Employment: Young People
Lord Nash Excerpts(12 years, 8 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, I thank those who have taken part in this debate, particularly my noble friend Lady Shephard for securing this debate on such an important issue. I know that she is committed to ensuring that young people leave their education prepared to enter employment or higher education.
High-quality vocational education delivers the knowledge and skills that employers need and is an essential part of a healthy economy. My noble friend Lady Shephard raised the question of equitable access, and the noble Baroness, Lady Massey, also touched on it. My noble friend Lady Tyler raised the question of social mobility. A very fine young man, David Johnston, who used to run the Oxford Access Scheme and then my wife’s and my charity, and who now runs the Social Mobility Foundation, tells me that the foundation recently organised work experience for state school pupils with JP Morgan, Whitehall and Linklaters solicitors. They have achieved a high take-up rate, but not without a good deal of encouragement to schools, many of which saw this programme as not for them and too posh. They had no one to engage with the programme and, indeed, some were actively hostile towards it.
This is a question of attitude and mindset. Our children are capable of far more than we have previously asked of them. As my noble friend Lord Norton said, we need to raise their aspirations at every turn. I was appalled when—thanks to the noble Lord, Lord Adonis—we arrived at Pimlico Academy and I saw how the school had really not engaged at all with the business and professional communities. We installed a Raising Aspirations programme and have a full-time Raising Aspirations co-ordinator. We have had 400 speakers to the school over the past five years and our RA co-ordinator organises work experience, visits to companies, hospitals, universities and so on. It has had a remarkable effect on our students’ ambitions. I am delighted to tell my noble friend Lady Fookes that we have a gardening club, and I look forward to going to Shoreditch with her.
We want to send a message to all schools that they should actively engage with a programme like Raising Aspirations. I invite the noble Baroness, Lady Jones, to actively encourage the unions also to send this message to their members. We are working to make available more and better work experience opportunities by funding post-16 work experience at the same level as qualifications, giving providers more opportunities to develop closer links with employers. We are removing the bureaucratic barriers that employers tell us deter them from offering these opportunities. We recently published long-awaited simplified health and safety guidance, busting many of the myths which surround work experience placements. Ministers recently wrote to employers confirming that the insurance industry has committed to treat work experience students as employees so that they will be covered by their existing employer’s liability compulsory insurance policies.
My noble friends Lady Shephard, Lady Tyler, Lady Fookes and Lord Cormack, and the noble Baronesses, Lady Massey and Lady Jones, raised the question of careers guidance, which I accept is not good enough by some way. We have transferred responsibility for this to schools because, frankly, the previous regime was acknowledged by just about everybody, including Alan Milburn, as not working. We have established the National Careers Service. This provides a focus on clear information and high-quality advice. Since its launch in April 2012, the service has handled almost 68,000 helpline calls, e-mails and web-chats with young people. We have also extended the requirement down to year 8 and up to year 13 from this September, and are extending it to young people in colleges. This will ensure that more young people can access the support that they need when they need it.
However, good schools seek to identify their students’ aptitudes, interests and passions at an early age and work with them to develop their knowledge of career paths while keeping their options open. Good schools engage with their local businesses and professional communities to organise careers advice, speakers, visits, work experience, mentors and so on. This is all part of a good education and we will seek to encourage all schools at every turn to emulate the practice of good schools. One face-to-face interview late in a young person’s school career is a very poor substitute for a good education.
My noble friend Lord Cormack mentioned the idea of a careers panel, which I have seen adopted in a number of schools, including my own. It is an excellent idea. In my discussions with schools about how they can substantially beef up their careers advice, I will be mentioning it whenever I can.
Business of all size has an important role to play in the development of young people’s employability skills. We have seen some excellent good practice from organisations such as Business in the Community through its business class programme, which now has 253 partnerships, planned to rise to 500 by 2015. Our guidance is very clear that we expect schools to establish and maintain links with other education and training providers to ensure that they are aware of the full range of options open to them. Ofsted’s thematic review of careers, reporting in September, will assess progress to date on careers guidance, but it has already said that it will give greater priority to the inspection of careers in schools from September.
The noble Baroness, Lady Massey, asked if I was tired of hearing her saying that PSHE is vital. I am not, because I agree with her that it is a vital part of what good schools should be providing. As she knows, however, we are apart on the point of whether or not it should be statutory. We trust teachers to deliver it because they know the needs of their individual pupils, which vary widely. As she mentioned, gang issues are sadly prevalent in many schools. In others, in leafy suburbs, the issues may be different. We feel that teachers must be free to adjust their provision accordingly.
All good schools focus on the character of their pupils, which my noble friend Lady Tyler mentioned. We expect all schools to do this. The Government are passionately committed to the plight of more disadvantaged pupils, and we are sharpening the way in which schools are held to account for the achievement of their disadvantaged pupils. We are doing this by ensuring that a clear and consistent set of measures are used throughout the accountability system, including Ofsted inspection. We are also increasing the coverage of the accountability system, so that even schools with small cohorts of disadvantaged pupils will be included.
There is no doubt that the UK’s 16 to 19 year-olds face tough transitions into the labour market, and this is particularly true for those young people who leave education without the necessary employability skills that employers cry out for. Since 2010 we have made progress in strengthening our skills system. As my noble friend Lady Shephard mentioned, in 2011 we commissioned Professor Alison Wolf to review vocational education. We accepted all 27 of her recommendations and I am delighted to report that we have now either implemented, or are well on the way to implementing, all of them. We are establishing a system of vocational reform that is rigorous and responsive to employers’ needs.
The most recent study from the CBI makes it very clear that 50% of employers consider literacy and numeracy one of the most important factors when recruiting school and college leavers. Major changes in the way that post-16 education is funded and the type of education offered are therefore being introduced in September. Students aged 16 to 19 will be offered a study programme which will include either a substantial vocational or academic qualification, or an extended programme of work experience.
The noble Baroness, Lady Brinton, talked about the importance of English and maths. At the heart of 16-to-19 study programmes will be the requirement for all students who have not yet achieved an A* to C in English and/or maths by the age of 16 to continue to study towards achieving them. This will either be through a GCSE or other “stepping-stone” qualifications, such as functional skills. This requirement will be enforced by making it a condition of student funding, and education providers who fail to meet this condition will have their funding withdrawn.
The noble Baroness, Lady Jones, is correct that education is not about schooling young people to pass exams by cramming them with facts, but the current system of controlled assessment and bite-size assessments fails young people. It reduces teaching time and encourages rote learning and overmarking. Learning how to speak confidently, articulate an argument and listen with interest are particularly important. That is why we have included these skills in our proposed GCSE English language content.
Because we want to ensure that more young people can access high-quality education and training provision, later this year we will raise the participation age in England. From the new academic year all 16 year-olds will be required to continue studying or training for at least a further year. From 2015 that will be extended until at least their 18th birthday. Our reforms mean that young people will be able to choose to go to school, college or work-based training to take a study programme or traineeship. They can also enter an apprenticeship or study part-time alongside full-time work or volunteering
We know that many young people are highly motivated by the prospect of work but are not ready or able to secure an apprenticeship. That is why the Government are launching a high-quality traineeship programme within study programmes for 16 to 19 year-olds from August. This will better prepare young people for direct entry into an apprenticeship or a job. Employers will be at the very centre of traineeships, running the programme or offering high-quality work placements in partnership with a trusted provider. Traineeships will last a maximum of six months. The core content will be a high-quality work placement, work preparation training and English and maths. Providers and employers will have the freedom to bring these elements together in the best way to engage and support individual trainees.
