Vulnerable Teenagers

Baroness Blower Excerpts

Thursday 26th January 2023 Lords Chamber

[Baroness Blower (Lab)]

My Lords, it is a great pleasure to follow the right reverend Prelate. I absolutely congratulate my noble friend Lady Armstrong both on securing this debate and on her opening speech. Indeed, I also congratulate my noble friend Lord McConnell, who has many brilliant anecdotes from having been a teacher; that is one of the great things about having been a teacher.

I will focus on the issues to do with schools. I absolutely applaud the recommendation that schools should be a whole-community asset. When I began teaching in 1973 in London, this was much more the case than it is now. A combination of the fragmentation of the governance structures in schools and the dreaded PFI has made school buildings, including all their resources and facilities, much less available to communities. This should be remedied. Although I acknowledge what the right reverend Prelate has just said, and the Sure Start-plus hubs do seem an attractive way of doing this, critical to this is sufficient funding to ensure the maintenance of buildings, the additional workforce necessary to provide the programmes, and youth practitioners trained and qualified to build back better the youth services that we have lost over the last decade. That seems to be a very good way forward.

Turning to the culture of inclusion recommended in the report, in my own career I worked in a team at local authority level, one of the specific objectives of which was to prevent primary exclusion. It was a successful team. However, much of that expertise has been lost over time due to education cuts. Now, as many children continue to face much harder lives and have unrecognised and unaddressed social and emotional needs, we need those additional people in schools more than ever. Even primary-age children have mental health difficulties. Teachers, who now are often trained just in one school, without the advantage of learning about child development, do not necessarily have the skills and competences to identify, much less diagnose, the difficulties with which young children present.

Yesterday, in the APPG on psychology, there was a discussion, which included the voices of young people, about the lack of support for children with anxiety and all manner of other problems that need to be addressed. In my experience, schools sometimes feel that the only way to seek help for a child or young person whose needs are not being met in the school is to exclude them in the hope that the local authority will pick them up and provide something better. I believe that they are wrong. However, I understand how hard it is for teachers, confronted sometimes with a multiplicity of difficulties, to find a way forward in the absence of appropriate services being available and accessible to every child. So a new transitional fund to reduce and eliminate exclusion, as recommended in the report, is essential.

There is much good work being done in schools to address mental health issues and other psychological problems. I know from the APPG yesterday and from teachers that an educational charity, Place2Be, does excellent work supporting children and young people in schools through its resources and mental health workers. However, we have close to 25,000 schools, and Place2Be and other charities simply do not work in enough of them. Place2Be works in 500 schools. So there are lots of gaps. As we heard throughout Covid, vulnerable children were even more at risk, as were children from financially disadvantaged backgrounds, who will now be facing even greater pressure, given the cost of living crisis.

I firmly believe that it is an appropriate aspiration to eliminate exclusion from primary schools, but it requires resources. Similarly, we can address the current level of exclusion from secondary schools, particularly the racialised aspect. But, again, it requires planning and resources. We recruit too few teachers in total at present, as government statistics show. We particularly fail to attract enough black and minority-ethnic students into teaching. We must have a teaching force that can represent the breadth of our communities, as is recommended in this report.

We also need an anti-racist education, as well as a national, local and school-level laser-like focus on equality, diversity and inclusion. But what we do not need, I am sorry to say, is to further extend the remit of Ofsted, whose reputation is tarnished among teachers, head teachers and very many parents. The exposé this week of the utter and abject failure of Ofsted in the case of the Doncaster school and children’s home—for which Amanda Spielman, the head of Ofsted, has not apologised anything like enough, in my view—should give us pause for thought, after which we should seek a root and branch reform of the way in which the inspection of schools operates.

There are now many voices—including that of the right reverend Prelate—calling for significant reform of both the current curriculum and assessment, evidencing that much about them is causing stress and disaffection. There are many international examples of how schooling can work better than what we are doing here at the moment.

