively increased the capital budget and delivered more places; we have already started to increase the number of educational psychologists; and we are already delivering qualified SENCOs for early years pupils. So, there is a great deal happening that will help that year 7 child before they leave school, and I hope the noble Lord accepts that.

As for forcing children into mainstream, and forcing the funding to follow them, I just think it is not the approach that we are taking. It is not that we do not take this seriously or that we do not have grave concerns about children who are excluded from school and never return: those are key metrics that we will be tracking, but we need to work with people and make sure that we deliver for those children. As always, we will be looking at the areas that are doing this brilliantly today, learning from them and working with areas that have perhaps not yet reached that level of practice and supporting them to deliver for those children. I share the noble Lord’s concerns about those very children.

School Buildings: Risk of Collapsing

Debate between Baroness Barran and Lord Watson of Invergowrie

Tuesday 7th February 2023 Lords Chamber

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what steps they intend to take in response to the risk status of school buildings collapsing being raised to “critical – very likely” in the Department for Education’s Consolidated annual report and accounts, published on 19 December 2022 (HC 918).

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

My Lords, safe, well-maintained school buildings are a priority for the Government. We have allocated over £13 billion since 2015, including £1.8 billion this year, to keep schools safe and operational based on their condition need. Our new school rebuilding programme will transform buildings at 500 schools, prioritising core condition and evidence of potential safety issues. Where the department is alerted to significant safety issues with a building that cannot be managed locally, we provide additional support.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for that reply but with respect, parents are not interested in what has been spent since 2015, because the DfE’s annual report shows that it is quite inadequate to make the school estate safe. Between 2010 and 2022, political decisions have meant that there has been a 25% decrease in cash terms in schools’ capital spend. In the next few years, the Government may not be in a position to put their plans into place.

Parents need answers now on the safety of the schools their children are going to daily. It is shocking that the Government feel able to withhold information from them, as they did 10 days ago when they reneged on the promised publication of data showing the schools most in danger of collapse. What do the Government have to hide?

[Baroness Barran (Con)]

The Government do not have anything to hide: they have been proactive in reaching out to schools and engaging with them to understand the condition need of the school estate and the structural issues they face. The noble Lord refers to the publication of the condition data collection reports. I remind him that all the data from those surveys has been shared directly with the schools and responsible bodies concerned, so they have been able to act on the information from those reports.

Initial Teacher Training Providers

Debate between Baroness Barran and Lord Watson of Invergowrie

Monday 5th December 2022 Lords Chamber

[Lord Watson of Invergowrie]

To ask His Majesty’s Government, further to the Initial teacher training (ITT) market review, published on 29 September, what percentage of initial teacher training providers have not received accreditation to enable them to continue offering training courses from 2024; and what assessment they have made of the effect this will have on ensuring all regions of the country are able to offer such courses.

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

My Lords, adopting the recommendations from the Initial Teacher Training Market Review and subsequently undertaking the accreditation process to ensure that only the high-quality providers remain in the ITT market is key to achieving this Government’s aim of an excellent teacher for every child. One hundred and seventy-nine providers have been accredited to deliver ITT from 2024, covering every region in the country. We are supporting the sector to develop partnerships and expand provision to meet trainee demand in all areas.

[Lord Watson of Invergowrie (Lab)]

My Lords, despite the fact that there was no evidence that the quality of initial teacher education had a connection to the failure to reach recruitment targets, two years ago the Government introduced the review to which the Minister referred for a complete overhaul of the system. Every existing provider was forced to apply for reaccreditation, and many were unsuccessful. Despite what the Minister has just said, in Cumbria, for instance, there is no ITT provider remaining, and in other areas such as Yorkshire and the Tees Valley, there are very few—so much for levelling up. Last week, the DfE announced that it had again failed to reach its targets for primary and secondary school teacher trainee applicants—by 40% in secondary. Can the Minister say how, in those circumstances, the Government can justify cutting the number of ITT providers?

[Baroness Barran (Con)]

The Government are focused on ensuring that there is the right capacity in the market. The noble Lord is right that not all existing providers have been successful, but the Government are working with them to make sure that they can work in partnership with accredited providers to make sure that we have capacity all across the country.

Kinship Care

Debate between Baroness Barran and Lord Watson of Invergowrie

Monday 14th November 2022 Lords Chamber

[Baroness Barran (Con)]

At the risk of sounding like a cracked record, the Government are considering all the review’s recommendations. More broadly on the noble Lord’s point, the variability in the use of kinship care across different local authorities is also very striking. For some local authorities it is as low as 2%; for others it is over a quarter.

[Lord Watson of Invergowrie (Lab)]

My Lords, I know the Minister has a firm grasp of issues across her portfolio, so she will be aware that the charity Kinship’s annual report found that over a third of kinship carers have stated that they are unlikely to be able to continue in that role in the next year. I echo the points that other noble Lords have made and I hear what the Minister said about cracked records, but even cracked records have good music at their centre. Will she accept the need for kinship carers to be provided with the same support as foster carers to enable them to continue to provide that role? As other noble Lords have said, the cost of not doing so will be much greater, should those children have to be taken into local authority care.

[Baroness Barran (Con)]

The Government are considering all these issues. I have made it clear that we see kinship care as an incredibly valuable part of the fabric of support for children who, for whatever reason, can no longer live with their birth parents. We are looking at all aspects—not just financial but the information, support and guidance that prospective carers and local authorities receive.

Schools: Resources

Debate between Baroness Barran and Lord Watson of Invergowrie

Wednesday 2nd November 2022 Lords Chamber

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what resources they plan to make available to schools in England to ensure that they can remain operational for five days a week.

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

My Lords, we will always support schools so they can stay open five days a week. Alongside the additional £4 billion that we are investing in schools’ core funding in this financial year, the energy bill relief scheme will protect schools from high energy costs over the winter. There is further support available in cases of serious financial difficulty, and we encourage schools that are struggling to come forward to the department to discuss this.

--- Later in debate ---

[Lord Watson of Invergowrie (Lab)]

My Lords, it is a major failure of government support for children’s learning that some schools are even considering closing for one day a week to save on crippling costs. The Minister mentioned the £4 billion already committed for this year, but that is not enough: a recent survey by the National Association of Head Teachers found that 90% of schools expected to run out of money by the beginning of the next academic year. Will the Minister commit that she and her fellow DfE Ministers will fight their corner with the Treasury to ensure that sufficient funding goes to schools to enable them to at least maintain current levels of provision?

[Baroness Barran (Con)]

I will respond to the noble Lord in two ways. He is well aware that as a nation we face incredibly difficult decisions over our public expenditure and the fiscal challenges we face, but as a department we are always on the side of children and teachers. We do everything, and use evidence in every way we can, to make our case.

Schools: Financial Education

Debate between Baroness Barran and Lord Watson of Invergowrie

Tuesday 12th July 2022 Lords Chamber

[Baroness Barran (Con)]

My noble friend is right in that we can do more to embed financial education in the curriculum. The webinars that I referred to will build on the financial education guidance for schools published by the Money and Pensions Service last year. It highlights the links between financial education and the curriculum, and how primary and secondary schools can improve the financial education that they deliver.

[Lord Watson of Invergowrie (Lab)]

The Money and Pensions Service, to which the Minister just referred, states that money habits are formed from the age of seven, well before young people arrive at secondary school, yet only about 25% of primary schoolchildren in England receive any form of financial education. Last year, a report from the All-Party Parliamentary Group on Financial Education for Young People called on the Department for Education to introduce financial education to the national curriculum in primary schools, and to set a target of ensuring that every primary school pupil has access to it by 2030. What progress has the Minister’s department made towards that target?

[Baroness Barran (Con)]

The noble Lord will be aware that the Government made a commitment to make no changes to the national curriculum during the life of this Parliament, and that remains the case. Although citizenship is not compulsory in primary schools, as we know, many schools choose to teach it as part of their commitment to delivering a broad and balanced curriculum. The Money and Pensions Service has clear goals to ensure that 2 million more children and young people get meaningful financial education by 2030 and we are very supportive of its work in that.

Schools Bill [HL]

Debate between Baroness Barran and Lord Watson of Invergowrie

Committee stage
Monday 27th June 2022 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank all noble Lords who have spoken in this group. Before I come specifically to the two amendments in my name and that of my noble friend Lady Blower I would just like to say, on the amendments in the names of my noble friend Lady Whitaker and the noble Baroness, Lady Brinton, that bullying is one of those issues that if you do not measure it, you cannot improve it. The Minister has just said that Ofsted has issued guidance on schools recording bullying. That is all right for those schools which are doing that, but the point is that it is guidance. What about those instances where it is not recorded, for whatever reason—the school may wish to protect its reputation or whatever?

The noble Baroness talked about local authorities having a register. I think it is important to go beyond the individual school. We are moving away from a situation in this Bill where we thought academies were a law unto themselves; we are now finding that perhaps that is not the case after all. I think it is important to broaden that.

