School Curriculum: PSHE
Lord Nash Excerpts(11 years ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Baroness Massey of Darwen
To ask Her Majesty’s Government whether they have any plans to make PSHE a statutory part of the school curriculum.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, high-quality PSHE education has a vital role to play in preparing young people for life in modern Britain. However, making it statutory is not the simple answer. We believe that all schools should teach PSHE in a way that is appropriate for their pupils, and we outline this expectation in the introduction to the new national curriculum. We are working closely with the PSHE Association to quality-assess resources and establish a new charter mark for schools that demonstrates robust evidence of high-quality PSHE provision.
Baroness Massey of Darwen (Lab)
I thank the Minister for his response. Does he agree that personal, social and health education is not—or should not be—a one-off topic in schools, that it is more about developing social and emotional skills, not just imparting information, and that such skills can improve behaviour and academic performance, as many schools have found?
Lord Nash
I agree entirely with the noble Baroness. As the Secretary of State said last week, high-quality PSHE should offer people a curriculum for life as a planned programme of learning that is supported by a whole-school ethos covering all the knowledge and skills that young people need to manage their lives. I do agree with the noble Baroness’s point about character, which is why we have launched a £5 million innovation fund. Under our highly successful free schools programme, we have schools majoring on character development, such as the outstanding Dixons Trinity Academy in Bradford and those in the Floreat group. I recommend that all noble Lords from across the House visit some of those schools before they jump to conclusions based on inadequate information.
Baroness Walmsley (LD)
My Lords, in the light of the fact that deaf and disabled children are three times more likely to be sexually abused, and four times more likely to be physically or emotionally abused, than other children, will the Government make sure that schools ensure that these children receive their PSHE education in an appropriate form of communication that they can understand and are not withdrawn from PSHE classes for one reason or another because it is the easiest class to take them out of?
Lord Aberdare (CB)
My Lords, the Government argue that schools should have the flexibility to determine their own curriculum outside core subjects, but the result is that most schools are not teaching essential skills such as first aid, which not only gives students valuable life skills and confidence but would save many lives, as shown by countries where such training is mandatory. Does the Minister not agree that making PSHE statutory, including subjects such as first aid, and indeed citizenship, would result in students emerging much better prepared for their lives as citizens?
Lord Nash
The national curriculum creates a minimum expectation for the content of a curriculum in maintained schools. Quite deliberately, it does not represent everything that a school should teach. It would not be possible to cover all that when there are so many groups wishing things to be included in the curriculum, but many schools already choose to include CPR and defibrillator awareness as part of their PSHE teaching. We will work with the British Heart Foundation to promote its call push rescue kit to schools, including through our social media channels and the summer term email.
Baroness McIntosh of Hudnall (Lab)
My Lords, what work is being done with teacher educators to ensure that there is a good supply of properly qualified teachers to take this agenda forward, particularly in view of what my noble friend Lady Massey said about it being a whole-school enterprise and not a specialist subject?
Lord Nash
The noble Baroness is quite right in her observations. High-quality professional development for teachers is an essential part of raising standards in schools. The PSHE Association has some excellent resources, which we signpost for schools. They include an online CPD course, which explores assessment policy writing, creating schemes of work and SRE education. Teachers can of course benefit from the national PSHE CPD programme.
Lord Northbourne (CB)
My Lords, does the Minister agree that every child, as they pass through adolescence towards the world of work and raising a family, needs to acquire what are often called the soft skills: self-confidence, an ability to communicate, character and caring about other people? Can he make it clear whether these things are to be taught, are supposed to be taught or are being taught through the PSHE syllabus or somewhere else in schools, and whether the Government are concerned to ensure that every school provides a learning environment in respect of soft skills?
Lord Nash
The noble Lord makes a very good point. These skills are particularly important for underprivileged children. The noble Lord, Lord Giddens, made a very good point recently: that in order to have social mobility, you need social immobility. We need to give particularly children from disadvantaged backgrounds these soft skills, which is why we have such a big focus on character education. We would expect this to be inspected by Ofsted as part of SMSC and as part of a broad and balanced curriculum.
Earl Attlee (Con)
My Lords, what is Ofsted doing to ensure that schools properly cover PSHE?
Lord Nash
As with other areas of the curriculum, PSHE and citizenship are not explicitly covered in the school curriculum inspection framework. However, in reporting, inspectors must consider how the school is meeting the needs of the range of pupils and pupils’ SMSC and cultural development to help to prepare them for life in modern Britain. Inspectors will also look at how effectively schools engage with parents in the development of their SMSC policy.
Baroness Jones of Whitchurch (Lab)
My Lords, the Education Select Committee, as the noble Lord will know, recently reported that PSHE requires improvement in 40% of schools, that the situation appears to have got worse over time, and that young people are consistently reporting that the sex and relationship education that they receive is inadequate. Surely the Minister is showing a large degree of complacency about this. Perhaps making PSHE statutory is, indeed, a simple answer.
Lord Nash
The noble Baroness feels very strongly about it, but the Labour Party had 13 years to make it statutory and did not do so. We are currently considering the findings of the Education Select Committee report. We have launched a communications campaign to promote the selection of high-quality resources via our social media sites. They include PSHE Association programmes of study, “Sex and Relationships Education for the 21st Century” and various other products.
The Earl of Listowel (CB)
Will the Minister praise the previous Government’s success in reducing teenage pregnancy to its current low, while recognising that compared to the continent we are still well behind? Will he keep a very open mind about this issue of a statutory requirement for PSHE? After all, the Education Select Committee in the other House recently recommended in its report that there should indeed be statutory provision in this area.
Child Exploitation in Oxfordshire
Lord Nash Excerpts(11 years ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, with the leave of the House, I shall now repeat, in the form of a Statement, the Answer given by my right honourable friend the Secretary of State for Education to an Urgent Question in another place earlier today concerning a serious case review of child sexual exploitation in Oxfordshire. The Statement is as follows:
“No child should have to suffer what the victims of child sexual exploitation in Oxfordshire have suffered. The serious case review published today by Oxfordshire Safeguarding Children Board is an indictment of the failure of front-line workers to protect extremely vulnerable young people over a number of years. Reading the details of what happened to them has been truly sickening. The serious case review makes clear that numerous opportunities to intervene to protect these girls were missed, as police and social workers failed to look beyond what they saw as troubled teenagers, to the frightened child within.
I welcome the publication of the serious case review. It is only by publishing such in-depth accounts of what happened, what went wrong and why, that children’s social care systems locally and nationally can address the failings that have betrayed some of our most vulnerable children. That is why the Government have insisted that serious case reviews be published and in full. The Minister for Children and Families has also written today, with Ministers from the Home Office and the Department of Health, to request from Oxfordshire Safeguarding Children Board a further assessment of the progress being made, and we will send an expert in CSE to support it in this month.
