Skills and Post-16 Education Bill [HL]

Debate between Baroness Garden of Frognal and Lord Watson of Invergowrie

Committee stage
Thursday 15th July 2021 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, as last week, I have added my name to Amendments 15 and 33 in the name of the noble Lord, Lord Lucas, and I support his Amendment 85. He set out very clearly why those amendments are needed and, on the principle that I do not repeat things just because I have not yet said them, I will not go into detail on that. We have already explained why potential students should be taken into account.

Amendment 33 would add a clause to ensure that the employer representative body is required to be aware of skills in demand nationally which may not be in demand in the local area. If young people or adults are enthusiastic to learn skills which may not be available locally but are in demand elsewhere, it is really important that national demand should be recognised and skills training made available, even if the skills are not, or not yet, required locally. If a young person or adult is desperate to become a farrier or an aeronautical engineer but there is nothing in their locality, they should be enabled to follow their talents and interests. We must have a national picture of skills training and, if need be, there should be help with travel for those who want to pursue their skills out of area.

The amendments make it clear that skills needs and shortages must be seen in a national context, even if that means that those training need to move to find work. Again, let us never forget distance learning, which can be valuable in such times and has no barriers.

The noble Lord, Lord Liddle, made the valid point that we must do some blue skies thinking about what will be needed in future, and Amendment 85 mentions medium and long-term national skills. Who would have thought two years ago that we would all have needed to become proficient in Teams and Zoom? It is quite a wonderful advance really, but I do not think anyone predicted it, and we must always respond to unpredictable events in future.

My noble friend Lady Sheehan has given our support to Amendment 85 in this group, because a national strategic skills audit would be an invaluable tool to assess how our skills shortages are being addressed, alongside the invaluable task of working towards net-zero future jobs. This need not be an excessively cumbersome or costly exercise, but having a body with an overview of skills is surely effective for jobs and training. I know that the Government are always reluctant to set up new bodies, but this one would have a co-ordinating role which could prove invaluable in generating skills in the right places. I hope that the Minister will see that this group of amendments is well worthy of government support.

[Lord Watson of Invergowrie (Lab)]

My Lords, we welcome the amendments and congratulate the noble Lord, Lord Lucas, and the noble Baroness, Lady Garden, on reminding us of the bigger picture in skills development. Effectively, these amendments relate to the national skills strategy and seek to ensure that employers, colleges and universities adopt a far-sighted approach by planning to develop the skills and apprenticeships for the jobs of the future and, in doing so, help to shape a more secure and sustainable economy for the country. An employer representative body that did not follow that path should not last for long.

It is crucial that we maximise the power of the economy by delivering on genuine lifelong learning so that people can grasp the opportunity to reskill or upskill when they need it and as often as they need it. Equipping the workforce with new skills for the jobs of the future will help build job security, which in turn will bring sustainability and resilience back to the economy and public services, at the same time helping our high streets to reinvent themselves and, hopefully, begin to thrive again.

From green jobs in manufacturing electric vehicles and offshore wind turbines to fintech, digital media and film, there is a pressing need to grow modern industries to build a long-term economy that provides good-quality and well-paid jobs and is thus fit for the future I am sure that the Minister will be keen to tell noble Lords how the industrial decarbonisation strategy, launched earlier this year, would fit in to this future-proofing approach, which will be enhanced if the Government are willing to accept these modest but, I would say, important amendments. They are complemented by Amendment 85, which would require the Secretary of State to establish a panel to undertake a national strategic skills audit to be updated every three years. The Government's industrial decarbonisation strategy cannot exist in a vacuum. It must interact with the industrial strategy which, noble Lords may remember, was published in 2017, but seems to have been hidden in plain sight ever since, the green jobs task force, to which the noble Baroness, Lady Sheehan, referred and the broader skills agenda into which the Bill will play.

In fairness to the Government—not something I am characterised by—the industrial strategy was indeed dusted down and updated as recently as January, setting out what are termed “grand challenges”, designed to put the UK at the forefront of the industries of the future and improving the country’s productivity.