In conclusion, I obviously welcome the report and almost all of the recommendations, which for the most part chime with positions taken by my own union, the NEU. It has an excellent document, Preventing and Reducing Exclusions, which opens with the sentence:

“Exclusions, and who is excluded, tell a story about the inequalities in our education system.”


We want and need to tell a different story.

Finally, the NEU has done research on belonging in schools: why it matters and what it looks like. It concluded that, where school leaders, the teams around them and all the teachers develop an intentional approach to look beyond sanctions-driven approaches in lessons and to work on social and emotional learning and student well-being, the experience of students themselves is enhanced—and frankly, so is the experience of teachers, and it is much more likely to lead to the retention of teachers. Schools will improve and, with the addition of the wonderful range of opportunities beyond the school day talked about in this report, so will the lives of all of our young people. It is urgent that the Government respond positively to this well-researched and costed report.

Oak National Academy

Baroness Blower Excerpts

Thursday 12th January 2023 Grand Committee

[Baroness Blower (Lab)]

My Lords, I have no interests to declare, except that I was extremely interested in the speech from the previous noble Lord. I have, from time to time as a teacher, of course, availed myself of textbooks and many other materials from the commercial education publishing sector. My brief intervention in this short debate, on which I too congratulate the noble Lord, Lord Vaizey, is just to make a couple of points.

My first point is in relation to school funding. I understand that the current per capita funding for a secondary school pupil is about £6,000 per annum, which is not enough. As many of your Lordships know, schools are facing significant financial pressures and while the Minister will no doubt say that the Government are increasing funding, it remains too low. The fact that both the trade unions whose target audience is specifically heads and school leaders are either balloting for strike action or considering so doing is ample evidence for this.

I turn to the Oak academy. I have, as I have expressed previously, significant reservations about the Oak National Academy. My engagement with Jonathan Dando of the academy and my own perusal of the materials on offer, along with previous responses from the Minister—given, I have no doubt, in good faith—have done nothing to allay my concerns. I freely accept that the intervention of Oak academy materials during the pandemic played an important role in ensuring that distance learning could carry on, but that was of course supported heavily by the British Educational Suppliers Association and the Publishers Association—the figures have been previously given—to set Oak academy up in the first place.

However, the creation of Oak academy as an arm’s-length body, at a cost of £43 million to the taxpayer, is a different order of activity entirely. This £43 million will come from the DfE’s schools budget, which in my view is already too low. Yet research done by the British Educational Suppliers Association shows that only 5% of teachers polled by YouGov thought that centralised resources should be a priority, while 43% believed in funding schools so as to allow them to invest in materials that they thought worked best for them, and 36% believed that reducing class size would be a far better use of government money and would produce better outcomes for children and young people.

I think we all know that teacher workload is very high and burdensome, but it is not clear to me that the Oak academy materials, having spent time looking at them, would reduce workload—unless the Government intend to deprofessionalise teaching to a role of clicking play on a pre-recorded, one-size-fits-all, government-approved lesson. That is not an attractive proposition for a professional teacher, but it is in the same vein as the direction of travel for ITT referred to by my noble friend Lord Knight.

Of course, cost is a significant issue. The noble Lord, Lord Vaizey, put it completely aptly when he said that it is hard to compete with free. There is a big concern that the Oak academy materials will be perceived as being, if not compulsory, certainly preferred. This perception is reinforced by the promotion of Oak academy materials by Amanda Spielman, His Majesty’s chief inspector, at a conference in April last year and by Ofsted’s strong presence on Oak’s subject expert panels, which, according to the Oak briefing for this debate,

“will advise and shape our curriculum”.

Notwithstanding that the briefing note also says,

“Our materials will always be optional with no expectation of use”,


I think that Ms Spielman’s intervention tells schools a very different story.

I do not need to make the case for education publishers; they are making it themselves. However, in closing, I want to ask the Minister what she makes of the report I have had from an experienced colleague that they have been offered an Amazon voucher to join an Oak expert panel. Is that an appropriate use of taxpayers’ money? This colleague will, I am sure, use that voucher to buy some books.