I will give some examples of bullying. Noble Lords have highlighted issues, and I would like to mention some more. One is that it is not just those you might think are obvious targets for bullying. Children who are adopted often suffer very badly from being bullied, if the fact that they are adopted becomes known. Noble Lords may remember that, following the MacAlister report on the children’s social care review, a day of action was organised here on Wednesday last week by a number of children’s charities. They brought along a lot of children in care and, in speaking to them, I was very disappointed to hear some of them say that they are stigmatised in school because they are in care. They said that some teachers will ask, “What do your mum and dad think of this?” Of course, a child in care can find that most distressing. That is not bullying—I am not suggesting that teachers bully—but it allows it to emerge, and children can then be subject to bullying by their peers. It takes so many forms and it has to be more carefully recorded, and schools held to account if they are not acting appropriately.

On Amendments 171J and 171K, I acknowledge the point made by the noble Lord, Lord Addington, about young people with dyslexia and dyspraxia. I should at least have referred to the fact that the amendment was as broad as possible and covered all children who, for whatever reason, need assistance with developing their speech and communication skills.

I hear what the Minister said about the guidance that is available. Again, the point is the same as with bullying: it is guidance. For those schools that abide by it, fine; but those that do not are the problem, and these are the areas where it has to be strengthened. That is why I think that a statutory position is necessary.

The Minister contradicted herself, because she said at one point, “We cannot really have statutory assessment at this stage”, in relation to the need to check on spoken and communication skills because, post-pandemic, that would put undue stress on teachers and school staff. That is basically saying, “It is a good idea, but this is not the time to do it”. If we say that, that means that the older children—the ones who will have moved on in three or four years, or however long it takes for us to be in a proper post-pandemic situation—have not benefited. Then the Minister said, in relation to my noble friend Lady Chapman’s amendment, that we need to concentrate funding now because the older pupils will have moved on by the time the funding reaches them. I understand her point about needing to make sure that older pupils get that consideration, but you cannot on the one hand say, “We cannot do it now” for one reason, but then say that older pupils have to get that consideration now in terms of the funding. I do not think it is an either/or situation.

[Baroness Barran (Con)]

I apologise if I was not clear. What I was saying was that to introduce an additional assessment early on would put greater resource strain on the system. What I was saying in relation to investment in older children was not about assessment; it was just making sure that we prioritise them for greater funding because they have less time left in school, so we want to give them as much support as possible.

[Lord Watson of Invergowrie (Lab)]

I thank the Minister for that clarification. I accept what she says about the differences as well, but I was drawing attention to the fact that older children, by definition, do not have much longer in school, so we need to ensure that they get every support that we can give them, either financial or through encouragement to improve their speaking skills. I also note what the Minister says about the current situation, so I invite her to bring forward an amendment on Report which might have a time-limited introduction of the sort of resources necessary for the suggestion I made in Amendment 171J.

I hope I have covered the points. I am not suggesting that the Minister is not taking these issues seriously—I know her well enough to know that she is and does—but there has to be some kind of step change, because the views and surveys I referred to earlier have pointed out that, however well meant things are, there are too many children who are not getting the assistance they need to make sure they have the skills that we discussed for many hours on the skills Bill not so long ago. To bring young people on to the jobs market, they need these skills—that is the key. There is no point in having a bit of paper that says “So-and-so has passed this qualification” if he or she is not really able to make the most of it by articulating in a way that helps them to do that job effectively. With those remarks, I beg leave to withdraw the amendment.

Disabled Children: Support Services

Debate between Baroness Barran and Lord Watson of Invergowrie

Thursday 23rd June 2022 Lords Chamber

[Baroness Barran (Con)]

As my noble friend knows, my right honourable friend is a great fan of data and transparency. We have commissioned an independent process and an early outcome evaluation of the first year of delivery to assess the impact of the scheme. It will obviously seek the views of parents and children who are in receipt of the support, as well as those of local authorities and other delivery partners. The evaluation will assess the feasibility of conducting a robust impact assessment of the type my noble friend outlined, for years two and three of delivery.

[Lord Watson of Invergowrie (Lab)]

My Lords, I must press the Minister in respect of the answer she gave to my noble friend Lady Uddin a few moments ago. Surveys by the Disabled Children’s Partnership found that three-quarters of parent carers had suffered a deterioration in mental health due to the fight they were required to undertake to get the right services for their children. In the light of that, can the Minister say how the Government intend to use the SEND Green Paper to reduce the burden of admin and advocacy that currently rests on the shoulders of parents with disabled children?

[Baroness Barran (Con)]

I think I mentioned our starting point in response to the original Question asked by the noble Lord, Lord Touhig, which is that part of our challenge is building up trust with parents who have children with a disability. We believe that by having much clearer bandings around provision, so that we reduce some of the regional inconsistencies in the system, and by requiring mediation as part of this, we will reduce confrontation. That is absolutely our intention, but we do not have a closed mind on this. We have held more than 153 consultation events and they are growing all the time. We are very keen to hear from parents on what they think will work.

Industrial Training Levy (Construction Industry Training Board) Order 2022

Debate between Baroness Barran and Lord Watson of Invergowrie

Monday 25th April 2022 Grand Committee

[Baroness Barran (Con)]

My Lords, I thank noble Lords for their contributions to the debate. I will attempt to cover the questions asked but I will of course write on any that I cannot answer at the Dispatch Box.

Before I go any further, the noble Lord, Lord Watson, highlighted the difference between the 2.5 million employees cited in the Explanatory Memorandum and the 3.1 million that I referred to in my opening remarks. The figure of 3.1 million comes from the Office for National Statistics and represents a wider definition of construction that includes the built environment and manufacturing. The figure in the Explanatory Memorandum is an estimate of the CITB-relevant part of the total. I hope that clarifies it for the noble Lord.

The noble Lord, Lord Jones, shared his deep expertise in the sector and asked a number of questions in relation to Wales. In line with the requirements of Section 88 of the Scotland Act 1988, we consulted Scottish Ministers—the noble Lord pointed this out—who confirmed that they are content with the levy order. The Welsh Assembly has also confirmed its support for the order.

The noble Lord asked why the contribution for Wales appears to be so small. The levy is charged to in-scope employers based on their wage bill, so it is possible that there are fewer or smaller such employers in Wales and this is reflected in those figures. The noble Lord also asked how much of the levy will be distributed in Scotland and Wales. The split in income and expenditure between England, Scotland and Wales is not something that the CITB generally measures or reports on.

The noble Lord asked about engagement with the unions. Obviously, it is up to the CITB as to who it engages with. It is the legislation that controls who can actually vote on the levy proposals.

The noble Lords, Lord Jones and Lord Storey, challenged whether the Government are doing enough with our investment in training, qualifications and skills in this area. We have already put in place a wide range of opportunities for adults to gain the skills that they need for employment and are ensuring that people have opportunities to study by delivering on the Prime Minister’s lifetime skills guarantee. The provision of skills, in construction in particular, is supported through a number of routes, including courses available through further education colleges and independent learning providers, with funding of more than £1.3 billion from the adult education budget. Noble Lords will be aware that we introduced construction T-levels in 2020, as an alternative vocational route into the sector, and are continuing to develop skills boot camps, which offer free and flexible courses of up to 16 weeks, funded through the national skills fund.

As noble Lords observed, apprenticeships remain a key route into this industry. There are currently over 640 high-quality, industry-designed standards available, and we aim to continue to improve and grow apprenticeships, so that more employers and individuals can benefit from them.

The noble Lords, Lord Watson and Lord Storey, rightly focused on the lack of diversity in the construction workforce. Obviously the CITB is not responsible for the construction workforce, but it has an important role in facilitating skills opportunities to help the industry strive towards a workforce that reflects today’s society. It undertakes a wide range of initiatives and activities; it works with industry and other partners to try to attract a diverse pool of new entrants into the industry and to promote construction careers. I share the hope of the noble Lord, Lord Watson, that in three years, when we debate this instrument again, the make-up of the sector will look very different from where it is today.

The CITB is funding the training of industry construction ambassadors on fairness, inclusion and respect, who contribute to a dedicated industry project which creates resources for employers to promote and celebrate best practice across the sector. It is also funding a digital resilience hub, which is a free and accessible tool that brings together mental health resources for those working in the construction industry. Finally, it is funding the on-site hubs that support individuals to become employment-ready and site-ready to take up opportunities in construction. Their target is to support underrepresented groups, including women and those from black, Asian and other minority-ethnic backgrounds, to secure sustainable job outcomes. It is fair to say that representation from those groups remains disproportionately low. The CITB continues to work with partners to try to address that.

The noble Lords, Lord Watson and Lord Storey, questioned the value of the CITB and raised some of the criticisms that have been lodged against it, and asked whether there would be an alternative model for funding skills development in the construction industry. The Government seek to evaluate the rationale for and effectiveness of its arm’s-length bodies through a programme of regular reviews, and that includes the ITBs. In 2017, the review of ITBs confirmed that there remains an ongoing need for a central skills body and recommended that the CITB should make stronger efforts to address the skills gap and market failure within the industry. That included the requirement for the CITB to lead on emerging needs, such as supporting the Government’s ambitions for housing.

