Schools Bill [HL]

Lord Aberdare Excerpts

Committee stage
Wednesday 8th June 2022 Lords Chamber

[Lord Addington (LD)]

My Lords, I will speak to the two amendments in this group that have my name on them, Amendments 9 and 11. Both deal with smaller aspects of this, although we have a big report coming through on special educational needs, in which I know the noble Baroness is active.

I would like to know where and how, in this envisaged system—or perhaps let us call it a wished-for system; let us not give it that degree of solidity—special educational needs will fit in. At the moment, if there is a priority that comes above them, they tend to get squashed going down. For instance, there is an ongoing row about systematic synthetic phonics, which is the preferred way to teach English but does not work that well for many dyslexics. In addition, people with attention deficit disorder do not like it; it is a different way of working. You therefore have to work smarter, or in a different way, to get the best results out of those groups in a basic interaction. There will be other examples; for instance, mathematics is also covered by this, because you have to have different learning patterns. Dyslexics like me have different learning processes in our heads, which work slightly differently from those of the majority of people.

That is not insurmountable; there are ways around it and lots have been found, but you have to do it. If you have one way of doing this, there will be problems for those groups who do not have those learning patterns. I was speaking only about small numbers there but maybe half of those with identified special educational needs would probably be covered by these groups already. There are others with more complex patterns. The Government will need to work differently. How will the recommendations of the review work through and counter other considerations? If the noble Baroness can give us some idea of the Government’s thinking at the moment, I will be grateful.

On extracurricular activity—I would say this, would I not?—the fact of the matter is that sport is one of the best ways of improving mental health. It releases all the right chemicals in your body. Basically, it is a chemical treatment for mental health—end of. It reduces stress and tension, as does the correct use of special educational needs support. If you have less to worry about, you are less stressed and less likely to experience a trigger point for a mental health condition. How will these things be worked in? What safeguards do activities have in these areas—and others, if the noble Baroness wishes to expand on that? Is Committee a discussion? We need an idea of how, when you have to work differently to get the best out of the system, you will do it to get to the positions and the approach coming through in the rest of the Bill. How is it working and how will you make those small changes? Some will be big structural ones.

Talking about extracurricular activities such as sport, music and drama, one of the big things the Government should do to make sure that people carry on doing those things is to link the activities within the school with those who do them outside on an amateur basis. There are very well-established models, some of which have worked and some of which have been removed but which worked quite well. How is this all working and how is it going forward? If the Minister could give us a little idea of the Government’s thinking on that, that would be helpful, if not for this Bill then certainly for future debates.

[Lord Aberdare (CB)]

My Lords, I shall say just a few words in support of Amendment 22, in the names of the noble Baronesses, Lady Chapman and Lady Wilcox—assuming I am not jumping the gun, because they have not introduced yet; I assume they will do so during the wind-up. I would have put my name to it had I spotted it when I went through the Marshalled List, but I missed it.

I share the widespread bafflement and uncertainty about what the Bill means for what happens inside schools, not least in relation to the curriculum. One of those things needs to be careers information, advice and guidance, which hardly figures in the Bill, other than as one of the 20 rapidly becoming notorious examples listed in Clause 1, whose future seems somewhat uncertain. Work experience is a key element of the Gatsby benchmarks for best practice in careers education, and it needs to be more than just a week or two at a local employer, making coffee, running errands or just sitting idly about wondering how to pass the time—which I know has been the experience of some young people.

Standards for work experience are certainly needed, which is why I welcome that amendment, although from the debate so far I am far from clear how such standards should be set, let alone enforced, within the system being created by the Bill. I hope the Minister will be able to say something about how the Government will ensure, even if not in the Bill, that all schoolchildren receive work experience of a sufficient standard.

[Baroness Fox of Buckley (Non-Afl)]

My Lords, I will speak to Amendment 8, proposed by the noble Baroness, Lady Brinton, and talked about by many noble Lords. I have some reservations and concerns about putting mental health in the Bill, but there are some caveats. I absolutely agree that the lockdowns created problems for many young people: I was concerned about the closure of schools, and many young people were certainly discombobulated by that. I am also very concerned about the state of child and adolescent mental health services and want them improved; there is no disputing that.

