Children and Families Bill

Debate between Baroness Whitaker and Earl of Listowel

Monday 28th October 2013 Grand Committee

[Baroness Whitaker]

My Lords, the amendments in this group are particularly important, with respect to one group of children in particular. I declare an interest as chair of the Department for Education’s stakeholder group on the education of Gypsy, Traveller and Roma children. These are the children, particularly Irish Traveller and Gypsy children, who between primary and secondary school experience a 20% drop in attendance; one-fifth of children drop out. From the material that I have seen, a very large part of this is due to bullying, although there are also cases when the parents are so mistrustful of education and unwilling to expose their children to the violence that they experience that they are complicit. Whatever the reason, there is a gap in these children’s education. They are a small number of children so they do not always appear in the aggregates, but if you compare them to the population of Gypsy and Traveller children, the numbers are huger than for any other ethnic group in our country. That is why these amendments are of vital importance.

The noble Baroness, Lady Brinton, mentioned alternative education. I place on record that I cannot speak to the fourth group of amendments in the name of the noble Countess, Lady Mar, the noble Lord, Lord Patel, and others, about suitable alternative education, which in a way is parallel to the group that I ought to be discussing now. That, too, has a particular relevance not only to drop-out children but to children of Traveller parents. I hope that in some way my support for those can be recorded, even though I shall have to be chairing another meeting then.

[The Earl of Listowel]

My Lords, very briefly, having visited a Red Balloon school, having had the privilege of being invited to visit one and speak to some of the pupils, I should like to reinforce what has been said by other Members of the Committee today, particularly the concerns about whether pupil referral units—I have been to those as well—would be an appropriate environment for many of these young people.

I would also like to bring to the Committee’s attention the latest research from Professor Jackson, the academic who had a very important role in highlighting the deficits in educational outcomes for looked-after children. The latest research has been into children with complex needs across Europe and in this country. She has found that in other countries these children find that their school is a refuge for them; it is a place where they feel safe so that, no matter how disturbed their family is, at least their school is a refuge. She looks particularly at Denmark but also at several other continental countries, and she draws a stark contrast with the experience of children in England, who do not find a refuge in their school. That is very concerning. It is also relevant to this particular group of vulnerable young people whom we are discussing now. Finally, I thank the Minister who was so kind as to meet me when I had concerns about this issue. I am grateful for his close consideration of this matter.

Legal Aid, Sentencing and Punishment of Offenders Bill

Debate between Baroness Whitaker and Earl of Listowel

Tuesday 24th January 2012 Lords Chamber

[Baroness Whitaker]

My Lords, the noble Lord, Lord Avebury, has set out very clearly and powerfully the way this group of amendments would work. I will briefly give noble Lords a couple of examples to flesh out what they mean in real cases.

For instance, there are two Gypsies on different plots, both facing injunctions to make them leave their own land because they have not yet obtained planning permission—notoriously low down on most local authorities’ to-do lists. With legal aid, lawyers managed to hold off the injunctions on the basis that there were reasonable prospects of success in their planning appeals. One of them has now obtained permanent planning permission and the other has obtained temporary permission for three years—of importance when there are school-age children in the family. The point is that these two would have been homeless without legally aided assistance, but these cases would not qualify for legal aid.

I should just add that the other Minister’s amendments to the previous group of housing clauses, offered in the witching hour last Wednesday, are welcome, but they are not nearly bewitching enough. They do not materially alter the unfair situation that Gypsies and Travellers will find themselves in if the Bill becomes law.

I also cite the case of a family on a private caravan site, protected by the Mobile Homes Act 1983—unless this Bill becomes law—but facing harassment by their landlord. The harassment was clearly intended to force them to leave the site. Their legal aid lawyer obtained an injunction to stop the harassment. One of the victims said, “Without a solicitor acting for us, they would have got us out by now”—again, they would have been homeless. As the noble Lord, Lord Avebury, said, Gypsies and Travellers are often illiterate and harassment can be very complex in legal terms.