[Lord Watson of Invergowrie (Lab)]

I mentioned earlier that the impact assessment shows that 75% of employers, when asked, said that they wanted the current scheme to continue. Is it not unthinkable that, with that kind of backing, the Government might move away from the current model?

[Baroness Barran (Con)]

Obviously I cannot predict the future. I can only repeat what the review of 2017 said, on which basis the Government are moving forward. The review showed that there is an ongoing need for a central skills body and, as the noble Lord says, employers support it.

Following that review, the CITB’s implementation of its three-year transformation process, Vision 2020, has helped to make it a more focused and more agile partner to industry, and, as a result of the initiative, the CITB has implemented new governance structures so that industry voices are at the heart of decision-making, has launched new funding systems to allow employers to have easier access to support—the noble Lord, Lord Storey, referred to bureaucracy being a barrier to accessing support—and has moved to an investment model based on strategic commissioning. As I noted, the industry has expressed concerns about the performance of the CITB, but we are confident that it has worked hard to increase industry involvement in its strategic planning to address those concerns.

The noble Lord, Lord Storey, asked about the funding model and exactly what it pays for. The levy provides an investment in skills through a redistributive and collective fund, and it provides value through strategic initiatives that benefit the whole industry—I have referred to some of them already—such as attracting new entrants, identifying common standards and common training solutions, encouraging the transferability of skills, quality control of training provision, leadership and project management development, and collaborative behavioural training programmes.

The noble Lord, Lord Watson, asked about the relationship between the amount of levy that is paid and the grants that an employer might receive. We believe that employers receive value for money, but they do not expect to receive a direct financial return via the training grants that is equal to the levy that is paid. As I mentioned, the levy is an investment in skills through a redistributive and collective fund that benefits all employers.

The noble Lord, Lord Jones, asked about our housebuilding targets. One of the priorities from the DfE to the CITB for 2022-23 is providing support to the industry to meet our ambition to build 300,000 homes each year.

There continues to be the collective view across the sector that training should be funded through a statutory levy system and that that system should be used to contribute to a pool of skilled labour, now and in the future, for this critical sector. There is a firm belief that without the levy there would be a serious deterioration in the quality and quantity of training in the construction industry, leading to a deficiency in skills levels and in capacity. That would create particular challenges in the current economic environment, when skilled workers are needed to deliver the infrastructure projects required to meet the environmental challenge of reducing the UK’s carbon emissions to zero by 2050, as well as all the other ambitions that we have referred to in relation to other infrastructure and housebuilding projects.

Skills and Post-16 Education Bill [HL]

Debate between Baroness Barran and Lord Watson of Invergowrie

Consideration of Commons amendments
Thursday 7th April 2022 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, it has been a long and winding road with this Bill, stretching back over 10 months from the position that we find ourselves in today. There is very little to add to what noble Lords have said in the last 20 minutes or so, but of course that does not mean that I will not make an attempt at it.

It is very pleasing that we have reached this position because, when the Bill arrived here, it was skeletal in form and many noble Lords made the point that it would be fleshed out only through secondary legislation. I do not think that many find that an acceptable means of legislating, given the restrictions on scrutiny that it entails. But we have had some fleshing out. We have the lifetime skills guarantee—albeit from only level 3 upwards—which will be introduced in 2024. We have the lifelong loan entitlement, which we know a bit more about and which is out for consultation at the moment; it will not come into play until 2025. There are also other consultations ongoing on level 2 and level 3 qualifications, so there is still quite a lot out in the ether and what will finally emerge is for the future.

I echo the points of noble Lords, particularly my noble friend Lord Blunkett, about the discussions into which the Minister, the noble Baroness, Lady Penn, and officials entered with us in the last few days. They have been productive.

I was slightly disappointed to get a message this morning from someone in the higher education sector who said that they were disappointed that the fight against BTECs being defunded, had fizzled out. Being a fairly forthright Scot, I replied that this was, shall we say, not quite the case. I have also had messages about the extension to 2024 and the clarity that will be provided in the documents that the Minister referred to—the Secretary of State’s letter and the table. I am not sure whether the table has yet been distributed to noble Lords, but it will be. It sets out the defunding process. The main point, as the noble Baroness, Lady Garden, mentioned, is that when this started, it was said that only a small range of BTECs would survive. We have now come not quite full circle but some considerable distance, with only a small range of BTECs facing defunding and in certain circumstances, as the Minister outlined. That is very much progress, and we welcome it.

To echo the noble Lord, Lord Baker, T-levels will ultimately be a success—we want them to be and they will be; it is a question of time. In our discussions earlier in the week, the Government’s target was 100,000 T-level starts in 2024. That is quite ambitious, given that we have only 5,000 at the moment, but I wish them well. Equally, I welcome that for those young and not so young people for whom T-levels are not appropriate for whatever reason—there are many reasons why that might be the case—there are other options remaining open to them, not least the route into higher education, which has been, as many noble Lords have said, very important. I am pleased that we have got to this. As my noble friend Lord Blunkett said, the Minister has been very helpful in that regard.

The noble Lord, Lord Baker, deserves considerable credit. Through his efforts, the clause bearing his name from the 2017 Act has been beefed up and will carry much more weight and be much more effective than it has hitherto been, with the ability of providers to be brought into schools. There will be much less likelihood of head teachers saying, “No, no, we don’t need that actually. Most of our young people are going to university, we don’t really need to hear about apprenticeships or any form of technical education”. That is wrong in any situation and is now much less likely.

The question of careers education is important. The noble Lord, Lord Blunkett, mentioned it, and I am very proud to say that there is a young man—my son Thomas—sitting on the steps of the Throne who is about to enter senior school. By the time he reaches 16, I hope that these reforms will have bedded in and he will have many options open to him and his cohort, enabling them to make informed decisions on how their lives will pan out, whether through further education, higher education, apprenticeships or whatever. I very much hope that that will be the case.

I do not really have anything else to say, other than that the Bill is in a much better state than it was when it arrived here. Many noble Lords have played an important role in getting us here, and I have to say that the Government have been willing to listen and act. It is important that this Bill is a success. The futures of many young and not so young people depend on it, and the future economy of this country depends on it. I hope it will succeed.

[Baroness Barran (Con)]

My Lords, as the noble Lord, Lord Watson, said, this Bill has been with us for a while and I know that noble Lords are keen to start their Easter break, I hope with their families. I thank noble Lords for their very generous words on the work that we have done in government, with officials and with many of your Lordships to get the Bill to where it is now. I hope that it will deliver on all our shared aspirations in this area.

I shall try to respond briefly to the questions from my noble friend Lord Johnson regarding parity of esteem. Without wanting to play with words, we are aiming for clarity of esteem—although I am not sure whether that exists. We want to have a range of high-quality options for young people. We want them to be absolutely clear which ones work for them, which are suitable and which offer the right path forward. Of course, that is underpinned by parity, but we need clarity as well, because that has been lacking in the past. In relation to his second point, we also need absolute clarity for providers. There is an enormous job still to be done to communicate the value of all the different options that young people will be offered.

In response to the noble Lord, Lord Watson’s correspondent, and the fight against BTECs fizzling out, I think we could agree that the fight for quality is certainly not fizzling out in any way. I am not sure there ever was a fight—but anyway.

Before closing, I thank all noble Lords here today, many of whom have contributed to debates throughout the passage of the Bill. I pay particular tribute to the Front Benches, to the noble Lords, Lord Watson and Lord Storey, and the noble Baronesses, Lady Sherlock, Lady Wilcox and Lady Garden. I say two things to the son of the noble Lord, Lord Watson, who is sitting on the steps of the Throne. I share the aspirations of the noble Lord that our reforms are bedded in, and I hope that his son and all his classmates will have a great range of opportunities. I also remind him that what he sees in this House today is the tip of the iceberg of the work that the noble Lord and his colleagues have being doing over the last few months to get this Bill to where it is.

I also thank the many former Education Ministers and Secretaries of State in this House whose insights we have benefited from—my noble friends Lady Morgan, Lord Willetts, Lord Baker and Lord Johnson, my noble and learned friend Lord Clarke and the noble Lord, Lord Blunkett. I also say special thanks to my noble friend Lady McGregor-Smith. She has been a great mentor and helped me to understand how this Bill will work in practice.

I also thank my noble friends Lady Penn and Lady Chisholm for their support. I thank the Bill team officials who have worked on the Bill—Kady Billington-Murphy, Ellie-May Morris, Emma Sisk, Lois Clement, Georgia Scoot-Morrissey, Charlotte Rushworth, Katrina Leonard-Johnson, Catherine James and Stephen Wan. I especially thank Jessica Clark in my private office, who has been an exemplar of calmness under pressure.

Education: Multi Academy Trusts

Debate between Baroness Barran and Lord Watson of Invergowrie

Wednesday 6th April 2022 Grand Committee

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

My Lords, I thank my noble friend Lord Lingfield for securing this important debate and congratulate him on his vision, so long ago in the mid-1980s, in the work he proposed at the time. As we all know, it is still a work in progress but this Government are committed to delivering on it.