My concern is that, if anything, too much of a therapeutic ethos has entered schools in a way that I do not think is that helpful. Look at the language that many primary schoolchildren use: they talk about anxiety, trauma, depression and stress. You might think that that counters what I am saying, but I think it implies that the preoccupations of adults have been adopted by very young children, who are adopting the language of mental health to describe the problems they are going through.

As the children get older, deadlines, exams and so on are now described as creating mental health episodes, stress and so on. The language of PTSD has also entered many sixth forms, with sixth-formers saying they are having post-traumatic stress disorder, of all things, triggered by a curriculum that they find offensive—very much aping the language of safe space and cancel culture activism in universities. It is entering schools as well.

When I talk to teachers I know, they say that there are well-being rooms which are packed all the time. I do not think that is necessarily because everybody has mental health problems but because everything is seen through the prism of well-being. We are talking about schools where therapists are replacing the pastoral care that should come straightforwardly through teachers. The concern is that this can become a self-fulfilling prophecy whereby every problem—the problems ordinarily associated with puberty, for example—is seen through the prism of mental health.

Many people who work in CAMHS worry that this means that young people now see themselves as vulnerable and become less resilient as a consequence. The elastic and ever-expanding definition of mental ill-health can also have serious implications for people who are young and mentally ill. Where you have an elastic definition, serious incidents involving people with mental health problems can be overlooked in a tidal wave of self-diagnosis and young people seeing themselves in that way. I ask us at least to pause to consider whether the mental health crisis is all that it seems on the surface, and I would certainly not want mental health written into the Bill by this House.

Schools Bill [HL]

Lord Aberdare Excerpts

Committee stage & Lords Hansard - Part 1
Monday 20th June 2022 Lords Chamber

[Lord Aberdare (CB)]

My Lords, I have added my name to Amendment 91 in the names of the noble Lord, Lord Shipley, and the noble Baroness, Lady Garden. Helping children to understand the different opportunities and career paths that might be open to them, what sort of work they involve and how to pursue them is one of the most important tasks for schools to undertake—in partnership with parents and employers.

It is therefore disappointing that the Bill says so little about careers education, information, advice and guidance. The schools White Paper in March included commitments about careers education that do not appear in the Bill, such as the one covered by Amendment 91 on launching a new careers programme for primary schools in areas of disadvantage and the one on improving professional development for teachers and leaders on careers education, including strengthening understanding of apprenticeships and technical routes.

The importance of starting careers education in primary schools was recognised in the 2017 Careers Strategy. Its aim has been well described by the Careers & Enterprise Company, CEC, which has done so much valuable work in promoting and supporting careers education. It states:

“Career-related learning in primary schools is about broadening pupils’ horizons, challenging stereotypes and helping them develop the skills and sense of self that will enable them to reach their full potential.”


The CEC has conducted a number of research studies and pilot programmes both to demonstrate the effectiveness of primary careers education in achieving these aims and to establish what approaches work best in practice. From these studies it is clear that there is not only a clear appetite for careers education in primary schools but growing evidence that such education has a positive impact on overall school engagement and attainment, raises pupils’ aspirations, enhances their motivation and helps to clarify their life goals and break down biases about the world of work. There is plenty of good experience, best practice and resources to draw on, such as the CEC’s report What Works? Career-related Learning in Primary Schools, the Career Development Institute’s Career Development Framework: Handbook for Primary Schools, and the Teach First report that the noble Lord, Lord Shipley, referred to.

I strongly support this amendment but ideally I would like it to be extended, with a requirement that the delivery of a careers programme within the framework required by proposed new subsection (1) to be inserted by the amendment should be mandatory for all primary schools. There are three questions I ask the Minister in responding to this amendment. First, what are the Government’s plans to ensure that all primary schools have a careers programme in line with the Gatsby benchmarks? Secondly, how will they ensure that adequate resources and facilities are available to deliver these plans, including not just financial assistance for disadvantages schools but an adequate pipeline of fully trained and qualified career guidance professionals, as well as careers leaders in schools? Thirdly, what action will they take to ensure that all teachers learn about careers education as part of their training?