That is all good, stirring stuff, and absolutely necessary because, as my noble friend Lord Knight highlighted last week, on our first day in Committee, we currently have a reactive skills system that is too often tortuously slow in responding to new demands, never mind anticipating them. A strategy formulated with an understanding of the need to embrace net-zero future jobs and skills would address that issue and, over time, could open up many more employment markets. I genuinely hope that that is a role that the industrial strategy will adopt, with a national skills strategy a key part of it.

My noble friend Lord Liddle rightly pointed to the lack of evidence that the Department for Education has a long-term vision. If there were one and it were cross-cutting in nature, a national skills strategy could benefit from a comprehensive assessment of our medium and long-term skills needs, with the goal of creating not simply secure employment but, in doing so, achieving the country’s climate change and biodiversity targets. I say to the Minister on these amendments: what is not to like?

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[Baroness Garden of Frognal (LD)]

My Lords, my role in this group is really to add support to my noble friend Lord Addington, who knows more than I ever will about special educational needs. He and the noble Lord, Lord Lingfield, are a formidable team for these amendments. Obviously, these two noble kinsmen disagree on the use of “from time to time”, but that is not as important as the fact that they call for reviews to take place on these matters.

What matters is that colleges should be fully aware of the skills, talents and opportunities, but also the limitations, of those with special educational needs. As I said previously in this debate, FE does lend itself to those with SEN because of the breadth of practical subjects that can be studied. I hope the Minister will appreciate how important it is to have those with SEN on the face of the Bill.

[Lord Watson of Invergowrie (Lab)]

My Lords, I am sure I am not alone in finding that there are times when I come across something that makes me look at it and look at it again and think, “Well, that’s stating the blindingly obvious.” That was my thought when I read Clause 5(1), which says:

“The governing body of an institution in England within the further education sector must—


(a) from time to time review how well the education or training provided by the institution meets local needs, and


(b) in light of that review, consider what action the institution might take (alone or in conjunction with action taken by one or more other educational institutions) in order to meet those needs better.”


Certainly, any principal or governor of an FE college reading that would have reacted with genuine astonishment, along the lines of: “Wow, that’s a great idea—why didn’t I think of that?” Actually, any principal or governor of an FE college would have reacted with astonishment, probably with language that might politely be described as “unparliamentary”.

I am not going to claim that every one of more than 200 FE colleges in England are faultless in how they go about their business or in the quality of their teaching. They employ around 120,000 full-time equivalent people and have a key role in developing career opportunities, enhancing skills, creating future leaders, transforming lives and serving businesses.

Not satisfied with having dug themselves into a hole in the form of Clause 5, the Government and the DfE then managed to dig even deeper with their attempt at an explanation for this clause in the Bill’s policy summary notes. On page 11, they ask themselves the question: “Why is legislation needed?” They answer their own question:

“Creating a statutory duty will ensure that aligning provision with local needs is a priority for the governing body of the relevant providers, alongside their other statutory duties, and strengthens accountability for this aspect of their performance.”


I have read that two or three times, and it always reads, to me, like gobbledegook.

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[Baroness Garden of Frognal (LD)]

My Lords, once again, I pay tribute to my noble friend Lord Addington on special educational needs. I am sorry that we seem to have seen off all the Back-Benchers. It gets a bit lonely when you have only the Front-Benchers in these debates, but I hope that some of them will come back for the next group, because we value the contributions from those who are not on the Front Bench.

We on these Benches have long campaigned to ensure that initial teacher training encompasses awareness of special educational needs, and it is important that those training for further education should be fully aware. As my noble friend said, in some respects, it is more important for FE, because those with special educational needs may well be drawn to the provision within FE, which tends to be more practical and less academic. So the amendment is a no-brainer.

We should ensure that all FE students, whatever their educational needs, have every opportunity to learn skills appropriate to their abilities. Some special educational needs are quite difficult to identify, so teachers need to be trained to spot them.

My noble friend is particularly expert in dyslexia, and I remember, years and years ago, when I was at school, a girl at school was always labelled as thick. She went on to be a very successful businesswoman, having been diagnosed late in life with dyslexia, but her school days were pretty miserable, because she could not do the things that everybody else could and the teachers thought she was just not trying. We had a pretty untrained set of teachers, obviously.