Children’s Private Information: Data Protection Law

Baroness Blower Excerpts

Monday 12th December 2022 Lords Chamber

[Baroness Barran (Con)]

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

[Baroness Blower (Lab)]

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

“to maximise the value of this rich dataset”.

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

--- Later in debate ---

[Baroness Barran (Con)]

I would be delighted to add that information.

[Baroness Blower (Lab)]

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

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

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

[Baroness Barran (Con)]

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

Initial Teacher Training Providers

Baroness Blower Excerpts

Monday 5th December 2022 Lords Chamber

[Baroness Barran (Con)]

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

[Baroness Blower (Lab)]

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

[Baroness Barran (Con)]

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

School (Reform of Pupil Selection) Bill [HL]

Baroness Blower Excerpts

Friday 2nd December 2022 Lords Chamber

Moved by

[Baroness Blower]

That the Bill be now read a second time.

[Baroness Blower (Lab)]

My Lords, I declare my interest as a patron of Comprehensive Future.

Although this Bill concerns a relatively small section of England’s schools, it is concerned with a significant principle about how our education system and service is organised. I believe profoundly that it is an important principle that the education service should provide access on an equitable basis to all children and young people. This is not, of course, what happens in the 35 local authorities where access to certain state-funded schools is on a selective basis.

The majority of the most successful education systems globally are of a comprehensive nature, meaning that, post their primary education, where there is virtually no selection, all children are welcomed by their local school—although I will address the issue of special schools later. Professor Stephen Gorard and Dr Nadia Siddiqui from Durham University have looked into selection. They conclude that

“pupils attending grammar schools are stratified in terms of chronic poverty, ethnicity … special educational needs and even precise age within their year group. This kind of clustering of relative advantage is potentially dangerous for society. The article derives measures of chronic poverty and local socio-economic status… between schools, and uses these to show that the results from grammar schools are no better than expected, once these differences are accounted for.”

Gorard and Siddiqui further conclude that:

“The UK government should consider phasing the existing selective schools out”


in England. Such an opportunity is afforded by this Bill.

Comprehensive schools raise the attainment of all children. More children do better in a comprehensive system. The attainment gap, which has increased since the pandemic, between disadvantaged and more advantaged pupils, is narrower in comprehensive schools. Figures from the DfE show that non-selective—that is, secondary modern schools in selected areas—produce poor results, statistically significantly below the national average because of the nature of their skewed intake. Research from the University College London Social Research Institute shows that access to grammar schools is highly skewed by a child’s socioeconomic status, with the most deprived families living in grammar school areas standing only a 6% chance of attending a selective school. Interestingly, Gorard and Siddiqui note that their

“analysis also shows that the chances of accessing a grammar school vary hugely by family background, even when we compare children who have the same attainment at age 11”—

or possibly 10—as determined by key stage 2 stats.

Access to grammar schools by pupils from wealthier backgrounds is also likely to be associated with additional private tutoring that is not available to their economically disadvantaged peers. Therefore, the 11-plus has become a test that favours those with the ability to pay for tuition, a suggestion supported by the fact that only 3% of children in grammar schools are entitled to free school meals, the most widespread proxy for poverty in our system, as opposed to the 18% to 20% entitlement to free school meals in non-selective schools. At present, about 5% of pupils in England attend a grammar school, but as many as 19% are affected by academic selection, with about 100,000 pupils a year sitting the 11-plus—or, rather, an 11-plus, given that there are over 100 different 11-plus tests. Different selective areas and different grammar schools in so-called non-selective areas all set their own tests. There is no official body overseeing the 11-plus. Neither the DfE nor anyone else is responsible for quality-assuring this multiplicity of tests.

There can be a long-lasting and damaging effect on children from failing the 11-plus, as reported by teachers and parents. It can dent the confidence of 11 year-olds as they begin their secondary education. If they are not selected, axiomatically they are rejected. This is not the frame of mind in which to begin the next phase of their education. However, as demonstrated by an article in the Times last Wednesday, even people who go on to be successful in life may never lose the sense of shame and failure that not passing the 11-plus leaves behind. The headline was:

“Shame of failing 11-plus haunts TV trailblazer.”