I also support Amendment 158, which sets out a number of subjects which should be a mandatory feature of every school’s curriculum, including digital skills, financial literacy and life skills. In my view, one of these life skills should be first aid training, which I shall say more about, noble Lords will probably be relieved to hear, when we get to Amendment 167. It always astonishes me that skills such as these, which are so vital to everyone, and which schools are ideally placed to teach, are not taught as a matter of course. Digital literacy in particular is rapidly becoming a category of functional skills complementary to, if not on a par with, literacy and numeracy. This was suggested by the House of Lords Select Committee on Digital Skills in 2015, which pointed out that

“Digital literacy is an essential tool that underpins other subjects and almost all jobs.”


I support the other amendments in this group, including the amendment on British values introduced by my noble and right reverend friend Lord Harries, and Amendment 171I tabled by the noble Baronesses, Lady Chapman and Lady Wilcox, to make work experience mandatory—to which I add only that it needs to be high-quality work experience.

If we are looking for the Schools Bill to help create an education system that is designed to meet the growing needs of the future, it should ensure that all young people are taught the subjects listed in Amendment 158, are made aware of the values set out in Amendment 168, undertake high-quality work experience as required by Amendment 171I and are helped to start thinking about their own career aspirations and potential from primary age onwards, in line with Amendment 91. I hope all these requirements and amendments will find their way into the Bill.

[Baroness Garden of Frognal (LD)]

My Lords, I support my noble friend Lord Shipley and the noble Lord, Lord Aberdare, on Amendment 91, to which I added my name, to ensure that careers education is supported in primary schools. It is really important that young people are introduced to a range of careers before they become convinced that some jobs are boys’ jobs and some are for girls. We need women engineers, firefighters, police and military officers, just as we need men to become nurses, teachers, hairdressers and carers. If very young children are encouraged to see where their interests lie, it will serve them well later on.

There was a wonderful programme—I do not know if it is still going—called Drawing the Future, where primary children drew their ambitions. One eight year-old girl had drawn a very accurate picture of an RAF Hawk aircraft and written “When I grow up, I want to be an RAF Red Arrows pilot”—no matter that the Red Arrows have hardly ever had women; that did not daunt her. What a wonderful aspiration. She and the other prize-winners were then greeted by an appropriate adult in their chosen field, and an elegant woman pilot appeared to give her a prize and talk to her about her aspirations.

Schools Bill [HL]

Lord Aberdare Excerpts

Committee stage
Monday 27th June 2022 Lords Chamber

[Baroness Brinton (LD) [V]]

My Lords, I declare my interest as a vice-president of the Local Government Association. Amendments 156 and 171 address the issue of school land and buildings that may not be safe. As the noble Baroness, Lady Chapman, outlined, Amendment 156 asks for condition reports on school buildings and land within a year of the Bill being passed. As we have heard from her, there are real worries that too many schools have major condition problems because school budgets have made it impossible to keep buildings safe and there is no money from central government.

I am particularly delighted that the noble Baroness referred to the Welsh 21st Century Schools plan. Kirsty Williams, while Lib Dem Welsh Education Secretary in the Senedd working in coalition with Labour, led with local government on this. It just shows what can be achieved when there is a will to do it. However, I am afraid that England at the moment is a different story. The Treasury is not providing funds for major structural repairs and rebuilds even when there is danger for children and staff.

One such school is Tiverton High School, which is in need of a multi-million-pound overhaul. The Environment Agency says that it is not a safe place for children, with staff having to deal with rain pouring into leaking classrooms; worse, there have been a number of incidents involving asbestos being exposed and then damaged, which is dangerous to both pupils and staff. Even worse, the school sits on a flood plain and requires flood protection. The school was promised a complete rebuild in 2009. It got planning permission and got detailed designs ready over the next four years, but the money never followed. It is vital that we know the condition of school land and buildings across England, and Amendment 171 says that, where a building is unsafe, the Secretary of State should take responsibility for it.

Under Part 1 of this Bill, the school—currently a foundation school—would become an academy. I ask the Minister: does the Secretary of State become responsible for the condition and fabric of school building and land under the extensive powers listed in Part 1 or is the amendment from the noble Baroness, Lady Berridge, necessary? It seems extraordinary that children are required to go to school in a building which other bodies have said is unsafe, the governors and local authority do not have resources to deal with, and central government just refuses to provide the funding for.