Sadly, Oxfordshire was not alone in failing to address the dangers of CSE. We now know from the report of Professor Alexis Jay and Louise Casey on Rotherham, and Ann Coffey’s report on Manchester, that child sexual exploitation has been a scourge in many communities around the country.
This Government have been determined to do everything in their power to tackle CSE. That is why, today, we are publishing an action plan setting out the action we have already taken to strengthen our approach to safeguarding children from sexual exploitation, and the further steps we think are necessary to address the culture of denial, improve joint working, stop offenders, support victims and strengthen accountability and leadership. We are setting up a national centre of expertise in tackling CSE to support local areas around the country. There will be a new whistleblowing portal so that anyone can report concerns about CSE. We have prioritised CSE as a national threat so that police forces will now be under a duty to collaborate across force boundaries. We will consult on extending the criminal offence of wilful neglect to children’s social care, education professionals and elected members.
This afternoon, I will join the Prime Minister, the Home Secretary and other Secretaries of State in Downing Street to discuss with local and police leaders how we will collectively take forward the actions set out in today’s plan. The experiences of the children set out in this serious case review should never have happened. We are determined to do everything in our power to stamp out this horrific abuse and to bring perpetrators to justice”.
That concludes the Statement.
Baroness King of Bow (Lab)
My Lords, I welcome the Government’s decision to view child sexual abuse as a national threat—clearly it is one. No one can be unmoved by the horrific sexual sadism inflicted on vulnerable young girls and boys, or, for example, the case of the 12 year-old girl who had to have a back-room abortion after being raped. In one of the trials, a social worker gave evidence that nine out of the 10 professionals responsible for one young girl’s safety knew what was happening but did nothing.
On this side of the House, we believe that stronger laws are needed to protect children. Does the Minister find it strange that just last week his colleagues voted against a new specific offence of child exploitation? Does the Minister feel the Government’s definition of wilful neglect does enough to ensure that individuals report signs of sexual abuse? Lastly but possibly most fundamentally, does the Minister recognise that if we want to stop dealing in disaster we desperately need age-appropriate and compulsory sex and relationship education in schools? Why will not the Government join the cross-party consensus of the Labour Party, the Liberal Democrats, the Education Select Committee and all the professionals in the field, and agree to introduce this immediately?
Lord Nash
As I have already said, we will consult on widening the offence of wilful neglect. I am sure that, as a result of that consultation, we will look again at all possible legislation and offences that we could bring into the piece. As no doubt the noble Baroness heard me say, sex and relationship education must be taught in all maintained schools and is taught in virtually all academies. We welcome the supplementary advice, Sex and Relationships Education (SRE) For The 21st Century, issued by the PSHE Association, the Sex Education Forum and Brook. They produce some excellent resources, which are available to all schools.
Lord Laming (CB)
My Lords, this is yet another thoroughly dispiriting report. Many of these young people were in the care of the local authority for their protection and safety. Will the noble Lord assure the House that he will continue to do everything that he can to persuade local authorities that when they assume parental responsibility for a child or young person, they have not only a legal duty but a moral duty to be a good parent to those vulnerable children?
Baroness Walmsley (LD)
My Lords, my question is about the proposal to extend the offence of wilful neglect because there is evidence to suggest that that will not work. The BBC’s “Panorama” reported a case from the 1990s where a member of staff had sexually assaulted several boys. That was reported to the headmaster but the member of staff left and found another job, where he carried on abusing children. The police officer investigating the case, Alec Love, tried to bring a case of wilful neglect against the headmaster of the first school, but the judge threw it out. Mr Love said it was very hard,
“to prove the person wilfully set about to neglect the child or young person”.
Today, the serious case review report found that the authorities made mistakes and could have acted sooner but it found no evidence of wilful neglect or that the signs of exploitation were ignored. In the light of both these findings, why do the Government think that simply extending the offence of wilful neglect beyond the health service and adult social care will be effective?
Lord Nash
I am grateful to the noble Baroness for her comments. The Government do not think that simply extending this offence of wilful neglect will be effective in and of itself. It is obviously a high bar and, as a result of consultation, I am sure we will be taking advice on whether there is something else that we should do, in addition or instead. We have already committed to consult on the introduction of mandatory reporting.
Lord Beecham (Lab)
My Lords, in Rotherham and in Birmingham the Government instituted an independent inquiry into the local authority and have gone further in Birmingham’s case by requiring all-out elections. Will the Government now institute such an inquiry in Oxfordshire?
Lord Nash
The events and the serious case review took place some years ago, in 2011. Last year, Ofsted found that Oxfordshire was good, but the Children and Families Minister has today written to the Oxfordshire LSCB, asking it to carry out a further assessment of its work on CSE, specifically of work with the police and the health services, and will be sending in an expert on CSE, Sophie Humphreys, to help it.
Baroness Howarth of Breckland (CB)
I am the vice-chair of the Lucy Faithfull Foundation, an organisation that has worked in this area for many years. Of course, Lucy Faithfull was a well respected Member of the noble Lord’s Benches. I want to ask about local authority social work departments. How many vacancies are there in these departments? What are the Government doing to encourage social workers, who are feeling extraordinarily oppressed and dispirited at the moment? What do the Government know about the current level of case loads for social workers? How can we encourage local authorities to have the right resource to meet the programme? I have one more small question: what are the Government doing to work with voluntary organisations? The Lucy Faithfull Foundation had a prevent programme, which now runs in Wales, Scotland and Northern Ireland but was cut in England. Those sorts of programmes are essential to prevention.
Lord Nash
The noble Baroness makes some very good points, as one would expect from someone with her vast experience in this area. This Government are determined to try to raise the status of social workers and improve the practice of social work. We have had Sir Martin Narey’s report, as a result of which we introduced the knowledge and skills statement for social workers. We have an outstanding chief social worker in Isabelle Trowler and we are investing heavily in new training methods, such as Frontline, Step Up to Social Work and master’s qualifications for social work. I do not think we can do enough in this area.
Baroness Hussein-Ece (LD)
My Lords, the Minister referred to local authority councillors and how they should be at the forefront of making sure that this sort of practice is mitigated and investigated properly. Is he satisfied that local authority councillors are given proper training and made to understand that they have the responsibilities as corporate parents? I was a councillor in two London boroughs, and had approaches from staff and individuals when they were worried about cases of sexual abuse, and the staff were not doing enough about it, so they came directly to me. I took on the role to make sure that this went straight to the chief executive and that it was investigated properly. But I encountered time and again that a lot of local authority councillors do not understand that they are corporate parents and have responsibilities that they should take very seriously.
Lord Nash
I am sure that the noble Baroness makes some very good points. Sadly, in my job I meet a lot of local authority councillors in very difficult situations, so I may not have a particularly good cross-section. Her point about proper training for councillors is a very good one, and I will take it back and look at it.