As noble Lords have said and as set out in our recently published White Paper, our mission is that by 2030, 90% of children will leave primary school having achieved the expected standard in reading, writing and maths, and that at key stage 4 the average attainment in both English and maths will increase to grade 5. Currently, the average for children at key stage 2 is 65%, and for children with special educational needs it is around 22%. As my noble friend Lady Berridge pointed out, that is unacceptable and it is that on which we need to focus. I also thank her for her kind words, and possibly the best ministerial handover breakfast that either of us will ever have.

Strong multi-academy trusts—I stress “strong”—are absolutely central to achieving this ambition. Our priority is to extend their impact across the whole country, particularly in areas of high need. We want to remove barriers to conversion for all types of school, while strengthening the system in regulation and accountability, and making sure that every actor in it has a clear role. We believe that this will level up standards and ensure that every child has the best possible opportunity to succeed in the future.

The noble Lord, Lord Watson, gave examples of how we would do this that related to chapters 1 and 2 of the schools White Paper, I think. He rightly said that this is done by having great teachers for every child, and the Government entirely agree. He also said that it is done by having a really strong curriculum based on evidence and supported by excellent behaviour and attendance—those are my words, not the noble Lord’s, but I do not think that he would disagree. As your Lordships are aware, that is supported by the parent pledge.

I must correct the noble Lord’s statement—forgive me if I do not quote him accurately—that the department picked a headline and then picked the facts to meet it because we had already conceived the policy. I give the noble Lord my word that I worked really hard with excellent officials on that and that is just not the way that we did it. We started with the targets that we wanted to achieve and looked at the evidence for how they could be delivered, and that is what your Lordships see in the White Paper.

We know that this matters so much because teachers and staff in all schools, whether maintained schools or academies, have been working tirelessly, particularly over the last two years, to achieve excellent outcomes for children. Trusts have been able to support teachers in schools where that challenge is greatest. The noble Baroness, Lady Blower, questioned why we referenced the seven out of 10 sponsored academies. Those were schools that were inadequate—many of them were failing for many years, as my noble friend pointed out—and had failed several children in the same families. We put that in bold because the successors of 434,000 children who were in inadequate schools are now in good or outstanding schools. Some 600,000 children in this country are still in inadequate or double-RI-plus schools. We are absolutely determined to make sure that we see an end to that.

On the NEU research that both the noble Lord, Lord Watson, and the noble Baroness, Lady Blower, referred to, I note that the noble Lord, Lord Watson, used the term “manipulate figures”, and I hope that he might retract that statement. I would be delighted to meet with both noble Lords. We are preparing a formal response to that paper, as we believe that there are misunderstandings, at best, within it. The claims are based on selective data and misrepresent the published evidence. As I say, we are preparing a full response for the NEU, and I would be delighted to take both noble Lords, and any other noble Lord, through the data that we used in putting together our proposals.

As I have said, we want all children to be educated in strong trusts, but we know that the system remains mixed at present, and many of our best schools operate alone. On my noble friend’s point about single-academy trusts, I say that they have so much to offer the system, with their leadership and innovations, and we want that to be shared across schools that do not currently benefit. Whether that comes from a single-academy trust or a maintained school, our focus is on quality, and we need some of those trusts to grow. Those that fall short of our expected standards need to be replaced with much stronger ones.

We want to ensure that every pupil is educated in a strong trust, and we set out the five key characteristics of a strong trust in the White Paper: first, that there should be a high-quality and inclusive education; secondly, that there should be sustainable school improvement; thirdly, that there should be training, support and opportunities for teachers throughout their careers; fourthly, that there should be strong strategic leadership and governance; and fifthly, that there should be effective financial management.

In his speech, my noble friend thoughtfully explored the question of the size of multi-academy trusts. We are not pursuing size for its own sake, but if we think of our priorities in terms of educational outcomes, the hierarchy is a well-supported workforce, strong governance and financial efficiencies. We must have educational performance as the first and we believe it cannot be done without a well-supported workforce and strong governance. We are not pursuing size for its own sake. My noble friend is right that there are some great smaller trusts. Equally, I do not recognise some of the data that he referred to about the largest trusts, but I am more than happy to sit down with him to go through this. If I can name two of our best trusts, at the risk of offending others that deserve to be named, the Harris Academy Trust and the Star Academies Trust both have outstanding results and have done remarkable work in terms of school improvement. I am wondering whether some of the data that my noble friend is looking at includes schools that were recently failing and have just gone into those trusts, because they have done a lot of the heavy lifting—not just those two, but others—in turning around very weak schools.

The noble Lord, Lord Storey, and other noble Lords referred to CEO pay. We take it extremely seriously. There are two issues that we need to think about, as I said in our response to the noble Lord. One is the absolute figure. I do not know whether the right metric is to look at the Prime Minister’s salary, and we have to be careful because often the figures quoted include pensions and other benefits and are then compared with salaries. There is, of course, an issue about absolute levels, but there is also an issue about value for money. On that point, the largest trusts offer much the best value for money. If you look at CEO pay or overall leadership pay per pupil, they offer the best value for money. We now have trusts which have responsibility for 75,000 children. We need to get the best people to lead them.

The noble Lord, Lord Storey, and the noble Baroness, Lady Blower, talked about the importance of local. We heard it loud and clear, not just from your Lordships but in our engagement with schools ahead of the White Paper. We are very clear that that is extremely important. The data from the 2021 National Governance Association report showed that 76% of trusts have a local committee for each academy in their trust and a further 12% have a local tier of governance which oversees a group of academies, so 88% of trusts already have some form of local governance in place, but we agree that it is important. To clarify, as the noble Lord, Lord Watson, asked, we are not forcing schools into trusts.

My noble friend asked about the incentives in relation to rural primaries. It is that ability to collaborate, share resources and make a more resilient network of schools. I was lucky enough last week to visit the Old Cleeve First School in west Somerset, which has a grand total of 91 pupils and is part of the West Somerset Academies Trust. The people there gave me two examples—one in relation to the national tutoring programme. As a stand-alone school they would never have been able to participate, but they were able to share a member of staff across three schools in the trust. They also talked about the career opportunities for their staff, which would normally be very limited in a school like that, where you have two forms learning together—so a very small staff team, which is able to move to other parts of the trust.

I would like to set the record straight in relation to the remarks made about the curriculum. Some trusts have a curriculum which they expect all the schools and their trusts to follow; others will give schools in the trust more flexibility. There is really a range—so it is wrong to describe it as such; but I am interested, and I hope that after the debate I will be able to talk to your Lordships about the impact on workforce. On the one hand, we know that the workforce is under pressure but, on the other hand, we have pushed back, and it is something that could save teachers so much time if they have a well-sequenced curriculum to work from.

I cannot accept the point about a lack of transparency on accounts. There is so much greater transparency in the academy sector than there is in the maintained sector.

My noble friend Lady Berridge talked about the importance of focusing on disadvantaged children. I agree with her absolutely; that is why she will have seen that we are targeting a particular investment in educational investment areas, those local authority areas with the highest need and the most entrenched underperformance of schools. I thank her for the welcome for the consultation, which I think she did a great deal of work on, on being able to require schools that have had two judgments below good from Ofsted to join a multi-academy trust.

I thank my noble friend Lady Fleet for all her work in the area of music education, particularly in relation to the national music education plan, which she and I are both looking forward to being published—and not just published but seeing implemented in schools across our country. My noble friend gave some excellent examples of MATs that are really using music as part of the curriculum to great benefit. Certainly, our understanding is that many music teachers might find themselves working in isolation in individual schools, and working in a MAT can be a real benefit in continuing professional development, sharing resources, adding capacity to their teams and giving opportunities for progression.

We also believe that lengthening the minimum school week will benefit some of the curricular and extracurricular enrichment activities.

My noble friend Lady Berridge talked about the risk of capital and use of data in weaker responsible bodies with poor buildings. We have significantly improved our data on the condition of the school estate, including through the condition data collection. Its successor programme, CDC2, will visit every school again in 2026. We also ran a pilot of a capital adviser’s programme in 2021 to test how professional advisers could support trusts to manage their estates more effectively, and we will consider how that can be rolled out further.

My noble friend asked an important question about how long it takes and what the average time is to transfer a school into a trust. I shall write to her on a number of questions. On that issue, I am not sure that the average is really meaningful. The majority of schools are moved in a reasonably straightforward way, then there is a tail of schools, which are extremely difficult and may go on for many years. That is clearly unacceptable, which is why we have set up two MATs—the Falcon Education Academies Trust and the St Joseph Catholic MAT—which can act to hold those schools on a temporary basis until a sponsor is found.

[Lord Watson of Invergowrie (Lab)]

The Minister is talking about schools moving into MATs. Both the noble Lord, Lord Lingfield, and I asked why schools cannot move from one MAT to another or move back into the maintained sector, if they feel it is in their interests to do so.

