Social Mobility

Baroness Morris of Yardley Excerpts

Thursday 27th October 2016 Lords Chamber

[Baroness Morris of Yardley (Lab)]

My Lords, I thank the noble Lord, Lord Holmes, for introducing this debate. I had the pleasure of serving with him on the Lords Select Committee on Social Mobility. I know of his passionate interest in this subject, and I congratulate him on the way that he has introduced it. He has given us an insight into the extent of this problem and its importance. I also add my welcome to his for the noble Baroness, Lady Couttie, and say that I look forward to her maiden speech and wish her well during her time in the House.

To some extent, social mobility is a challenge of our time. Perhaps for the first time, there is political agreement across the spectrum that it needs to be addressed and we need to do better than we have done in the past. In truth, whatever we think about our country, whatever our achievements, and however proud we are of what we do, the fact that our social mobility record does not compare well with our competitors overshadows those achievements and makes us not the sort of country that we would want to live in. That underpins our need and desire to try to improve in this area.

As the noble Lord, Lord Holmes, said, social mobility covers a wide area of issues. In the time that I have available, I am mainly going to concentrate on one, but I just wanted to acknowledge two other areas before I move on to that. First, we very often see social mobility as an issue for education and an issue about youth. It is not: we should live in a country where adults have the opportunity to be socially mobile as well, even if they did not have the opportunities during their youth. That falls to the area of skills and reskilling and giving people opportunities throughout their lives to achieve their potential and do as well as they can. Secondly, I am conscious that many children and young people achieve grades but find that they do not have the opportunities available to others because of their backgrounds. I acknowledge that that is a problem: it is about a change in culture throughout society, not just about what we can do in this House and through legislation.

I turn to my main area of concentration: those children who do not achieve in school and therefore do not experience the problem of having the grades but not getting the opportunities after that. If you look at the policies of both political parties for the last 20 years, you cannot say that there have not been attempts through the school system to try to increase and improve social mobility. Every policy that is launched now is introduced in the name of social mobility—in the name of giving those left behind a better chance and of closing the attainment gap. So it should be: that is a challenge that falls to education in schools. I acknowledge that success: today in schools throughout this country, there are young people who have been given opportunities through the school system, who are socially mobile and who will go to university and have the skills and opportunity to achieve what they want to achieve.

However, we are at risk of assuming that schools can solve the problem by themselves. I worry that, in answer to the question “What should we do about social mobility?”, too many people say, “We have to improve schools”. I know that we have to improve schools and that a failure to close the attainment gap in schools is a failure of the school system. I do not shy away from that, but I know that schools do not cause the problem in the first place. We should not shy away from that either. They are asked to address and remedy an endemic problem in our society: what they inherit with children at the age of five is a difference in attainment that is clear from the age of 18 months. Look at those geographical areas that underperform at GCSE and A-level, that we bemoan do not get as many children to university as we would like. When you look at what we call school readiness in that area, you find that that is low as well. We know that standards in schools are low in the north-east, but guess where school readiness is also low: in the north-east. We know that achievement is good in London boroughs, and—guess what—when you look at school readiness measures, they are actually far better in London than in other parts of the country. Let us be clear what we mean by school readiness. It is to be able to listen, to speak, to pay attention, to handle objects, to move confidently, to have self-confidence, and to have social skills. It is those basics that any person needs if they are to stand a chance of doing well throughout life and throughout school.

We know a lot about that group that does not have school readiness. We know that those children are more likely to be poor and more likely to come from families that have ill-health and low skills—not all lazy and dependent on benefits. We know that by the age of five, they will know fewer words than people from middle-class families; that their social and physical skills will be less developed; that their mothers are less likely to have attended antenatal classes; and that their parents are less likely to have accessed what we might call enrichment activities between the child’s age of nought and five. The Government have to ask themselves whether they are doing enough to address the needs of this age group. In truth, all Governments have a tendency to put their efforts, emphasis, money and resources on schools. As somebody who is passionate about schools—and I spent my ministerial time concentrating on schools—I am not inviting the Minister to stop focusing on schools. However, I invite him to consider that the way in which he could most help schools to close the attainment gap is to do more for the age of nought to five.

When I look at what the Government are doing on this, I acknowledge that they have put more money into childcare; I acknowledge the pupil premium, which was part of the coalition. However, the Commission on Social Mobility and Poverty says that the efforts to improve the school readiness of the poorest children are unco-ordinated, confused and patchy.

We know that despite the importance of this nought-to-five period, it is where our least-qualified and lowest-paid teachers are, and where there is less stability. Both the Minister and I could probably quote the floor targets for key stage 1 to GCSE and A-level. I also know by heart the underperforming local authorities or the type of school that is the most underachieving. I think I know what his targets are for every stage of school. I do not know what his targets are for the other years, what he is doing about children’s centres that are falling behind, or what the emergency intervention strategy of the Government is for nought-to-five provision that is not coming up to scratch. When I look through the DfE website, I cannot see a speech the present Secretary of State has made about early years, four or five months into her office. I will stand corrected if the Minister tells me that I am wrong.

Again, the best way to raise standards with some of our children in some of the most challenging schools from the most challenging backgrounds is to reduce the development gap between children when they start school. I very much hope that the Minister might consider adopting that as a target and working toward achieving it.