My noble friend Lord Roberts mentioned Germany. A great strength of the German style is how apprenticeships are seen by young people, parents and employers as high quality and high status. This is supported by very serious investment by industry in apprenticeships. That is exactly why we have committed to pursuing the reforms recommended by the high-tech entrepreneur Doug Richard in his excellent report last year. Our reforms will put employers in the driving seat of apprenticeship standards and apprenticeships funding, just as they are in many other European countries with successful apprenticeship programmes. The number of apprenticeships has doubled since 2010 and applications are up one-third over the past year.
We are increasing the quality and rigour of apprenticeships. Doug Richard’s recent review recommends that employers play a more central role in setting standards, overseeing testing and becoming more demanding purchasers of training. There will be a clear assessment standard at the end of an apprenticeship. Most importantly, we have a broad programme to improve standards. From 2013 we plan to report academic and vocational qualifications and apprenticeships separately, giving equal public recognition to vocational education.
We have established the accountability, financial monitoring and regulatory framework that will underpin the 16-to-19 curriculum reforms and the introduction of study programmes. Ofsted will inspect 16-to-19 study programme work experience provision under the common inspection framework and the results of these inspections will help to identify effective and less effective provision in meeting the needs of students. Reform to the 16-to-18 performance tables and the publication of employment destination measures from this summer will make schools and colleges more accountable for their students’ achievement and progression into employment. We are also reforming vocational qualifications. We are repairing the broken link between the qualifications that students take and the training that employers need. Employers, universities, parents and students must have confidence that their vocational qualifications are of the highest standard.
We have already reformed vocational qualifications taught to pupils at 14, with effect from last September. We have just completed a consultation on reforming 16-to-19 vocational qualifications and plan to set out rigorous new standards that the qualifications will need to meet if they are to count in future performance tables. The outcome of the consultation was published this morning. We are introducing two new categories of vocational qualifications from 2014: technical level qualifications or “tech levels” for students wishing to specialise in a recognised occupation; and applied general qualifications for students wishing to continue their general education at advanced level through applied learning.
Our new technical baccalaureate measure will recognise the achievement of students who take the highest value occupational qualifications, alongside maths and an extended project. The tech bacc will provide a mark of achievement for young people who achieve a recognised standard of technical training. We propose this be endorsed by employers and their representative organisations as a strong grounding for entry to an apprenticeship, skilled trade or technical degree. We have also approved 39 new UTCs and 26 studio schools. I am sure that my noble friend Lord Eccles will be pleased to hear that a number of car manufacturers are engaging with these projects.
The noble Baroness, Lady Massey, mentioned the work of the Amos Bursary. For many years I have been personally committed to the plight of young black boys, through my involvement with the Eastside Young Leaders Academy and other organisations. I wish the Amos Bursary good luck tonight with its event and auction. My noble friend Lady Shephard asked whether we had yet appointed the FE commissioner. We have not. We are recruiting widely to secure an individual of the highest calibre and have already begun to recruit a team of advisers to assist the FE commissioner in his or her role.
In order to meet their career aspirations, young people need to be equipped to compete in a global market that demands ever higher and more technical knowledge and skills. The package of reforms that we have instituted will mean that more young people will have access to the highest quality academic and vocational education and training, on which, I assure noble Lords, we place equal weight. This will give them the qualifications, skills and confidence to take their place in the workplace and to enjoy fulfilling careers and sustainable employment. Employers in turn will benefit from a workforce with an increased skill set that will help boost the UK’s economic growth and lead to a more prosperous future for all of us. I thank all noble Lords for participating in this important debate.
Children and Families Bill
Lord Nash Excerpts(12 years, 8 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, it is my great privilege to open the Second Reading debate of the Children and Families Bill. When I came into this job, I swore that I would do what I had successfully done over the previous 30 years: keep control of my diary. I gave that idea up at lunchtime on my first day. A visit that I had asked to make some time ago appeared serendipitously in my diary yesterday—I say serendipitously because it had been fixed a long time before we knew that the Second Reading of the Bill would be today. This visit was to the Avenue School, a special school in Reading run by Dame Sue Bourne, and was a very moving experience. They do wonderful work at this school with children with severe SEN, many of whom are severely disabled. It was a privilege to see the wonderful ways in which they are improving the lives of those children—substantially, to judge by the smiles on many of their faces. As I left, Sue gave me the dragonfly pin that I am wearing, which is in memory of all the children who have been at the school and who have died, so I said that I would wear it today. The memory of that visit will stay with me throughout this debate.
The Government are determined to make sure that we put the needs of children at the heart of everything we do so that, regardless of background, every child has the chance to fulfil their potential and succeed. Too often we hear stories of services failing children and families who need their help the most, trying to get them to fit in with the system rather than the other way around. It is crucial that we get the legislative framework right, so that services transform the way in which they work for children and families, focused keenly on their needs. That is what the Bill seeks to do.
The measures in the Bill will have a direct and significant impact on the lives of children and families across the country, so it is right that it is subjected to the most thorough scrutiny and debate. In the other place, the debate has been constructive and comprehensive. Every part of the Bill has been scrutinised thoroughly by a standing committee and has been passed with the blessing of the whole House. This is in part due to extensive pre-legislative scrutiny of the majority of the Bill. This process, as I am sure noble Lords would agree, clearly improved the legislation. I offer my gratitude to Members in this House for their scrutiny of Parts 1 and 5 of the Bill as part of their work on the Joint Committee on Human Rights and the House of Lords Select Committee on Adoption Legislation. I also thank members of the JCHR for their more recent report across the Bill, which I am sure will inform scrutiny in your Lordships’ House.
Perhaps the most significant improvement that the Bill has seen to date is the amendment brought forward by the Government to introduce a duty on health bodies to provide what is set out in an education, health and care plan. This amendment to Part 3 of the Bill was widely welcomed and will make a real difference to the lives of children and young people with special educational needs and their families. It is my ambition that the scrutiny in this House builds on that progress in an open and constructive way.
I turn to the provisions of the Bill in more detail. Delays in the current adoption system mean that it currently takes on average 21 months to place a child, and a child’s chances of adoption reduce by almost 20% for every year of delay. This is clearly indefensible and needs to change. The Government’s adoption reforms will sweep away barriers that have stood in the way of finding children stable, loving homes earlier. The Bill contributes to this by requiring local authorities to consider a fostering for adoption placement as soon as they are considering adoption for a child; by removing the explicit requirement to have regard to a child’s religious persuasion, racial origin and cultural and linguistic background when matching a child and prospective adopters; and by enabling the Secretary of State to require some or all local authorities to outsource their adopter recruitment and assessment function.
The Bill would also better support approved adopters by piloting greater access to the adoption register, by improving the information on offer about adoption support services and by introducing personal budgets to give adopters more choice and control over the help that they receive.
In addition, the Bill puts the role of the virtual school head for looked-after children on a statutory footing. This is just one important step that we are taking to ensure that every local authority redoubles its efforts to drive up the educational attainment of children in their care.
Children also face unnecessary delays in the family courts, something that the family justice review recognised as part of its work to consider radical reform of the current systems for family law. A child waits over 42 weeks on average for their care or supervision case to be resolved. This is not acceptable and we agree with the review’s recommendations that more needs to be done to address delays and ensure that a stable placement for a child is found as quickly as possible. To that end, the Bill includes measures to introduce a maximum 26-week time limit for completing care and supervision proceedings, to ensure that expert evidence is used in children’s cases only when necessary and to remove bureaucracy and focus a court’s consideration of a care plan primarily on those issues that are essential to its decisions.