Gypsies and Travellers are often illiterate because that is what happens when you are moved on all the time as a child. Is it any wonder that our Gypsy and Traveller children have the lowest attainment rates in school, are more likely to die in infancy and have mothers who are more likely to die in childbirth? These are the consequences of constant eviction and moving on. The reason for even more moving on will still be the lack of legal sites, but added to an overwhelmingly unmet need—if the Bill becomes law—for legal advice and assistance in establishing such entitlement as exists.

Of course, the costs of unnecessary evictions are huge, but the most important disbenefit, if some form of these amendments is not accepted, will be to the ordinary human rights accepted for all other citizens not to be made homeless. As it stands, this Bill discriminates against a defined minority-ethnic group—whatever previous government letters to me have said—and I hope the noble and learned Lord can provide a more positive attitude.

[The Earl of Listowel]

My Lords, I, too, support Amendment 79, to which my name is added, and I declare my interest as a landowner. I am most grateful to the noble Baroness, Lady Whitaker, and my noble friend Lord Avebury, for drawing my attention to these amendments. All children need a degree of stability in their lives if they are to do well. Instability for Traveller children arising from repeated displacements—the “churning” to which my noble friend referred—impacts particularly adversely on their educational outcomes. Displacement risks undermining the education of Traveller children, excluding them from society and contributing to a cycle of generational failure. I would encourage the Minister to accept this amendment as a means of improving educational outcomes for Traveller children and of promoting their inclusion in society.

I should like to pray in aid two documents; namely, My Dream Site, which includes research with Traveller children and is published by the Children’s Society, and a 2003 Ofsted report, Provision and Support for Traveller Pupils. The Ofsted report states:

“The average attendance rate for Traveller pupils is around 75%. This figure is well below the national average and is the worst attendance profile of any minority ethnic group … The 1996 Ofsted report The education of Travelling children estimated that at least 10,000 Traveller pupils of secondary age were not registered at school. This survey”—

the 2003 survey—

“indicates no decrease in these numbers and estimates that the figure could now be closer to 12,000. Despite examples of success by some services, the picture at the secondary phase remains a matter of very serious concern. Not enough Traveller pupils attend or stay on at secondary school … The vast majority of Traveller pupils linger on the periphery of the education system. The situation has persisted for too long and the alarm bells rung in earlier reports have yet to be heeded”.

That 2003 report highlights our failure to educate secondary-school-age Traveller children in particular.

The Children’s Society report indicates the connection between stability and school success for Traveller children. It states:

“More than any other amenity school raised a range of emotions.

‘It’s good for your education but it’s hard to get in because you’re travellers and that, so you get a lot of hassle at school.’ Johnny aged 12 years.

Other children’s experiences at school were similar, as they had also experienced bullying because of their traveller status.

‘The only reason a lot of people do it is because they don’t understand. I tell the teachers but they don’t do anything.’ Daisy aged 12 years.

There was a marked difference in attitude towards school from the children who had been settled on a site for a stable period of time. These children had an opportunity to settle into a school routine and knew what was expected from them in a school setting. The opportunity to build up a relationship with staff and with other children seemed to make attending school a far easier experience. They appeared to have less of a problem with being bullied because of living a nomadic lifestyle. Some of the children no longer identified themselves as travellers but saw themselves more as settlers. These children had been able to attend one school and had lived in one place for most of their lives”.

To conclude, all children need a degree of stability. The education of Traveller children is likely to be significantly impaired by continued upheavals, which can lead to their exclusion from society and failure for successive generations of Traveller children. I support this amendment because it may contribute to improved stability for Traveller children and I look forward to the Minister’s response.

Education Bill

Debate between Baroness Whitaker and Earl of Listowel

Monday 12th September 2011 Grand Committee

[Baroness Whitaker]

My Lords, in following the noble Lord, Lord Avebury, on the amendment to which I have put my name, I wish to say how grateful I was to the Minister for rapidly arranging a meeting to amplify the points that he made in his letter to the noble Lord on 25 August. He and his team, in the person of Angela Overington, have been helpful in sending us again the current guidance to local authorities.