Baroness Kingsmill (Lab)
My Lords, I have a small but telling point. Is the Minister aware of how he diminishes this issue by using the acronym, CSE? It is child sexual exploitation and it would be wise if the Minister said that in full, so that we may realise the real horror of what we are talking about.
Baroness Butler-Sloss (CB)
My Lords, will the Minister pick up two points made by the noble Baroness, Lady Howarth, about vacancies among social workers and resources? Vacancies and a lack of resources are major problems for social workers dealing with child sexual exploitation.
Lord Bichard (CB)
My Lords, will the Minister reassure the House that, as a result of this further appalling tragedy, we will not just be placing the blame at the door of a local authority, local authorities or social workers but that government departments and Governments will examine their own conscience, look at their own practices and policies, and play their part in ensuring that, so far as possible, these things do not happen in future?
Lord Patel (CB)
My Lords, we all agree that we have to protect vulnerable children and young people. The UK is a signatory to the Lanzarote convention. Why has it not ratified it in legislation when 38 other countries, including most European countries, have done so and have brought forward legislation?
Schools: Academies
Lord Nash Excerpts(11 years ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, academies are independent, self-managing organisations. Academies cannot borrow, except in exceptional circumstances, and so can build up reserves in order to accommodate longer-term plans that reflect their success and popularity, such as capital investment to fund maintenance or expanding provision for greater pupil numbers. They also need to hold cash to pay short-term obligations such as salaries.
Comparing net current assets of academies with the closest equivalent measure in local authority maintained schools shows that academies have 51 days’ cash, whereas local authority maintained schools, which can obtain money for capital from their local authorities, have 25 days’—51 days is a prudent buffer.
Baroness Jones of Whitchurch (Lab)
I thank the Minister for that reply, but does he accept that most parents would be appalled to know that academies are stockpiling public money, averaging nearly £6,000 per school, rather than spending it on their child’s education? Does he not accept that the fact that academies feel the need to have these reserves is simply a damaging consequence of having thousands of individual academies being managed separately—many would say badly—by the Secretary of State?
Lord Nash
As I already said, we regard the cash management of academies to be very prudent. We see no reason why efficiently run schools should not be involved in careful financial planning. It may well be that the Labour Party would like to run the school estate like they ran the economy—borrow, borrow, borrow and nearly go bust. We do not think that that is a sensible approach and we do not think that we should penalise successful schools.
Lord Storey (LD)
My Lords, my noble friend will be aware that this works out at an average of £1.2 million per secondary academy and £1.8 million per academy chain school. He will also be aware of the suggestion that we are setting up schools to be run as businesses. Will he tell us, in no uncertain terms, that there never have been and never will be any attempts to run schools as profit-making businesses?
Lord Nash
My noble friend will know from his experience over 25 years as a primary head that all schools are facing cost pressures from national insurance and pensions, so any prudent school will have some level of cash reserves. I mentioned capital requirements for academies. The education sector has a lot to learn from the business sector in terms of efficiencies. We have found that when business people and educationalists work well together through the academies programme the effects can be quite dramatic. I cannot make promises for ever, but there are no plans as far as this Government are concerned to bring profit-making to the school system.
The Lord Bishop of Norwich
My Lords, some academies and other schools have secured private funding which they ring-fence to finance a chaplain, international links or some other good purpose. For the avoidance of doubt, will the Minister give an assurance that such funds are not to be treated as free reserves? Further, will he encourage academies to secure such funding?
Lord Nash
I entirely agree with the right reverend Prelate and I pay tribute to his very good work in the school system in Norfolk. We should welcome such funds into the school system. We should welcome people who bring these funds and give their time freely. It is a development that we should seek to encourage.
Lord Faulkner of Worcester (Lab)
My Lords, given the Minister’s statement a moment ago that he does not wish to penalise successful schools, will he look again at the imposition of VAT on sixth-form colleges, which was the subject of a Question that his noble friend answered the other day, to which, frankly, we did not get a satisfactory Answer? For £31 million, which is a tiny part of the amount held in reserves by the academies, the VAT burden could be lifted altogether. Is that not the right thing to do?
Lord Naseby (Con)
Is it not enormously sensible for the governors of our academies to hold reserves at the end of a Parliament, when they have no idea what the policy may be in the future? We also have low inflation at this time, and I imagine that a fair number of them are preparing for capital works based on their reserves.
Baroness McIntosh of Hudnall (Lab)
My Lords, would the noble Lord assist those of us who are, perhaps, not as clever as some other Members of this House and do not entirely understand the status of the money that is being held in these reserves? He said that academies are independent institutions and, of course, they are. However, they are publicly funded and the money held in those reserves is therefore, by most ordinary people’s calculation, public money. With reference to the answer he gave to the noble Lord, Lord Storey, could he explain in what way these funds are different from, say, the funds held in a charity? Are they to be used wholly and exclusively for the benefit of the institution? Can he assure the House that nobody else can benefit from them?
Baroness Farrington of Ribbleton (Lab)
In the light of the reply he gave to my noble friend, would the Minister be prepared to state that the Government’s policy should be and is that any pupil or student—of any age, whether sixth-former or primary school pupil—is entitled to have an equivalent amount of money spent on their education, unless there is a special allocation because of special needs? Government Ministers lambast local authority maintained schools, including some church schools, for not spending money and yet claim that academies have this right.
National Curriculum: Animal Welfare
Lord Nash Excerpts(11 years ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Lord Hoyle
To ask Her Majesty’s Government whether they have any proposals to include animal welfare in the national curriculum in schools.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, the new primary science curriculum, introduced from September 2014, focuses on the essential scientific knowledge that young people need to be educated citizens. It teaches primary pupils about the requirements for animals to survive: appropriate habitat, food, water and air. Subjects such as citizenship and PSHE also provide opportunities for pupils to learn about animal welfare, and teachers are free to decide what further activities they offer on this subject.
Lord Hoyle (Lab)
I thank the Minister for that positive reply. As he says, it is important for young people to know about animals—not only domestic animals or farm animals, but wild animals and the environment. Is he aware that the RSPCA did a survey in 2014 of 800 teachers, 95% of whom thought that it ought to be taught to young people? Indeed, 83% thought it ought to be part of the national curriculum.
Lord Nash
I am aware of the survey to which the noble Lord refers, and I know that the RSPCA teaches around 4,000 teachers about this every year. We feel that it is very helpful for young people to learn about animal welfare in the national curriculum, but we do not think it is right to include it, certainly not at this stage. We have a long way to go to make sure that the majority of pupils in this country have an education in core academic subjects first.
Baroness Parminter (LD)
This year the Government are reviewing their codes on how to care for dogs, cats and horses. Does my noble friend agree that it is important that children are made aware of those new codes? If so, will the Government be offering any advice about their inclusion in school timetables?