Part 2 also includes proposals to ensure that the needs of children remain firmly at the centre of the private family law system. The Bill, through the parental involvement clause, will make it absolutely clear that both parents should be involved in their child’s life after separation, where it is safe for the child. I wish to be clear that this change does not affect the existing principle that the welfare of the child must be the court’s paramount consideration in all cases. In addition, we hope that mediation, information and assessment meetings will encourage more parents to agree arrangements for their children outside court. The introduction of the child arrangements order will help ensure that arrangements are focused on the child’s needs.
The reforms to special educational needs in Part 3 are ambitious and present us with a once-in-a-generation opportunity to transform the lives of children and young people with SEN. The reforms put children, young people and their parents at the heart of the system, strive for higher aspirations for children and young people, and have a stronger focus on improving their prospects in life. The new system will provide, for the first time, one system from birth to age 25 by promoting earlier identification of needs and extending comparable rights and protections to all young people over 16; require local authorities and local health bodies to work together to plan and commission services for children and young people with SEN, bringing a real commitment to working together across agencies; and introduce a local offer so that parents can find, in one place, clear and accessible information about the local support that is available to them.
At the end of the new, more streamlined and co-ordinated assessment process for those with the most complex needs, the Bill introduces education, health and care plans from birth to age 25. These plans will have a new and important focus on outcomes, including employment and independent living, with joined-up support from education, health and social care.
The Government are committed to reforming childcare and supporting working families by boosting quality, increasing the affordability of provision and removing obstacles for providers where this does not impact on quality and safety. Part 4 plays a part in achieving this. It introduces childminder agencies, allows childcare providers to request a paid-for re-inspection by Ofsted and seeks to remove current bureaucratic requirements on local authorities and governing bodies. On Report in the Commons, the Government also brought forward a new clause to introduce tax-free childcare paving legislation, as was included in Her Majesty’s gracious Speech.
Part 5 covers the Office of the Children’s Commissioner. It will clarify the power and remit of the Children’s Commissioner, empowering the commissioner to stand up for the rights and interests of all children, particularly those who are vulnerable. For example, it will give the commissioner a statutory remit to promote and protect children’s rights, and will introduce changes to make the commissioner more clearly independent from government.
Parts 6, 7 and 8, which are led by the Department for Business, Innovation and Skills, introduce greater choice for employees, ensuring that employment law meets the needs and wishes of modern families. The Bill will give working parents more choice and flexibility in how they share leave and pay in the early months of their child’s life. This is a radical new system of leave that will support fathers in getting more involved in their child’s life and enable working parents to take leave together and better manage their caring responsibilities and work commitments. The last section of the Bill supports family life by providing a right for all employees to request flexible working.
Before I conclude, I draw noble Lords’ attention to some commitments made by my honourable friend the Minister for Children and Families on Report in the Commons. Most notably, with regard to adoption, we wish to clarify that local authorities must consider placing the child with a relative or friend before they consider a fostering for adoption placement. Also, to provide further reassurance on this measure, we will introduce new safeguards through regulations to make sure that a local authority notifies the child’s birth parents when considering a fostering for adoption placement.
In Part 3 of the Bill, the Minister has listened closely to the debate to date on the support available to young offenders with SEN. On Report, the Minister undertook to identify further improvements to the support that this vulnerable group of young people receive while in custody to complement the trans- formational reform of education in custody being undertaken by the Ministry of Justice.
A number of noble Lords, while welcoming the intentions of the Care Bill which is currently before this House have raised concerns about the situation for young carers. The Government have heard these concerns. As my honourable friend the Minister also indicated, we intend to look at this issue in detail with noble Lords during the passage of the Bill.
I know that Members of this House have views, and considerable expertise, on how we should be addressing the issues that I have mentioned and others. I look forward greatly to discussing them over the coming months. The Bill demonstrates this Government’s commitment to making a real and enduring difference to the lives of all children and families, an ambition that I am sure is shared by all here today. I commend it the House and I beg to move.
Lord Nash
My Lords, the debate this evening has been constructive and heartfelt, and I thank all noble Lords who have contributed, particularly the noble Baroness, Lady Jones, for her comments about working forward on a cross-party basis. Many noble Lords have spoken based on extensive experience and expertise, and it would be a privilege to discuss this Bill further in this manner when we move to Committee stage. The Bill is detailed and wide-ranging, and this evening’s debate has clearly shown that the principle that the need to improve children’s services and that the needs of all children, especially the most vulnerable, is central to all we do, is something on which we all agree.
As noble Lords have kindly acknowledged, this is my first piece of legislation as a Minister. I will do my best to respond to the key points made tonight but, in view of the number of speeches, I undertake to write to all noble Lords who have spoken this evening to ensure that I address all the points made in full. I again recognise the work of the Adoption Legislation Committee, particularly its chairman, the noble and learned Baroness, Lady Butler-Sloss, for the authoritative and considered reports that helped to shape these legislative proposals on adoption. Many noble Lords will have built on the committee’s scrutiny in their comments this evening.
The noble Baronesses, Lady Hughes, Lady Howarth and Lady Gibson, and my noble friends Lady Hamwee, Lady Benjamin and Lord Eccles have all raised important points. Everyone involved in the debate today agrees that all children deserve stable, loving homes to thrive. Adoption is the right option for some children; for others, returning home to live with their parents, wider family or friends in long-term foster or residential care will be the right option for them. The Government have a significant programme of reform under way in all these areas, which aims to ensure that children are able to benefit as early as possible from a permanent home that meets their needs, whichever option is right for them. I am grateful to the noble Earl, Lord Listowel, for highlighting the good progress that we are making in this area. Where adoption is the right option, however, we are uncompromising in our efforts to reduce damaging delay. Noble Lords have expressed heartfelt views about the best way of doing this, and I am sure that we will return to the issues of ethnicity and adopter recruitment, as well as many other issues, as the Bill progresses. I am pleased that noble Lords have welcomed the Government’s commitment to clarifying the position with regard to kinship care and fostering for adoption, and I look forward to sharing our progress on that in Committee.
I turn briefly to family justice and particularly to the question of parental involvement, as addressed by Clause 11 and in this debate by the noble Baronesses, Lady Hughes and Lady Howarth, and my noble friends Lady Perry, Lady Tyler, Lady Hamwee and Lady Benjamin. As has been recognised in the debate, this issue is a balance that it is essential to get right. The Government are clear that the provision in Clause 11 does not change the principle that the welfare of the child must be the court’s paramount consideration. We believe that it is important to make clear, especially to parents, how court decisions are made. Wherever possible, parents should work together to resolve disputes about their children’s care. This clause will encourage them to do so by making clear that unless there is a good reason, children should have a relationship with both their parents. Of course, however, it will not achieve this by itself. That is why we are putting in place a wider package of measures to help parents, including better information, advice and support outside the court system. DfE and MoJ officials will be working closely with the NSPCC and others to achieve this.
I turn to Part 3 on SEN. It is clear that noble Lords have a wealth of knowledge and expertise in SEN and disability issues which is long-standing in many cases. I will cover a number of key points raised by noble Lords and write more fully. Almost every noble Lord has spoken on this issue and they will forgive me if I do not pause to list them all. The noble Baronesses, Lady Morris and Lady Howarth, and the noble Lord, Lord Judd, emphasised how achieving the ambitions of Part 3 will depend on a change in culture and approach and in ways of working on the ground. That is a crucial point to recognise. The Bill provides a framework for these changes to happen. We will build on the work of the local pathfinders to take the measures forward sensibly and carefully from September 2014 onwards.
I believe that opinion across the House is behind the principle of the SEN provisions. However, questions have been asked about their scope. It is important to be clear that the purpose of the new approach set out in Part 3 is to reform and bring much-needed improvement to the support for children and young people with special educational needs. This rationale was first set out in the Green Paper and has been followed through to the Bill. However, the reforms are enabling. Local areas can apply the principles behind them to a wider group of children, including to those who are disabled but do not have SEN. Some pathfinder areas are already taking such an approach.
