Schools: Creative Subjects and the English Baccalaureate
Lord Lexden Excerpts(2 years, 9 months ago)
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Baroness Barran (Con)
I thank the noble Baroness for her question and her kind remarks but I just cannot accept what she suggests. As she points out, we have thriving cultural and creative industries in this country. We have enough teachers entering initial teacher training for art and design and drama, well above our recruitment targets. We are committing more funding in T-levels, in media, broadcast and production, and in craft and design, so I think we are building the platform for our creative industries and our children to thrive.
Lord Lexden (Con)
My Lords, are the Government not deeply concerned that their own official data shows that the number of hours of music taught in years 7 to 13 has fallen sharply in the last 12 years? In view of this and of comments of the noble Earl, Lord Clancarty, and others, is it not all the more important that independent schools work closely with their maintained sector colleagues to increase still further the 655 music partnership schemes from which students in both sectors benefit so greatly?
Baroness Barran (Con)
We very much welcome the partnerships from the independent sector in music and many other areas, and my noble friend is right to highlight them. However, we also have a responsibility and an ambition to make sure that our children have a strong music education, which is why we will be publishing our updated national plan shortly.
National Tutoring Programme
Lord Lexden Excerpts(2 years, 10 months ago)
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Lord Lexden
To ask Her Majesty’s Government what assessment they have made of the progress of the National Tutoring Programme.
The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)
My Lords, more than 300,000 tutoring courses began last term, nearing the total figure for the whole of the previous academic year. We remain confident that the National Tutoring Programme is on track to deliver the ambitious target of 2 million courses this academic year. We are particularly pleased with the uptake of the school-led part of the programme, and we are working closely with Randstad to address the challenges in the tuition partner and academic mentor elements.
Lord Lexden (Con)
My Lords, has something not gone wrong with this immensely important programme? Is it not attracting criticism from experts, many of whom regard it as unduly bureaucratic and insufficiently resourced? Why have the Government not done more to involve independent schools? They want to play their part in this programme, in the spirit of the partnership between the two sectors of education which we all want to encourage. I declare my interest as president of the Independent Schools Association.
Baroness Barran (Con)
My noble friend makes a fair point about ensuring that the programme is as unbureaucratic as possible. I know that colleagues are working very closely with Randstad to try to simplify elements of the programme, and that work is happening at pace. I am also aware that a number of partnerships already exist between the independent sector and state-funded schools. We have very much followed the advice we were given by state-funded schools about structuring the programme.
Higher Education: T-Levels
Lord Lexden Excerpts(2 years, 10 months ago)
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Baroness Barran (Con)
I understand the noble Baroness’s concern. Of course we want to make sure that young people in this country have the range of opportunities that they deserve, and that the industries and employers get the range of skills they need to be able to deliver. The Wolf review and the Sainsbury review were clear that things needed to change in terms of technical and vocational qualifications, and we are addressing those recommendations.
Lord Lexden (Con)
Will my noble friend give the House a little more information about what the Government are doing to try to secure opportunities among employers, in rural areas in particular, to which my noble friend Lord Lingfield referred?
Baroness Barran (Con)
I will try to answer that question twice. I can only reiterate what I said to the noble Lord, Lord Storey; namely, that local colleges will choose the courses most appropriate in their communities and work with employers to deliver those experiences.
Capita: Turing Scheme Contract
Lord Lexden Excerpts(2 years, 11 months ago)
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Baroness Barran (Con)
No, I tried to set out at the beginning how the decision was taken but I can give the noble Baroness more detail. The criteria for appointing the new provider were based 70% on quality and 30% on cost. Within that 70%, 10% was in relation to social value and Capita came out as the stronger provider on both counts.
Lord Lexden (Con)
My noble friend touched on the extent to which disadvantaged pupils are benefiting from the scheme. Are there any further details that she can give the House?
Baroness Barran (Con)
I thank my noble friend for his question. As I mentioned, 48% of applications have come from students from disadvantaged backgrounds. We have made it a great focus of the scheme and its promotion geographically has tried to reach communities that have not previously participated as strongly in these kinds of international exchanges. We are making sure that the nature of the placements and the financial model to support them particularly encourage disadvantaged students.
Education: Return in January
Lord Lexden Excerpts(3 years ago)
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Baroness Barran (Con)
I am not sure, with respect, that the question asked by the noble Baroness is the right question. We had 350,000 CO2 monitors in schools last term. They are portable and are moved around multiple classrooms, staff rooms, lavatories—all over the school. From those we have readings showing where there is an elevated level of CO2. Those spaces, which amount to about 8,000, are where we are putting in the ventilators. If the noble Baroness does not believe the Government, she might look at Teacher Tapp, which came up with the same figure.