[Baroness Barran (Con)]

I have got that, although I am well out of time—but the noble Lord has given me permission to overrun. We are going to consult on the ability under certain circumstances for schools to leave a MAT, if they feel that there are good reasons for that; it is something that we will consult on and explore in some detail.

I am well over time, and I shall write to your Lordships on any questions. In closing, the White Paper is the start of a journey towards a stronger and fairer schools system, with children benefiting from high standards in all areas of the country. It is a journey that will depend on us supporting and empowering our greatest leaders in education; it will depend on us working with parents to make sure that their children achieve their potential wherever they are born, and it is probably the most important journey that any of us will take.

Foreign Languages: Economic Value

Debate between Baroness Barran and Lord Watson of Invergowrie

Tuesday 29th March 2022 Lords Chamber

[Baroness Barran (Con)]

I think it is not elusive to British exporters. There are a number of mechanisms for improving our competitiveness on the world stage; language is one of them. However, English is a global language in the way that Deutsch ist nicht.

[Lord Watson of Invergowrie (Lab)]

My Lords, developing the point just raised by the noble Lord, Lord Sherbourne, in the European Union two-thirds of adults of working age can speak more than one language, yet two-thirds of Britons cannot hold a conversation in a language other than their mother tongue, so I am sure the Minister will be as concerned as I was to see the latest figures on A-levels in modern languages decline by a further 5% between 2017 and 2021. Yesterday, the schools White Paper pledged a network, I think it was called, of modern language hubs with CPD for teachers of those languages, yet the numbers of those teachers are falling. Will the cuts made last year by the Government in bursaries for language students, from £26,000 to £10,000, be reversed to support the development of those modern language hubs?

[Baroness Barran (Con)]

We were very pleased to announce in the schools White Paper the network of modern foreign language hubs. We are also increasing the languages bursary to £15,000 for 2023 to incentivise candidates. In 2020-21, the number of postgraduate modern foreign language trainees increased by 300 to 16,087.

Schools: Extremism and Intolerance

Debate between Baroness Barran and Lord Watson of Invergowrie

Monday 28th March 2022 Lords Chamber

[Baroness Barran (Con)]

I really cannot comment on that; I will leave it to the noble Lord to decide for himself.

[Lord Watson of Invergowrie (Lab)]

My Lords, the safety of children is paramount and whistleblowers often provide a very important service, but it is known that the then Secretary of State for Education had been informed that counterterrorism police had determined that the Trojan horse letter was bogus. None the less, he went ahead by citing the letter when instituting major reforms in Birmingham, through which teachers lost their jobs and schools were closed, and changes in national education policy resulted as well. Can the Minister say whether the Minister in question—who is now, of course, the Secretary of State for Levelling Up—has faced any consequences of those actions and whether the changes he instituted as a result will be revisited?

[Baroness Barran (Con)]

I do not think that the then Secretary of State or any subsequent Secretary of State should in any way apologise for their relentless focus on safeguarding children and the safety of those children. The alleged events and behaviours were confirmed in a number of independent reviews and an independent tribunal.

Education (Careers Guidance in Schools) Bill

Debate between Baroness Barran and Lord Watson of Invergowrie

3rd reading
Friday 25th March 2022 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, we welcome the Bill and congratulate the noble Lord, Lord Lucas, on continuing the good work of the honourable Member for Workington. I particularly welcome the fact that the Bill includes academies, which is an important aspect of increasing its chances of reaching the maximum number of children to begin their preparations for a career and the world of work. For so long we have been told that academies are often literally a law unto themselves, and the terms of their funding agreements mean that in many aspects of their provision they cannot be told what to do. The Bill demonstrates that in fact they can and that all that is required is a stroke of the Secretary of State’s pen. A precedent has thus been created.

I will not rehearse the powerful arguments advanced by my noble friend Lady Wilcox at Second Reading on the need for effective, regular, independent careers guidance. However, I feel that I have to draw something to the attention of the Minister—if her eyes roll as I start this, frankly, I would not be surprised, because it is about the consistency of government policy again. Yesterday I raised with her the fact that the Levelling Up White Paper talked up mayoral combined authorities at the same time as she was advancing a government position that effectively talked them down in terms of local skills improvement plans. We had the Chancellor talking up the need for an apprenticeship levy review just a month after the Government had voted down a Labour amendment in another place asking for just that. This Bill talks about year 7; it lowers the start of career guidance from year 8 to year 7. Yesterday the Minister said:

“We question the value of provider encounters in year 7, before those students can act on them”.—[Official Report, 24/3/22; col. 1139.]


That is what this Bill does. I may not be alone in being not just perplexed but slightly irritated at the Government’s apparent inability to present consistent policy. It is absolutely right that year 7 should be where it starts, but it was right yesterday in our discussions on the skills improvement Bill as well and I very much regret that that was not accepted.

Finally, the concession on the skills Bill that the Minister made this week in respect of the noble Lord, Lord Baker, and his clause, shows that the Government have finally determined that they will make careers guidance more effective and meaningful and they are supporting it further in this Bill. That is why we welcome the Bill and look forward to it becoming law.

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

My Lords, I thank my noble friend Lord Lucas for bringing forward the Bill and I thank all noble Lords who have participated in its passage through your Lordships’ House.

If I may, I will clarify the reference to Hansard that the noble Lord opposite made. When I said that students were not able to act on those encounters, that was not encounters in relation to careers advice but provider encounters with colleagues from further education colleges—UTCs. That is an important distinction to make.

This simple but effective Bill will ensure that all pupils in all types of state-funded secondary schools in England are legally entitled to independent careers guidance throughout their secondary education. That means high-quality support for every single child in every single state secondary school in every single local authority in England, without exception. It will fulfil a commitment in the Skills for Jobs White Paper, reaching over 600,000 year 7 pupils each year.

I am enormously grateful to my honourable friend the Member for Workington for his work on this important Bill and I congratulate him on ensuring that it passed through the other place. I know that the whole House will be grateful for this move to extend access to independent careers guidance, which will be widely welcomed. The Government are committed to supporting schools across the country to develop and improve their careers provision. The Bill is one step forward in ensuring that our young people receive high-quality careers guidance from an earlier age.

Skills and Post-16 Education Bill [HL]

Debate between Baroness Barran and Lord Watson of Invergowrie

Consideration of Commons amendments
Thursday 24th March 2022 Lords Chamber

[Baroness Barran (Con)]

I thank all noble Lords for the contributions they have made to this important debate and particularly the noble Lord, Lord Storey, for acknowledging the importance of the Government’s work in this area. I also thank my noble friend Lady Wolf for her descriptions of how local skills improvement plans should work in practice. I attempted to write something down but she put it very well.

We are trying to balance having a clear focus on the needs of employers, for all the reasons that your Lordships are well aware of—given the feedback we have from employers that students do not come to them with all the skills and experience that they need—with drawing on the valuable local insight and intelligence to which the noble Lord, Lord Storey, and others of your Lordships referred. We are trying to strike a balance between those two things.

In relation to the role of local authorities in this, particularly those which have a devolved adult education budget, the Secretary of State will have the ability through regulations to add local authorities in England to those relevant providers already subject to the duties in the legislation. These regulations will be subject to annulment in pursuance of a resolution in Parliament.

Those independent training providers that deliver English post-16 education or training will also have duties on them where that training is material to a specified area. There is already a duty on them to co-operate and engage in the development of the local skills improvement plans.

Turning to the vexed issue of defunding BTECs, I am concerned about my communication skills. I am not sure how many times I have stood at the Dispatch Box—I know colleagues at the other end have done the same—trying to reassure the House that we are not defunding most BTECs, as the noble Lord, Lordusb Watson, said, deploying a scorched earth policy, which the noble Lord, Lord Blunkett, suggested, or leaving them as a niche qualification, as the noble Baroness, Lady Blackstone, suggested. We see them as an absolutely core part of the offer in giving young people choice, diversity and quality, as the noble Lord, Lord Blunkett, described. We agree absolutely and think that the suite of qualifications we will have in future will do those three things.

To my noble friend Lord Johnson’s point about blighting and—these were not my noble friend’s words—besmirching the quality of BTECs, it is absolutely the reverse. Once we get through this and we are clear which BTECs are remaining, they will have absolute endorsement from the Government that they meet the standards of quality and future employability which are so critical for our young people, particularly those from the most disadvantaged backgrounds. All will be on a level playing field and have that endorsement.

[Lord Watson of Invergowrie (Lab)]

On that last point, once we get through this, as the Minister says, we can make judgments, but as things stand we are talking about 2024. As the noble Lord, Lord Baker, and others have said, by 2024 we will not have a clear view of how well T-levels have proceeded, so that is not the time to make the judgment. It surely has to be further down the line.

[Baroness Barran (Con)]

If I may, I will respond to that very valid point about the scale-up of T-levels when I come to it in just a second.

I am tempted to expand on the Crossrail/Central line analogy, but I think time does not permit.