The noble Lord, Lord Patel, spoke passionately about supporting children with health needs, specifically children with cancer. I would like to reassure him that the Minister for Children and Families recently met with CLIC Sargent, where he gave a commitment to see what more we can do through the SEN code of practice and other means to provide the additional support that we all want to see whereby no child, particularly a child with cancer, misses out on the opportunity to fulfil their potential.
Noble Lords, including the noble Lords, Lord Rix, Lord Low and Lord Patel, and the noble Baroness, Lady Hughes, while welcoming the new duty on health bodies, have raised the issue of a specific legal duty on local authorities to deliver the social care provision in EHC plans. Existing duties in Section 17 of the Children Act 1989 and, in the case of disabled children, the Chronically Sick and Disabled Persons Act, already provide important protections, and we expect authorities to provide care services to meet assessed needs. However, prioritising children with EHC plans as a matter of course over all other children in need of social care would risk other groups being marginalised—for example, children suffering neglect.
My noble friend Lord Addington and the noble Lord, Lord Rix, raised the very important issue of access to apprenticeships. Young people with SEN should have access to the same opportunities as their peers. That is why we amended this legislation following pre-legislative scrutiny to enable young people on apprenticeships to receive support through an EHC plan. Of course, it is also essential that apprenticeships are stretching and prepare individuals for sustained employment. Work is currently under way to reform the apprenticeship programme, following an independent review by Doug Richard. The recent consultation included questions about English and maths requirements and accessibility. We will be publishing an implementation plan for apprenticeship reform in the autumn.
On dyslexia, my noble friends Lord Storey and Lord Addington mentioned the need for teachers to be sufficiently trained in supporting children with SEN. Teachers’ initial training must enable them to meet national standards. This includes their ability to adapt their teaching to meet individual needs. My department has worked with the National College for Teaching and Leadership to develop specialist resources for ITT and new advanced-level online training resources in dyslexia and other types of SEN to support teachers in developing their skills in these important areas. I am also pleased to say that currently 39 special schools are designated teaching schools that are investing their particular skills and specialisms in developing the next generation of teachers.
The noble Baroness, Lady Hughes, the noble Lord, Lord Ramsbotham, and my noble friends Lord Storey and Lord Addington spoke with expertise and passion about young people with SEN in the youth justice system. I agree with noble Lords that all young offenders, including those with SEN, need to receive the right support and access to education, both in custody and when they return to their communities. I have listened to the debate this evening and echo the undertaking given by the Minister for Children and Families to identify further improvements to the support that this vulnerable group of young people receive while they are in custody that will complement the transformational reform of education in custody being undertaken by the MoJ.
My noble friend Lord Storey raised the issue of children with health conditions in schools. His concerns were echoed passionately by the noble Lord, Lord Rix, the noble Baronesses, Lady Gibson and Lady Young, and my noble friend Lord Addington. There are already strong legal duties on schools to support children with long-term health conditions such as asthma, diabetes and epilepsy, including in the Education Act 2002 and the Equality Act 2010. Schools must make reasonable adjustments to their practices, procedures and policies to ensure that they are not putting those with long-term health problems at a substantial disadvantage. However, simply giving schools additional legal duties would not tackle the root cause of poor practice. The DfE will issue revised guidance to school leaders, local authorities, staff and governing bodies later this year to replace the Managing Medicines in Schools and Early Years Settings guidance, which dates back to 2005.
The noble Baroness, Lady Grey-Thompson, spoke with extensive knowledge and passion about the choice for parents of disabled children when it comes to placing their child in school. The vast majority of children with SEN have always been taught in mainstream schools. Our policy on inclusion recognises that. The Bill will change the general principle that children with SEN should be taught in mainstream settings and will extend it to young people in further education. I look forward to discussing her specific concerns about disabled children without SEN further.
The Bill also improves choice for parents and young people by giving those with EHC plans the right to ask for a place at any mainstream school, FE college, academy or free school, non-maintained special school, independent specialist college or independent special school organised to make provision for children with SEN that is approved by the Secretary of State under Clause 41. The local authority will be obliged to name the preferred school or college unless it would not be suitable for the child’s age, ability, aptitude or SEN needs, not compatible with the efficient education of others or an inefficient use of resources.
As recognised by my noble friend Lord Lingfield and the noble Lord, Lord Rix, successful local implementation planning will be key to the smooth introduction of reforms. Feedback suggests that general awareness of reforms is already high, including in non-pathfinder areas, with many areas already starting to establish or planning to establish new systems and processes. We have established the pathfinder champion programme and are funding the Council for Disabled Children and other voluntary and community sector organisations to ensure that local areas have access to a comprehensive package of support. We know that a number of non-pathfinder areas are already preparing to implement the reforms and working with pathfinder champions, and we are currently looking at what additional support might be needed. However, I know the noble Lord, Lord Rix, speaks with extensive expertise in this area, and I would welcome the opportunity to discuss the questions he has raised with him and with other noble Lords who would be interested in more detail ahead of Committee.
Tonight’s debate has universally welcomed the fact that the new system will be from birth to age 25. However, the right reverend Prelate the Bishop of Leicester, my noble friends Lord Lingfield and Lady Sharp, and the noble Lord, Lord Touhig, asked specific questions on the post-16 aspect of the new system, which I will seek to address now. We all recognise that some young people with special educational needs require more time to complete education beyond the age of 18. The Bill rightly enables them to do so, but we want to avoid the expectation that every young person with SEN will have an entitlement to education up to the age of 25 regardless of whether they are ready to make, or have already made, a successful transition into adult life.
I assure noble Lords that no young person who needs an EHC plan to complete or consolidate their learning can be denied one just because they are over 18. I should like to reassure the noble Lord, Lord Rix, specifically that supporting young people into employment is very much one of our ambitions. Chapter 6 of the indicative code of practice makes it clear that EHC plans should be focused on achieving outcomes and helping children and young people to make a positive transition to adulthood, including paid employment. We have also developed supported internships, which can be delivered by all colleges from this September.
My noble friends Lord Storey and Lady Sharp, among others, asked about the inclusion of higher education in the new SEN framework. Securing a place at university is a positive outcome for any young person. The higher education sector has its own very successful system of support in the form of the disabled student’s allowance and we should not seek to duplicate or replace it. However, we will look to improve the transition to university in the regulations and the SEN code of practice.
A number of noble Lords, including my noble friend Lord Storey and the noble Baroness, Lady Hughes, asked about our proposals for childminder agencies. This proposal is a small but significant part of the Government’s childcare reforms, which must secure higher-quality parental choice and affordability. We expect that Ofsted inspections will focus on ensuring that agencies are adept at assessing the quality of childminding and putting in place arrangements to drive up quality, ensuring that agencies provide proper support, training and guidance to their childminders and that parents can have confidence in their quality. Ofsted will bring forward specific proposals for inspection arrangements in due course and consult on them.
I am pleased that the House has welcomed the provisions in Part 5 on the Office of the Children’s Commissioner. I am grateful for the comments of the noble Baronesses, Lady Massey, Lady Gibson and Lady Lister, the right reverend Prelate the Bishop of Truro, the noble Lord, Lord Northbourne, and my noble friends Lord Eccles and Lord McColl. I look forward to further discussions about how the commissioner’s new powers will operate in practice. Meanwhile, I refer the noble Baroness, Lady Massey, to the note that my honourable friend the Minister for Children provided to the Standing Committee in the other place, which explains how the appointment process will work in line with the office of public appointments principles and code of practice.