Lord Lexden (Con)
My noble friend did not reply to the question from the noble Lord, Lord Watson, about the comments from the head of Ofqual, who seems to think that teachers of music should be redeployed to teach other subjects. Surely, we need more music in our schools, not less.
Baroness Barran (Con)
One can never have enough music in one’s life, but the point we are trying to make is that we are in a relatively brief—hopefully—but intense and challenging period for schools. We trust teachers and head teachers to make the right judgments about how to use their resources. If that involves some flexibility in the curriculum or combining two class groups if a teacher is off sick, then we trust them to do that intelligently, well and in our children’s interests.
Children and Young People in Care: Accommodation
Lord Lexden Excerpts(3 years ago)
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Baroness Barran (Con)
I thank the noble Lord for the unique perspective and experience that he brings to this question. He is right, and that is why, together with the Department for Levelling Up, the Department for Education published guidance last year to make sure there are common standards for supported accommodation for young people aged 18 and over. That is an important basis, as the noble Lord understands well, but we are committed to providing additional support also.
Lord Lexden (Con)
Do the Government remain committed to helping those children in care who would benefit from a boarding education to obtain places in our excellent state and independent boarding schools, through their boarding school partnerships unit at the DfE? Is it not clear that children in care suited to a boarding education obtain good results in our national examinations? Are the Government supporting charities, such as the Royal National Children’s SpringBoard Foundation, which are working with boarding schools and local authorities to increase the number of places for children in care, mindful always that many children will not benefit from or be suited to a boarding school education?
Baroness Barran (Con)
The Government recognise the opportunity offered by both the state boarding and the independent sector to provide good outcomes for children in care. I am extremely pleased to report to my noble friend that the first cohort of 28 children commenced boarding placements this September as a result of the Royal National Children’s SpringBoard Foundation’s work on creating a national network of schools.
Children and Families Act 2014: Education, Health and Care Plans
Lord Lexden Excerpts(3 years, 1 month ago)
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Lord Lexden (Con)
My Lords, my noble friend’s predecessor said on 4 March last year that the special educational needs and disabilities review was
“an absolute priority for the Government.”—[Official Report, 4/3/20; col. 694.]
We heard yesterday that the Government have some difficulty in defining the word “priority” with any precision. Why, apart from Covid, has this review, which began in 2019, taken so long?
Baroness Barran (Con)
I understand my noble friend’s diplomatically put question. He is right to raise the issue of Covid, but he will also know that this is an incredibly complex area. We have set up a steering group that includes families, schools, local authorities and other independent organisations. We are committed to the deadline, which has now been announced, of publishing the Green Paper in the first quarter of next year.
Initial Teacher Training
Lord Lexden Excerpts(3 years, 1 month ago)
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Lord Lexden (Con)
My Lords, I offer a few comments on some of the important issues that are the subject of this debate—for which we are so indebted to the noble Baroness, Lady Donaghy—drawing on the perspective of the Independent Schools Council, whose member schools, I am pleased to say, work today in ever-increasing and ever-closer partnership with their colleagues in maintained schools. Just this week, the latest account of partnership between them has been published. It reports on nearly 6,000 cross-sector schemes that are forging ahead, covering a wealth of activities from rigorous academic study to orchestral concerts, drama and sport.
I declare my interests as a former general secretary of the council, which works on behalf of some 1,400 schools, and as the current president of the Independent Schools Association, one of the council’s constituent bodies, which has some 570 of those schools in its membership. The association’s members are for the most part notably small schools, often having no more than 200 pupils, with deep roots in the local communities they serve. The council’s member schools as a whole have on average fewer than 400 pupils. They therefore differ in size from so many of their counterparts in the maintained sector—an important factor that tends to be insufficiently recognised and has an important bearing on the subject of this debate.
The council’s schools have long been involved in helping to train our country’s teachers and, year by year, they reaffirm their commitment to their work in this crucial area. Teachers trained in them can gain qualified teacher status and complete the statutory induction year under arrangements agreed with the Department for Education—by me, as it happens, with the support of the noble Baroness, Lady Morris of Yardley. This enables the teachers they train to take jobs in either maintained or independent schools. Whenever I see the noble Baroness, Lady Morris, I think of the early days of partnership, which began under not a Conservative but a Labour Government.
So schools within the Independent Schools Council contribute significantly to replenishing and enlarging the teaching profession. They have perhaps a particularly important role in helping to train subject specialists in shortage subjects, such as maths and physics—a role that is widely recognised for its importance to the country as a whole.
