Young People
Lord Griffiths of Burry Port Excerpts(5 years, 11 months ago)
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Lord Griffiths of Burry Port (Lab)
My Lords, it is a privilege to speak in a debate of this kind. I just wish that the levels of passion with which we began the week and with which a few of us at the fag end of the week are obliged to debate this important issue had been in inverse proportion—that we could be truly full and passionate now and that just a few people had been worried about Europe at the beginning of the week. Would that not have been a wonderful and proper reflection of our priorities?
Lord Griffiths of Burry Port
It is so marvellous to see the Government Front Bench giving me a hearty “hear, hear” on that—I mention it so that it will go into Hansard. How wonderful, too, to speak in a debate initiated by my noble friend—she was a noble friend before she was ennobled and became a Member of this House—who has not only led and shaped policy that was humane and reached parts that are not normally reached from government levels, but has also done it on the streets and in the communities, which gave authority to what she said.
I have made a patchwork of notes of the speeches that have been made. It would be invidious to mention people by name but it is worth me trying to describe the pattern. The subjects fixed on by various Members were duplicated by others. More than one person spoke on each of these subjects and they all reflect the list in the very helpful Library briefing: mental health, loneliness and identity, employment, citizenship, obesity and mental health, care and gambling—which got a special mention. Members have felt it important to emphasise each other’s points, as we reach out to give an adequate response to the challenge implicit in the debate. I am happy about that.
I have been thinking more generically. I am the president of the Boys’ Brigade and that gives me access to lots of young people across the countries of the United Kingdom. I spent quite a lot of the summer on leadership training courses in Belfast and Edinburgh, and at the Boys’ Brigade headquarters here in England. My work in schools and communities has gone on and on, particularly through my church work, and if there is a voice that I want to presume to have heard, it is that of the young black boys and girls with whom I have had extraordinary opportunities for conversation and development. I will come back to that in a moment.
Thinking back over the past 18 months or so and the debates in which I have taken part, I note that those debates were about obesity, mental health, children’s use of the internet and safeguarding them from its worst aspects, gambling and children, and bullying, knife crime and the criminal justice system. I think of those five subjects and wonder why we cannot see that, instead of separate debates that compartmentalise them, a gravitas and critical mass is beginning to be built up that might lead us—as in the 1980s with the Children Act 1989—to look at the place of children generically, from all angles, to see whether we should not find a more creative way forward. I think too of the headline topics in the briefing from the Library: unemployment, poverty, homelessness, crime and prison, and suicide and mental health. Again, we have five different tags.
I am interested in the number of subjects being five. At the moment, I am doing a bit of work on the Beveridge report. When it went through this very Parliament there was a Division in that war-time debate—a time when nobody wanted to divide the House. It was initiated from this side of the House by my own hero, Jim Griffiths, the Member of Parliament for Llanelli. In the end, it led to a commitment on the part of the Labour Party to implement the Beveridge report instantly as soon as it got into office. I believe that that was a major factor in the election victory of July 1945. Beveridge identified five evils: squalor, illness, ignorance, disease and want. Instead of looking at those in a compartmentalised way, through his report he looked at creating a welfare state that would stretch into areas of need in a more generic way.
I spoke to an 18 year-old black man whose mother was worried that, with his splendid A-levels, he did not want to go to university. I sat him down and asked him to tell me why. He said, “I know you’re going to tell me that I could be the Prime Minister, a journalist, a barrister, a teacher or a social worker. But on the street, we all know that those things take too long and we have too many obstacles as black people to get into the professions where we might scintillate and develop a career”. I said, “Well, if you are not going to go into those, what are you going to go into?” “Five things”, he said—there you are, five again. He said, “Quick money is to be made in one of these: crime, drugs, fame, music and football”. Each one of them, of course, is a lottery, with about the same chances as you have in the National Lottery to make it and the kind of money that they fantasise about. At the same time, it made me aware of what extra obstacles young black people are faced by in a world that is inimical to them.
I have two or three minutes left. The following is for illustrative purposes, and my experiences are necessarily anecdotal. I do not have a command of statistics and I am not a professor of sociology, but I have worked with kids.
A 16 year-old Muslim boy was expelled from school for carrying a knife. His parents were worried. I found a room for him to sit his GCSEs and he did rather well. However, he went on carrying a knife and selling drugs and was imprisoned. We had a great fear that he might be radicalised while in prison.
In a girls’ school for which I have responsibility in east London—it is just half a mile from another girls’ school from which three girls went off to Syria—we worry about how to implement a Prevent programme that balances compassion, care and vigilance without it being a police-state type of authoritarian programme.