I welcome the comments made by my noble friend Lady Perry and echoed by the noble Baroness, Lady Morris, who rightly pointed out the importance of the measures in the Bill for women. The introduction of shared parental leave and the extension of the right to request flexible working will help to balance the roles and responsibilities in relation to childcare across the genders. I agree with my noble friend Lady Perry about the importance of these measures for fathers. This is about achieving real cultural change, which undoubtedly will take time. Families need and demand the changes in the Bill that will enable this cultural change to happen. As the noble Lord, Lord Stevenson, rightly said, the Modern Workplaces consultation included consideration of a “daddy quota”—leave and pay reserved exclusively for fathers—although economic restraints mean that it is the wrong time to take this forward. I believe that the additional flexibility that shared parental leave will give families will provide far more choice and opportunities for fathers to take on more childcare responsibilities and to play a full role in their children’s lives.
As my honourable friend the Minister for Children has said, we are considering how the legislation for young carers might be changed so that rights and responsibilities are clearer to young carers and practitioners alike. We will also look at how we can ensure that children’s legislation works with adults’ legislation to support the linking of assessments, as set out in the Care Bill, to enable whole-family approaches. The Minister for Children and Families and the Minister for Care and Support will soon jointly meet the National Young Carers Coalition to discuss the key principles for taking this work forward over the summer, as well as how we can most effectively involve the NYCC during this period. I know that noble Lords will be keenly interested in our progress in this area, and we will be pleased to meet those who are interested to discuss it further.
I shall also address in writing the important issues raised by the noble Earl, Lord Listowel, the right reverend Prelates the Bishop of Leicester and the Bishop of Truro, my noble friend Lord McColl, the noble Baroness, Lady Young, and others concerning issues affecting care leavers and others in the care system, as well as support for unaccompanied asylum-seeking children and care leavers. A number of noble Lords also raised the important issue of trafficked children, a particularly vulnerable group. I will respond to the specific points raised in writing following today’s debate. I will certainly agree to meet the noble Lord, Lord Knight, to discuss bereavement leave, and I will take the noble Baroness, Lady Young, up on her invitation to meet the families that she mentioned.
The later stages of this Bill, Committee in particular, will provide an opportunity to consider the detailed issues that noble Lords have raised today. I look forward to those debates and to engaging with noble Lords outside the House to clarify and discuss the Bill’s provisions. Again, I offer my thanks to all noble Lords who have spoken today. I beg to move that this Bill be now read a second time.
Education: Citizenship
Lord Nash Excerpts(12 years, 8 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, I thank those who have taken part in this debate, particularly my noble friend Lord Cormack for raising this important issue. I know he is committed to ensuring that young people leave school as active and responsible citizens. I strongly agree with my noble friend that young people need to be equipped with the knowledge and skills to prepare them to play a full and active part in society. This is why the Government intend to retain the statutory status of citizenship in secondary schools as part of the review of the national curriculum. The new draft citizenship programme of study includes a requirement that all pupils should be given opportunities to undertake voluntary work for the first time. I believe that that will support one of our key aims, which is to ensure that our young people are committed to volunteering and that they will take that with them into adulthood. All good schools have an active programme of engaging with voluntary organisations and charities, and we shall certainly be encouraging all schools to do that. The Cabinet Office announced a new campaign today, as the noble Lord, Lord Aberdare, noted, to get young people involved in social action. This is in addition to our youth social action fund.
We have revised the citizenship programmes of study to ensure that they direct teaching towards the core knowledge of citizenship: namely, teaching about the way our society is governed and its laws, including those that protect human rights, rather than the more issues-based content that dominates the current programme of study. The shorter programmes of study give teachers greater freedom to define what is taught. However, they require teaching about laws, which my noble friend Lord Phillips said is so important, about rights and responsibilities and about the liberties enjoyed by citizens of the United Kingdom. The new programmes of study are not just focused on the UK; they provide opportunities for pupils to learn about other systems and forms of government in other countries as well as our relations with Europe, the Commonwealth and the wider world. However, I take note of the points made by him.
Our proposed changes to the citizenship curriculum include having a stronger emphasis on teaching about our political system, our democracy and the nature of our laws, so that many more of our young people engage with the political process, as my noble friends Lord Norton and Lord Storey and the noble Baroness, Lady Jones, said. The noble Lord, Lord Parekh, made a point about the importance of teaching political ideology and multicultural literacy and of reference to history and current events and about bringing all this and the teaching of our institutions to life. His speech was one of the best pieces of advocacy that I have heard for a rich cultural curriculum of the kind that this Government are determined to see in all schools for all pupils.
I agree with the right reverend Prelate the Bishop of Oxford about the importance of RE, which is compulsory as part of the basic curriculum. RE GCSE will count towards the “best eight” measure. I am delighted that the dioceses are engaging so actively in the academies programme.
A number of noble Lords, including my noble friends Lady Perry and Lord Storey, said that citizenship is a whole, across-school ethos, and that all good schools should embrace this approach. This is all part of a good education and not part of a prescriptive list. We trust teachers to deliver this.
I am delighted that the noble Baroness, Lady Jones, supports us in making financial education statutory for the first time at secondary level in the citizenship curriculum. Pupils will be taught about the functions and uses of money, the importance of personal budgeting, money management and a range of financial products and services. In addition, the mathematics curriculum has been strengthened to give pupils from the ages of five to 16 the necessary mathematics to prepare young people for making sound financial decisions, for example about mortgages and loan repayments.
The noble Baroness, Lady Jones, asked for an update on the National Citizen Service. As one of the original supporters of this programme when it was just an idea, I am delighted that it is becoming so successful. Our ambition is for this to become a universal programme—a rite of passage for all 16 and 17 year-olds. In 2011-12, 8,500 young people participated. This increased to 26,000 this year and we announced yesterday that we will be expanding the number of places to 150,000 in 2016.
My noble friend asked what the Government were doing to enhance the delivery of citizenship and ensure that head teachers take the subject seriously. We have made our commitment to citizenship abundantly clear by retaining the statutory status of citizenship in secondary schools as part of the review of the national curriculum. Citizenship is one of only six subjects in the new national curriculum to be compulsory at key stage 4. A GCSE in citizenship currently receives credit in the school accountability system through the school performance tables, and will continue to count as part of our proposed—
Lord Phillips of Sudbury
I am grateful to my noble friend for giving way. Will he say something about the impact on the status of citizenship education as a subject which is not inspectable because it has been put into the second tier and is no longer compulsorily part of an Ofsted inspection? Does he not think that that has severe consequences for the subject’s status and standing?
Lord Nash
My noble friend is perfectly right in what he says. Ofsted has to inspect on social, moral and cultural issues and carries out triennial reviews of all subjects, including citizenship. However, he is right and I will take his points back. Citizenship is part of the best eight.
I thank my noble friend Lady Byford for highlighting the excellent work that the House of Lords outreach programme does with young people. Almost 1,000 visits have been made to schools in every region of the UK, and House of Lords Chamber events have brought young people to Parliament to explore and debate a range of issues.
My noble friend Lady Byford also highlighted the fantastic work of the cadets programme. We know about the transformative effect that cadet units can have on schools by increasing attendance, engagement, participation at 16 to 18, self-confidence and discipline. The cadet expansion programme was a key strand of the Government’s Positive for Youth policy. Early work was based on a pilot of between 10 and 15 third-party funded units, but this number was increased following the announcement on Armed Forces Day last year by the Prime Minister and Deputy Prime Minister, who challenged departments to deliver 100 new units by 2015, with a longer-term goal of meeting all school requests for a cadet unit by 2020.
The Government are also committed to promoting the voices of young people at both a national and local level. That is why we are extending the funding to the British Youth Council. This funding supports initiatives such as UK Youth and local youth councils, where youth-led forums represent young people’s views.