This is a very important amendment, and I hope that the Minister will see that it deserves serious consideration.

[Lord Watson of Invergowrie (Lab)]

My Lords, I am pleased to signify our support for Amendment 62 and commend the passion with which the noble Lord, Lord Addington, spoke, as he unfailingly does on matters relating to those with special educational needs.

The Government must surely accept this amendment because page 30 in the Bill’s policy summary notes, under the heading, “What is the Government doing to support the teaching of SEND in FE?”, states:

“The government is also funding an in-service training grants programme to support those training in-service to teach maths, English and SEND. In Academic Year 20/21, 24% of bursaries and 73% of grants were awarded were for teaching SEND.”


Therefore, to add the requirement that SEND awareness training is included is an entirely logical follow-on to that. However, I await with interest the ingenious, perhaps even tortuous, argument that the Minister’s officials have crafted for her to tell us that it is not really necessary. That really would be unfortunate. I say, in a relatively gentle way, that the Government need to understand that accepting that something they have drafted could possibly be improved or even complemented is not a sign of weakness. It is a sign of strength.

My main concern regarding Clause 16 is its intention. It seems to fit the pattern of the excessively hands-on and controlling position that the Government are adopting in many aspects of education. It is already happening with regard to initial training for schoolteachers. The policy summary notes address this question, again on page 30, under the heading, “How do these proposed changes align with the Initial Teacher Training (ITT) market review for school teachers?” It answers its own question:

“The government is not seeking to replicate the reforms taking place in the schools ITT system ... However, officials within the Department for Education are working together to ensure a coherent relationship between our reforms in the two sectors”—


hence my fears and those of many others in the teaching profession at school and college level.

The Government may protest that there is no connection between the two but, as politicians, we naturally do not believe in coincidence. Perhaps the Minister can explain just what is meant by

“a coherent relationship between our reforms in the two sectors”

because there is uproar in the teaching profession and among those who provide teacher education at the Government’s highly controversial and potentially damaging proposals for the review of initial schoolteacher training which are currently out for consultation.

On the FE ITT system, the policy summary notes say:

“The government believes that the FE ITT system could be much better than it is”.


Can the Minister enlighten noble Lords about the evidence for that? There is no clamour in the sector for such a change. I have to say that, again, that Clause 16 smacks of an increasingly voracious government appetite for centralisation and control, with Great Smith Street the control centre. If the Minister believes she can gainsay that impression, I am sure I would not be alone among noble Lords in being very interested to hear it.

Skills and Post-16 Education Bill [HL]

Debate between Baroness Garden of Frognal and Lord Watson of Invergowrie

Committee stage
Tuesday 6th July 2021 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I shall aim to be brief, which may be welcome at this stage of the evening. I have added my name to Amendment 31, of the noble Lord, Lord Watson, which leaves out “reasonably”—why not just have “representative”, which is a term that is vague enough not to need qualification? Legislation should be clear. This “reasonably” puts doubts into the worth of the employer representative body. However, I am slightly concerned to see that the noble Lord, Lord Watson, has inserted “reasonably” in Amendment 17, which seems to be slightly contradictory.

This group has thrown up many other issues. There are concerns about the creeping potential for the Secretary of State to make overall interventions in matters that were set up to operate with some independence from government—Amendment 36 addresses this. There is obviously a tension between local and national, and we have seen this in a number of recent Bills, where the Government are intent on taking powers that would be much better used by those closer to the issues.

After his impassioned tirade, the noble Lord, Lord Adonis, has obviously exhausted himself and left, but there are many amendments in this group to do with the importance of local authorities and mayoral combined authorities. They must not be constantly subjected to national government oversight. Further education providers are also expert in these fields and must not be overlooked. As my noble friend Lord Storey set out, much is expected of our further education colleges, but they are overlooked far too often. They are well used to collaborating with other local bodies, and their knowledge and contacts must not be ignored. They are also very good at teamwork.

