Children’s Wellbeing and Schools Bill

Baroness Spielman Excerpts

Tuesday 20th May 2025 Lords Chamber

[Baroness Eaton (Con)]

My Lords, I too speak in support of the purpose clause tabled by my noble friend Lady Barran. I declare my interests as a member of Beckfoot multi-academy trust and of the Leeds Diocesan Learning Trust.

It surprises me greatly that adoption does not form part of the Bill. Despite improvements in the adoption system, evidence highlights significant gaps in support. Last year’s Adoption Barometer showed that the proportion of adoptive families facing severe challenges increased from 30% in 2022 to 38% in 2023, which is the highest over the six years of reporting. Also, the number of prospective adopters has declined.

There are particular issues with support for contact between adoptees and members of their birth family, and with transition to adulthood. Some 4,000 children per annum are adopted—of those, 80% have suffered abuse, neglect or violence, and 11% come from dysfunctional families. Many spend up to 15 months in care with several foster families before being adopted. Adopted children are more than twice as likely as other children to have special educational needs.

The virtual school has different remits for different cohorts. Adoption UK evidence shows that where virtual schools go above their statutory duty, which is limited to previously looked-after children, there are positive results. The Bill potentially produces an inequality in the wording around the remit of virtual schools for different cohorts of looked-after children.

One in 10 adopters home-educated their children in 2023. In the majority of cases, that is because the school system is not set up to support their child’s needs. Adopted children have lower attainment, higher rates of SEND and higher evidence of autism and ADHD. The Bill presents the opportunity to consider the barriers that lead parents to home-educate in the first place, and to review the support that local authorities offer to adopters.

Parents of adopted children are not the only group who feel that state education is inadequate for their children. The Bill demonstrates a shift of power from families to the state. As my noble friend Lady Fraser said at Second Reading:

“The powers in Clause 30 … override the rights of parents and families to decide what is best for their children”.—[Official Report, 1/5/25; col. 1408.]


On improving safety and standards in the education system, which is included in my noble friend Lady Barran’s proposed new purpose clause, I welcome the efforts of my noble friends to ban the use of smartphones in schools. Policy Exchange has done incredible research on the impact that smartphones have on children in school. It is striking that where smartphone bans exist, students in those schools are achieving GCSE results one to two grades higher than those in schools with a more laissez-faire policy. I hope the Government will accept the amendments tabled by my noble friends that seek to implement a universal ban on smartphones in schools.

My noble friend’s proposed new purpose clause is key to defining the objectives of the Bill. It is the duty of us all to bring about positive changes to the Bill if there is to be any possibility of improving the well-being of children.

[Baroness Spielman (Con)]

My Lords, I will speak very briefly and will save most of what I want to say for the specific amendments. I listened to the entire Second Reading debate below the Bar, but at that point I was not able to speak in this House.

I support my noble friend Lady Barran, who has rightly drawn attention to the need to have express purposes linking through to the improvement of provision for children. I support all four proposed new paragraphs and I share some of the concerns that have been expressed, especially by my noble friend Lord Balfe and the noble Baroness, Lady Cass, for example, about conceiving this from the starting point of children and thinking about their experience in the round.

When I read the Bill I was struck that the Long Title does not mention the word “well-being”, despite the title, and I could find no thread through to explain what it meant. For me, it is the likely outcome of loving a child, caring for them, looking after their health, educating them and making sure they have peers, good relations with the adults around them and the opportunities to discover where their strengths lie. Many such things contribute ultimately to well-being.

We need this test around improvement because there are—I will not go into this now—a number of clauses where it seems to me that there is clear, direct and sometimes quite recent experience to make us believe that it is more likely that the clauses will do harm than good. I want to make sure that in debating the amendments there is enough space for us properly to consider the true likely impact and that that will be recognised and taken into account by the Minister.