In addition to a demanding curriculum, good-quality teaching is fundamental, as my noble friend Lord Norton said. There is strong evidence that links teacher quality, above all other school factors, to pupils’ attainment. The Government’s reform of ITT demonstrates our commitment to recruiting the very best graduates and to giving teaching schools more of a role so that schools close to the needs of particular types of pupils can develop the appropriate training. Teachers have access to a wealth of continuing professional development material and support through their subject associations. There is support on financial education, for example, through specialist charities, such as the Personal Finance Education Group, which are well respected, and private sector experts, such as the banks. Organisations such as the Association for Citizenship Teaching and the Citizenship Foundation also offer a range of support to teachers.
The importance of emergency life-saving skills and first aid were highlighted by the noble Lord, Lord Aberdare. The provision of emergency life-saving skills is not compulsory and is a matter for local determination, but I will take back his observations.
I thank noble Lords for engaging in this debate. I believe our commitment to helping young people to develop as citizens is abundantly clear.
Lord Cormack
As my noble friend seems to be coming towards the end of his speech, will he undertake to give some consideration to the idea of a ceremony for citizenship that I mentioned?
Lord Nash
I undertake to do that. I was about to say that I know that our reforms do not go as far as my noble friend would like, but I listened carefully to what he said and I will take that back. We believe that our reforms of the national curriculum, together with the wider support I have outlined, will ensure that our young people have the support they need to take their place as active and responsible members of society.
Schools: Bullying
Lord Nash Excerpts(12 years, 9 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, I should like to thank my noble friend Lady Brinton for raising this important issue and for her excellent and moving speech. I should also like to thank noble Lords for their contributions. It has been an insightful and productive debate. I should particularly like to congratulate the right reverend Prelate the Bishop of Truro on his maiden speech. His wide experience, including as chair of the Children’s Society, will bring very valuable insights to our debates in future.
I am grateful for the opportunity to set out again the Government's vision in the context of this important group of children. One of the really nice things about this job is that, although we inevitably disagree from time to time on the precise mechanisms for delivery, I know we agree entirely across this House on the determination to provide an excellent education for all pupils, irrespective of background or personal circumstances. This is vital for the success of our young people and it is vital for the success of our country.
The Government have sent a clear message to schools that bullying for any reason is absolutely unacceptable and should not be tolerated in our schools. We will not hesitate to continue to reinforce that message. Schools should tackle bullying at the earliest opportunity and not allow it to escalate, so that pupils suffer emotional or physical distress. Every school is required to have a behaviour policy which includes measures aimed at preventing all forms of bullying among pupils, both in school and, as the noble Baroness, Lady Jones, said in her excellent speech, beyond school as well. My noble friend Lord Lexden referred to some of the measures we have introduced.
I have personal experience of bullying in a number of ways. It is a particularly nasty and pernicious piece of behaviour which can become all the more relentless with the use of modern technology. I can assure the noble Baronesses, Lady Massey and Lady Howe, that we will exhort schools at every opportunity to have a clear vision that emphasises, among other characteristics, compassion for and consideration of others. They must have a clear PSHE policy, which includes an anti-bullying policy, and emulate what good schools do, as my noble friend Lady Walmsley mentioned.
In our drive to tackle bad behaviour and bullying, we have changed legislation to strengthen teachers’ powers to enforce discipline and promote good behaviour in schools. Our guidance published in 2011 sets out schools’ legal duties and powers in relation to bullying. Teachers can search pupils and delete inappropriate images on electronic devices potentially used for cyberbullying. There are now plenty of examples across the country, including in many sponsored academies, where behaviour has gone in a relatively short period of time from being, frankly, pretty awful to good, thanks to strong leadership, a clear behaviour strategy, and the strengthened powers that we have given to teachers.
We believe that the balance is now about right between a statutory framework that requires schools to address behaviour and bullying and is clear about the powers at their disposal, but which also allows schools freedom as to how they tackle bullying. I will come to Ayden’s law shortly. But along with freedom comes accountability. As a number of Lords have mentioned, Ofsted now clearly holds schools to account on how well they deal with behaviour and bullying. Since January 2012, inspectors must consider pupils’ freedom from bullying, harassment and discrimination. The department has also provided £4 million for four anti-bullying organisations to work in schools.
Section 19 of the Education Act 1996 places a duty on local authorities to provide full-time education for children of compulsory school age who, due to illness, exclusion or any other reason, including bullying, may not otherwise receive suitable education. That is what we define as alternative provision education. The Government have shown the importance they place on providing a good quality education to these pupils by asking Charlie Taylor last year to review alternative provision. He stated that it was,
“a flawed system that fails to provide suitable education and proper accountability for some of the most vulnerable children in the country”.
The Government have agreed to all Charlie Taylor’s recommendations and acted swiftly to improve the quality and range of alternative provision by giving existing providers more autonomy through conversion to AP academies and by encouraging new providers such as AP free schools. We now have 14 AP academies and 32 new AP free schools either open or approved. They are providing a range of alternative provision and include such excellent providers as the Bridge Academy, the Complementary Education Academy and Everton Free School.
We are also enabling schools to have greater responsibility and funding for commissioning alternative provision. We have set clear standards for this provisioning and, since September 2012, Ofsted has shone a bright light on mainstream schools’ commissioning of AP. We have asked Ofsted to conduct detailed thematic surveys of this every three years. As part of the wider school funding reforms, since April this year we have ensured, for the first time, that all maintained alternative provision providers such as PRUs, AP academies and AP free schools receive essential core funding of £8,000 per pupil. Top-up funding will then be paid depending on local frameworks agreed between the provider and the commissioner. Schools and local authorities are best placed to decide the appropriate provision for their pupils and, as such, responsibility for commissioning and funding AP has to be at the local level.
We are also trialling a new approach, the “exclusion trial”, built on excellent work previously pioneered in Cambridge, under which schools maintain responsibility for excluded pupils—who stay on their roll—including for placing them in AP settings. This gives a real incentive to schools to intervene early to address behavioural problems before they become entrenched. It also means that schools will ensure that the AP they commission is of high quality and results in pupils achieving good qualifications. The trial includes 11 local authorities.
For the first time, we are utilising effective practice in AP by involving pupil referral units and AP academies in teacher training. Trainee teachers will now be able to teach and gain qualified teacher status in PRUs and AP academies. Eight PRUs are working with 21 trainee teachers for their initial teacher training with seven initial teacher training providers.
I turn now to the mental health support available for children and young people who are bullied. Good head teachers know the importance of supporting young people who are unhappy, unwell or struggling with their family life. Ofsted evidence shows that schools whose pupils do well academically recognise this. In July last year, the cross-government No Health Without Mental Health implementation framework was published. It describes the role that schools and local authorities should play and recommends that schools and colleges have a whole-school approach to this. In his AP review, Charlie Taylor said that the interface between CAMHS and schools does not work as effectively as it should. We are looking at this in some detail.
I can confirm, as requested by my noble friend Lady Walmsley, that my department’s investment in the pupil premium enables schools to invest in pastoral support, therapists and counselling—as in my own school, which has an extensive inclusion programme of therapists and counselling, run by our SENCO. As my noble friend Lady Walmsley said, these are complicated issues and home circumstances often play a very big part. Pupil premium funding is driven by the number of economically deprived pupils, who are more likely to face mental health issues. We also fund a £3 million two-year grant with the Better Outcomes, New Delivery consortium, or BOND.
Helplines also provide a vital source of support and advice for children who are bullied. We have awarded the NSPCC a grant worth £11 million for investment in ChildLine and the NSPCC helpline. In addition, we have awarded a £1.3 million contract to YoungMinds to deliver a helpline for parents whose children are having mental health difficulties. We have also extended the Coram Children’s Legal Centre funding for a further two years to March 2015 and fund Family Lives and Contact a Family. All provide advice and intensive support for parents in relation to bullying and SEN.