On timing, and my noble friend Lord Willett’s question about giving a greater sense of which technical qualifications will be recommended for defunding, I am not in a position to be able to say that today. We intend to publish a provisional list of overlaps with waves 1 and 2 of T-levels shortly. We want to provide as much notice as possible about the qualifications that will have public funding approval withdrawn from 2024.

On the definition of “overlap”, which a number of noble Lords raised—

Education (Environment and Sustainable Citizenship) Bill [HL]

Debate between Baroness Barran and Lord Watson of Invergowrie

3rd reading
Friday 4th March 2022 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, we are all indebted to my noble friend Lord Knight for bringing this Bill forward and, in doing so, drawing on his long-established commitment to and campaigning on sustainability and environmental education.

At earlier stages of the Bill, both the Minister and her predecessor said the Bill was unnecessary as schools could be trusted to teach pupils about the issues that combine to create the climate emergency as part of citizenship education. But young people themselves tell us that that is not enough. The Government should—and, I believe, could—support it as one way of reinforcing the messages they sent out at COP 26. I know that is not going to happen, but we on these Benches support my noble friend’s Bill and wish it well in another place.

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

My Lords, I thank the noble Lord, Lord Knight of Weymouth, for highlighting this very important issue. While the Government agree with the sentiment of the Bill, as the noble Lord, Lord Watson, just suggested, they do not believe that amending the curriculum is the right way to encourage pupils to learn about a sustainable environment. The subjects of citizenship, science and geography all include content on sustainability and the environment, and schools have the autonomy to go into as much depth on these subjects as they see fit.

We are taking action to support schools to develop further pupil knowledge and skills in relation to these very important issues. Our draft sustainability and climate change strategy, which we announced at COP 26, set out two new initiatives: the national education nature park and the climate leaders award. Together, these schemes will build on knowledge gained in the classroom to provide practical opportunities for all pupils to learn more about nature and biodiversity, develop key digital skills that are essential components to solving climate change and be empowered to take positive action. Alongside this, teachers will have access to improved training in climate education, including a primary science module curriculum, science CPD and free access to high-quality resources. We have engaged widely and plan to publish the final strategy in April.

Music Education in State Schools

Debate between Baroness Barran and Lord Watson of Invergowrie

Wednesday 2nd March 2022 Lords Chamber

[Baroness Barran (Con)]

The new national plan is being led by my noble friend Lady Fleet, leading a team of experts from the industry, education and other relevant fields, with a focus on making sure that music education is available to all those children noble Lords have referred to, both regionally and in terms of disadvantage and diversity.

[Lord Watson of Invergowrie (Lab)]

My Lords, the figures enunciated by the noble Lord, Lord Black, are indeed compelling. They are very largely the result of the English baccalaureate being introduced and will not be offset by the updated national music plan, to which the Minister referred. In the 2019 Tory manifesto, there was a pledge to introduce an arts premium in all secondary schools, with the aim of “enriching” the experience of all pupils. That was reinforced in 2020 in the Budget by the Chancellor, offering a £90 million arts premium. Both of these promises have been reneged on. Should we be concerned that the man who, as Education Secretary, introduced the English baccalaureate is now the man entrusted with delivering the so-called levelling-up agenda?

[Baroness Barran (Con)]

I think we should be extremely comforted that the man who introduced the English baccalaureate and has been one of the leading energetic forces of reform is leading the levelling-up agenda.

National Tutoring Programme

Debate between Baroness Barran and Lord Watson of Invergowrie

Thursday 24th February 2022 Lords Chamber

[Baroness Barran (Con)]

To repeat myself, 230,000 out of almost 300,000 tuition courses are being delivered by the schools themselves.

[Lord Watson of Invergowrie (Lab)]

My Lords, the Minister’s bold attempts at boosterism cannot disguise the fact that the element of the National Tutoring Programme entrusted to Randstad is a car crash. I take no pleasure in saying that Labour warned of this last June, when the contract was awarded to a foreign company with little tutoring experience and no knowledge of our education system. The real tragedy is that the pupils who need it most are those who, in many cases, are being denied it. This was made clear by school heads when they gave evidence to the Education Committee last month, when they described the bureaucratic nightmare involved in trying to access the scheme. In words rather lengthier than those of my noble friend Lord Blunkett, will the Government now accept that this element of the National Tutoring Programme is failing and redirect its resources direct to schools, so that they can buy in resources to bolster their pupils’ recovery?

[Baroness Barran (Con)]

To reiterate, the Government are absolutely committed to this programme—the tuition and support should go to the children who need it most. We are working on a weekly basis with Randstad to address these issues. We have already made some changes, and improvements are coming through. We will not shy away from our responsibility to these children.

Higher Education: T-Levels

Debate between Baroness Barran and Lord Watson of Invergowrie

Thursday 24th February 2022 Lords Chamber

[Baroness Barran (Con)]

I will try to answer that question twice. I can only reiterate what I said to the noble Lord, Lord Storey; namely, that local colleges will choose the courses most appropriate in their communities and work with employers to deliver those experiences.

[Lord Watson of Invergowrie (Lab)]

My Lords, if T-levels are to be a success—we on these Benches very much want them to be—there are two issues. One has been raised by the noble Lords, Lord Lingfield and Lord Storey, which is the question of placements. The other is the question of recognition by universities. The list on the DfE website of the 118 higher education providers, which the Minister referred to, that will accept T-levels for entry is welcome and encouraging, but only 10 of the 24 Russell group universities are on that list. What are the Government doing to encourage more of these institutions to recognise T-levels, as a means of widening the access for young people from less well-off families to the more selective universities?

[Baroness Barran (Con)]

I will answer the noble Lord in two parts. First, we are working closely and engaging actively with a number of universities, including those in the Russell group. I am sure that he will share my pleasure in seeing that the number of applicants to universities in England from the most disadvantaged backgrounds rose by 10% year on year in January 2022, which is perhaps not an outcome we would have expected. Equally, the point of T-levels is to give the students who take them choice. For some students that will be university, for some it will be Russell group, for others it will be going straight into employment, and for others it will be further qualifications at different levels. Choice is essential.

Covid-19: Effect on Education in Deprived Communities

Debate between Baroness Barran and Lord Watson of Invergowrie

Wednesday 23rd February 2022 Lords Chamber

[Baroness Barran (Con)]

As ever, the noble Baroness makes a good point about the potential for online collaboration. The department really supports partnerships with independent schools, and there is some fantastic work going on, from local collaboration to very specific support for children in the care system being offered places at independent schools. We are encouraging that, but I share her desire that we should ensure it maximises the impact for children.

[Lord Watson of Invergowrie (Lab)]

My Lords, at his press conference with the Prime Minister on Monday, the Chief Scientific Adviser said that

“this virus feeds off inequality and it drives inequality and that needs to be borne in mind at all times.”

Those words should perhaps be framed and placed on the desk of every Minister—and, for good measure, that of the noble Lord, Lord Flight. Contrary to the figures that the Minister gave in her Answer, the Education Policy Institute said that disadvantaged pupils in England are 18 months of learning behind their peers by the time they finish their GCSEs. The Government are not doing enough to reduce that gap. Further to the point made by the noble Lord, Lord Storey, on the pupil premium, will she consider the suggestion that it should be extended to those qualifying 16 to 19 year-olds in full-time education?

[Baroness Barran (Con)]

Time does not permit all the details, and I do not have them to hand, but I did look at the difference between the data that we have been using in terms of lost learning and the data to which the noble Lord refers. There are some important points which underlie and explain the difference in the two figures. We genuinely believe that the figures which we are using are the most reliable and the most robust. In relation to pupil premium, of course we keep our policy under review, but we recently published guidance from the Education Endowment Foundation which helps schools to work through how they spend that premium to best effect.

School Absences

Debate between Baroness Barran and Lord Watson of Invergowrie

Thursday 3rd February 2022 Lords Chamber

[Baroness Barran (Con)]

My noble friend is right to focus on children with special educational needs. School is absolutely the best place for them to be, too. Throughout the pandemic, we have consistently prioritised children with special educational needs—for example, through the education recovery funding and by providing additional uplifts for those who attend specialist settings, including specialist units in mainstream schools. I am sure that, for the most part anyway, the House will share in the good news that at-risk children aged five to 11 are now eligible for the vaccine and its rollout has started.

[Lord Watson of Invergowrie (Lab)]

My Lords, the ongoing disruption caused by absences of pupils and teachers is evidence that the Government have failed to get a grip on the measures required to keep children learning, whether that is from the supply of testing kits or classroom ventilation. Schools that ended the requirement for pupils to wear face coverings last month, in line with government guidance, are now reinstating it because of the upsurge in Covid cases. Part of the effect of the January disruption was that some pupils were unable to sit their mock exams. What plans are in place to ensure that those pupils are not disadvantaged as a result when it comes to the real thing?

[Baroness Barran (Con)]

I think the noble Lord is being a little harsh: 99.9% of schools have stayed open. I know that he, with me, will recognise and deeply thank head teachers and all the teaching and associated support workforce for making that happen and for the flexibility they have shown. On Monday, we will announce the advance information about exams. The evidence from the VTQ January series of exams is that it has gone extremely well.