The amendment from the noble Lord, Lord Watson, also makes clear the importance of SMEs, the self-employed and public and voluntary sector employers—so consultation must be as wide-ranging as possible, with national government taking a back seat, if it takes a seat at all. Colleges should have the power to challenge the local skills improvement plans where, from their local experience, they can see that all is not well.

I support the misgivings of the noble Lord, Lord Baker, about employers. I remember well that, when we were developing national vocational qualifications—which were employer led—at City & Guilds, it was incredibly difficult to get the employers to decide which skills they actually wanted. In the end, it was left to the colleges and the awarding bodies, which barely get a mention in the Bill, to get these employer-led qualifications into action. This is a great lack—the Government ignore the colleges and awarding bodies when they are discussing anything to do with skills, but they are the people who really make it happen.

These amendments call for monitoring and reporting. The crucial element is to give authority to those who are closer to the issues and have the expertise to make judgments. The Government must learn to take a back seat where they do not know best. My noble friend Lord Storey mentioned the effect on Liverpool when it was allowed to thrive when local people took control.

In Amendment 28, the noble Lord, Lord Watson, mentions plans about “trailblazer areas”. I do not think we know very much about these—perhaps the Minister can enlighten us about them. The noble Lord, Lord Inglewood, spoke about the LEPs and their work, which has once again been overlooked.

So I trust that the Minister will see that it is in the local and national interest for national government not to intervene at every step and to learn from people who do know what is going on. I hope that she will be able to accept some, if not all, of the amendments in this group.

[Lord Watson of Invergowrie (Lab)]

My Lords, despite several noble Lords listed to speak falling by the wayside, I commend those noble Lords who have stuck it out for their contributions to the debate on this group, and I appreciate their support for the amendments standing in my name.

As many noble Lords have already said today, this is a pretty thin Bill. In her response to group 1, the Minister called it a “framework”, and one might say that that is actually generous. However, the cornerstone is the development of local skills improvement plans, with the role of employer representative bodies being crucial in that process. The manner in which the Bill proposes that ERBs—I will use that shortened terminology—should be designated is flawed, to the extent that it would, we believe, make the Bill unworkable.

There needs to be a much more clearly defined and significant role for local and mayoral combined authorities, as well as colleges and other training providers. The skills needed in Greater Manchester will be significantly different from the skills needed in Cornwall or Cumbria. There has to be an appreciation of differing labour markets, and the way they have developed and are likely to develop. Surely that is best understood at local and regional levels. It is impossible to prescribe the skills needs for the whole of England from an office in the DfE HQ in Great Smith Street, yet that is what the centralising measures in the Bill propose. In relation to the skills agenda, as my colleague in another place, the shadow apprenticeships Minister, Toby Perkins MP, memorably said,

“I have never heard anybody suggest that a more hands-on role for Gavin Williamson was needed”.


That centralisation is very much part of a pattern that we have seen from this Government. They seem to be rowing back significantly on English devolution, and last week the Welsh First Minister’s frustration was plain to see as he accused the Prime Minister of what he called “aggressively ignoring” Wales’s Parliament.

In this Bill, local authorities, including mayoral combined authorities, are to be marginalised, ignoring the fact that they have been democratically elected. Although we fully support the principle of employers playing a more active role in driving certain aspects of the skills system, as well as a more specialised role for FE colleges in delivering higher-level technical skills, that must take place within the context of a holistic and objective overview of the whole education, skills and employment support system, to guard against introducing further complexity. That is what our Amendment 13 seeks to achieve.

We believe that the best way to bring that about is to have a formal role for mayoral combined authorities, where they exist, and other local authorities, in the development of LSIPs, reflecting their unique understanding of their communities and, as I said earlier, their job markets. As my noble friend Lord Bradley said, there is currently no provision or requirement within the Bill for the Secretary of State or the designated ERB to engage with mayoral combined authorities or local authorities—or, indeed, with any other stakeholder —in relation to the designation of an appropriate ERB to lead this activity. The same applies to the boundaries of the LSIPs.