Lord Nash
As I said, I agree entirely that animal welfare is an important subject for pupils to learn about, but we have to recognise the low base from which we are starting education in this country. When we came to power, fewer than one in five pupils attending a comprehensive school was getting that core suite of academic subjects that would be a basic expectation in many countries, and certainly in any private school. We have recovered substantially from that position: now nearly 40% get that core suite, but the Question underestimates the low base from which we are starting.
Baroness Howarth of Breckland (CB)
My Lords, will the Minister commend those organisations that take the trouble to take animals, particularly dogs, into care establishments and schools for children with learning disabilities? It has been shown that those youngsters improve their behaviour on encountering animals. Maybe this is one area where we could increase attendance.
Lord Nash
I agree entirely with the noble Baroness. Organisations such as Battersea Dogs & Cats Home, Blue Cross, Cats Protection, Dogs Trust and PDSA do excellent work. I am sure she will be interested to know that, under the Government’s successful free school programme, we will have the Milton Keynes special free school opening next year. It will be a 70-place alternative provision primary school for pupils with social, emotional and behavioural difficulties. It will incorporate a forest approach. They will keep chickens and will be taught by an experienced poultry keeper.
Baroness Jones of Whitchurch (Lab)
Does the Minister agree that hunting with dogs is a cruel and unnecessary sport? If so, how would he explain to young people in schools that the Tory party is threatening to repeal the hunting ban?
Baroness Perry of Southwark (Con)
Does my noble friend agree that when topics such as the use of animals in scientific experiments are dealt with in schools they should be dealt with in a balanced way, and that children should be able, as he has just said, to balance the various arguments on different sides?
Baroness McIntosh of Hudnall (Lab)
My Lords, would the noble Lord agree that it is slightly unfortunate that he chose to use this really quite innocuous Question to make a very crude party-political point? Would he also accept that, in doing so, he undermines the morale of teachers who have been working in the system for very many years and doing the very best they can, sometimes in quite difficult circumstances? Would he further he accept that the best primary schools have animals for the children to look after and that is how they learn about animal welfare?
Lord Nash
As I think the noble Baroness has heard me say on a number of occasions, I regard teaching as the most noble of professions. It is certainly the most important profession at this time as far as the future of this country is concerned. But I think we just have to get real. Under the previous Government, the number of pupils getting a core suite of academic subjects in education slumped. We are recovering from that position, but until we start loading up the curriculum with extras on a compulsory basis we have to recover educationally to provide our pupils, particularly those from disadvantaged backgrounds, with that core cultural literacy that they need.
Lord Grocott (Lab)
My Lords, the Minister gave a rather strange reply to an earlier question on the Hunting Act: that, somehow or other, properly educated pupils will be able to make up their own minds on the subject. It is not a question of making up one’s own mind on the subject. When a law of the land has been passed by both Houses of Parliament, the assumption is that people will obey it. I hope that he thoroughly agrees with that in relation to the Hunting Act.
Schools: Substance Abuse Education
Lord Nash Excerpts(11 years, 1 month ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Lord Howarth of Newport
To ask Her Majesty’s Government what plans they have to improve teaching in schools about the dangers of substance abuse.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, drugs education is a statutory part of the new national curriculum for science. Pupils should be taught about the effects of recreational drugs, including substance misuse, on behaviour, health and life processes. Provision in this area can be further strengthened through PSHE education. To support teachers, we have provided funding to the drug and alcohol information service Mentor-ADEPIS to produce resources and guidance.
Lord Howarth of Newport (Lab)
My Lords, is the Minister aware that evidence was given to the Home Affairs Select Committee that most schools provide drug education on just one occasion in the school year, or even less? Is he aware that the charity Mentor said:
“We are spending the vast majority of the money we do spend on drug education on programmes that don’t work”?
Is he aware that his department told the committee that it did not monitor the programmes and resources that schools use to support their teaching in this very important area? What steps have been taken since the publication of the Select Committee’s report to improve this state of affairs, and does he agree that very much more needs to be done if Education Ministers are to fulfil their proper responsibility to help to protect young people against the dangers of substance abuse in general and the consumption of drugs in particular?
Lord Nash
Ofsted tells us that the drugs education in schools is good. There are a great many charities working with schools, not necessarily during formal curriculum time. Attendance is at an all-time high at schools. Absence has fallen substantially. We have strengthened the national curriculum to cater for more drugs education.
Baroness Meacher (CB)
Will the Minister support the constructive policies of many European countries, which have been shown to improve prevention; reduce the numbers of young people addicted to drugs; reduce the prison population, particularly of young people; and increase the numbers of young people and others receiving treatment, relative to the performance of this country on all those measures?
Lord Storey (LD)
My noble friend may be aware that the Health and Social Care Information Centre found that drug abuse was more prevalent among those young people who had been excluded from school, at something like 12%, than among those in school. What plans do the Government have to reach those pupils so that this problem can be dealt with effectively?
Lord Mawhinney (Con)
My Lords, bearing in mind my noble friend’s original Answer, does he have any concern that talking about “recreational drugs” might have the effect of undermining the Government’s very strong desire to deal with substance abuse?
The Countess of Mar (CB)
My Lords, many young people in schools have parents who are already drug abusers. Is any special pastoral care—and, in particular, guidance—given in schools to children of these parents?
Baroness King of Bow (Lab)
In 2013, the Office for National Statistics records a sharp increase of 21% in the number of deaths from drug misuse in England. Among men, deaths from heroin and morphine are up a staggering 32% on the previous year. Given the dangers of substance abuse and that those dangers are clearly growing according to the Government’s own statistics, does the Minister think that the Government should act with more urgency to find programmes that actually work?
Lord Nash
Among 11 to 15 year-olds drug use has continued to fall from a peak in 2013. It was down again last year. We are very concerned about “legal highs”, or new psychoactive substances, from which there have been a number of deaths. That is specifically why we have introduced the ADEPIS programme, which has produced a range of resources to support teachers when teaching about legal highs. We have already banned more than 500 new drugs and created the forensic early warning system.
Baroness Perry of Southwark (Con)
Does my noble friend agree with me that schools cannot be expected to do everything on their own, and that it is vital that parents also play a part not only in monitoring what their children are doing when they are out in the evenings but in discussing these issues with them in an open and frank manner?
Lord Brooke of Alverthorpe (Lab)
Is the noble Lord aware that, according to the latest figures, the number of young people presenting with alcohol problems at A&E has increased? Is he also aware—and this is hearsay—that people who do talks at schools say that when they make approaches to speak on drugs, alcohol and other mental health problems, they often get a warmer reception and greater welcome in the private sector than at state schools, where their approaches do not get a similar response?
Lord Nash
It is true that figures show that alcohol abuse among young people of school age is down, but that may not be the case for those in their late teens or early 20s. On the noble Lord’s point about the private sector, we are trying to make sure that all state schools have an active extracurricular programme so that these kinds of extracurricular courses are well attended.
