Education: Social Mobility

Lord Nash Excerpts

Thursday 13th March 2014 Lords Chamber

Moved by

[Lord Nash]

To move that this House takes note of the role of primary and secondary education in improving social mobility.

[The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)]

My Lords, I thank noble Lords for the opportunity to debate the role of primary and secondary schools in improving social mobility. We believe in higher standards for all, no matter what a child’s background, and we are committed to getting every child’s education right. From early years education and curriculum reforms through to more freedom for teachers and better vocational education, improving social mobility underpins absolutely everything that we are doing. Our reforms can be summarised in a few words: raising the bar and closing the gap.

It is possible to look at the education sector in this country with the benefit of hindsight and conclude that successive Governments have managed it for appearance’s sake. Over the past third of a century the number of pupils getting a C grade in GCSE maths has risen from 22% to 73% with no apparent increase in performance, and between 2006 and 2009 alone the number of pupils getting a C grade in GCSE maths and English rose by 8% when, at the same time, PISA showed a slight fall in the proportion of English pupils who achieved highly.

Then we had the greatest confidence trick ever perpetrated on the English public: the absolute scandal of GCSE equivalents, whereby subjects that were often not valued by employers and did the pupils taking them no favours were hugely overrated in terms of their GCSE-equivalent status.

You might think that a young person who has five A* to C grade GCSEs, including English and maths, would indeed have five GCSEs, but not a bit of it. In many cases they merely had English and maths and the rest were entirely made up of equivalents, often in merely one subject. For instance, a BTEC higher-level diploma in fish husbandry, in which there were no examinations, equated to four GCSEs. Other favourite equivalent subjects of mine are cake decorating, health and safety and hazard control. The fact that many pupils took these subjects is not the fault of teachers, as they can only respond to the incentives put on them by Governments, but as a result of these incentives, under the Labour Government, the number of pupils taking a core academic suite of subjects fell from 50% to 22%.

Something similar happened to content. For instance, more than 90% of questions answered on novels in English literature are on three books: Of Mice and Men, To Kill a Mockingbird and Lord of the Flies. In the country that gave us Chaucer, Hardy, Dickens, Trollope, Austen and the Brontës—I could go on and on—how can this be, excellent though these books are? It is an example of how the curriculum has been hijacked by political correctness, victim culture, guilt trips and the concept of relevance. For instance, in history, children are doing Nazism over and over again with no concept of the broad sweep of history.

Additionally, about a third of a century ago there grew up a myth that the human brain was like a computer or a calculator and that it just needed to acquire skills and did not need knowledge. More recent cognitive science shows that in order for the brain to learn skills, it needs knowledge to apply what Michael Young of the Institute of Education has called “powerful knowledge”.

Throw in a couple of other things, such as the false perception that there was such a thing as the perfect Ofsted lesson, minimum teaching from the front, group work, lots of activities, peer review, a plenary at the end, the abolition of competitive sports in many schools and the fact that many teachers were unaware of the boundaries to the behaviour strategies they could employ, and it is hardly surprising that during the first decade of this century we plummeted down the international league tables as other countries in the Far East and eastern Europe overtook us. Nor is it surprising that our school leavers are among the most illiterate and innumerate in the developed world, coming joint bottom in a recent OECD survey of 24 countries for literacy and 21st out of 24 for numeracy; or that, as Alan Milburn tells us, we are the most socially immobile country in Europe, so that we, the sixth-largest economy in the world, rank in the mid-twenties for the quality of our education.

This cannot go on. It is not fair on our children. We cannot compete internationally with education of this standard, and the only way we can break that dreadful cycle of worklessness and generational unemployment that we see in so many of our inner cities, coastal towns, former mining villages and other areas is through education. That is why this Government have such an extensive programme of educational reforms in place.

We know that the barriers to social mobility start right from a child’s early years. By the time children reach the age of five there is already a 12% achievement gap between those from lower-income households and the rest. Children from disadvantaged backgrounds can, therefore, benefit most from attending a high-quality pre-school setting. We are the first Government to fund 15 hours of free childcare for all disadvantaged two year-olds, we have extended the benefits of funded early learning for three and four year-olds from 12.5 to 15 hours per week, and we are raising the status and quality of the early years workforce.

