Social Mobility

Baroness Prosser Excerpts

Thursday 27th October 2016 Lords Chamber

[Baroness Prosser (Lab)]

My Lords, this has been an interesting and wide-ranging debate and I join others in thanking the noble Lord, Lord Holmes, for placing the debate on the agenda and in congratulating the noble Baroness, Lady Couttie, on her maiden speech and in welcoming her to the House.

Many influences in society affect people’s lives and it is incumbent on Governments to devise and deliver policies and programmes that enable citizens to flourish and grow. Citizens and parents in particular must also take advantage of available opportunities. All that is in an ideal world, of course, but in the great mix of things there are folk who may be less able to move on and up. In the interests of the rest of us, the call goes back to government to intervene.

I absolutely agree that early years interventions are hugely important. But sometimes life is not quite so straightforward and pesky changes intervene. Let us take the world of work as an example. In the lifetime of most of us in this House, a person could leave school with zero qualifications and walk into a job, which may have been a bit boring but which—because it was a buyer’s market and because the trade union movement was on the case—might have paid quite well. If that job did not suit, there was always another one down the road.

For those who suddenly woke up and realised that they could and should have done better at school, there was always night school and employer-supported day release. Not so now, of course. Any halfway decent job that a person could walk into requires the applicant to have at least five good GCSEs, A levels and/or a university degree.

Aside from apprentices, about whom more later, applicants without any of the above find themselves in jobs paying the minimum wage or, worse still, part of the “gig economy”, delivering goods and packages as fast as is humanly possible and listed as self-employed: no security, no status and no stake in society.

I make these comments because I firmly believe that good employment opportunities are the key to upward mobility. But, of course, good employment opportunities stem from good education, and the ability to make the most of these chances goes back to a decent start in life. Take what used to be called the Sure Start programme: launched by Labour in 1998, it recognised this issue, targeting children and families in areas of high deprivation and aiming to boost their life chances. Changes have been made to the programme since then, with funding reductions and a transfer of responsibility to local authorities.

Criticism of these changes by Norman Glass, one of the founding architects of the scheme, points in particular to a shift from child development to childcare and towards getting mothers into work. Would the Minister care to comment on these changes? Such initiatives require considerable long-term intervention, and I would have thought that in the case of the Sure Start programme, where the parents’ behaviour was identified as being in need of attention, getting mothers into work would not have been a priority.

Obviously, the free pre-school policy is to be welcomed. It is available across areas so that children from a mix of backgrounds are involved, and we know that it gives children a good start when they then attend primary school. But what does the Social Mobility Commission say about how opportunities manifest themselves across educational areas in England? In producing the Social Mobility Index, it has assessed the best and worst-performing schools, largely using free school meals as the indicator. The results show that 20 of the 25 best-performing areas for schools are in London. Rural and coastal areas figure highly in the bottom 25—very similar results to the analysis carried out on youth mobility indicators. Labour’s London Challenge scheme has seemed to be pretty influential and successful here. However, when the Social Mobility Index moved on to look at which areas proved best for adult social mobility, the tables were turned. Using indicators including housing and pay, only one London borough came into the top 20 this time, while five London boroughs were in the bottom 20 areas.

Life in these times does not always follow a smooth path. Jobs for life are long gone. A person may get a good education and be doing quite well, but changes to the labour market, combined with high housing costs, can mark the beginning of a downward spiral so that any upward mobility can be forgotten, and geographic mobility is a non-starter. We need therefore to pay greater attention to the churn in the jobs market. People are living longer. Work is often short-term or otherwise insecure, and opportunities for retraining are few and far between.

This brings me neatly on to apprenticeships. I know that much work has been done on this subject and that the Government are keen to tighten up the definition of an apprenticeship—all that is welcome. Welcome also is the availability of adult apprenticeships, because that plays to my point above on the need for retraining. However, I am concerned about much of this programme.

First, the Government have committed to the provision of 3 million apprenticeships by 2020. That is 5,500 apprenticeships every week over the five-year period. Seriously, Minister? Perhaps the noble Lord will be able to tell the House how this is progressing, and at the same time assure us that the desired level of quality is also being achieved. This week, the House received a Written Statement in the name of the noble Lord, Lord Nash, entitled “Supporting Apprenticeships”. The second paragraph points out how an apprenticeship can unlock a brighter future for “those just about managing”. That is a really unfortunate phrase, which speaks volumes about the attitude in this country to vocational versus academic learning. Could the Minister explain the thinking behind this?

Secondly, the Statement comes from the Department for Education and yet contains no mention of the role of schools in helping young people to make choices, including a move, where appropriate, towards apprenticeships and vocational learning. Again, can the Minister tell the House how we can get over the conflict between schools being tick-boxed against academic achievement and, in part, funded via the numbers of students remaining in the sixth form as against recognising the tendencies of some young people towards a more vocational career? A number of employers have complained to me that schools will not allow them in to talk to the students about apprenticeship opportunities, yet this route can lead to satisfying and often lucrative jobs—the path to social mobility indeed.

One good course of education for later learners comes via the trade union movement. Always known for its commitment to education and learning, the union record is long and proud. The TUC acts as the umbrella for the Unionlearn programme, delivered in workplaces, often lifting up people’s literacy and numeracy skills, and consequently their chances of moving on and up in the workplace. I hope that the Minister will be able to reassure the House that funding for the programme, popular among employers as well as employees, will continue to be supported.

I cannot leave the area of education without saying something about grammar schools, which are not universally well received, to put it mildly. Toby Young, that stalwart supporter of free schools, has expressed reservations. Writing in the Spectator, he points out that grammars take in on average four times as many children from fee-paying prep schools as they do children on free school meals. He also quotes a 1959 report which showed that, even then, only 3% of grammar pupils came from unskilled manual backgrounds and that they were less likely to go to university. Indeed, I fell into that category myself.

Many other aspects of this subject have been covered, but a shortage of time means I must conclude my remarks.