Lord Ramsbotham (CB)
My Lords, can the Minister confirm that drugs education is on the syllabus of young offender establishments? Although there may be treatment, there is not much evidence of education, which is just as important.
Schools: Faith Schools and Free Schools
Lord Nash Excerpts(11 years, 1 month ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Baroness Massey of Darwen
To ask Her Majesty’s Government what are the conditions which must be met before a new state-funded faith school or free school is allowed to be established; who sets and agrees the conditions; and how the conditions must guarantee a broad and balanced curriculum for pupils.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, the department sets out clear conditions in guidance and application guides for the establishment of all schools. All state-funded schools, whether faith-designated or not, must deliver a broad and balanced curriculum. This is a requirement of education legislation or of their academy funding agreement. Ofsted inspections place a clear emphasis on assessing whether schools are providing a broad and balanced education.
Baroness Massey of Darwen (Lab)
I thank the Minister for that response, but is he aware that a recent Ofsted report described a free school as follows:
“any teaching or learning going on at the school is purely incidental … Student achievement is weak … Standards are low …one of the worst schools”,
that they have inspected, and criticised bullying and discrimination? It seems evident that there must have been some lack of organisation in setting up that school. Is it worth risking children’s achievement and well-being for an educational whim?
Lord Nash
My Lords, we have a rigorous approach to setting up new schools. They will not all work. We have closed a couple of free schools, with a total number of 200 pupils. Although that is very serious for those pupils and their parents, that compares with getting on for a quarter of a million new free school places that we will introduce under the free school UTC and studio school programme. Of the 87 pre-warning notices that this Government have issued to academies, more than 60% have been to sponsors approved by the previous Government, so it is clear that setting up new schools is not entirely straightforward.
Lord Storey (LD)
My Lords, my noble friend has been a great proponent of British values. Does he agree that respecting and understanding other religions might find a route in ensuring that faith schools had a percentage of pupils from other faiths?
Lord Singh of Wimbledon (CB)
My Lords, I declare an interest as the director of the network of Sikh organisations responsible for the inspection of Sikh faith schools. The teaching of gender equality and respect for other faiths is obligatory in Sikh faith schools. Does the Minister agree that any school that fails to do that should be treated as a failing school?
Lord Tebbit (Con)
My Lords, the noble Baroness, Lady Massey of Darwen, spoke of the dangers of reacting to an educational whim. Will my noble friend assure me that he will not react to the educational whims of that extraordinary group of people who my right honourable friend Michael Gove rightly described as “the Blob”? They are an obstruction to education.
Lord Harrison (Lab)
Is the Minister aware that much of the recurring criticism of these schools is about the failure to deliver education on religion which encompasses all religions and those people who have none at all?
Baroness Hussein-Ece (LD)
My Lords, given the concerns recently raised by some free faith schools which have cropped up in recent years, is it not time to have a bit of an evaluation of faith schools and their place in our society rather than rolling out even more?
Lord Nash
Faith schools and church schools are an essential part of our school landscape. Church schools represent 34% of all schools and 25% of all pupils are educated in them. Church schools consistently outperform other schools and have a superb record of community cohesion. We want to provide parents with diversity and choice.
The Lord Bishop of Leicester
My Lords, does the Minister agree that “faith school” covers a variety of different kinds of institution? Church of England schools are not faith schools in the narrow sense of providing an education for people of just one faith. In places such as Leicester they provide a rounded education for the whole community, including many of other faiths who value highly what they have to offer.
Baroness King of Bow (Lab)
My Lords, will the Minister confirm that the only way to establish a faith school—like any new school—is via the free schools programme? Some of the problems that we have seen with faith schools are therefore evident more widely—namely, lack of oversight and lack of qualified teachers. As with the Al-Madinah free school and others, that lack of oversight and the presence of unqualified teachers have damaged the education of children in communities in Derby, Durham and Crawley, where free schools have had to close. I know that the Minister will say that many free schools are excellent, and he is right: free schools, like state schools, can be outstanding or inadequate. However, I hope he will agree that that is not the point. The point is that, unlike state schools, free schools can employ unqualified teachers and avoid robust scrutiny. When will the Government better protect and scrutinise the education of children in free schools?
Lord Nash
I point out to the noble Baroness that a faith school can be set up through the VA route, although very few are established in this way. I think I have already pointed out that our record of failure in establishing new schools is rather better than that of the previous Government. I am delighted that we are back on unqualified teachers because, if that is all we have to argue about, it clearly shows cross-party support for our education reforms. In fact, there are fewer unqualified teachers under this Government—only around 3% are unqualified. I am surprised that the Labour Party wants to restrict people from RADA or the Royal College of Music who may be able to teach for only a few hours a week in a primary school. I find it particularly surprising that the shadow Secretary of State for Education—it should be borne in mind that he is himself an unqualified teacher, went to a school which has many unqualified teachers, and failed to answer Jeremy’s Paxman’s question nine times—is quite prepared to send his own children to a school with unqualified teachers.
Schools: Foreign Languages
Lord Nash Excerpts(11 years, 1 month ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Lord Sherbourne of Didsbury
To ask Her Majesty’s Government what assessment they have made of progress in teaching foreign languages in schools.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, the inclusion of a foreign language in the English baccalaureate measure has raised entries from pupils in England by 20% since 2012. We are reforming GCSEs and A-levels in foreign languages, with new teaching from September 2016, to ensure that they are demanding and relevant to employers, and further and higher education. From September last year, maintained primary schools have had to teach a foreign language to pupils from the age of seven.
Lord Sherbourne of Didsbury (Con)
Does my noble friend agree that one of the many advantages of learning a foreign language is the practical benefit to trade and diplomacy? In the case of non-European languages such as Cantonese, Mandarin and Arabic, where the sounds and structure are very different, is it not easier for children to learn them if they are taught them from a very early age?
Lord Nash
I agree entirely with my noble friend about the importance of these matters. It is clear that developing language skills helps cognitive development. Offering more children the opportunity to learn Mandarin, for instance, will help to encourage mobility between the UK and China, and the long-term success of our economy. The Prime Minister has pledged to increase substantially the number of people learning Mandarin Chinese. The Confucius Institute at the IOE is leading the way in this regard.
Baroness Coussins (CB)
My Lords, the Question is about progress. The problem is that we have no real idea about that, because there is no benchmark either to help schools to interpret the national curriculum guidelines consistently, or for pupils to know what level of competence they should achieve at the end of each key stage. Will the Minister agree to consider introducing a light-touch measure for progress linked to the Common European Framework and apply it to all key stages?
Lord Nash
In April last year, we published a set of key principles for assessment, produced as a result of consultation on accountability. We also announced last May a new package of pupil assessment methods developed by teachers for their fellow teachers. Schools are able to develop whatever methodology of assessment they like. However, I will take note of what the noble Baroness says and look at that further.