My right honourable friend the Minister of State for Schools is currently making a Statement in the other place about action we are taking to deliver fairer funding in English schools. For too long, the system has been out of date, and schools with many disadvantaged pupils can end up being funded at a level well below nearby schools in affluent areas. Today we are announcing a substantial, £350 million, boost to schools in the least fairly funded local authorities in this country. This represents a huge step forwards towards fair funding in English schools and will make a real difference on the ground. The details of our proposals are set out in a consultation document being published today, and a copy will be placed in the House Library.

It is also important that children are well fed. Nutrition is the foundation of effective learning and development, which is why we are funding free school meals for all infant school pupils from September this year, and why we are also providing funding to help set up breakfast clubs and providing every primary school pupil with a free piece of fruit each day.

We have provided additional funding for disadvantaged children through the pupil premium. Pupil premium funding will rise from £1.9 billion to £2.5 billion in 2014-15. The primary school rate will increase from £900 to £1,300 and, for the first time, all pupils who are looked after or leave care through adoption, special guardianship or residence orders will attract £1,900 from April 2014. We are starting to see the positive impact of the pupil premium. In July 2013’s key stage 2 tests, the gap in attainment between these pupils and other pupils in key stage 2 has narrowed by 3.7% since 2010, moving from 17% to 13.2% in 2013. The gap is also starting to narrow in secondary schools.

While closing the gap, we must also raise the bar across the system and we are committed to reforming the school curriculum and exams. We are reforming the national curriculum to equip all young people with the essential knowledge and skills they need to succeed in life by working with academic experts from around the world. In particular, we know that a confident grasp of maths and English is vital, with maths providing the strongest links to future earnings and employment. That is why we have made it a priority to ensure that no student leaves school without reaching a good standard in both disciplines.

In primary schools, we have introduced phonics at every stage of English teaching so that teachers can intervene early to help children catch up and we are increasing the emphasis on spelling, punctuation and grammar. We are strengthening the primary maths curriculum with a greater emphasis on arithmetic. We are introducing a new requirement to teach a foreign language at key stage 2. At secondary school level, we are providing a literacy and numeracy catch-up premium of £500.

We are introducing a new computing curriculum which encourages students to see how they could create technology as well as simply use it and is unique among major economies. Our new design and technology curriculum places a greater emphasis on the links with maths, science and computing and will prepare pupils for the cutting-edge technology industries of the future. All students, whether on academic or vocational courses, will be expected to continue to study English and maths if they did not achieve a GCSE grade C in these subjects by the age of 16.

In further education, we are introducing new core maths qualifications which build on GCSE study for students who achieve a B or C in GCSE maths, and will also be valuable for those with A* and A who are not taking A or AS-level maths. In addition, we are supporting increased take-up of A-level maths and further maths. Maths and English will also play a more important role in vocational education. From 2014-15, all intermediate apprentices will be required to work towards a level 2 in English and maths, and all people undertaking a traineeship will also be required to study English and maths, unless they have achieved a GCSE A* to C in those subjects.

Aside from the importance of developing strong literacy and numeracy skills, we know that disadvantaged children, in particular, benefit from the core cultural capital that comes with access to a breadth of basic knowledge and a core suite of academic subjects, as is found in all successful education jurisdictions. This was recently confirmed in a study by Edinburgh University. To quote the right honourable Diane Abbott MP:

“It is precisely if you don’t have parents to put in a word for you in a tough jobs market that you need the assurance of rigorous qualifications”.

Our EBacc measure is achieving exactly this. Since the EBacc’s introduction, the proportion of students taking the academic subjects in state-funded schools has risen from 22% to 35%, and we are expecting that to grow further this year. The proportion of FSM pupils taking the EBacc has more than doubled since 2011. In the past year alone, history entries went up 19% and geography by 21%. Language study is also increasing rapidly, with Spanish up 31% since 2012.

In addition, we are making GCSEs and A-levels more stretching. Following a public consultation in 2013, the new GCSEs have been drafted by experts to ensure that the reformed qualifications match those in line with the highest-performing jurisdictions. We are working with Russell group universities to restore rigour to A-levels so that students from all backgrounds can apply to university with highly valued qualifications. We are already seeing success. In March last year, UCAS reported that the proportion of 18 year-olds from the most disadvantaged backgrounds applying to university increased to the highest level ever recorded.