As the noble Baroness, Lady Jolly, mentioned, a key strategy for improving services for children and young people is to improve their access to good mental health services, such as the Department of Health’s Improving Access for Psychological Therapies programme. IAPT is a service transformation project, aimed at embedding the best evidence-based practice. It trains CAMHS and other professionals in evidence-based therapies. The programme is being rolled out gradually but, by the end of 2015, the Department of Health estimates that 60% of under-19s will be in an area served by the programme.
The Government have also invested £54 million in the Children’s and Young People’s Improving Access to Psychological Therapies programme to transform mental health services for children. We hope that the service will particularly help children at risk of suicide. The Government have underlined that commitment with a specific reference to IAPT for children and young people in the NHS mandate.
Clearly, a highly trained and qualified workforce is also crucial to providing good outcomes for children with SEN, including those with mental health problems. The school SENCO has a critical role to play in this. Every school, including academies, must have a qualified SENCO. He or she has day-to-day responsibility for the operation and co-ordination of specific provision to support pupils. This could include children who are experiencing psychological distress and who are affected by bullying.
Since 2009, the department has funded more than 10,000 SENCOs to complete the national award. We continue to invest in their development and will support a further 800 SENCOs this year. The department has also made a significant investment in educational psychology training of around £5 million per year since 2010. A further £16 million will be made available to support existing trainees to fund their courses and to support two more cohorts starting this year and next.
These principles drive the Government’s reforms but can succeed only if we allow schools, medical practitioners, local authorities and other professionals the freedom to exercise their professional roles, working closely with parents to seek the best outcomes for each child.
The noble Baroness, Lady Brinton, gave examples of particular cases of child bullying leading to suicide. These cases are tragic. With regard to Ayden’s law, we believe that the behaviour and disciplinary framework that schools are required to have in place should be sufficient to cover most cases of bullying and we are wary about suggestions to make bullying a criminal offence. It is difficult to define, could put head teachers in an invidious position and would risk classifying young people as criminals.
Many noble Lords mentioned the Red Balloon organisation. I have had the opportunity of discussing Red Balloon’s work with my noble friend Lady Brinton. Its outcomes sound most impressive. I have not yet had the opportunity of meeting Dr Carrie Herbert, the chief executive, but I hope to do so soon. I hope that it will be able to make a successful application in September under the free schools programme to expand its provision. However, to do so, it will need to demonstrate value for money, demand from schools and local authorities, and clearly demonstrable outcomes.
I was asked about adding bullied pupils to the SEN category. SEN tends to be a long-term issue and we hope and intend that the consequences of bullying can be resolved quickly. However, the definition is deliberately broad and it must allow local professionals the freedom to make those judgments. I understand the points raised by my noble friend Lady Brinton about the need to provide rapid support for children and young people who have become deeply troubled as a result of bullying. Local authorities can issue a short-term statement or make an emergency placement. Education, health and care plans are intended for longer-term, more complicated needs and can take up to 26 weeks, although we are reducing that to 20 weeks.
A number of noble Lords referred to cyberbullying, which is a particularly insidious and harmful form of bullying. We are working closely with anti-bullying organisations such as Childnet International, social networking sites and other internet companies. We included wide search powers in the Education Act 2011 to give teachers stronger powers to tackle cyberbullying and CEOP has also developed an excellent resource for teachers.
My noble friend Lord Lexden referred to homophobic bullying. The coalition Government have made it clear that tackling all forms of bullying, including homophobic bullying, is a key priority. Stonewall has found that 98% of young gay pupils hear the word gay used as a form of abuse at school. Such language is offensive and unacceptable. I expect teachers to react to this in the same way as an offensive racial slur. My noble friend also made the point about the national college enhancing training. I will investigate what it does now and what more can be done and I will write to him. I will certainly send a message to free schools and academies about inspection and the importance of eliminating homophobic bullying.
The noble Baroness, Lady Massey, and my noble friend Lady Walmsley talked about school counselling. England does not collect data on the number of schools offering counselling. A recent survey conducted by the British Association for Counselling and Psychotherapy estimated that between 61% and 85% of English secondary schools provide access to counselling. School-based counselling is one of the most widely delivered forms of psychological therapy for young people in the UK. The Department for Education has a two-year grant with Better Outcomes and there are some excellent voluntary and community organisations. My noble friend Lady Walmsley mentioned Place2Be, an organisation I know well and been involved with for a number of years.
The right reverend Prelate the Bishop of Truro made an important point regarding advocacy for young carers and children in poverty. The Department of Health has recently started training school nurses to champion young carers and, as he knows, we are working with the Children’s Society to develop policy. He also mentioned child poverty. This Government’s education reforms are driven very much by the needs of children in poverty. As we all know, the best way out of poverty is a good education.
The noble Baroness, Lady Howe, mentioned early prevention. Schools should excel at this by inculcating a culture of respect rather than a rules-based system so bullying is tackled at an early stage and does not develop. This Government have thought hard about early invention, recognising the importance of boosting our children’s social and emotional capability. We have done this through a range of measures such as Graham Allen’s review, the Early Intervention Foundation and George Hosking’s work with Sally Burlington on the needs of children up to the age of two. They identified the importance of evidence-based programmes and practice, such as the internationally acclaimed Roots of Empathy programme mentioned by my noble friend Lady Walmsley. I am very pleased to hear that the Roots of Empathy classes were launched in 14 primary schools in Lewisham and Croydon and I will be very interested to hear about their progress.
I hope I have been able to reassure noble Lords that bullied children are very much not forgotten by this Government and are very much factored into our education reforms and that every reasonable step has been taken to support them and to end bullying in our schools. I restate the Government’s position and the principle that drives these reforms—all children, regardless of circumstances or setting, must be allowed to thrive and prosper in the education system and receive a good education.
Baroness Jones of Whitchurch
May I push the Minister on the issue of whether bullied children can access SEN facilities temporarily? He quite rightly made the point that SEN facilities normally are for longer term ailments, but is there any reason in principle why we could not amend either the existing legislation or the Children and Families Bill to allow for that temporary access? I wonder whether he would look sympathetically at an amendment along those lines when the Bill comes before us later this year.
Children: Adult Material Online
Lord Nash Excerpts(12 years, 9 months ago)
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Baroness Benjamin
To ask Her Majesty’s Government what plans they have to protect children from easily accessing pornography and other adult material online.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, through the UK Council for Child Internet Safety, jointly chaired by three government Ministers, the Government have gained commitment from the five main internet service providers actively to encourage new and existing customers to switch on parental internet controls if children are in the household. Public wifi providers are now filtering pornography in public places, and there is work under way with device manufacturers and retailers to encourage greater availability of parental controls.
Baroness Benjamin
I thank my noble friend for his Answer. Unfortunately there are many vulnerable children without parents, or who have uninterested parents, so no amount of awareness education will do anything for these kids. Many are already re-enacting pornographic behaviour on other children, as highlighted by the NSPCC. So will the Minister tell the House, as the service providers are working on filtering for new customers, why the Government do not insist that they offer filtering for their existing customers, and block porn and adult material by default as part of the solution to protect all children before they end up in a moral wasteland?
Lord Nash
We have asked the ISPs actively to encourage people to switch on parental controls if there are children in the household, whether they are new or existing customers. The ISPs regularly contact existing customers through e-mails and on their bills. We also want the ISPs to put in place measures to check that the person setting up the parental controls is over the age of 18. The five main domestic ISPs, which cover 90% of households in the UK, have committed to ensure that these measures are in place for existing as well as new customers by the end of this year.