As we all agree, our education system today needs more teachers, trained to high standards, not least to assist recovery from the pandemic. The Government were right to review the existing state of initial teacher training at this particularly important juncture and to bring forward proposals designed to help to improve the system. The proposals should bring significant benefits in some respects, but in others they create grounds for concern so widely exhibited during this debate.
Despite my noble friend Lord Kirkham’s comments, is the compulsory reaccreditation of providers really sensible, particularly at this point, when schools are so preoccupied with recovery from the pandemic? The tight timetable that is contemplated might well lead to serious disruption—some refer to the likelihood of chaos—and a fall in the number of training opportunities. Would it not be better to trust the continued work of Ofsted, despite the criticisms that have been made of it, in ensuring that providers are of high quality, taking full account of the latest evidence?
A second area of concern, felt particularly keenly in independent schools, is the requirement to follow a single core content framework in the teacher-training curriculum in order to gain accreditation as a provider of initial teacher training. Independent schools have a well-established track record of provision, including through employment-based routes, delivered in ways that suit their size and capacities. The requirements of the proposed framework are likely to prove too inflexible for many of them and throw doubt on their ability to continue training specialists in shortage subjects, despite their strong desire to maintain their traditional role in this area. It would be a loss that our country could ill afford.
There are other difficulties as well. It would be hard for many independent schools to release experienced staff to take part in the intensive training that they will need to undergo in order to fulfil the role of mentors in a system changed in the way that is being proposed. Far too little time is being allowed to prepare for the substantial changes that the proposals entail.
Schools belonging to the Independent Schools Council want to make the greatest possible contribution to teacher training. I hope that those elements of the Government’s reform proposals that could impede their full participation in the future will be carefully re-examined before final decisions are made. This is, after all, another sphere in which partnership between the two education sectors can achieve so much, to their mutual benefit and our country’s.
Viscount Hanworth (Lab)
My Lords, the teaching profession is highly esteemed in many European countries. I have witnessed this in France, Germany, Austria, and the Netherlands. It is not so in Britain, where the status of teachers has suffered a steep decline since the 1960s.
In the perception of the public at large, the status of teachers is equivalent to that of social workers. It is no exaggeration to say that teachers have been the victims of a culture war. The Labour Party has been generally supportive of teachers. A previous Labour Government made a commitment to raise their status to that of senior consultants and surgeons by 2006. Animosity towards teachers and their supposed political orientation has been forthcoming from the right wing of the Conservative Party and from the allied press. They are liable to accuse teachers of being proponents of a so-called woke culture that, supposedly, intimidates people into assenting to liberal or left-wing opinions.
At present, teachers and schools within the state-maintained sector are suffering considerable stress. The available funds have long been inadequate for maintaining the fabric of schools and their supplies of consumables. The pay of teachers is inadequate. Their workload is excessive and there are acute problems with the recruitment and retention of teachers. It is against this background that the Government have decided to overhaul the system of teacher training and the induction of newly qualified teachers into the profession.
A requirement that all teachers in state-maintained schools should be university graduates was imposed in the autumn of 1970 in fulfilment of the recommendation of William Plowden. What ensued was a variety of routes towards qualified teacher status or QTS. It became possible to obtain QTS in the course of a three-year degree that had a component of teacher training. The degree could be that of a bachelor of education, a bachelor of arts or a bachelor of science. Graduates who had not obtained qualified teacher status as an adjunct to their degrees were able to obtain it via a postgraduate certificate of education—PGCE—that resulted from following a course that was typically of one year’s duration.
The Teaching and Higher Education Act 1998 imposed a requirement that all newly qualified teachers should undergo a period of statutory induction. The requirements of the induction have been revised and extended via subsequent acts and regulations, and the present Government are intent on a radical overhaul of the regulations which will extend the induction period to two years. This will be part of an early career framework. Given their service in maintaining teacher training over many decades, one might have expected universities and institutions of higher and further education to be charged with overseeing the system. The new arrangements could be expected to profit from their knowledge and experience.
Instead, the Government have decided to side-step these organisations and establish a wholly new structure of so-called appropriate bodies to provide independent quality assurance of the statutory induction. For some time, the Government have been calling into question the provision of initial teacher training by universities. They have allowed the universities to be bypassed by establishing the School Direct provision, which allows the initial teacher training of graduates, who have other work experience, to take place in schools. They have also established a system of school-centred initial teacher training that has bypassed the traditional providers of teacher training.