Another way to ensure that disadvantaged children have access to cultural capital is through a rounded curriculum that includes character-building activities. We are strongly encouraging as many schools as possible to set a longer school day, including rich, raising-aspirations programmes for their pupils. We also want pupils to be able to access the cadet experience as part of school life. We are making progress towards this, having already established 28 cadet units. Our target for 2015 is 100 units. We are ramping up the National Citizen Service, and investing £150 million in primary school sport.

It is vital that we make schools more accountable for the achievement of our most disadvantaged children. As the Shadow Secretary of State for Education said recently:

“The great crime was an awful lot of effort being put on kids getting a C at GCSE, then not going further. There should be no limits—the system should be saying how far can this child go?”.

I could not agree more. Hence our move towards the new Progress 8 measure from 2016. That will track the progress of all pupils of whatever ability throughout their school careers, rather than encouraging schools to focus excessively on their pupils who are near the GCSE C/D borderline. We will value the progress of every child—low attainers and high performers alike. In addition, schools will not normally be judged outstanding by Ofsted if disadvantaged pupils are not making at least good progress. We are also publishing details of the attainment of disadvantaged pupils and the in-school gap between them and their peers.

None of what I have outlined above would be possible without our brilliant teachers. I have often said that teaching is the most noble profession. Teachers do a wonderful job, and those many thousands of dedicated, hard-working individuals working in our schools are transforming the lives of thousands of children. We now have the best generation of teachers ever working in our classrooms. Education is now the most popular career destination for Oxford graduates. Some 14% of its graduates enter teaching—a remarkable figure—and 74% of graduates entering teaching have a First or Upper Second degree, the highest percentage since records began. We have quadrupled the size of Teach First, now the largest recruiter of graduates in our country, and extended it into primary schools as well as to every region of the country.

We are also changing the way we recruit teachers. The School Direct programme, launched by Charlie Taylor, an outstanding headmaster, enables our best schools to hand-pick the most exceptional candidates and our prospective teachers to start their careers in our best schools. That has proved extremely popular with both schools and trainees, attracting more applicants per place than any other training route, with three applicants for every place compared with 1.8 for training provision delivered by a university.

We are also offering new bursaries worth up to £25,000 to attract top graduates into teaching maths, physics and chemistry. Last year we recruited a record number of physics trainees. For those already in the profession, we are giving heads more freedom and scope to make decisions in line with pupils’ needs. Our new Teachers’ Standards remove unnecessary bureaucracy, and we have freed up teachers to teach as they wish so long as pupils are making progress.

We have strengthened the ability of teachers to discipline pupils and, through reform that links pay and performance, we have made it easier for schools to reward good performance and attract the top graduates and professionals. We have set up almost 350 teaching schools which support other schools to improve teacher training. In addition, of course, there is the academies programme.

The genesis of the academies programme itself was of course the city technology programme introduced by my noble friend Lord Baker, whereby 15 failing schools were essentially taken over by entrepreneurs. The noble Lord, Lord Adonis, took that programme and beefed it up substantially, and by 2010, 15 CTCs had become 203 academies with about 70 in the pipeline. I pay tribute to the noble Lord, Lord Adonis, and my noble friend Lord Baker—both of whom I am delighted to see in their places today—for the sheer brilliance of the academy concept. We have taken the number of sponsored academies now to more than 1,000 up and down the country. Schools that were left to languish in failure by their local authorities for years, with perhaps occasional and soft intervention, are now being turned around permanently by strong academy sponsors.

Those are schools such as ARK’s Charter Academy in Portsmouth, where results have more than trebled since the school became an academy in 2009 against a backdrop of high local deprivation, with 68% of pupils gaining five A* to C grades, including in English and maths, in 2013. Then there are Outwood Grange’s Portland Academy, where results rose from 57% of pupils achieving five A* to C grades, including English and maths in 2012, to 75% in 2013, and Greenwood Dale’s Stanground Academy in Peterbrough, where results have improved from 39% achieving five A* to C grades, including English and maths, in 2012, to 62% in 2013.

The academies programme is working across the piece. The performance of sponsored academies is far outstripping that of other schools; for instance, sponsored academies that have been open for three years improved their GCSE results last summer by 12% versus 6% for other schools. The latest Ofsted Annual Report on schools found that:

“Sponsor-led academies are delivering a step change in performance for chronically underperforming schools”.