Louis, a young man they tried to kill on the streets not far from where I was living, is now rehabilitating young black offenders himself in an institution to do that. He is a wonderful young man who has learned from experience and wants to do better for his contemporaries and younger people.
Another young man had an opportunity to go to Oxford. Boy oh boy, getting black people into Oxford and Cambridge is still the worst thing in the world. However, when he became the first black president of the junior common room and got his splendid degree in PPE, he went on to serve in public life. The noble Lord, Lord Adonis, and I have taken an interest in this young man and we believe that he could become Prime Minister—and why not?
I was arguing with the vice-chancellor of Cambridge University and asking why a young black woman could not get into Cambridge even though she had all the necessary qualifications. There were admissions tutors in colleges who swore that they were egalitarian but whose entry procedures seemed to prohibit a fair way of looking at people like her. She was not admitted but she achieved a first-class honours degree. We got her into a commercial law firm and the next barrier will be whether she can become a partner when the time is right. Getting women partners is one thing; black women partners is another. Young black people have problems beyond other people’s problems. However, I must not dilate.
The note I have made from what I have heard today is that listening to young people is a primordial responsibility which lies upon us all—not in a patronising or paternalistic way, but from wanting to hear the wisdom they have, the ordinary things that would make them happier than they are, and to see and welcome the great things that some of them are doing despite all the obstacles. I am pleased to have taken part in this debate and, once more, I thank noble Lords for making it possible.
The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)
My Lords, I congratulate the noble Baroness, Lady Armstrong of Hill Top, on securing this important debate. Many questions have been raised by noble Lords and I shall endeavour to answer as many as I can. It always seems to fall to me to cover questions for 10 different government departments.
I can reassure the noble Baroness, Lady Armstrong, that we are adamant that all young people deserve and have the right to world-class education regardless of their background or where they live. We have shown that giving high-performance school leaders and teachers freedom and autonomy can deliver this through free schools and academies. Eighty-six per cent of schools inspected in England are rated good or outstanding and 1.9 million more children are now in those schools. This represents 84%, compared to 66% in 2010. Multi-academy trusts illustrate how good practice is no longer limited to individual schools. Regardless of geography or the level of diversity in their intake, many consistently achieve exceptional results. To answer the question asked by my noble friend Lady Bottomley, more than 500,000 children who were previously in failing local authority schools are now in good or outstanding schools.
To address the concerns of the noble Lord, Lord Addington, about careers guidance, our careers strategy commits investment of more than £70 million each year until 2020. It ensures that all schools and colleges will have a dedicated careers adviser to support and encourage young people to find the right path for them, be that into work, continuing academic study or a vocational qualification. I agree completely with him that this is an extremely important priority.
The noble Lord, Lord Haskel, asked about youth employment. We recognise that the academic path is not suitable for everyone. We will be investing more than £0.5 billion per year to deliver a world-leading technical education system. The new T-levels will have real labour market value, credibility with employers and help young people to achieve their potential. We have recently announced that T-levels will contribute to UCAS points to underline their value. The number of 16 and 17 year-olds in education or work-based learning is at the highest level since consistent records began, at 90.5%. For those aged 16 to 24, only 10.9% are not in education or employment, the lowest figure on record.
I take on board the comments of several noble Lords. Some of this work may not be initially of the highest quality, but my first job was a zero-hours contract at 20 pence an hour and I was laid off when it rained. However, it was a start.
Lord Agnew of Oulton
That would need a longer answer.
Research has shown that children with higher levels of emotional, behavioural and social well-being have, on average, higher levels of academic achievement. We are prioritising resources in 12 opportunity areas. We are bringing together local and national partners to improve outcomes for the most disadvantaged. Through the work of this Government, 18 year-olds from disadvantaged backgrounds are over 50% more likely to enter full-time higher education in 2018 than they were in 2009.
I share the concern of the noble Lord, Lord Griffiths, about the opportunities for young black people. We have succeeded in narrowing the attainment gap by 10% through the pupil premium, spending more than £13 billion since 2011. It is now in the interests of good and outstanding schools actively to recruit pupils from disadvantaged backgrounds.
We also recognise the specific challenges for children with special educational needs and disabilities. We have transformed the support available for young people and their families. We have invested £390 million since 2014 to support local areas in implementing reforms and we continue to fund parent-carer forums.