This Bill seeks that secondary schools have regard to the comprehensive principle by providing for admission to schools to be not based wholly or mainly on selection by academic ability. As Gorard and Siddiqui suggest, this Bill provides the mechanism to phase out the practice of academic selection and its corollary of rejection. The Bill would leave in place arrangements for admission to special schools for children and young people with a relevant special educational need or disability.

This is a social justice and levelling-up Bill. As I have said, 19% of England’s secondary school pupils feel the impact of selection, whether they face an 11-plus test or not. This is because the overall effect of concentrating higher-attaining pupils in particular schools depresses the overall GCSE results in the surrounding area. Research demonstrates the advantage of teaching lower, middle and higher-attaining pupils together. Higher-attaining pupils continue to obtain highly, while middle and lower attainment levels are generally raised. Kent’s GCSE results being lower than the national average confirm that selective schools do not improve results across the area. A comprehensive principle is that we all do better when we all do better.

As to the social justice and levelling-up points, selective education produces social segregation. The proportion of pupils in grammar schools from disadvantaged backgrounds, with a special educational need or a disability, or who are looked-after children, is extremely low. It follows, therefore, that surrounding schools take a disproportionate number of pupils with disabilities or special educational needs. The law needs to change to end the unnecessary division of children into schools by means of the outdated and unreliable 11-plus scheme. This Bill offers a phased plan to bring about comprehensive admissions policies to England’s remaining state-funded selective schools. This would bring England into line with education systems in Scotland and Wales and ensure a fully comprehensive education system.

In conclusion, while there is currently a grammar school ballot legislation in place, frankly, it is unworkable, and rewriting it is not a good solution to this problem. In evidence to the Education Committee in another place, a conclusion was drawn that the grammar school ballot regulations were designed precisely to retain the status quo. Selection in Guernsey was ended by a parliamentary vote, not a local one. The parliamentary vote was acknowledged and accepted because clear evidence was advanced outlining the reasons and the rationale for the change. The people of the island understood the benefits of phasing out the selection, even when they did not initially agree with it.

I commend this Bill to the House. It is a brief but precise Bill, the effects of which would bring great benefits and enhance the social justice that I am sure that we all seek from our education system. I beg to move.

--- Later in debate ---

[Baroness Blower (Lab)]

My Lords, writing notes to reply to a debate on the hoof when you are also listening to speeches is tricky, and something that clearly I must develop more fully. I thank all noble Lords who have engaged in this debate. Like my noble friend Lord Watson, I genuinely believe that this is a Bill whose time has come. Many people have long campaigned over the issue of selection, which, as noble Lords will recall from my opening speech, I choose to refer to as “rejection of the many”. We have done that because we genuinely believe that the comprehensive principle is the right one. Recent publicity has shown that even many years after the experience of failing the 11-plus people still feel damaged by it. The testimony given by my noble friend Lord Hendy indicates that even people who are supremely successful—as the noble Lord, Lord Hendy, KC obviously is—have that feeling within them that somehow or other there was a point at which they were not quite good enough.

I note that the contributions on the Bill have come from all sides of your Lordships’ House. I particularly thank the noble Baroness, Lady Berridge, for expressing the view that her education would have been poorer had it been in a school that had a grammar school profile. That was a significant contribution, and it speaks to how the social integration, rather than social segregation, in comprehensive schools is deeply felt by a lot of people and very important to them. I say to her that I will do a lot more work on micro-geography, which is a really interesting issue.

I entirely agree with my noble friend Lord Watson’s preference for the expression “social justice” rather than “social mobility”. If noble Lords take anything away from this debate, they might take away his remark that no child should be “required to earn a place” at secondary school. The fact is that children have a right to be educated to secondary level.