We have also allowed all good schools to become academies in their own right, and a further approximately 2,500 schools have done this. These convertor academies do better than local authority maintained schools against the new tougher Ofsted framework.

Some 60% of secondary schools are now academies or on the way to becoming academies. We have now focused our attention on primary schools; indeed, we are the first Government to really focus our attention on the underperformance of primary schools. Some 11% of primary schools are now academies, and we have taken more than 500 underperforming primary schools and turned them into sponsored academies. We are focusing the academy programme on school-to-school support by groups of schools in local geographic areas. Half of academies have engaged with a vulnerable school or schools to raise standards.

We have also taken the academies programme and expanded it into the free schools programme under which any group can apply to the Government to open a new school. Our free schools programme is benefiting disadvantaged children in particular, with 70% of open secondary free schools in areas of basic need, and every primary free school in an area of basic need. We have created 150,000 new places through this programme. At the end of 2013, 73% of free schools inspected were rated good or outstanding, compared to 64% of all schools inspected in the same timeframe.

I think we have all been a little confused about the Labour Party’s policy on free schools, but I am pleased to see that the shadow Education Secretary has now made it clear. He originally said that it would be parent-led academies, but I was delighted to see that on the “Sunday Politics” show recently he amended this to say that they will be academies led by social entrepreneurs and parents—in other words, free schools with another name.

Alongside academies and free schools, both our UTCs and studio schools provide high-quality technical education to 14 to 19 year-olds alongside academic GSCEs and A-levels. There are currently 17 open UTCs which have been designed and delivered in partnership with more than 200 employers and more than 40 different universities, with a further 33 approved. Twenty-eight studio schools are now open and over 400 employers are involved, with a further 18 approved.

The last piece of our holistic reform of education is ensuring that success at school is transferred into gainful employment. To equip our young people to compete in a global market, we need to end what my right honourable friend the Secretary of State for Education has called the,

“apartheid between academic and practical learning”,

and see practical, technical and vocational training integrated and as rigorous as academic learning. Professor Alison Wolf carried out an independent review of vocational education; she found that vocational education was immensely valuable as part of a broad curriculum, but made it clear that changes were needed to prevent schools enrolling pupils on low-quality qualifications that do not promote progression to further education or employment. We have slashed the number of qualifications approved for reporting from 3,175 to 180 for 14 to 16 year-olds and from 3,721 to 318 for 16 to 18 year-olds. Along with our TechBacc, these reforms will identify existing high-value vocational qualifications, spur the development of new vocational qualifications and provide students in England with a respected, high-status vocational training route to help them compete in the world and give them the skills that employers need.

Ofsted reports that schools have improved faster in the past year than at any time in its history. Our reforms are working. They are extensive, but they are necessary and I commend them to the House.

--- Later in debate ---

[Lord Nash]

My Lords, it has been a privilege to participate in today’s debate, and I am grateful to all noble Lords for their valuable and insightful contributions. This has been a fascinating and instructive discussion, which has demonstrated once again the range of experience, knowledge and passion that this Chamber offers. I would like to join the ranks of noble Lords who said that they are of the first generation in their family to go to university. However, my grandfather was the professor of oil engineering at Birmingham University, although he got there via night school while working for years on an oil rig. How likely is that to happen today?

I will attempt to deal with noble Lords’ points in order, but so that I can perhaps end on a rather happier note, I will start by addressing some of the points made by the noble Baroness, Lady Jones. I disagree with the noble Baroness that the attainment gap is widening; it has narrowed for pupil premium pupils in primary schools from 17% to 13% under this Government, and is narrowing in secondary schools. I do not wish to say that the Labour Party did not try with its educational reforms, some of which noble Lords will know I am a great fan of. However, between 2000 and 2009 on the OECD tables we fell from eighth to 28th in maths, fourth to 16th in science, and seventh to 27th in literacy, while other countries in eastern Europe and the Far East overtook us. Under this Government we have come off the bottom by a few points in maths and literacy, but we still have a very long way to go. Among our school leavers we now have the lowest level of NEETs for many years.

As far as free schools are concerned, we have closed one and a half of them. The total number of pupils in those one and a half free schools was 200. The closure of those schools is very significant to those pupils and their parents, and we are working closely with the relevant local authorities to ensure that they find alternative places. In the case of Discovery virtually all of them have. However, those children’s places represent 0.1% of the total 150,000 free school places we have created to deal with the shortage of places we inherited.