On the subject of mayoral combined authorities, my noble friend Lord Adonis, in a bravura performance earlier, said that the reason he had been given for excluding MCAs was that they were not employers. That might come as news to Sadiq Khan, Tracy Brabin, Andy Burnham, Andy Street and others, who must be superhuman if they do all that work on their own. They have considerable staffs at their disposal: MCAs are indeed employers. I do not have the figures to hand, but I suspect that all of them have several hundred employees. That would be like a small or medium-sized enterprise—and those, as I shall say in a few moments, should very much be part of the consideration when putting together the employer representative bodies.

We agree with the amendment in the names of the noble Lord, Lord Storey, and of my noble friend Lord Rooker, saying that ERBs must develop local skills improvement plans as joint partners with colleges and have input from the wider community. Our Amendments 14 and 16 emphasise the fact that local skills improvement plans should draw on the views of local authorities and training providers in the area. I have to ask the Minister: why would the Government not want that sort of input, if they want the best possible response to local training and employment needs? Those people should also be involved in the ERB itself. The aim is to ensure that LSIPs are more collaborative, with local further and adult education providers closely aligning with existing strategies. Why not build on the existing skills advisory approach and develop a more inclusive way of providing advice on employers’ needs?

The existing landscape includes, of course, local enterprise partnerships, which do not merit a mention in the Bill. The noble Lords, Lord Inglewood and Lord Curry, both made a strong case for LEPs to have a continued role in the delivery of the skills agenda. I asked the Minister on Second Reading what plans the Government had for LEPs, and perhaps she will enlighten us on that matter on this occasion.

Amendments 28 and 29 seek to ensure that there is appropriate consultation of MCAs and local authorities prior to the publication of the local skills improvement plans, and for those elected bodies to give their consent to the designation of ERBs. Amendment 37 seeks to ensure that, once designated, the ERB ensures effective partnership, working with providers, local authorities and mayoral combined authorities to support integration of the skills and employment system in each locality. Again, why would the Government have a problem with these sensible improvements to the operation of employer representative bodies?

As the noble Lord, Lord Storey, said, it is about teamwork. That said, I trust that he will forgive me for being somewhat less enthusiastic about his analogy with the England football team, although, for the record, I do wish them well tomorrow. Our Amendments 31 and 32 seek to gain an understanding of the Government’s intentions in Clause 2. The role of employer representative bodies will be important in shaping local systems, and there is a risk that some ERBs might represent a narrow group of employer voices, focus too much on current skills needs, or be unwilling to take advice from other sources. It is important to ensure that they represent the full breadth of employer voices, focus on future demand and, of course, have appropriate governance.

My noble friend Lady Morris said that she is not sure that the Bill has the power structure right, or the right lead provider; I very much agree with her. Another question is: what will be the role of the chambers of commerce? They are not necessarily representative bodies and vary greatly from one part of the country to another. It is an open secret that they are distinctly cool about being directly involved in the formation of the LSIPs and I understand that this is even the case for some of the largest ones, such as Greater Manchester.

Most employers and employers’ organisations do not really want to run the system; they just want a system that works. They have no more interest in running further education than in running a school or a university. They want to concentrate on their core businesses and do not have a great deal of time to spare in developing local structures or devising plans beyond their own personal needs. As my noble friend Lady Morris said, employers are primarily focused on the now. That is generally understandable, but it is important that ERBs really are representative of the area for which they will have responsibility, so I look forward to hearing from the Minister why the Government have no greater ambition than to make a reasonable attempt at making them representative.

As the eagle-eyed noble Baroness, Lady Garden, pointed out, our Amendment 17—which is not being discussed today—also inserts the word “reasonable”. In my defence, I can say only that that refers to relevant providers, whereas the point I am making here applies to the employer representative bodies. It is surely not too much to expect that the ERBs include a wider range of local employer interests, including small and medium-sized enterprises, the self-employed, and public and third-sector employers. This would ensure that a range of employers of different sizes is represented in the ERB, as the noble Lord, Lord Patel, seeks in his Amendment 35.

There is also a need to clarify the role and accountabilities of employer representative bodies in developing their LSIPs, including describing the role of the ERBs, their accountabilities and the process for responding to instances where they do not deliver this effectively. Amendment 36 seeks to ensure accountability and oversight of ERBs, about which my noble friend Lord Bradley spoke compellingly, specifically in relation to the Greater Manchester MCA. This includes preparing and publishing a conflict of interest policy, which could be important where major employers such as universities or local authorities are also providers of training, or where employer representative bodies run publicly funded training providers—as some do—which compete with colleges for apprenticeships and other contracts.

