Social Mobility

Baroness Massey of Darwen Excerpts

Thursday 27th October 2016 Lords Chamber

[Baroness Massey of Darwen (Lab)]

My Lords, I thank the noble Lord, Lord Holmes, one of my heroes, for introducing this debate in such a wide-ranging way. I have also enjoyed the contributions from other Members of the House, including the excellent maiden speech of the noble Baroness, Lady Couttie.

This Government, like Governments before them, expressed the wish to improve the lot of children who do not achieve all that they might. I suggest that that success has been limited due to complex factors. Many of these factors in the UK mitigate against those children who are deprived in some way. Many parental options are limited to those in the upper and middle classes. A worrying fact pointed out by the OECD report last year and echoed by the Office for National Statistics said that the UK has the worst performance of intergenerational earnings mobility compared with other OECD countries.

I want to touch on what denies and what facilitates progress. To start at the beginning, the Early Intervention Foundation has provided much valuable research on the importance of brain development in the early years, the need for language stimulation, and for books and toys. This points to the need for positive parental care action, but parenting classes are thin on the ground and mainly absent in any school curriculum. We are neglecting the most important job of all: parenting. Early years education, discussed admirably by my noble friend Lady Morris of Yardley, is not about testing, as she said. It is about developing self-esteem, self-confidence, resilience and curiosity, as well as intellectual confidence. These are the bases for success, good relationships and mental health. I am sure the noble Lord, Lord Holmes, would agree with that.

Childcare is shown to have positive effects if it is of high quality. A Select Committee carried out an inquiry into affordable childcare last year. I was delighted to be involved in its work. We took valuable evidence from a number of sources. The Government’s extended childcare offer will provide more support for many working parents. However, local provision varies in quality. We found that, too frequently, the most deprived areas have the poorest quality of childcare. There is not enough flexibility in the system, which can be difficult to negotiate for parents. What are the Government doing about this?

The Select Committee on Social Mobility, chaired by my noble friend Lady Corston, produced an excellent report on social mobility in this Session. It states that factors that may influence social mobility include coming from a poorer background, low educational attainment, family background, gender, ethnicity, health, special educational needs, disability, and where a child grows up. Comparisons have been made between the north of England and London, where the excellent London Challenge, established by the Labour Government, transformed the lives of many children. This was a well-designed and targeted intervention. The Sure Start programme, sadly being dismantled by this Government, was another successful initiative. On the other hand, we have the troubled families initiative, mentioned by the noble Lord, Lord Farmer, costing over £1 billion with disappointing results. Why? I agree on the importance of families. I say yes to initiatives and innovation, but they need to be based on firm evidence, consultation, appropriate targets and good monitoring, and, as the noble Lord said, the need to integrate.

On secondary education and grammar schools, why the Government wish to return to a flawed, divisive system I cannot imagine. I went to a grammar school. I was a working-class girl there. At that grammar school, only a fraction of the top stream went on to higher education. I know that that was a long time ago.

There was a debate on grammar schools in your Lordships’ House on 13 October. Grammar schools do not work for everyone. Those not selected, or those in lower streams of grammar schools, may feel that they have failed. What a waste. As my noble friend Lady Andrews pointed out in her riveting speech in that debate, the idea that grammar schools promote social mobility is a nonsense. I quote her:

“The fact that the heyday of the grammar schools between 1950 and 1970 coincided with significant social mobility driven by economic and technological change is just that—a coincidence”.—[Official Report, 13/10/16; col. 2014.]

We must not go backwards. We should explore what positive models work in other countries and what progress has been made in our own country. The noble Lord, Lord Baker, who I see has disappeared in a puff of smoke, inspired the university technical colleges. He said that he could not be here today; he was, but he has gone. He told me yesterday that in July 2016, 1,292 students from these colleges left with excellent results and only five were not in education, employment or training. This is from a comprehensive intake.

Good schools promote holistic education and life skills: the arts, sport, programmes of social development and so on. I agree entirely with the words of the noble Lord, Lord Holmes. They are not full of stress in pupils and teachers, as well documented by many researchers. They are models of social mobility. Unfortunately, I see no coherent plan for the education and development of young people in this country. I have pleaded before for an overall strategy for youth in this country, embracing education, health, sport, the arts and social skills. What I see at the moment resembles a kaleidoscope, constantly being shaken to change the place of the pieces. The patterns, by chance, settle down into different formations, but they are fragile and confined. Attempts at improving social mobility need better planning, cross-disciplinary action involving parents and children, and a dedicated strategy. Does the Minister agree?