So far as unqualified teachers are concerned, I am delighted that we are having this discussion. It is such a red herring, and if that is the best criticism we are going to get, I am delighted. That shows that we are truly reaching a consensus on the future of our education system. The number of unqualified teachers has fallen under this Government from over 18,000 to just under 15,000. It is not true to say that there are more unqualified teachers in academies and free schools; it is only a couple of per cent, and many of those are drama teachers working part-time, support teachers or teachers on their way to qualifications.

I agree entirely with my noble friend Lord Storey, the noble Baroness, Lady Tyler, and other noble Lords that a person’s background should not decide their life chances. My noble friend Lord Storey made a brilliant analysis of early years and primary education based on his extensive experience for many years as a primary head in Liverpool. He identified the importance of early identification and the lack of words that pupils from more disadvantaged backgrounds experience. That is why we are putting such an emphasis on early years and primary education. There has been far too much focus on GCSEs, and we all, particularly parents, need to appreciate that it is in primary years that things can go so badly wrong or so right.

I agree entirely with the noble Baroness, Lady Coussins, about languages, particularly about the wider benefits of studying a language. That is why we are making such teaching mandatory at key stage 2. I am grateful for her comments about the increased take-up of languages, particularly for less privileged pupils. I will commit to study in detail the Language Trends survey to which she refers, particularly as regards the point she made about take-up, and to consider further what we can do to improve language take-up. We continue to highlight the importance of recruiting high-quality linguists in teaching through our extensive bursary programme, and of course academies now have the freedom to recruit from a much wider field and can bring in native speakers of a language to enthuse and inspire children’s learning, even where they do not hold qualified teacher status. Through the free schools programme we have opened the Bilingual Primary School in Brighton, which delivers the curriculum in both English and Spanish, and the Judith Kerr Primary School in Southwark, where the curriculum is delivered in both English and German.

The right reverend Prelate the Bishop of Newcastle spoke eloquently and movingly about the success of the Northumberland Church of England Academy. I agree entirely with him about the importance of links with business, professions, the forces and the wider world. All schools should provide their pupils with a direct line of sight to the workplace. That was also mentioned by my noble friends Lady Garden and Lord Shipley, and other noble Lords.

All good schools should involve their local businesses and professional communities to give young people a broad experience of the careers open to them, opening doors, as the noble Baroness, Lady Taylor, said. I have been incredibly heartened to see many examples of that developing across the country; for example, Business Class, a programme organised through Business in the Community, brings schools and businesses together. There are now just under 300 partnerships in 59 clusters across the UK, under which pupils gain access to work experience, work placements and careers-focused activities, while businesses have the opportunity to influence the curriculum and skills being taught in schools.

There is also Inspiring the Future, Speakers for Schools, Barclays Life Skills and, in my own school, a huge Raising Aspirations programme involving businesses and charities. I have seen with my own eyes the dramatic effect it can have on pupils who come from incredibly narrow backgrounds to see and mix with people from work. We have two people full-time employed on this programme; I believe that all schools should have at least one person full-time on the programme. The noble Baroness, Lady Jones, took me to the Morpeth School in Tower Hamlets recently, where there is a highly successful “speed dating” career service. Tomorrow, I shall be in Leeds, visiting Make the Grade, another organisation that provides schools with a bespoke programme for employability and skills. The remit of the National Careers Service will be expanded to encourage links with businesses.

The noble Lord, Lord Baker, spoke passionately about the UTC programme, and I pay tribute to his relentless determination in this regard. He mentioned NEETs. Our destination measures will, I hope, result in the NEET percentage for schools becoming an increasingly big driver of parents’ choice and school behaviour.

The noble Baroness, Lady Massey, talked about entrenched elitism and the concentration of power in a few hands. It seems odd to some that a party that is sometimes—although it may be rather exaggerated—criticised for being run by a bunch of toffs is so concerned about the future of the most disadvantaged, but we are. Indeed, compared to the home circumstances of many of these young people, we are all toffs, and I know that we all share a concern to make sure that the playing field is levelled. Private school students are 55 times more likely to win a place at Oxbridge and 22 times more likely to go to a top-rank university than students at state schools on free school meals. The life chances of a child are still far too determined by their background, and that is unacceptable.