Social class, whether it is described as that or as being disadvantaged, less wealthy or other things, has run through this debate. Clearly there is an issue here about the fact that some families have much greater resources than others, which means that they have privileged access in different ways. For me, this is a significant issue.

The noble Baroness, Lady Bennett, mentioned the inequality wrought in society by the very fact of the existence of grammar schools. Quite a lot has been written about the fact that, if you achieve a grammar school place, you are likely, certainly at some stages of your life, to have a more successful career. Frankly, we do not think that this is the proper way for the education system to be organised.

My noble friend Lord Davies referenced the Time’s Up for the Test campaign that was launched last evening, in a piece of extraordinarily brilliant coincidental timing, since that meeting was arranged before any of us knew that Second Reading would happen today. I was not present, but I understand that it was very successful and gave an opportunity to discuss these issues outside this Chamber. It demonstrates that, although people are able to assert—because they feel they can—that grammar schools are popular, there is also the much less discussed fact that grammar schools are not popular with a whole range of people. I am pleased about that timing and that he talked about one of the aspects of education being how we learn to live together. We do so with a much narrower group of people if we are in a grammar school than if we are in a comprehensive school.

The noble Lord, Lord Storey, made a great speech; I am glad that he was able to stay in the Chamber long enough to make it. He referred to the hospital analogy, also referred to by my noble friend Lord Hunt—this is an apt and well-made point.

The devastation of many children and families at failing the 11-plus was described by many speakers, particularly my noble friend Lord Hunt. Noble Lords probably underestimate how serious this is.

I am glad that the noble Lord, Lord Austin, brought some perspectives to this that meant that it actually was a debate, and I would be happy to discuss this further with him. I realise that it is absolutely true that there is a lot to do in education. I simply feel that this step can be taken now; it is a good step, and it would improve our education system.

[Lord Austin of Dudley (Non-Afl)]

If the noble Baroness thinks that this should be the priority for an incoming Labour Government above all the other problems the education system is facing, why does she think the last Labour Government—several speakers in this debate, including me, were Ministers in it, and one was the Schools Minister—did nothing about this in 13 years?

[Baroness Blower (Lab)]

Since I was not in the Government, I cannot tell the noble Lord what their thinking was. Sometimes the priorities of parties in government are not the right ones. I believe this would be an important priority for any incoming Labour Government to take on. My—

[Viscount Younger of Leckie (Con)]

I am very sorry to interrupt the noble Baroness, but she will be aware that the convention is that the wind-up lasts about three or four minutes. Even though there has been one intervention, we are already on nearly seven minutes, so I advise her to conclude.

[Baroness Blower (Lab)]

I will conclude by thanking my noble friend Lord Hendy and saying to the noble Lord, Lord Cormack, that I do not think the word “abolish” was mentioned once in the debate. The noble Lord talked about opening up the system; in fact, that is what the Bill is about. If he visited more schools, he would find that there is quite a lot of discipline in quite a lot of comprehensive schools. I thank all noble Lords who have participated in this debate.

Bill read a second time and committed to a Committee of the Whole House.

Education Technology: Oak National Academy

Baroness Blower Excerpts

Monday 7th November 2022 Lords Chamber

[Baroness Barran (Con)]

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

[Baroness Blower (Lab)]

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

[Baroness Barran (Con)]

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

Schools: Resources

Baroness Blower Excerpts

Wednesday 2nd November 2022 Lords Chamber

[Baroness Barran (Con)]

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

[Baroness Blower (Lab)]

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

[Baroness Barran (Con)]

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

Education: Philosophy

Baroness Blower Excerpts

Tuesday 1st November 2022 Lords Chamber

[Baroness Barran (Con)]

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

[Baroness Blower (Lab)]

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

[Baroness Barran (Con)]

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

GCSE and A-level Results: Attainment Gap

Baroness Blower Excerpts

Thursday 8th September 2022 Lords Chamber

[Baroness Blower (Lab)]

My Lords, I commend my noble friend for securing this debate about regional inequality. It also raises the question of the value of GCSEs and A-levels. On the regional point, perhaps the most significant issue that I will raise is that of child poverty, which is up in the north-east by seven percentage points since 2010-11, against a background of it having begun to improve at one stage. Teachers never advance poverty as an excuse for lower attainment, but it can be a significant contributing factor. Attempts to narrow the attainment gap in the past decade or more have resulted in an ever-increasing narrowing of the curriculum and an ever-sharper focus on exam results, which has tended to leave many children, but poorer children in particular, with a less exciting and inspiring school experience.