School Openings: January 2022

Debate between Baroness Barran and Lord Watson of Invergowrie

Thursday 16th December 2021 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, before I respond to the government response to the Question, I am sure I am not alone in my thoughts being dominated today by the absolutely horrific news from Tasmania. Five children in a primary school have died and many others were seriously injured on what should have been a day of joy, the last day of their school term. I speak for all noble Lords in saying that my thoughts are with the families involved in their unimaginable pain and anguish.

In responding to the Urgent Question in another place yesterday, the Minister for Skills said:

“The Government are committed to ensuring that schools open in January as normal.”—[Official Report, Commons, 15/12/21; col. 1061.]


We hope that is the case, but vaccination and ventilation are key to reducing the spread of Covid in schools and keeping children in the classroom in the new year. However, nationally less than half of 12 to 15 year-olds have had a vaccine and the weekly number of vaccines has fallen by 80% since October. Staff, children and parents are on the brink of a third year of school disruption.

To minimise that, I ask the Minister if the Government will adopt Labour’s calls for a clear, targeted communications campaign to parents on the benefits of vaccination for children, together with access to pop-up and walk-in clinics, and the mobilisation of volunteers and retired clinicians to deliver it successfully.

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

With the leave of the House, I share the initial sentiments of the noble Lord opposite and send my condolences to all touched by the tragedy in Tasmania.

As my honourable friend in another place said, we will do everything in our power to keep schools open throughout January and beyond. All in this House acknowledge the great price that children have paid over the last two years. I hope the noble Lord acknowledges that there has been a very active communications plan about the importance of getting vaccinated and having a booster jab. We press on with that, but we are exploring every avenue. I am pleased to tell the House that over 350,000 CO₂ monitors have been delivered to schools—above our target of 300,000 before the end of term—and 99% of eligible settings now have that equipment.

Children and Young People in Care: Accommodation

Debate between Baroness Barran and Lord Watson of Invergowrie

Thursday 16th December 2021 Lords Chamber

[Baroness Barran (Con)]

Earlier this week, the national transfer scheme for unaccompanied asylum-seeking children, to whom my noble friend refers, was made mandatory for local authorities. As a result of that change, the majority of local authorities will be required to accept transfers of unaccompanied asylum-seeking children into their care. We believe that this will provide those very vulnerable children with the care and support that my noble friend rightly says they need.

[Lord Watson of Invergowrie (Lab)]

My Lords, on this day 30 years ago, the Government made a pledge to the United Nations that they would honour the Convention on the Rights of the Child, which contains comprehensive state obligations towards children. Yesterday’s announcement, referred to by the Minister, on national standards for unregulated supported accommodation for 16 and 17 year-olds was, sadly, a further sign that this Government have reneged on that pledge. Instead of making those establishments follow the quality standards for children’s homes, Ministers are pressing ahead with an alternative, rudimentary set of standards, which are devoid of any requirement to provide care to children. How can it possibly be acceptable for children to be in the care of the state and not receive any care where they live?

[Baroness Barran (Con)]

I understand why the noble Lord asks the question, and I am grateful for the opportunity to try to clarify the point. There are children with a foster placement or a placement in a children’s home, which cater for the vast majority of children in care, whose placements have broken down multiple times or who have come very late age-wise into the care system, who live in semi-independent living, which aims to give them the skills that they will need later in life. I hope that the noble Lord will acknowledge the important step that is being made with the introduction of these standards and the powers that it will give Ofsted to make sure that we give children that care.

School Curriculum: First Aid Training and Home Nursing

Debate between Baroness Barran and Lord Watson of Invergowrie

Thursday 16th December 2021 Lords Chamber

[Baroness Barran (Con)]

As I said in response to my noble friend’s main Question, all state-funded schools are required to teach first aid and the curriculum includes CPR. We have also recently issued implementation guidance to schools, which says that they should decide the most appropriate method of teaching. Many use excellent charities to help them implement that training.

[Lord Watson of Invergowrie (Lab)]

My Lords, I am sorry to say this, because I know the noble Baroness raised this Question in good faith, but it is unhelpful because it deflects from the pressing need for the national curriculum to be rescued from the confines imposed upon it by the English baccalaureate. The EBacc comprises the subjects most sought after by Russell group universities; it does not cater for young people who want to pursue the arts and creative subjects, such as design and technology, drama or music. Does the Minister have any concerns about young people being force-fed subjects that may not be in their best interests, and is it now the time to think about adding a sixth pillar to the EBacc?

[Baroness Barran (Con)]

I hear the noble Lord’s level of concern, but the EBacc gives pupils the foundational skills and knowledge they need to pursue a very wide variety of careers. As he and I debated over many hours during the skills Bill, there are also lots of opportunities in both T-levels and BTECs to pursue a range of other careers.

Alternative Education

Debate between Baroness Barran and Lord Watson of Invergowrie

Wednesday 15th December 2021 Lords Chamber

[Baroness Barran (Con)]

The right reverend Prelate asks about the trends. One of the reasons we plan to introduce a register of home-educated children is exactly that: it is very difficult to track those trends today. There has been a lot of anecdotal evidence about the increase in the number of children who are electively home educated during the pandemic, but we do not have hard data on that, and we need to. As the right reverend Prelate knows, there are many reasons why parents choose to take their children out of school. Some children will benefit from being home educated, but we also know—to go back to the Question from the noble Lord, Lord Storey—that there are parents who are concerned that their children will end up in alternative provision and want to avoid that, and therefore choose to educate them at home.

[Lord Watson of Invergowrie (Lab)]

My Lords, two and half years have now passed since the Timpson review of school exclusions presented its report, following which the DfE confirmed that it would hold schools accountable for the outcomes of their permanently excluded children—yet a report that the department itself commissioned in May showed that in some multi-academy trusts, schools were refusing to engage with alternative provision. Can the Minister say what instructions have been given to regional schools commissioners to ensure that all schools in multi-academy trusts meet their responsibilities with regard to alternative education provision, which, of course, looks after the high needs of young people?

[Baroness Barran (Con)]

With regard to the Timpson review, where the noble Lord started, one of the vehicles through which we will deliver on all of the recommendations that we have accepted in the Timpson review will be the SEND review, which, as the noble Lord knows, we plan to deliver in the spring. We have already established behaviour hubs with funding of £10 million. We have included training in the early career framework around behaviour and we are clear in all our guidance that off-rolling students with challenging behaviour is unacceptable.

Education (Environment and Sustainable Citizenship) Bill [HL]

Debate between Baroness Barran and Lord Watson of Invergowrie

Committee stage
Friday 3rd December 2021 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I fully support the amendment in the name of the noble Lord, Lord Blencathra, as it would strengthen my noble friend Lord Knight’s Bill. Since this excellent and necessary Bill had its Second Reading in July, we have had the COP 26 summit in Glasgow, a city that I was privileged to represent in two legislatures. If the campaign to combat climate change and build a sustainable environment has moved forward as a result of COP 26, it has done so only to a very limited extent. The agreement was ultimately disappointing, with loopholes that can be exploited and the appalling 11th-hour attempt by China and India to sabotage the entire event.

Every time I speak in one of these debates, when my noble friend Lord Adonis also speaks, I am reminded that, no matter however much I think I know about education legislation, or certainly recent legislation, I still have much to learn. In his speech, my noble friend recalled, perhaps with some nostalgia, the time that he spent in government together with my noble friend Lord Knight, when our noble friend Lord Blunkett was the Education Minister. Noble Lords may recall that, at Second Reading, my noble friend Lord Blunkett talked about the time when he introduced the order to include the teaching of citizenship. He made the point that,

“while it has been extremely successful in some schools, it has hardly been taught in others”.—[Official Report, 16/7/2021; col. 2129.]

That is the nub of the problem that the amendment proposed by the noble Lord, Lord Blencathra, deals with, because it would prevent it being taught in the curriculum as an option that schools can opt in to or out of.

The fact that COP 26 has taken place since we last considered this Bill has heightened the arguments for including sustainable education within the national curriculum. The role of young people, if it was in doubt, was thrown sharply into focus at some events around COP 26, which were inspirational to many. I certainly found it inspirational to watch the Fridays for the Future protest in Glasgow on 5 November, which gathered thousands of young people, many of them schoolchildren. Many Scottish local authorities had made it clear that, providing that parents informed schools of their children’s absence, no action would be taken against them for being on the protest. I have to say, it is hard to imagine such an enlightened approach being taken by DfE Ministers, but that in a microcosm highlights the widely different attitude to ensuring that children are fully absorbed in the detail of the need for action to combat climate change between the different parts of Britain. That was highlighted at Second Reading in reference to the situation in Wales and Scotland.

In July, officials from the DfE gave evidence to the Environment and Climate Change Committee of your Lordships’ House, suggesting that the Government would be establishing England as a trailblazer on climate education. This Government seem to enjoy blazing trails, especially in the DfE. At the moment we have, inter alia, trailblazers on T-levels and trailblazers on the new local skills improvement plans. Can the Minister say what her department has done since July to take forward that trailblazing pledge? They have dropped the ball in terms of this Bill, which would have been a perfect means of helping to meet their pledge.