The noble Baroness mentioned mentoring programmes, of which there are many good examples such as Chance UK, Mosaic and the mayor’s mentoring programme in my own school. We have a large mentoring programme and a separate one to mentor those boys and girls in gangs. The noble Baroness asked whether the Government will survey mentoring and support schemes, and I undertake to look at that.

We have discussed PSHE at great length, and I am greatly looking forward to speaking at the PSHE Association’s annual conference on 26 June.

My noble friend Lady Garden, and the noble Lord, Lord Northbourne, spoke about the impact that poor parenting can have on a child’s life chances. The parenting classes trial known as CANparent is running until spring this year and is delivering high-quality parenting classes benefiting parents from all backgrounds. It aims to test how a market in parenting classes can be established and to remove the stigma from attending such classes, which often puts off young parents in particular. We want all families to be able to access and benefit from parenting classes if they choose, creating a culture of seeking help and strength from parenting classes to be the norm. Parents who attend good parenting classes find that they can be life-changing. I was intrigued by the suggestion from the noble Baroness, Lady Taylor, that books should be put in the baby bags that new parents receive. That is certainly something that I shall look at.

My noble friend Lady Garden talked about schools advertising the number of pupils that go on to apprenticeships, and I certainly hope that our new destination measures will encourage this.

The noble Lord, Lord Northbourne, talked about hope and the very early years of children. He mentioned a number of initiatives. Of course, we are also doing a huge amount of work in our programme on families with multiple problems. The noble Lord also mentioned soft skills in secondary schools; I have sent a message at every opportunity about the importance of this and that all schools should have this right at the forefront of what they do. As my noble friend Lady Perry said, good teachers and academy sponsors get this big time—the importance of confidence and inspiration. I do not know a single successful person who does not have that essential confidence and a positive attitude.

My noble friend Lady Tyler reminded us that character and resilience are other important features of a rounded education that are too often overlooked, and that they can be learnt. I am a great believer in characteristics such as learnt optimism. Schools play an important role in providing character-building activities for their pupils, and we encourage all schools to have those programmes. I shall consider the point that she made about taking more cognisance of these. I am also delighted to hear about her recommendations about teachers being involved in extracurricular activities and that character-building skills should be incorporated in ITT and sharing facilities with private providers.

The right reverend Prelate the Bishop of Winchester made some observations about School Direct. In 2013-14, School Direct attracted more applications per place than any other training route, with three applications for every place compared with 1.8 for provider-led provision. It is a struggle to recruit for some of the shortage subjects but this has also been the case for other types of places. All School Direct places are delivered in partnership with an accredited ITT partner and 71% of places have been allocated to schools working with a university provider. The expansion of School Direct has provided opportunities for universities to maintain, or even increase, their ITT market share.

The quality of ITT training is, however, very patchy. We believe that we need to create other training options, and that competition will improve the situation. Those institutions which do provide good-quality ITT should have nothing to fear from competition. Those that do not—and they exist—need to raise their game, but we believe in a mixed economy in teacher training and greater research into the effects of education measures, which is why, for instance, we have funded, with some £100 million, the education endowment fund.

My noble friend Lady Perry made some very kind remarks about the success of the academies programme and paid tribute to the chain of my noble friend Lord Harris. She mentioned that there are now many other successful chains, including Ark, Greenwood Dale, Outwood Grange, REAch2 and Aldridge.

I was delighted to hear the noble Baroness, Lady Taylor, mention that we are moving towards more of a consensus on education. She talked about an overemphasis on structures. I agree that we can talk too much about structures; the key is what happens in the classroom. However, I believe it was Tony Blair who said that you have to free up the structure to get the autonomy for schools to deliver. The noble Baroness mentioned failure. Of course, there are failures in the academy system. We have, in fact, issued 41 pre-warning notices to academies that are failing in their achievement, but 25 of those concern academies approved by the previous Government. I see no point in highlighting that because it is still a very small percentage. Overall, the performance of academies and academy chains far outstrips that of other schools.

The noble Baroness, Lady Taylor, mentioned the 16 to 19 free school we have approved led by Bolton Wanderers Football Club, which will be a continuation of the excellent work it is doing with young people in its community. I was interested to hear first hand about its work when I met the club with the noble Baroness last year.