Baroness Perry of Southwark (Con)
Will my noble friend tell me what the Government are doing to ensure a supply of well qualified and competent teachers of modern languages, both at primary and secondary level?
Lord Nash
I am delighted to answer my noble friend’s question. We have increased the bursary available to people with a first class degree in, for instance, languages, to £25,000. We are providing £2 million to fund nine projects across the country that will help primary and secondary teachers teach the new modern language curriculum at key stages 2 and 3. The National College for Teaching and Leadership facilitates an expert group for languages and also has a pilot scheme for subject enhancement in primary schools.
Baroness Jones of Whitchurch (Lab)
My Lords, does the Minister accept that it is the quality of foreign language teaching, particularly in primary schools, that remains a key challenge? I note what he has just said, but that teaching has been characterised by some as being “rusty O-level” and only a page or two ahead of the children. We all support the idea of extending foreign language teaching to primary schools, but it should not be at the expense of quality. Given what the Minister said, is he satisfied that enough extra resources are being put in to make that kind of teaching a distant memory?
Lord Nash
We believe that they are, but obviously we will keep this matter under review. We do feel that we need to redress the situation in languages. The European Survey on Language Competences in 2012 showed us that our 2011 GCSE students were the worst at languages across all the countries surveyed.
Baroness Maddock (LD)
My Lords, is the Minister aware that, particularly in Canada, for example, schools are bilingual? Are there any plans to try to get more bilingual schools in England, particularly in some of the European languages?
Lord Nash
I am sure that the noble Baroness will be delighted to hear that we have introduced six new bilingual schools under the free schools programme— notably the Bilingual Primary School in Brighton; the Europa School UK near Abingdon; the Judith Kerr Primary School; the La Fontaine Academy in Bromley; and the London Bridge School. Later this year, the Marco Polo free school will be opening.
Baroness Donaghy (Lab)
My Lords, the Minister will be aware that I have expressed concern in the past about the changes in teacher education and the increasing difficulty of national planning. In view of the shortage of language teachers, does he envisage a situation where there will be a complete shortage of language teachers in certain parts of the country, and how does he plan to rebalance this particular problem? Will he speak to the university colleges of education and the church colleges about the importance of teacher education?
Lord Nash
I agree entirely with the noble Baroness about the importance of the matter. More than 1,800 places for modern language teacher trainees are allocated for 2015-16, which is an increase of 4%. As I say, we have substantially increased the bursaries, which were brought in for language teachers by this Government.
Lord Cormack (Con)
My Lords, for how many of our secondary and primary school pupils is English a second language, and is the Minister confident that we have sufficiently able teachers of English to make sure that, when children leave primary schools and go on to secondary school, they are fluent in the English language?
Baroness McIntosh of Hudnall (Lab)
Will the Minister say whether any resources have been made available to schools to bring in native speakers? It used to be that teaching assistants—for example, French, German, Italian or Spanish assistants—were available and could be funded, particularly in secondary schools. My guess is that in primary schools they would be even more useful. Is there any effort to make that happen?
Lord Nash
The noble Baroness makes an extremely good point. We have given the British Council, for instance, £500,000 to recruit foreign language assistants to work in the UK. Currently, some 1,250 foreign language assistants have been recruited for English schools, and the British Council is working with Hanban to introduce a number of Chinese language assistants into the country.
Lord Reid of Cardowan (Lab)
Given the multicultural identity and diversity of ethnic backgrounds of people in the United Kingdom at present, there must be hundreds of thousands—perhaps millions—of people, including, I suspect, hundreds of thousands of schoolchildren, who are bilingual. What thought have the Government given to, or what action have they taken on, mobilising this resource by focusing either on recruitment or on some form of potentially creative, if informal, educational process to make sure that we use the resources that our multicultural society has given us?
Baroness Trumpington (Con)
My Lords, will the Government consider special courses for foreign students wishing to learn the va et vient of English parliamentary language?
Baroness Brinton (LD)
My Lords, given that there has been a substantial increase in foreign language teaching in primary schools, are the Government concerned about the drop from 84% in 2012 to 76% in 2013—and what specifically are they doing to make sure that primary foreign language teaching does not drop further?
Lord Davies of Stamford (Lab)
Perhaps I may give the noble Lord another opportunity to answer the very pertinent question from the noble Lord, Lord Cormack, about the proportion of primary school children in England for whom English is not their first language. I think that the Minister inadvertently forgot that question.
Lord Nash
We are fully aware of the high proportion of primary school pupils in England for whom English is not their first language. Many schools are suffering with pupils who come to the country not speaking any English at all. With regard to which languages pupils may study at primary school, of course they could study their native language but that would probably not pass muster with Ofsted in a broad and balanced curriculum.
Ofsted: Academy Chains
Lord Nash Excerpts(11 years, 1 month ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Baroness Jones of Whitchurch
To ask Her Majesty’s Government what plans they have to give Ofsted the powers to inspect the management of academy chains.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, when inspecting an academy in a chain, inspectors can and should consider the effectiveness of the governance arrangements and the school improvement support provided by the chain. Ofsted also carries out inspections of groups of academies within chains. These are an effective means of considering the management of academy chains and ensuring academy chains are held properly to account. The Secretary of State has written to HMCI recently, setting out our views out on this, and the letter is available on our website.
Baroness Jones of Whitchurch (Lab)
I thank the Minister for that reply, and I am very pleased that the Secretary of State has belatedly been forced to make some concessions on this matter. However, can the Minister explain why we continue to have one set of rules for the people who run academy chains and another set of rules for local authorities? The latter are assessed on their strategic leadership of their schools, which of course is essential to the schools’ performance and improvement. So why do we not assess academy chain managers on the same basis as local authorities?
Lord Nash
There have not been any concessions. It is completely unnecessary for Ofsted to inspect chains’ head offices. Its batched inspection methodology, which it has used in a number of cases, is working extremely well. Ofsted has a great deal to do. As of September this year, it is taking in-house all its subcontracted inspectors, who do the vast majority of its inspections, and it is unnecessary to ask it to do a further task that is not needed.
Baroness Brinton (LD)
Could my noble friend explain to the House what role the new regional commissioners will have in relation to academy chains and Ofsted? For example, if Ofsted finds that a school is not being supported as it should be by its parent academy chain, whose responsibility is it to remonstrate with the academy chain and make sure that it gets that support?
Lord Nash
The regional schools commissioners are responsible for looking at the performance of academy chains, particularly schools that are doing poorly. They are in close touch with all academy chains. Each regional schools commissioner has a responsibility for an academy chain, and it will be their task to make sure that appropriate support is brokered and, in extreme cases, to help to broker a change of sponsor.
Baroness Massey of Darwen (Lab)
My Lords, the Secretary of State’s letter mentions an inspection framework for the management of academies. Exactly what inspection framework is meant?