We know, as I have said, that the lead in enshrining sustainability in the curriculum has been taken by the Scottish and Welsh Governments. It is of course instructive that neither of those legislatures is under Conservative control because, if that were the case, children in those countries would be denied the right to learn meaningfully about sustainable citizenship in the way that their English counterparts currently do. However, my noble friend’s Bill offers a way forward that will essentially mean that there is a common approach across Britain, and it is much to be regretted that, as I suspect, the Minister in her reply will repeat the line taken by her predecessor in July—although, of course, I shall be happy to be proved wrong in that assertion.

At Second Reading, most noble Lords acknowledged that England must do better on climate and sustainability education. COP 26 has reinforced the fact that young people, including school students, are fully committed to bringing about a more sustainable future for their own and their children’s generations. So will the Minister offer them hope that teaching in our schools will more meaningfully support that aim and will be guaranteed in doing so by regulations through this amendment?

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

My Lords, I thank my noble friend Lord Blencathra for highlighting the importance of parliamentary scrutiny. The Government agree that guidance should not be used as a means to circumvent scrutiny and should be used only where it is proportionate to do so. As my noble friend understands—probably better than anyone else in this Committee—the purpose of guidance is to aid policy implementation by supplementing legal rules. If a policy is to create rules that must be followed, the Government accept that this should be achieved using regulations subject to parliamentary scrutiny, not guidance.

School Teachers’ Pay and Conditions (England) Order 2021

Debate between Baroness Barran and Lord Watson of Invergowrie

Wednesday 1st December 2021 Lords Chamber

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

My Lords, I thank all noble Lords who have spoken in this short debate, in particular the noble Lord opposite, the noble Lord, Lord Watson, for tabling the debate. I also thank the Secondary Legislation Scrutiny Committee for its consideration of this order, which came into force this October without objection from either House.

Our priority has always been to ensure that the pay and conditions framework for teachers supports schools to continue to attract, retain and develop the high-quality teachers needed to inspire the next generation. As all noble Lords have noted tonight, I join them in paying tribute to all school staff who have worked incredibly hard, particularly through the pandemic, in enabling schools to remain open and supporting pupils with remote education. I was lucky enough to visit two schools today and was struck by how quickly, seamlessly and calmly they have adjusted to the new challenges of the omicron variant.

As noble Lords may be aware, this order gives effect to the national pay and conditions framework. This follows a well-established annual process of evidence gathering and the independent School Teachers’ Review Body making recommendations to the Government, which we then consult on and implement through the statutory instrument. Noble Lords will also know that the review body for teachers is one of a number of similar review bodies reporting on public sector pay to the Government. For example, there are review bodies for NHS staff, the Armed Forces and the police.

Turning the first of the key points that the noble Lord, Lord Watson, raised, I would like to address concerns about the 2021 pay award. As my right honourable friend the Chancellor of the Exchequer set out in his spending review of November last year, in the face of huge uncertainty and the unprecedented impact that Covid-19 had on the economy, the Government took the difficult decision to pause public sector pay rises temporarily for most public sector workforces in the current financial year. This helped protect jobs at a time of crisis and ensured the fairness that the noble Lord, Lord Coaker, referred to between the private and public sectors.

The pause on pay applied only to headline pay uplifts, and teachers earning below the maximum of their pay range were still able to receive a performance-related pay rise. We estimate that as many as half of all teachers may have benefited from this, and the lowest-paid unqualified teachers were also protected by a £250 pay rise. Furthermore, I reassure the House that, as the Chancellor announced in his spending review last month, all public sector workers, including teachers, will see pay rises over the next three years as the recovery in the economy and the labour market allows a return to a normal pay-setting process.

As part of that recovery, schools will receive an additional £4.7 billion in core funding in 2024-25, building on spending plans from the 2019 spending review, which provided the largest funding increase in a decade. This additional funding will help us deliver the £30,000 starting salary commitment for all new teachers. The noble Lord, Lord Watson, rightly raised the point about teaching being an attractive profession for graduates. He will be aware from our recent exchanges that we consulted extensively on the £30,000 entry point and felt that it would be truly competitive with other graduate salaries. He also rightly talked about the importance of investing in the profession. We are doing that not only in terms of that commitment to the starting salary but in continuing professional development for teachers both as they enter the profession and throughout their career as they progress into leadership positions.

I heard loud and clear the concerns expressed by the noble Baroness, Lady Blower, about levels of pay and the strong message from the noble Lord, Lord Coaker, about the importance of the signal the Government send to the teaching profession. I would like to think that, more broadly than the Government, there are few families in this country who do not hold teachers in higher esteem at the end of the pandemic than they might have done at the beginning, having attempted to educate their children at home, albeit with support from their local school. In relation to the Government, in 2020-21 schoolteachers received the highest headline pay award of all PRB workforces at 3.1% when inflation was less than 1%, and that came after two years of real-terms pay increases.

We recently debated recruitment and retention in this House, an issue that was raised by the noble Lord, Lord Storey. The number of teachers remains high, at 461,000 across the country, over 20,000 more than in 2010. Some 41,000 new trainee teachers were recruited to start training in 2020-21, a 23% increase on the previous year. The noble Lord, Lord Watson, referred to the STRB report and criticisms that the Secretary of State had constrained the STRB. As I have tried to set out, the teachers’ pay process, to which noble Lords referred, is part of a much wider process of public sector pay awards, and for the September 2021 pay award, as I said, difficult decisions had to be taken. However, from September 2022 the STRB will be able to consider pay rises over the next three years as the recovery in the economy and labour market continues. The Government are responding to some of the recommendations in the STRB report, particularly on equalities and teacher well-being and workload.

The other area of concern for noble Lords was the timing of the pay award consultation. As I mentioned, the pay award process forms part of the wider public sector pay review process and, as such, it was necessary for the Government to take a holistic approach to all the pay review body processes and reports, and for each to be considered within the context of the wider public sector pay strategy. In addition, the 2020 spending round delayed the start of the process for the 2021-22 pay round, as the Secretary of State was unable to issue his remit letter to the School Teachers Review Body before the public sector pay policy was announced. As I am sure noble Lords will agree, it is crucial that the annual pay round timetable allows sufficient time for employers, government departments and unions to give evidence to the pay review bodies and for those bodies to carefully consider their recommendations. For 2021-22, this resulted in a summer announcement.

The Government do of course understand the difficulties this imposes on schools in particular, and we will continue to work across government to try to mitigate this in further pay rounds. I am happy to go back and talk to colleagues in the department, as the noble Lord opposite requested.

In closing, I thank all those who have contributed to today’s debate. I hope I have gone some little way to reassuring the House that, while difficult decisions have had to be made in respect of public sector pay, the Government are committed to ensuring that the pay and conditions framework continues to help make teaching an attractive career option for graduates and beyond.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for that response; the tone she adopted was helpful. There are some points I would like to pick up, if I may. I think the Minister and I are the only contributors to this debate who were not previously schoolteachers, so the contributions of those who were carry particular weight. I would not disagree with anything that the noble Lord, Lord Storey, and my noble friends Lady Blower and Lord Coaker said, with one exception. The noble Lord, Lord Storey, said that the pay cut affects teachers in maintained schools but in fact, the impact is wider than that. As the Explanatory Notes say, most academies and free schools have the same pay and conditions, so the effect on teachers is quite widely felt.

My noble friend Lady Blower talked about respect and gratitude for our teachers, and the Minister and my noble friend Lord Coaker echoed that. That is almost a given, which raises the question of why the gargantuan efforts made by teachers to keep education going when children were unable to go to school are not reflected in the pay and conditions review of this year.

Initial Teacher Training

Debate between Baroness Barran and Lord Watson of Invergowrie

Thursday 18th November 2021 Lords Chamber

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

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

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

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

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

[Lord Watson of Invergowrie (Lab)]

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

[Baroness Barran (Con)]

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

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

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

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

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

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

Education: Teacher Departures

Debate between Baroness Barran and Lord Watson of Invergowrie

Wednesday 3rd November 2021 Lords Chamber

[Baroness Barran (Con)]

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

[Lord Watson of Invergowrie (Lab)]

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

[Baroness Barran (Con)]

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

Education: Music and the Arts

Debate between Baroness Barran and Lord Watson of Invergowrie

Monday 25th October 2021 Lords Chamber

[Baroness Barran (Con)]

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

[Lord Watson of Invergowrie (Lab)]

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

The 2019 Tory manifesto said that

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

to allow them to offer

“enriching activities for all pupils.”

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

[Baroness Barran (Con)]

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

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

Schools: Examination Assessments

Debate between Baroness Barran and Lord Watson of Invergowrie

Tuesday 12th October 2021 Lords Chamber

[Baroness Barran (Con)]

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

[Lord Watson of Invergowrie (Lab)]

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

[Baroness Barran (Con)]

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