My noble friend Lord Lingfield spoke about the institute for further education, which he described so eloquently. It is a fantastic way of helping FE institutions celebrate their success, build their reputation and status and gain recognition for what they have achieved in their communities. I look forward to its formal launch later in the year.

My noble friend Lord Addington spoke with his customary eloquence about the problems encountered by children with hidden disabilities such as dyslexia. The Children and Families Bill—which is, as of today, an Act, I am delighted to say—makes it clear that schools and colleges must use their best endeavours to secure support for pupils with special educational needs. We have taken steps to improve teachers’ skills in recognising and supporting young people with dyslexia and other types of SEN. We support systemic synthetic phonics, which has been shown to be effective for teaching dyslexic pupils to read and write. We have supported 3,200 teachers to obtain specialist qualifications in dyslexia and, since 2009, the Government, and the previous Government, have funded the training of more than 10,000 new SENCOs. We are also developing specialist resources for initial teacher training and new advanced-level online modules on areas including dyslexia, autism and speech and language skills. Reasonable adjustments must also be made for examinations and assessments. As a result of my noble friend’s powerful intervention during the passage of the Children and Families Bill, we now have this incorporated in the Act. I hope that this will now happen.

The noble Baroness, Lady Uddin, talked powerfully about autism. Transition to adulthood is something that many young people with autism find particularly difficult. They will benefit in particular from the change to a zero to 25 system and the opportunity to keep their education, health and care plan in place as they transfer from school to college. I will look carefully at the other points the noble Baroness made.

My noble friend Lord True made an impressive point about the danger of adults involved in education putting their interests, dogma and prejudices ahead of those of children—something which we are eradicating but which, sadly, still exists in increasingly isolated pockets of failure. I reiterate my support for clusters of secondaries and primary schools coming together in local multiacademy trusts. So far as the role of local authorities is concerned, we are of course involving them extensively in our targeted, basic-needs programme.

The noble Lords, Lord Graham and Lord Sutherland, spoke powerfully about their experiences, and I will look for the statistics that the noble Lord, Lord Graham, is after.

My noble friend Lord Lexden spoke with great knowledge based on his experience of the independent sector, which has a long history of increasing social mobility through bursaries, scholarships and collaboration with the state sector. Indeed, in 2013 Independent Schools Council schools provided more than £300 million in fee discounts for pupils, which benefited almost 40,000 children. This is something that I absolutely applaud and welcome. I know that the independent/state schools partnerships programme has been particularly successful—notably at King’s Wimbledon and in Southwark, which have had remarkable improvement in the achievement of the state schools involved. I know from my experience as a trustee of the Eastside Young Leaders Academy in Newham, where we have sent more than 15 children—15 black boys who were right on the edge of exclusion—under full bursaries to schools such as Rugby, Wellington and Eton—how powerful this can be. However, we are not currently looking to initiate an open-access scheme. Our priority is to invest our resources in making sure that all state schools provide an excellent education for their pupils, which, in the end, will be the greatest means of achieving much higher levels of social mobility and ensuring that every child fulfils their potential. However, we wish to encourage ever greater co-operation between the independent and state sectors.

I know that the noble Earl, Lord Clancarty, was particularly concerned about discount codes for the arts subjects. I should like to reassure him that we take this very seriously. A recent review of discount codes for dance and drama has led to our decision to separate them, meaning that they will be counted separately in performance tables, as he knows. We are also taking evidence on the decision to discount art and design GCSE with art and design and photography GCSE. We will review this decision in the light of that evidence, and I would be delighted to meet the noble Earl to discuss that further.

My noble friend Lady Berridge is right about inspiring children to aspire to university and work experience, and make sure that this is not a province of only Daddy and Mummy’s friends. I look forward to introducing her to David Johnston, who runs the Social Mobility Foundation, which organises work experience and other connections between state school pupils, business and other outlets.

I am delighted to say that that I sense an emerging consensus across the House and all parties as to the future of our education system, which is so important, bearing in mind that the future of our children and of our country depends on this.

I conclude on the subject of teachers. As the noble Baroness, Lady Greenfield, said, there is no substitute for good teachers. There has never been a more important time in the recent history of our country to be involved in education. We must continue to raise the status of teaching because of the importance of education to our children and our country’s future. Teachers are performing the most important job in our country at this time. I thank them most warmly, as I thank all noble Lords who have participated in this excellent debate.

Motion agreed.