Lord Naseby (Con)
Is my noble friend aware that he is surely right? Local authority inspections are one thing but, in addition, there are a whole host of charitable foundations that have Ofsted inspections—but that is, again, in a different framework.
Baroness Eaton (Con)
Does my noble friend agree that the overwhelming success of the majority of free schools and academies is the strongest evidence yet that allowing autonomy and freedom to schools and heads is the best way in which to raise standards?
Lord Nash
I entirely agree with my noble friend: free schools are our most successful group of non-selective state schools, with 24% rated outstanding. We are told by Ofsted that we have the highest-performing school system that we have ever had. The performance of the first batch of primary academies is much higher than that of local authority maintained schools, and secondary academies open for any length of time are clearly also doing better.
Baroness Farrington of Ribbleton (Lab)
My Lords, would the Minister care to comment on a fear that local authority schools have a much higher percentage of children with special needs, particularly those with special needs that affect their behaviour? The Minister very kindly wrote to me, giving me the percentage improvement in free schools and academies, but many schools contact me to say that their local academies and free schools do not take as many children with difficulties and problems, and that, in addition, those schools get better funding.
Lord Nash
I am very happy to write to the noble Baroness again with more details on this. However, as far as I am aware, most academies, particularly the 1,000 schools that we have taken out of local authority maintenance over the past four years, many of which were languishing in failure for years, have very high rates of pupils with SEN, EAL and free school meals. However, I am happy to write to her with more details.
Schools: Arts Subjects
Lord Nash Excerpts(11 years, 2 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Baroness Kidron
To ask Her Majesty’s Government what steps they will take to ensure that arts subjects have equal weighting in the new Progress 8 measure.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, a rich cultural and creative learning experience is an essential part of a good education, and Progress 8 will provide schools with more incentive to enter pupils for arts subjects than the existing performance table measures. The current indicator captures only five subjects, including English and maths. Progress 8 will capture eight subjects, leaving more space for arts subjects.
Baroness Kidron (CB)
I thank the Minister for his vocal recognition of the importance of arts subjects. However, the question relates to the formal place of arts subjects in schools and the widespread concern that they have been downgraded as a result of the reorganisation of performance measures. Since arts subjects fuel our economy and enrich our cultural life, does the Minister not agree that they should be entitled to the same prioritisation and levers through Ofsted and Progress 8 as the subjects associated with the EBacc?
Lord Nash
I entirely agree with the noble Baroness on the importance of arts subjects, but we are starting from a very low base. Under the last Government, the number of pupils taking a core academic suite of subjects collapsed from 50% to 22%. Under this Government, the figure is back up to nearly 40%. We hope that with Progress 8 building on our EBacc we will now see an increase in arts subjects—and we have seen an increase in arts GCSEs in 2013 and 2014.
Lord Geddes (Con)
Does my noble friend agree that dance and music, in particular, form part of an all-round education?
The Lord Bishop of Peterborough
My Lords, does the Minister agree that the encouragement of arts or liberal humanities subjects is for the benefit of human flourishing and is also essential for preventing the development of extremism in religion and politics, and is therefore to be positively encouraged by government?
Baroness McIntosh of Hudnall (Lab)
My Lords, I think that everybody in this House would accept that the Government’s focus on STEM subjects has its merits, but does the Minister agree that the crude distinction made recently by his right honourable friend the Secretary of State between the value of STEM subjects and the value of arts-based subjects is unhelpful and that whatever he says about schools being encouraged to offer the arts, it is almost inevitable that subjects that are not promoted will be marginalised and that pupils will lose out?
Lord Nash
On average, pupils take over 11 key stage 4 subjects, so there is plenty of scope for the arts. The Secretary of State does not underestimate their importance, but we need to encourage more young people—particularly young women—to consider widening their options to STEM subjects.
Baroness Williams of Crosby (LD)
Does the Minister agree that much of the advance of this country’s influence on the world in the last few years has lain in the field of film, literature, theatre, drama and television? In area after area we have received remarkable awards from international bodies and a widespread recognition of the extraordinary contribution that the arts and theatre in this country have made to our standing in the world.
Baroness Coussins (CB)
My Lords, is the Minister aware that the Progress 8 measure could be the kiss of death for languages, as it does not stipulate which EBacc subjects need to be taken? The recent increase in take-up because of the EBacc is likely to be reversed, and some head teachers are already saying that languages will be downgraded in light of the Progress 8 measure. What will Her Majesty’s Government do to counter that?
Baroness Whitaker (Lab)
My Lords, to follow the point made by the noble Baroness, Lady Williams, another area where the UK has an international lead is in design and technology. The Government recently announced that they are postponing the structure of the new design and technology course. When will they announce it?
Baroness Perry of Southwark (Con)
Does my noble friend agree that the introduction of the new Progress 8 measure will enable every child to have a broad and balanced curriculum—much more so than in the past?
Lord Nash
I agree entirely. We want every child to engage in a broad and balanced curriculum; Ofsted will inspect against that, and, as I have already said, many more options are now available through Progress 8. Previously we had what the shadow Secretary of State described as the “great crime” of the C/D borderline; we will now value many more subjects widely and will rate Bs to As and Es to Ds much more highly than we have in the past.
Baroness King of Bow (Lab)
Does the Minister agree that none the less, if the current weighting formally undervalues elements of arts and culture within the curriculum such as art, music and sport and the other areas we have heard about in this interesting exchange, should that not be reviewed? This is about whether we have a broad and balanced curriculum, as the Minister acknowledged, which in turn requires schools to be inspected on a broad and balanced basis. Surely it becomes more important to us every day that our education policy shapes our young people to have a broad and balanced outlook.
Lord Nash
Ofsted does inspect on a broad and balanced curriculum; it looks in part at how pupils will participate in and respond to artistic, sporting and cultural opportunities. However, I refer to my earlier point, which the Benches opposite did not like: we started from a very low base. I should think that all Members of the House should be very pleased with the increase in and substantial enhancement of cultural and academic courses that we have produced.
Baroness Janke (LD)
My Lords, will the Minister say what plans the Government have to address teacher shortages in arts and languages subjects, and will he say if he has a plan to evaluate Progress 8 in the medium term?
Lord Nash
We have our bursaries for arts. In music, for instance, there is £9,000 for music graduates with a first. We now have nearly 500 teaching schools and have designated 145 schools as specialist leaders of education in arts subjects. However, of course we will evaluate the performance of the Progress 8 measures as we go along.
Cadet Units in Schools
Lord Nash Excerpts(11 years, 2 months ago)
Grand CommitteeRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, I thank my noble friend Lord Lingfield for securing this important debate. I pay tribute to him in his role as chairman of the Cadet Vocational Qualification Organisation and the fine work that it does to ensure that the skills gained through cadet forces are recognised. I would also like to thank all noble Lords for their valuable contributions today.