In a recently published Times commission report, Michael Barber makes a proposal that I believe he picked up from the National Union of Teachers during his employment there: all primary schoolchildren should have what he calls a “bucket list”—I prefer an “entitlement” —of theatre trips, museum trips and sporting activities, and for secondary pupils he has an even longer list. Every child could and should access opportunities out of school that parents with the will and the means offer their own children.

Commentators have observed that there is potential everywhere but opportunity is far more restricted. The Times commission report, entitled Bringing out the Best: How to Transform Education and Unleash the Potential of Every Child, provides a trenchant critique of many aspects of our education system as it is at present, but it also offers much by way of practical policy suggestions and an optimistic vision of what education could and should be like.

So to the issue of GCSEs and A-levels: the first chapter of the commission’s report opens with the old saying that education is about the kindling of a flame, not the filling of a vessel, yet in recent years the excessive focus on knowledge and exam results has not helped young people fulfil their potential. Education is of course not just about getting a job; much of what is missing from our curriculum is useful not just for employment but for life. Lucy Kellaway, the former Financial Times columnist, is now a teacher and made a profound contribution to the commission in these terms:

“I can feel that the exam system is disadvantaging my students. I think knowledge is really important but we’ve gone too far down that road now and our worship of exams is almost sinister.”


Many other views of that type are expressed in the commission’s report, but it also turns its attention to early years, noting that successful education systems—in Estonia and Finland, for example—do not see formal education begin until the age of seven but have highly regarded, respected and well-qualified systems of early-years provision from six months or possibly even younger. In England, many working with such young children have few qualifications and are paid the minimum wage—none the less working very hard and, I am sure, doing a good job. Even then, many parents say their childcare costs are higher than their rent or their mortgage, and the DfE’s own data shows that one-quarter of families find it difficult to meet their childcare costs. So poorer children often start at a disadvantage and fall ever further behind.

To return to GCSEs and A-levels, the commission has found that there is no other developed country whose teenagers sit as many high-stakes tests and that the focus on academic attainment has unbalanced the system. The report notes, too, the high financial cost of the system—as much as £6 million a year, cited in Parliament in 2008.

A further critique of the exam system comes from Dame Alison Peacock, chief executive of the Chartered College of Teaching, and Dame Mary Beard, who describes GCSEs as past their sell-by date. I might say that even the noble Lord, Lord Baker of Dorking—who I do not think is in his seat—who introduced GCSEs, has called for them to be scrapped. Sarah Fletcher, the high mistress of St Paul’s Girls’ School, whom I have had the pleasure to meet, reported that 94% of teachers surveyed by the Headmasters’ and Headmistresses’ Conference thought that much reform was needed. As for A-levels, the commission concluded that a baccalaureate- style exam is more relevant now than ever. That was of course the view expressed many years ago by Mike Tomlinson in advice to Tony Blair, a view that Mike Tomlinson still holds, but alas it was not then taken up by the then Prime Minister.

The new Government now have an opportunity to address the cost of living crisis in the north-east and all regions where people are struggling, but they also have the opportunity to reflect on the Times commission and to discuss a transformative and radical change to our education system and our curriculum to ensure that we really can unleash the potential of every child.

[Baroness Penn (Con)]

My Lords, I am afraid we are out of time.

British Baccalaureate

Baroness Blower Excerpts

Tuesday 21st June 2022 Lords Chamber

[Baroness Barran (Con)]

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

[Baroness Blower (Lab)]

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

[Baroness Barran (Con)]

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