Amendment 167 in the name of the noble Lord, Lord Moynihan, calls for the Secretary of State to ensure that all schools are provided with defibrillators, in school and in sports facilities, which I support. Oliver King, who was 12, died of sudden arrhythmic death syndrome, a condition which kills 12 young people under 35 every week. The Oliver King Foundation has been campaigning for a defibrillator in every school. Last September the Secretary of State for Education announced that every school should have a defibrillator.

In an Oral Question in your Lordships’ House on 15 June, the Health Minister said in response to a question from me:

“while we require defibrillators to be purchased when a school is refurbished or built, one of the things we are looking at is how we can retrofit this policy. We are talking to different charity partners about the most appropriate way to do this. What we have to recognise is that it is not just the state that can do this; there are many civil society organisations and local charities that are willing to step up and be partners with us, and we are talking to all of them.”—[Official Report, 15/6/22; col. 1582.]

While I know that the DfE has been working with the department for health and the NHS to make this happen, including schools being able to purchase defibrillators via the DHSC at an advantageous price, only a few thousand appear to have been purchased so far. The Health Minister is clearly expecting schools to find benefactors to fund life-saving defibrillators at a time when there are many other pressures on school budgets. How do the Government plan to enable all 22,000 schools to be given defibrillators now, not just when their school is rebuilt?

It looks as if we may need to support the amendment in front of us today about defibrillators. This is urgent and I hope that the Minister will give it some good consideration.

[Lord Aberdare (CB)]

My Lords, I speak in favour of Amendment 167 in this group, which is in the name of the noble Lord, Lord Moynihan. He was all ready to move it late last Wednesday evening with my support, but is unable to do so today as he has to be in Wales for important meetings as chair of governors at the Haberdashers’ Monmouth Schools. I am pleased to speak to the amendment and grateful to my noble friend Lady Grey-Thompson for her support, and to the noble Baroness, Lady Brinton, for what she has just said.

We have previously discussed a number of issues that should be mandatory parts of the curriculum. One of these is first aid training. As well as that, every school should have access to defibrillators. I use the plural intentionally, as does this amendment, because one may not be enough. The Haberdashers’ Monmouth Schools, for example, have five defibrillators, one of which, close to the cricket nets in the pavilion, has been used to save a life at a school sporting event.

There are some 60,000 sudden out-of-hospital cardiac arrests each year in the UK. Survival depends on prompt action such as CPR or defibrillation. The chances of survival decrease by 10% with every minute that passes without such action and, in fact, only one person in 10 survives.

Of course, the great majority of such cardiac arrests affect older people, most often in their homes or workplaces, but a significant minority of cases are younger people, specifically those who are fitter and more active. The noble Baroness, Lady Brinton, cited the fact that sudden arrhythmic death syndrome kills 12 young people under 35 every week. Young athletes are three times as likely to suffer cardiac arrests as non-athletes, so access to defibrillators is important not just in a school’s main learning areas but equally, if not more importantly, in its sports facilities.

In my recent Question on defibrillators, I mentioned that devices are beginning to appear on the market that are much smaller, lighter and cheaper than existing models—up to a 10th of the size, weight and price. A recent parliamentary drop-in featured a personal defibrillator small enough to fit in my jacket pocket, which is expected to sell for about £200. I know that exhibits are frowned on, but I actually have a training version of such a defibrillator in my jacket pocket.

Developments like this will open up new opportunities for increasing access to defibrillators and making them much more easily available and locatable in schools, workplaces and homes—indeed, wherever there are risks of cardiac arrest and where defibrillators should be easily accessible, even in sports coaches’ kit bags or in private homes.

Of course, there is limited value in increasing access to defibrillators if people are not familiar with when and how to use them. This is an area where the UK lags behind many other countries. While our overall survival rate is only one in 10—and in some parts of the UK it is a great deal lower even than that—in Denmark, where training in CPR is mandatory in schools and for anyone applying for a driving licence, the survival rate tripled within five years. Italy has introduced new laws mandating defibrillators in public buildings, on transport, at sporting events and in schools, and has a cardiac arrest awareness day every October. I will mention one other example, in the USA: Seattle has increased its survival rate to 62% through a city-wide training programme. There are many other examples to show that first aid training and access to defibrillators actually save significant numbers of lives.