The noble Lords, Lord Adonis and Lord Haskel, asked about apprenticeships. We have reformed the system in the most fundamental way since the war but we accept that it is still evolving. We are working closely with employers and have already made changes in response to feedback. I am not sure that the noble Lord, Lord Adonis, is listening to these specific points. He indicates that he is and I thank him. We will increase the amount of funds that levy-paying employers can transfer to other employers from 10% to 25% from April next year and will reduce the amount that smaller employers pay for training from 10% to 5% next year. By 2020, we will be investing nearly £2.5 billion in apprenticeships per year to increase the number of high-quality opportunities.
The noble Lords, Lord Adonis and Lord Storey, asked about exclusions. I share their concern about this issue. When I ran my own academy trust, I required any head teacher to ring me personally when a permanent exclusion was under consideration and I always told them that I regarded it as a professional failure on their part. We are working with Edward Timpson, and I am meeting him next week as a prelude, we hope, to his report going out early next year. Last week I met a director of children’s services in Leeds who told me about an innovative idea of providing funding to a mainstream school where a child is at risk of exclusion to enable that child to spend some time in specialist provision, while leaving accountability for that child’s educational outcome with the school at which he or she is registered. I believe that such innovations can better align the interests of the system, which does not happen sufficiently at the moment. We are delivering a manifesto commitment to review why children identified as in need of help and protection have such poor outcomes and make an assessment to improve them.
A child’s home learning environment is one of the biggest influences on their vocabulary, but socioeconomic factors can affect the quality of those environments. We are committed to supporting parents to improve the quality and quantity of adult-child interactions, unlocking the power of learning in the home. Some 92% of three year-olds and 95% of four year-olds now access 15 hours of free early education per week. The early years pupil premium provides more than £300 per eligible child to support better outcomes for disadvantaged three and four year-olds. The Secretary of State has set out his ambition to halve by 2028 the number of children finishing their reception year without the communication and reading skills they need.
One in four adults and one in 10 children will experience mental illness, which is why we are working with colleagues across government to improve mental health and well-being in young people. Our Green Paper, Transforming Children and Young People’s Mental Health Provision, sets out ambitious proposals and confirms our commitment to providing support to schools. That includes the implementation of a trained designated senior lead in all schools and funding for new mental health support teams. The noble Earl, Lord Listowel, mentioned looked-after children specifically. We recently revised our statutory guidance to place greater emphasis on children’s mental health needs. Virtual mental health leads were among a number of recommendations made by the DfE and DHSC working group on the mental health of children in care.
Every child’s experience at school should be a happy one. However, at times, young people face the challenges of bullying and harassment, which is never acceptable. My department remains committed to keeping all children safe, which is why we further strengthened the statutory guidance, Keeping Children Safe in Education. We have also produced guidance for schools and teachers on how to prevent bullying and support those who experience it. My noble friends Lady Bottomley and Lord Chadlington and the noble Lord, Lord Storey, are right about the huge changes and pressures faced by children in today’s society, particularly through electronic and social media.
Today, bullying can come in many forms, not just in a classroom or social atmosphere but from a much wider group of peers. We have seen a rise in young people reaching out for help with their mental health, but we must ask ourselves why we are seeing such a rise in those asking for help. I for one do not believe that it is down to just exam stress, a troubled home life or “regular” peer pressure. In many cases, the potential dangers of social media become realities. We need to encourage our young people to take time away from screens. The noble Baroness, Lady Armstrong, referred to happiness levels in children—an area that deserves much more focus.
The noble Lord, Lord Adonis, and my noble friend Lord Norton stressed the importance of citizenship. I agree entirely. Findings have shown that participation in extra-curricular activities promotes positive well-being among young people. For example, schools with cadet forces see improvements in attendance, behaviour and attainment. We are on track to achieve our target of 500 cadet units in schools by April 2020, developing qualities such as respect, self-confidence, teamwork and resilience in young people. Since the National Citizen Service was launched in 2011, nearly 500,000 young people have taken part in this life-changing opportunity. We continue to support the NCS and are investing £80 million through the Youth Investment Fund to increase opportunities for young people to develop skills and participate in their communities. My noble friend Lord Norton asked whether I agreed with his prognosis on the teaching of citizenship. I do not agree entirely. Of course an A-level in citizenship or history is helpful, but other qualifications could equally suffice.
A child’s early emotional and social development, educational attainment and, later, employability can all be put at risk by problems such as homelessness, referred to by the noble Baroness, Lady Armstrong, and the noble Lord, Lord Russell. In particular, the Homelessness Reduction Act is the most ambitious legislative reform in this area in decades. We have allocated £1.2 billion through to 2020 to reduce homelessness. I will have to write to the noble Lord on the progress of H-CLIC.