From 2021, the teaching practice associated with the PGCE and other modes of initial teacher training will take place in schools that will be subsumed under teaching school hubs. They are to be based in specially selected schools within multi-academy trusts that have been chosen by the Department for Education. The department has named 87 new teaching school hubs, including six that participated in a pilot project. Each will provide professional development in around 250 schools. The hubs replace a network of 750 teaching schools which will lose their designation and their government funding, resulting in an overall saving of £25 million.
There have been doubts about the adequacy of the provision of placements for trainees. There is an understanding that the Government are attempting, by these means, to align teacher training with their own nostrums. Throughout their period in power, the Conservative Government have been keen to abrogate to themselves the role of directing and regulating state-maintained education. Hitherto, the role has been taken by organisations at arm’s length from the Government. The Department for Education will now be charged with accrediting the provision of the new and extended statutory teacher induction. Schools will be allowed to devise their own courses, provided that they are approved, but it is expected that they will choose to work with one of six providers accredited and funded by the department. All bar one of these are recently established commercial organisations which will work under the guise of a charity.
Some of these organisations have already provided samples of their teaching materials on the web. These place an emphasis on classroom practice and attempt to instruct new teachers in how to maintain order and discipline. I have heard it said that much of this material is fatuous, but I hesitate to make my own judgment.
The early career framework engenders a vision in which newly qualified teachers undergo a benign induction under the tutelage of knowledgeable mentors. This vision is liable to be confounded when confronted by the realities that prevail in our schools.
Reports from the pilot studies suggest that, given the straitened circumstances within which they are operating, schools will be unwilling to recruit young trainee teachers in view of the burdens they will bring with them. Instead, schools may prefer to rely on young teachers supplied by agencies, which are liable to deduct substantial fees from their pay. The advantage of schools employing young teachers under such arrangements is that they can avoid paying sickness and holiday pay and pension contributions, a material consideration when money is scarce. Schools can release such teachers at the end of the school term or even before, thereby circumventing the agency regulations that give the teachers security of employment if they serve for more than 12 weeks. These circumstances, which are severely disadvantageous to early career teachers, must already account for a large proportion of the wastage whereby they leave the profession prematurely without securing permanent posts.
In view of the recent accumulation of their powers, and of the opportunity to pursue new and exciting initiatives, many people within the Department for Education are subject to a dangerous degree of optimism and self-congratulation. I fear that they are undertaking projects that will severely unsettle and damage the state education system.
Children in Care
Lord Lexden Excerpts(4 years, 11 months ago)
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Lord Agnew of Oulton
My Lords, it is always a priority to ensure that children are placed as near to their home as possible. However, there are certain circumstances where this is not wise, such as getting them away from the impact of gangs or where there are deep disputes in their family—but the emphasis is very much on keeping them locally. We have two initiatives, Staying Put and Staying Close, which are both aimed at keeping children locally. Staying Close encourages foster parents to keep the children in care beyond the statutory age, and that is starting to work.
Lord Lexden (Con)
My Lords, I commend my noble friend and the Government for their continuing efforts to enable more looked-after children suited to boarding education to obtain places in our state and independent boarding schools. How does the cost of a place in a boarding school compare with other types of provision for looked-after children?
Lord Agnew of Oulton
My Lords, this is an area of particular focus for me. I have made a lot of effort over the last two years to encourage local authorities to be more open-minded about the possibility of boarding school places for children who are being—or who are at risk of being—looked after. The independent sector has offered 40% bursaries for children in these categories. If that is taken into account, it is substantially less expensive than the normal routes that a local authority might take. We have also seen indicative evidence that the educational outcomes are far stronger for many of the children who go down that route.
Looked-after and Adopted Children
Lord Lexden Excerpts(4 years, 11 months ago)
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Lord Agnew of Oulton
The noble Lord is right that 73% of children in care are with foster families and that such families are indeed heroes of the system; in most cases they provide stable, loving homes. We have also learned that the longer that a child spends in one home in continuity, the better his or her life chances are in future. We are concerned about children being placed out of area, but there are often legitimate reasons for it, such as taking a child out of exposure to a local gang or a difficult family environment that he or she needs space from.
Lord Lexden (Con)
How far have the Government got with their plans to enable more looked-after children suited to a boarding education to gain places in our excellent state and independent boarding schools?
Lord Agnew of Oulton
My Lords, this has been a particular passion of mine. We have created a unit called Boarding School Partnerships, which is encouraging local authorities to engage far more with boarding schools. We even have an offer by many of the independent schools of a 40% bursary for looked-after children. A study recently carried out by Norfolk showed the longitudinal outcomes of looked-after children or children on the edge of care, and they achieved far greater educational results and indeed often came off the register completely.