Training, both in basic first aid techniques, including the use the defibrillators, and in recognising the symptoms of sudden cardiac arrest, can easily be done in schools. It takes only a few hours, is readily available at a reasonable cost from organisations such as the British Heart Foundation, British Red Cross, Resuscitation Council UK, St John Ambulance and St Andrew’s First Aid in Scotland, is relatively inexpensive and is practical, enjoyable and confidence building for young people—and indeed older ones, as I can testify from having had such training here in Parliament some years ago when there was a first aid APPG. Incidentally, the intranet lists 27 locations where there are defibrillators on the Parliamentary Estate; it also says that

“Staff should familiarise themselves with where the Defibrillators are located.”


I shall not speculate on how many of us could locate one with confidence.

Amendment 167, from the noble Lord, Lord Moynihan, represents an important first step towards reducing the number of deaths from sudden cardiac arrests in and around schools, including at their sports facilities. Defibrillators are already required in all new or refurbished schools; it makes no sense that they should not be a mandatory part of every school’s first aid equipment. Indeed, the noble Lord, Lord, Moynihan, would argue that they should be as common in public places as fire extinguishers. I hope that the Minister will accept this amendment, or at least spell out firm plans to ensure that defibrillators will become mandatory for all schools—obviously with support for how they can afford them. Failing that, this is an issue that I, the noble Lord, Lord Moynihan, and perhaps others may well wish to pursue further on Report.

[Baroness Grey-Thompson (CB)]

My Lords, I am grateful for the opportunity to speak to Amendment 167, in the names of the noble Lord, Lord Moynihan, and my noble friend Lord Aberdare. I draw your Lordships’ attention to my interests in the register, including as president of the Local Government Association.

As my noble friend Lord Aberdare, has already pointed out, sudden arhythmic death syndrome kills 12 young people under 35 in the UK every week. Possibly what is less known is that it has been estimated that up to 270 young people a year die in schools—lives that are surely worth saving. The noble Lord, Lord Moynihan, and I have worked on this area for a number of years, but, for me, more specifically in a sports setting. However, as 40% of sports facilities in England are behind school gates, which also have increasing community use, and as there is a greater drive to open school facilities in the summer holidays, it makes sense to have defibs in every single school.

I know that if the noble Lord, Lord Moynihan, were here, he would say that noble Lords on all sides of this Chamber have made the case for ensuring that defibrillators are not just a voluntary addition to a school’s first aid equipment and should not just be required in new or refurbished schools, as is currently the policy. There should not be differentiation between new schools and older schools. Surely all lives are equally important. However, looking at the data from NHS Supply Chain, its website says that there are 23,000 eligible schools in the UK that could have access to defibs through its scheme to make use of bulk purchasing. As the noble Lord, Lord Moynihan, would have pointed out, the Government need to go further and ensure that there are defibs in all 32,163 schools in the UK. I wonder if the noble Baroness the Minister is able to say how many schools in the UK have defibs and how many do not. Last year, Gavin Williamson, when Secretary of State for Education, was on record in another place as saying that the Government would be looking at

“changing the regulations, which are underpinned by secondary legislation, to ensure that all schools have defibrillators in the future and hopefully prevent such a tragedy visiting more families.”—[Official Report, Commons, 6/9/21; col. 19.]

As the noble Baroness, Lady Brinton, pointed out, the Oliver King Foundation has done a tremendous job in getting 5,500 defibrillators into schools, saving 56 lives. The Joe Humphries Memorial Trust has done a huge amount to get them in to use. I was at an event in the north-east of England yesterday with Rotary North East, and its One Life initiative is amazing. In the last two years, a small team of three people has worked with community groups, individuals and local councillors in the north-east to offer advice and guidance on the subject and to promote the installation of further public access defibrillators across the region. It is fantastic that these groups are doing so much good work, but it is far too ad hoc.

Should this amendment be passed, secondary legislation could be introduced to focus on the types of AEDs; their siting; training requirements; how many should be in our schools; and where should they be placed for easy access. I have read too many cases of lives that potentially could have been saved. This should be an open door in terms of protecting and supporting everyone in the school setting. Would the noble Baroness the Minister agree to undertake a meeting with me, the noble Lord, Lord Moynihan, my noble friend Lord Aberdare and other interested Peers to discuss what steps we can take to keep the door open on this conversation?