The right reverend Prelate the Bishop of London and the noble Baroness, Lady Armstrong, asked about child poverty and workless households. We repealed the income-based measures set out in the Child Poverty Act 2010 and replaced them with new statutory measures of parental worklessness and educational attainment—the two areas that we know can make the biggest difference. Children living in workless households are five times more likely to be in poverty than those where all adults work. Our welfare reforms are making good progress to prevent this happening. There are now 630,000 fewer children living in workless households than in 2010. There are also 300,000 fewer children living in absolute poverty on a before housing cost basis than in 2010.
Children in care deserve a stable home environment. Some 61% of children enter care as a result of abuse or neglect. That is why the Children and Social Work Act 2017 sets out corporate parenting principles. Local authorities need to take this into account as they take on the role of parent to looked-after children, extending to those leaving care. The Autumn Budget announced an additional £410 million in 2019-20 for local authorities to invest in adult and children’s social services. This is on top of the £200 billion going forward to 2020 made available in the 2015 spending review.
I share the concerns of the noble Lord, Lord Storey, and the noble Baroness, Lady Massey, over mental health. We recognise that mental health needs can have a significant impact on young people, in particular looked-after and previously looked-after children. This is why we have recently revised statutory guidance for designated teachers, placing greater emphasis on children’s mental health needs. The Government have made £1.4 billion available to transform and improve access to children and young people’s mental health services from 2015-16 to 2020-21. We have set an ambition for at least 70,000 additional children and young people each year to access high-quality NHS mental health care by 2021.
The noble Lord, Lord Ramsbotham, raised the issue of youth offenders. We know that children who offend are some of the most vulnerable in society and we are committed to preventing children entering the youth justice system. Education should be at the heart of youth custody. We are investing more than £2 million over the next two years to increase the range of educational, vocational and enrichment activities, including sports and physical activity. As part of the agreed funding of the youth justice reform programme, we are making £0.8 million available in 2018-19 and £1.8 million in 2019-20 to increase the range of educational and enrichment activities in the youth custody system.
The Government have also announced a £200 million youth endowment fund to build the evidence base for action. This fund will support young people most at risk of serious violence, underpinning our commitment to address the recent increase in knife and gun crime. We will be launching a consultation later this month on new school security guidance. This will include references to knife crime.
Some young people are at risk from extremism and radicalisation, be this through online channels or grooming by members of terrorist or extremist groups. We are working with schools to tackle extremism and radicalisation through our Prevent initiative and a strengthening of the Ofsted inspection framework. We want all young people to understand the shared values that underpin our society, and in particular the values of respect for and tolerance of those from different backgrounds.
The noble Lords, Lord Griffiths and Lord Brooke, raised obesity. We are making progress on this since the publication of our childhood obesity plan in 2016, including the reformulation of products that our children eat and drink, for example through the soft drinks levy. The next stage will include restricting promotion deals on fatty and sugary products and ending the sale of energy drinks to children.
The noble Lords, Lord Haskel and Lord Sawyer, asked about zero-hours contracts. There are 780,000 people on zero-hours contracts. This is down from 883,000 in the same period of 2017. This is a small proportion of the workforce—about 2.4%—because this is the kind of contract that suits that small proportion, giving them the flexibility they desire so that they can, for instance, study alongside working. Noble Lords will also be aware that we have very much tightened up on such things as unpaid internships, which are absolute exploitation.
The right reverend Prelate the Bishop of St Albans, the noble Lord, Lord Storey, and my noble friend Lord Chadlington raised the important issue of youth gambling. There are strict controls to prevent underage gambling in licensed premises or online. GambleAware is working to provide resources for teachers and to support parents to have conversations. The Government published a review of gambling machines and social responsibility in May of this year. Key measures included reducing the maximum stake on fixed odds betting terminals from £20 to £2, a major responsible gambling advertising campaign and a plan of action by the Gambling Commission to strengthen player protections online.
I am running out of time so I shall finish by saying that the Motion asks that we take note of the challenges facing young people. I firmly believe that a good education is vital to help them meet these challenges, and we are steadily improving the education system to ensure that this happens. Children represent the future of our country: few endeavours are more important.