The amendment refers to vulnerable children of any kind, so I should make it clear that one group or another is not being singled out. The essential point of any guidance, and the reason why it should be mandatory, is that it must be specific about the different kinds of children who miss out on education and how differently to target them. Of course, as the noble Lord, Lord Avebury, said so tellingly, Gypsy and Traveller children are perhaps the most significant of such groups in terms of the extraordinarily high proportion who do not get to school in the first place, especially secondary school, and drop out or are excluded if they are there. As the Minister knows, the Children’s Commissioner is looking at Gypsy and Traveller children as part of her first inquiry into exclusion.

This apparently discriminatory outcome needs specific attention. As long ago as the Plowden report on primary education—is that over 40 years ago?—targeted measures in respect of Gypsy and Traveller children were called for, and they seem to come and go in fits and starts, which do not achieve an acceptable solution. I need hardly describe in this place the importance of school education for finding work, fitting into society and becoming useful, law-abiding citizens, quite apart from self-fulfilment. The Ofsted report, Children Missing from Education, published last August, suggested that local authorities struggle to track pupils who are out of school.

The rapidly disappearing Travellers Education Service had some success. In 1997 it was estimated that only 5 per cent of Gypsy and Traveller children stayed on for key stage 4. The figure now is closer to 50 per cent, but schools that are focused on “the importance of teaching”, which we all support, cannot reasonably be expected also to secure the inclusion of all marginalised children, some newly arrived, some unfamiliar with or fearful or mistrustful of education. If local authorities had the sort of safety-net responsibility that the amendment provides, schools would remain free to concentrate on their core business.

The Minister told us in his letter that local authorities have a statutory duty to ensure the education of some vulnerable children—those with SEN, looked-after children and children in need, which is now a developmental criterion. However, as the noble Lord, Lord Avebury, pointed out, there is no duty to tackle the missing education of all vulnerable children, which would include Gypsy and Traveller children and others not in the above three classes. The current statutory guidance has a few passing references to Gypsy and Traveller children. Among 26 groups of children who might miss out, it lists mobile children such as those of families in the Army or of Gypsies, Roma and Travellers. However, by no means all Gypsies, Roma and Travellers are mobile, especially Roma. There are some other reasons why Gypsy, Roma and Traveller children who do not live in caravans still do not get schooling.

Therefore, I hope that the Minister will accept this amendment and undertake that the accompanying guidance will define vulnerability so as to include Gypsies, Roma and Travellers as a specific group, as they are in law, and set out more developed measures to get them the education to which they have a right.

[The Earl of Listowel]

My Lords, I support the amendment and pay tribute to the noble Baroness, Lady Whitaker, and the noble Lord, Lord Avebury, for their longstanding advocacy for Gypsy and Roma children. I recall the noble Lord tabling a debate on the education of Gypsy and Traveller children 10 years ago.

I am also reminded by this debate that I once taught a nine year-old Traveller boy. What really comes back to me is how enthusiastic and keen he was to be a part of the group and one of the boys. I imagine that many of these young boys and girls want to be a part of a group, and it is tragic that this opportunity to bring them into society is so often lost.

If I understood correctly what the noble Lord, Lord Avebury, said, I was concerned to hear that specialist services for these children may be being lost. Trust is very important. If these services have developed trust with those communities, it is very important to maintain that relationship.

There are also things that schools, if they are well informed, can do. For example, the special experience of Gypsy and Traveller children can be a bonus for the pupils generally. A boy from a Traveller community can talk about the involvement with animals or other activities that his community has and celebrate that with the other children. Alternatively, for example, a head teacher can involve the mother—it would usually be the mother—of a Gypsy or Traveller child. Even if she cannot write, she can help the child with his homework. The head teacher can ask the mother to put a sign by her son’s work to say that that boy sat quietly for half an hour to do his homework. That is her job and she can communicate that to the head teacher. Therefore, it is possible to engage with those parents. It is possible to think about these things in a very constructive way, and I hope that the Minister can give a positive response to the amendment.