The requirement also to have regard to national strategies is important, not least in the run-up to COP 26, because in March the Government published their industrial decarbonisation strategy. What will they have to say to ERBs about, for example, the content of their local skills improvement plans with regard to chapter 6 of the decarbonisation strategy, which is entitled “Accelerating Innovation of Low Carbon Technologies”? That could be one example of a situation where colleges and other providers feel the need to challenge local skills improvement plans and put forward revisions where they feel the plans fall short.

If the aim of the Bill really is to deepen the strategic relationship with, and service to, employers, then delivering this must involve a genuine partnership of colleges and other providers empowered to stimulate and challenge articulated demand rather than acting as passive policy recipients. It is important that they have the means of doing so; if the Minister is unable to support Amendment 36, perhaps she will tell the Committee what recourse will be available to providers in such circumstances.

Education Recovery

Debate between Baroness Garden of Frognal and Lord Watson of Invergowrie

Tuesday 8th June 2021 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I am afraid there is simply no disguising the fact that the resignation of Sir Kevan Collins as Education Recovery Commissioner is a huge blow to the Secretary of State’s hopes of delivering on support for school pupils. I have to say that the Secretary of State’s response to the shadow Secretary of State yesterday was inept. He seems to regard all scrutiny and questioning as opposition, ignoring that all Governments need scrutiny to improve policies and their delivery.

At this time, young people and their families are looking to the Government for urgently needed help; a siege mentality will do very little to meet those needs. The mean-spirited plan outlined in the Statement is the one brought forward after the Prime Minister rejected Sir Kevan Collins’s own proposals to provide pupils with extra time and teaching to catch up on lost education over the next three years. The commissioner used his years of experience to produce plans that were simply cast aside by the Treasury. It is probably stretching things to imagine that the Prime Minister even cast his eye over them. The paltry scheme the Government are willing to fund was described by Sir Kevan as “a half-hearted approach” that

“does not come close to meeting the scale of the challenge”

and

“risks failing hundreds of thousands of pupils.”

It is no wonder he resigned.

Sir Kevan’s proposals were costed at £15 billion over the next three years. Last month, the Education Policy Institute published a full set of proposals for education recovery—a package of £13.5 billion over three years, required to reverse learning loss and support pupil well-being. Last week, Labour published our children’s recovery plan; it was costed in detail and totalled £14.7 billion over the next three years. So, in the past month, there have been three proposals, all within the same ballpark in their costings. Yet the Government reckon they have a monopoly on wisdom and believe that around 10% of that amount will get the job done. I know the Minister will say that some support for the recovery has already been committed and more will follow in the spending review, but the Government are so far short of what the experts—and I am not placing the Labour Party in that category—think is required that they effectively inhabit a different world.

It is not simply academic recovery we should be concerned about. Cases of probable mental health disorders have increased from about one in every nine young people to one in every six because of the pandemic, and we are only now beginning to understand how their well-being has suffered as a result of isolation and anxiety. Yet, there was not a single mention of “well-being” or “children’s mental health” in the Secretary of State’s Statement. Even when asked directly yesterday by the shadow Secretary of State, Kate Green MP, he had nothing to say on those areas, which are vital to children’s recovery.

The Statement does mention the national tutoring programme, and that has failed even to meet the target set by the Secretary of State. He promised that a minimum of 65% of tutoring provision would reach pupil premium children, but the National Audit Office recently found that only 44% of those accessing tutoring could be classified as disadvantaged.

I want to ask the Minister questions that may be familiar to her. They were put to the Secretary of State yesterday by Kate Green, but did not receive answers. I am confident that the Minister can do rather better than her boss. Where is the bold action needed to boost children’s well-being and social development, which parents and teachers say is their top priority and is essential to support learning? Where is the increased expert support to tackle the rise in mental health conditions among young people? Where is the targeted investment for those children who missed most time in class, struggled most to learn at home and were left for months without access to remote learning? Where is the funding needed for the pupil premium to replace the stealth cut to school budgets that the Government imposed when they changed the date of the census recently?