Education and Society
Lord Griffiths of Burry Port Excerpts(6 years, 11 months ago)
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Lord Griffiths of Burry Port (Lab)
My Lords, it gives me great pleasure to speak at this moment in this debate and to thank the most reverend Primate the Archbishop of Canterbury for creating the possibility for all of us to look at this important sector and aspect of our national life. His was a tour d’horizon; the rest of us must content ourselves with cameo contributions and will do our best here and there. But I am sure that together we will take a multifaceted look at this vital subject.
I add my expression of delight at the presence in the Chamber of a noble friend, although he sits on other Benches—the second coming of the noble and right reverend Lord, Lord Chartres, to this House—and I look forward so much to his speech later on. We have collaborated for 20 years in London.
Here we are, discussing this vital subject of education, which is at the heart of all other activities that we envisage and seek to build. I have been a school governor for over 35 years, at schools in the independent as well as in the maintained sector, in rural, suburban and inner-city settings—where these days I tend to specialise. I was a member of the board of what became the University of Roehampton, and I am currently chair of trustees of the Central Foundation Schools of London, so I have that vantage-point from which to speak today. We have two remarkable schools: one for boys, in the Borough of Islington, and the other for girls, in Tower Hamlets.
Through the decades of my involvement in education I have read countless papers, books and articles, and, distilled, they come to the same conclusion that was offered in the paper prepared for us in the Library to brief us for this occasion, with an incontestable definition. Any education worthy of the name,
“embraces the spiritual, physical, intellectual, emotional, moral and social development of children and young people”.
I would add adults to that, since education is a lifelong affair. The catholic spirit of this definition is surely self-evident. We could all ascribe to it without any hesitation and, therefore, we could wonder at the need to have a debate of this kind at all, since we have such a common platform to stand on. And yet it is more complicated.
I have just received a letter from Professor Edward Gregson, a leading British composer. He complains about the narrowly defined curriculum of the English baccalaureate, which concentrates on core subjects in a way that makes it virtually impossible for schools, concentrating on league tables, to give their proper attention to the creative arts and the spiritual subjects, to say nothing of personal, health and other related topics. He asks whether pressure cannot be put on those who make decisions to take a more flexible view of the way in which our curriculum could not only include but be forced open to include, or could actually welcome, as an essential part of education these creative and spiritual subjects. It is not only he who has written to me in this way.
Schools, at the same time as having to do with the curriculum, are also dealing with the restriction of constraints on their budgets. They have to absorb extra costs, and the schools with which I am involved faced the need either to increase productivity, as it were, or to cut what is delivered—15% from their budgets over the next three years for our girls’ school, which is two teachers a year for the next three years. So we may well agree without any hesitation on the definition, but the practicalities on the ground work against our being able to make that real for our children.
In the briefing paper, a frequently recurring word is “character”. For a Methodist to do a bit of Bible study with the Bishops is a glorious temptation not to be avoided. The word “character”, a Greek word, appears just once in the New Testament. Of course they all know—I can see it on their faces—where it appears: it is in the Epistle to the Hebrews. Of course—it takes a lay person to say “of course”—character in the New Testament sense is an attempt to describe the divinity of Christ. No, I do not bring before you a lesson on Christology. In an attempt to show that Christ was imbued with everything that God was, he is “stamped” with the character of God, “impressed” by all that God is, and therefore his personality exudes everything that can be said about God.
I realise that, for some, that particular part of my presentation will not resonate, but I draw from it the need in our educational system to stamp all those under education with everything that is good—the values to which the most reverend Primate alluded. In that way they can be not just the recipients—empty vessels, receiving knowledge, information, cognitive facts and skills, in those objective senses—but be brought to life to become the people they were meant to be and to have brought from them what is intrinsic to them. Character in that sense seems eminently worth while aspiring to. Here ends the lesson.
However, the real world in which—I beg your Lordships’ pardon; I have noticed the clock and I will finish—our two schools that I mentioned operate is, for the boys, knife crime, drugs and violence on the streets. Eleven of our children have been in court, having witnessed crimes on the streets, and one boy has been found guilty of murder. The school has to incorporate those dimensions into its very being. For the girls’ school, 85% of our girls are Muslims—they wear the hijab to school—and the Prevent programme has to be applied with imagination and flair, not simply in an espionage-like kind of way.
Therefore, I want the Government please to reassure us that PSHE, for example, which could accommodate a lot of what is missing from our educational system, could be made a mandatory part of the curriculum; that we look again at the Prevent programme to humanise it a little; and that we look to enrich the EBacc curriculum so that, flourishing alongside the core subjects, can be the creative, innovative and spiritual dimensions of education, as mentioned in that original definition that I quoted.