Academies Bill [HL]

Debate between Baroness Whitaker and Earl of Listowel

Monday 28th June 2010 Lords Chamber

[The Earl of Listowel]

I interject briefly to seek reassurance on those minimum standards. I am reminded by this debate of a report some time ago about a head teacher of a new academy school that had been built without a playground. The head teacher reportedly said, “We don't need one, we will have them working very hard in school all day, thank you very much”. A paper presented to the British Psychological Society emphasised the value to children of having play breaks in the school day, and looked at how those play breaks had been squeezed over time. It would be reassuring to know that there is something in the minimum standards about a play area for children in every new school. If the Minister would write to me on that, I would appreciate it.

[Baroness Whitaker]

My Lords, I am very grateful to all noble Lords who have joined in at this dreadfully late hour. I particularly value the point about CABE, which is an economical and expert organisation that we hope will continue to be used as it has been. I am grateful, of course, to the Minister for the degree of his understanding, and for his assurances on accommodation for children with disabilities. I was not quite so sure about the firmness of his assurances about design standards for all schools. Perhaps he might write to me with the assurance that the current design standards will be used for academies, or perhaps we could have a brief chat about it. If the outcome is satisfactory, there will be no need to take the matter further; but we do feel strongly that there must be this assurance. I will read Hansard carefully and hope for another letter, or perhaps a conversation. In the mean time, I am happy to withdraw the amendment.

Academies Bill [HL]

Debate between Baroness Whitaker and Earl of Listowel

Wednesday 23rd June 2010 Lords Chamber

[Baroness Whitaker]

My Lords, I had not intended to prolong this long debate by joining in, but I have to confess that I, too, was made more anxious during the course of it. I share the anxiety of the noble Baroness, Lady Murphy. I should say that I, too, am a humanist. Indeed, I am now a vice-president of the association. Long before that, however, I felt strongly that we live in a plural society and we need more than ever to be at ease with our fellow citizens. Our education system ought to increase that. I have some sympathy with the approaches taken by the noble Lords, Lord Baker and Lord Lucas, but most of all with Amendments 61 and 133 in the name of my noble friend Lady Massey.

Perhaps I may quickly throw this in: “belief” is the name given by international law to those systems of morality or ethics that are not religious. I quite agree that it is rather an odd word for that purpose, but it is generally taken to mean that. My question for the Minister is—if he does not mind putting my anxiety in the anxiety basket, so that it is a bit heavier than the certainty one—in what way will academies teach the national curriculum in respect of religion and belief?

[The Earl of Listowel]

My Lords, we have heard about two extremes of school—one in which only faith is taught, and the other in which everything is taught. There has been no reference to a concern that we might have, whereby one may learn much about everything but not have a thorough understanding of any particular thing. Perhaps at this time our faith schools are more important than ever to our children because, as the report of the Church of England’s Good Childhood Inquiry showed us, an increasing number of children are growing up in families where their parents separate or there are family tensions. As the 2004 UNICEF report pointed out, at that time this country performed the poorest in terms of our child welfare. There was a number of dimensions to the report. It looked at family relationships and highlighted the fact that Italy came top as regards children spending time with their family on a regular basis and enjoying a meal together.

I am speaking speculatively, but perhaps the particular value that faith schools of various kinds can offer can give children a sense of belonging when they do not have that sense at home. The value of a Catholic school is that it has behind it a whole tradition of music, ceremony and dress. Children in those schools benefit from feeling that they belong to something. While I recognise the danger of extremes, and of having a Jewish school by a Muslim school by a Catholic school by an Anglican school, and the difficulty of different faiths interacting, perhaps if this is worked right, the stronger our individual identity is, and the stronger our basis in our religious community, the more we can relate in a positive way to those of different faiths.