Schools: Financial Education

Baroness Sater Excerpts

Wednesday 31st January 2024 Lords Chamber

Asked by

[Baroness Sater]

To ask His Majesty’s Government what steps they are taking to improve the financial literacy of children through the provision of financial education in schools.

[Baroness Sater (Con)]

My Lords, I am delighted to bring this debate to the House and thank all those who will contribute today. I declare my interest as an officer of the APPG on Financial Education for Young People.

Many of us will remember the world of piggy banks where real cash was kept; you could spend only what you had and no more. With physical money, life was somewhat simpler. Our children are living in a complex world of complicated financial decisions. Buying anything can be a minefield, from tempting credit offers, easy credit store cards and hire purchase to leasing and PCPs, and then there are scams, cyberattacks and payday loans. It is mind-boggling.

Banking is now significantly online. Contactless cards and payment by mobile phone make payments wonderfully easy, but spending is made easier too. It is all too quick to spend beyond your means.

I want to focus on a few things today. First, financial literacy is a life skill vital in preparing our young people for a rewarding life. Schools have an important role to play, so I hope today’s debate will focus on how we can strengthen and support provision in schools.

The London Institute of Banking & Finance reported in 2023 that 68% of children worry about money and their personal finances. Only 8% cited school as their main source of financial education, down from 15% the previous year.

Worrying about money is stressful. A survey of adults in the UK by Santander highlighted that 70% reported that better financial education would have improved their ability to manage their finances during the cost of living crisis, and two-thirds of young people believe that a lack of financial education has led them down the path of debt.

Money worries are the most important cause of anxiety in the UK, according to research from the Mental Health Foundation. Giving children the skills to manage their money and make informed decisions so they understand savings and investments, pensions, mortgages and loans can have a positive impact on their financial security in the future and on their mental well-being.

In 2023, GoHenry with Censuswide and Development Economics reported that prioritising financial education could have a positive impact on the wider economy too, adding nearly £6.98 billion into the UK economy each year and up to £202 billion by 2050. Children and young people are eager to learn. In March last year, the Institute of Banking & Finance reported that 82% would like to learn more about money and finance in school and college, up from 72% a year earlier. Research also tells us that parents want it too.

Secondly, financial education is not a statutory part of the national curriculum in primary schools in England. It is, however, embedded in the primary schools of Wales, Scotland and Northern Ireland. Research by Cambridge University, published by the Money and Pensions Service, indicates that habits and attitudes towards money are formed by the age of seven. Therefore, we should make sure that all primary school children, wherever they may live, have access to financial education.

According to a survey of primary school teachers by EVERFI in 2020, 82% considered teaching financial education to be very important, but 70% of them stated that financial literacy was not given enough importance. Positively, the Centre for Financial Capability identified that one in three primary-aged children receive some form of financial education, and there are some very good examples of financial literacy being taught in primary schools, but this means that in England it is a lottery as to whether you receive it or not. Making financial literacy a statutory part of the primary school curriculum would correct this, so I hope that my noble friend the Minister can make it happen.

It is a different picture in secondary schools. In 2014, provision of financial education became statutory in local authority schools, but delivery is variable and there are gaps. Those gaps are striking. The Money and Pensions Service comments that only 47% of seven to 17 year-olds in the UK—that is around 4.8 million children—receive a meaningful financial education.

The All-Party Parliamentary Group on Financial Education for Young People’s Building Beyond Barriers report in 2023 noted that over half of teachers did not know that financial education was part of the curriculum, yet we know that three in four teachers believe that teachers should play a leading role. The report tells us that financial education is considered challenging by teachers, with training, time and funding being key barriers. A survey commissioned by the Bank of England found that almost two-thirds of teachers felt that there was not enough time or resources to get financial education into the school year. We know that the curriculum is already under pressure with many other priorities, but we also know that teachers want to teach financial education and children want to learn it.

It is important to note that excellent materials are available from third parties and charities which help teachers deliver good financial education. Some of these resources, for example those produced by Young Enterprise and MyBnk, can bring teaching financial education to life by providing real-life situations, but sadly they are not delivered or available across all schools, adding to the lottery of life.

My third area of focus is where the provision of financial education should sit in the secondary curriculum. It presently sits in citizenship and maths programmes but not in PSHE, although it can sometimes be delivered in PSHE for those aged 11 to 16. We welcome the Prime Minister’s recently announced intention to have every child leave school with good numeracy skills. That is important to help them navigate their finances but so too are their values and attitudes towards money.

Financial education is not based on maths alone, and it would be doing it a disservice to try to put most of it within the maths curriculum, as some suggest. The importance of emergency funds—how would you cope if you suddenly lost your income, for example?—or the risk of identity theft are not topics for maths. This debate continues, and the recently announced House of Commons inquiry will no doubt look at this and how we strengthen financial education in all schools.

I turn briefly to Ofsted. It has a role to play. The APPG on Financial Education for Young People recommended that Ofsted undertake deep dives on the subject and be commissioned to map where financial literacy goals align with existing points in the curriculum. The APPG also recommended that Ofsted explore whether financial education should be in the education inspection framework. Those are all good proposals which I hope might gain traction.

The recent announcement by the Government to support financial inclusion through the dormant assets fund is very welcome. From that fund, the Government have pledged £87.5 million, and we are waiting to hear how it will be spent on financial education with a focus on children. The Centre for Financial Capability has made some interesting recommendations on how new funds could be spent, proposing financial education instructors for schools in the most deprived areas, free financial education teacher training, a hub of resources, and long-term evaluation to assess outcomes. Together with creating a financial capability innovation fund to stimulate new ideas, experimentation and collaboration, these are all good ideas. Can my noble friend the Minister provide any update on the dormant asset delivery and when the funds might be distributed?

Things are moving forward. The launch of the Money and Pensions Service’s 10-year strategy 2020-30 goes to the heart of financial well-being and includes a national goal to have 2 million more children and young people getting a meaningful financial education by 2030. This is a positive step forward, but perhaps we are not being ambitious enough. Would it not be good to have all children leave school with a good financial education well before 2030?

What we are doing at present is not enough. From research conducted by MyBnk and Comparethemarket, we know that only two in five young adults—41%—in the UK are financially literate. In some parts of the UK, we do have schools and teachers delivering high-quality financial education, but the education you receive should not be dependent on where in the country you live and the type of school you go to. We want every school and every teacher to be able to deliver a comprehensive and meaningful offer so that all children can leave school having a positive relationship with money and their personal finances.

I hope that this debate takes us a little further in helping to make that happen. We can make a real difference to people’s lives for this generation and for generations to follow. Let us seize the opportunity.