As she left office in February, Children’s Commissioner Anne Longfield revealed that she had encountered what she termed “institutional bias against children” in this Government, especially in the Treasury. That was an astonishing claim, yet the parsimony of the education recovery package announced certainly reinforces that view. It is one that the Government will need to work hard—much harder, I suggest, than they have done in the past week—to overcome. In this, their hour of real and urgent need, our young people are being failed by this Government.

[Baroness Garden of Frognal (LD)]

My Lords, I agree with so much of what the noble Lord, Lord Watson, just said. I thank the Minister for the Statement, but I do not think there is much we have not heard before. She often tells us with pride about the £1 million here, the £200 million there, even £14.4 billion—how have I forgotten that, when it is so close to Sir Kevan Collins’s ask? This all begins to add up to real money, but where is the overview, the strategy, the cohesion? I suspect we might have found it in Sir Kevan’s review, had we had the chance to study it before the Government trashed it. I am sure he appreciated being thanked before resigning because of the decimation of his proposals, but then, he consulted real experts and, as I pointed out in my question yesterday, which the Minister wisely ignored, this is not a Government who respect experts, to their shame and to the loss of the rest of us.

I do not suppose that even the Education Secretary’s best friends suggest he is an education expert, so how good it would have been for him and the Government to have taken heed of real education specialists. If the Government genuinely thank Sir Kevan for his efforts, his thoughts and his input, why on earth are they not implementing his well-researched proposals? Of course, tutoring is most welcome. The children who will have lost out most are those from families without the time, technology or education to help them with home lessons and learning. The Minister has told us about the thousands of computers and iPads given to the deserving poor but, for many of them, these will have been useless without tuition. We heard of many families having to share a single piece of kit between numerous students, but without any person to talk them through.

On the tutoring scheme, where are these tutors coming from? Will they be the hard-pressed teachers being asked to do yet more? Or will they perhaps be university students, keen to earn some money while close enough in age but, we hope, superior in wisdom, for the youngsters to feel an affinity? What plans are there to make up all the social parts of school that the noble Lord, Lord Watson, referred to—mixing with others, learning teamwork and how to win, how to lose, how to make friends and how to befriend your enemies? Where are the proposals for the softer skills of school, so vital in life? Where is the careers information and guidance? I could find nothing in the Statement about that.

As the noble Lord, Lord Watson, said, we know the detrimental impact the pandemic has had on the mental and emotional well-being of children and young people, so will the Government take action to evaluate mental health service provision in schools and allocate enough resources to bolster these services and address shortcomings in provision? Research by the Carers Trust shows there has been a worrying decline in the mental health of young carers during the pandemic. What are the Government planning to do to support the educational and emotional recovery of young carers? We hear that many children return to school having forgotten how to sit in a class for an hour, how to pay attention and even how to hold a knife and fork. How are the Government helping them?

How kind to offer more training for overworked teachers. Most teachers are pretty well trained already, and of course there is always room, if not time, for more training, but would our wonderful teachers, who have gone over and above in lockdown for their pupils, not perhaps appreciate some extra pay as a thank you? I declare an interest as the mother of a primary teacher who is working all the hours God gave to ensure that her little four year-olds continue to learn and, perhaps even more importantly, to enjoy learning. Because school should be fun: learning should be exciting and accessible and the youngest children need to find that that is the case so that they really catch the bug of lifelong learning. If the Government are so intent on investing in teachers, why not pay them more?

So, my verdict on the Government is: “Could do better”. Give us the holistic picture. We can see that vast sums have been spent, but could they not have been spent more cohesively, more helpfully and in a more targeted way? These are the next generations, the young people whose skills, knowledge and enthusiasm will be sorely needed to help us through the aftermath of the pandemic, not to mention Brexit. They will be needed to help revive the economy, take the jobs that are needed, not necessarily the ones they wanted, and to be adaptable. I see little in the Statement to show that the Government appreciate the size and breadth of the job that needs to be done.