As part of driving education reforms to address our slide down international league tables, we need to equip our young people with the character, grit and determination that they need to make their own way in life. We need to give them the opportunities to develop the leadership, team working and other social skills that are so vital to employers. As we have heard, many of our most respected independent and some state schools have for over 100 years looked to military-themed activities to give their pupils a sense of discipline, adventure and achievement.
Such life-changing experiences should not be the preserve only of the fortunate. It is young people in schools in the most disadvantaged communities who most need greater strength of character to cope with the challenge they face to succeed in life. Contrast the organisation, routine, structure and discipline that come from a service life with the chaotic home lives which, sadly, so many of our children and young people experience today, with no structure or routine and a background that is literally scatty, with poor eating and sleeping habits, and so on.
One of the charities I was actively involved in before I took this job looks after boys on the edge of exclusion. Virtually all of those would be in a single-parent situation. We surveyed these parents to ask whether any of them had systems or routines at home for times for eating, homework, television or sleeping, or times that they had to be in by. More than 80% of parents replied that they had none; but more than 80% also replied that they would love to hear about such a system if somebody could explain it to them. That shows the chaos in many of our homes today.
The other important thing that the forces can bring to schools is men. Of course, women forces personnel are extremely good role models, particularly for girls in schools; but sadly a large proportion of young people today are brought up in what we politely call single-parent households, which almost certainly normally means a single mother. Some 27% of primary schools have no male teachers in them at all; only 15% of primary school teachers are male, though there has been a 10% increase under this Government; and only 4% of teaching assistants in primary schools are male. This means that many children have a total absence of male role models in their lives, which can be just as damaging for girls as for boys. If a girl has never experienced the love of a man, the dangers that this can represent in her teenage years in terms of unsuitable relationships and teenage pregnancy are clear.
As an important strand of our work to raise standards for all in the English education system, this Government want to see as many pupils as possible benefiting from the same quality of life-changing military activity offered in many of the best independent and state schools in the country. That is why we have put in place such an ambitious programme to expand school-based cadet units. Starting from a base of 190 independent school units and 66 state school units, the MoD and DfE have been working closely together since 2012 towards our shared ambition of adding 100 new cadet units by this September. I am pleased to confirm that, despite pressures on funding, the Government have committed the necessary money. As a former police cadet myself, I am delighted that state schools across the country are eager to embrace this opportunity for their pupils. To date, 65 new units in state schools have already been approved and opened, and we are actively working with a further 54 schools towards approval over the next nine months. We have also had interest from a further 77 schools. Many head teachers can already give testimony to the positive impact of their cadet unit on attendance, behaviour and discipline, on educational engagement and attainment, and on the relationship between staff and students. As my noble friend Lady Seccombe has highlighted, head teachers have a vital role to play in exciting parents, pupils and staff about the benefits of a cadet unit.
The Government believe in the important societal benefits of cadet units as well as other military ethos programmes such as the excellent SkillForce, of which my noble friend Lord Freeman is chairman. I pay tribute to his work in this regard. These benefits are a significant driver for our continued investment in cadets. They have been clearly articulated today by my noble friends Lord Lingfield and Lady Seccombe, by the noble Lord, Lord Jones, and in studies undertaken by the University of Southampton. I hope that my noble friend Lord Lingfield will be pleased to hear that my department has commissioned research to further strengthen the evidence base for these benefits. When that work reports in May this year, my expectation is that it will support further expansion in the number of cadet units in schools by convincing more head teachers and others about the benefits. In addition, officials are currently considering the feasibility of a further in-depth cost-benefit analysis of the value for money of the cadet experience.
Despite the clear benefits, schools can face significant challenges and barriers to establishing and running a cadet unit, particularly in relation to financial and human resources. In June last year, the Prime Minister launched the cadet bursary fund, a charitable fund pump-primed with £1 million of funds from LIBOR fines to help schools with the cost of their new units. I am delighted to say that, so far, £3.1 million has been raised, which has enabled the fund to award £2 million to 46 schools. A further funding round may be launched later this spring. However, only £180,000 has been raised from private donors, so I would be grateful for any support noble Lords can give directly or indirectly in this regard. To support the long-term stability of the fund, my department continues to fund a professional fundraising activity. As my noble friend Lord Lingfield has mentioned, the MoD has recently announced that rather than proceed with the per-cadet charges schools were expected to pay, it will find efficiencies and absorb the costs of the first 100 units. This is excellent news because it levels up the playing field with schools that already have a cadet unit which are not being charged, thus reducing the financial barriers to new schools. I would like to thank my noble friend Lord Astor for everything he has done in this regard.
My noble friend Lady Seccombe is correct to say that adult volunteers are another critical factor in the success of a unit. This is why round 1 of the cadet bursary fund has had a specific focus on supporting the cost of specialised instructors, and offering incentives or supply cover for volunteers and staff. I record my thanks to all those schools with established cadet units which have partnered with a state school to enable them to offer the cadet experience to their pupils, to which my noble friend Lord Lexden referred. This is particularly valuable where new schools have no prior military experience and helps to transfer important skills. To date, 23 of the 65 state schools approved to establish cadet units under our cadet expansion programme are benefiting from such a partnership, and many existing units are willing to enter into such partnerships. Those who have grown up through the cadet force are themselves ideally placed to inspire and support cadet units and are those who become volunteers themselves when they reach the age of 18.
My noble friend Lord Attlee talked about the benefits of risk taking. I have a poem on the wall of my office which talks about just those benefits, but he did note some implications in the fact that young people can remain cadets only until their 18th birthday. While I acknowledge these points, child protection and safeguarding must be our highest priority, but I will look at this further and discuss it with my noble friend Lord Astor. I would like to see many more state schools including the running of their cadet unit within the employment contracts of their staff, but there is also an important role for adults from outside the school community. The MoD includes information on becoming a cadet force adult volunteer in its resettlement support for those leaving the services and is looking at how to encourage better integration between reservists and cadet units.
The noble Lord, Lord Ramsbotham, referred to the youth justice system, on which he is of course a renowned expert, and I will contact colleagues in the MoJ and commend to them the military ethos programme being extended to youth offenders. The noble Lord, Lord Jones, president of the Army Cadet Force Association Wales, has already highlighted and thanked those involved in cadet units in Wales. I would like to give recognition and thanks to all those involved in running cadet units. They are delivering a truly life-changing experience to their pupils.
The Government’s cadet expansion programme is ensuring that 100 more state-funded schools have the opportunity to do the same. The Government welcome the engagement of forces and ex-forces personnel in the school system. We have demonstrated this not only in our considerable expansion of the cadet programme but through our engagement with organisations such as SkillForce, Challenger Troop and Commando Joe’s, and our Troops to Teachers programme. I firmly hope that in the coming years we can build on this success to give many more children the life chances they deserve. Again, I thank all noble Lords who participated in this debate.