Lord Hylton
My Lords, does the noble Lord agree with me that we are faced with harm to children, not only in this country but also overseas? For example, in south-east Asia, children can be kidnapped or bought and subjected to horrific abuse for the making of pornographic films. Does he further agree that action is needed on both the making and viewing of such films?
Lord Nash
I entirely agree. The fact that this happens is shocking, and the fact that it is so easy for our children to access these dreadful images is shocking. Certainly, a step change in attacking images of child abuse on the internet was secured yesterday at a meeting with the Culture Secretary, Maria Miller; companies agreed to increase funding substantially to the Internet Watch Foundation so that it can now actively search, block and remove child abuse images. It will no longer have to wait for illegal material to be reported. Anyone trying to access a page blocked by the Internet Watch Foundation will see a warning message, known as a splash page, saying that they are trying to access illegal material. The industry will commit to sharing technological knowledge to enable all corners of the industry to tackle the availability of these appalling images online.
Baroness Lane-Fox of Soho
I thank the noble Baroness for her Question, which is a fundamental one. While the corporate sector has an immensely important role to play, so does education, and so do schools. I refer the Government to the work that Professor Tanya Byron did on this subject under the previous Government, which is extraordinarily sensible, and a simple way for schools to adapt to the learning that is incredibly important around this issue.
Lord Nash
I agree entirely with the noble Baroness that schools have a big role to play, and I am aware of Tanya Byron’s work. Parents have a big role to play as well. It is quite clear that too many members of our modern generation are exposed to unacceptable sexual images, and they should be taught about the importance of relationships.
Lord Harris of Haringey
My Lords, the Government’s initiatives in this field are clearly welcome. The question is whether they go far enough. Why is so little effort being put into working with the industries to ensure that there is a robust system of age and identity verification available for those who try to access services of all sorts on the internet? Not only could those who use child pornography be identified, it would also protect children from seeing things that they should not see, and it would no doubt solve all sorts of other problems that we might have in respect of material which is available online.
Lord Nash
The noble Lord is quite right. The Government want the industry to develop robust age verification systems to prevent children and young people being able to access these images. ISPs are bringing in closed loop e-mails so that when the filters are changed in a home, an e-mail is sent to the account holder and therefore to the adult. There is a major piece of work going on through UKCISS, but it is true that it will be difficult to ensure that all pornographic sites have robust age verification systems in place as many—indeed, most of them—are hosted outside the UK.
The Lord Bishop of Liverpool
My Lords, in light of yesterday’s question about sex education, and the important Question put by the noble Baroness, Lady Benjamin, can the Minister tell the House whether there is interdepartmental working that involves the Department for Education, the Department of Health, the Department for Culture, Media and Sport and the Ministry of Justice?
Baroness Sharples
Why do parents allow their children to have computers in their rooms, and even encourage them?
Baroness Hughes of Stretford
My Lords, schools are also central to safeguarding children in this area. Yesterday the Minister said that teachers should be able to teach internet safety effectively in computing classes. With respect, I doubt that anyone knowledgeable in this area agrees with that view, because it requires teachers trained in addressing these difficult personal and social issues with young people—and that will not happen in a computing class. One of the most compelling arguments for statutory personal, social and health education within the national curriculum is the provision of specially trained teachers. Will the Government now consider making these important child safety issues part of the national curriculum?
Lord Nash
The noble Baroness and I entirely share that view about the importance of teaching children PSHE. We are bringing in e-safety for the first time in both primary and secondary computer science—and we trust teachers to deliver the pastoral care that their children need. Oddly, the Opposition, who are the party of the unions, do not seem to do so. However—I said it twice yesterday and I shall say it again today—we are not going to make PSHE statutory.
Education: Sex and Relationship Education
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, sex and relationship education is compulsory in maintained secondary schools. As part of that education, we expect that pupils will learn to develop positive values and a moral framework that will guide their decisions, judgments and behaviours in all areas of life. The Government agree that responsible use of the internet is very important. We are introducing e-safety as part of the national curriculum in primary schools and this will be reflected in the new computing programmes of study at both primary and secondary levels.
Baroness Jones of Whitchurch
My Lords, I thank the Minister for that reply. I am sure that we all share the growing alarm at the evidence of young people using illegal internet pornography sites to learn about sex and then attempting to replicate it, including using social media, to put pressure on young girls to act out those roles, sometimes with absolutely devastating consequences. Obviously, this needs a cross-departmental approach in, for example, persuading the internet providers to behave more responsibly. However, does the Minister accept that the department needs to give more urgent leadership to schools on this matter? Does he, for example, accept that sensitive and personal issues around internet safety cannot be taught effectively in IT classes and that it needs specifically trained teachers? Does he also accept the need for all young people, from an early age, to learn about peer pressure and how to resist it, as well as how to have a positive body image, and to understand what makes a healthy relationship so that they can avoid exploitation and abuse in the future?
Lord Nash
I certainly share the concern of the noble Baroness. Young people should not be using pornography to learn about sex. Pornography does not place sex in the context of relationships. I can assure her that the Government are taking a very firm stance on this issue.
We have been working across the department since 2010 with internet businesses, charities and other experts through the UK Council for Child Internet Safety to find the best ways to minimise children’s access to potentially harmful online content and very good progress is being made. Trained teachers should be able to teach issues of internet safety effectively in computing classes, and there will be resources to support them in this. There are also organisations—such as CEOP, the PSHE Association and Teen Boundaries—that can provide resources and advice. However, I agree that we need to improve the focus on this area through teaching, schools and ITT providers, and I agree with her last point that the statutory guidance on sex and relationship education makes it absolutely clear that schools must focus on these areas.
Baroness Walmsley
My Lords, is my noble friend aware of the link that Ofsted identified in its report last year between bullying—in particular, internet bullying—and the success of a school’s PSHE programme? Given that link, and given the duties that schools, as public bodies, have in relation to the Equality Act, does not my noble friend think that PSHE should be compulsory in the national curriculum and not just advised?
Lord Nash
I know that the noble Baroness and I appreciate the importance of PSHE, but it is not this Government’s intention to make it compulsory. This Government trust schools and teachers to tailor their PSHE support to the particular circumstances in a school, which vary enormously. There are plenty of resources to enable them to do this, and all good school have an excellent PSHE programme.
Baroness Massey of Darwen
Does the Minister agree that giving advice about where to get help is important in health and relationship education? What support is being given for access to school counselling and to organisations such as Brook and the FPA, which give advice to young people? I declare an interest as president of Brook.
Lord Nash
SRE guidance makes it clear that pupils should know how to access support, counselling and advice, and we will expect all schools to ensure that pupils are aware of the available health services and expert organisations, such as Brook and the FPA. We acknowledge the value that these organisations contribute.
Baroness Farrington of Ribbleton
My Lords, will the Minister go a little further in explaining why the Government believe that, in terms of the curriculum, a very heavy top-down approach is okay in teaching history, but PSHE is seen as optional? Surely the Minister could talk to, for example, the Lords spiritual about the way that church schools in counties such as Lancashire view PSHE as being even more important than the bits of detail in history education?
Lord Nash
I am aware that church schools are very good at pastoral care. However, this Government take the position that being a child in the modern world is a very complicated situation. For some children in some schools, gang issues are very important. In other schools it may be forced marriages. We trust our teachers to tailor their advice to the particular circumstances of their pupils.
Baroness King of Bow
I understand the Minister to be saying that he wants to put trust in schools, and I agree with that. Will he also trust the experience of young girls? One third of British girls between 16 and 18 experience unwanted sexual touching at school, and 80,000 British women a year are raped. Will the Minister not agree, therefore, with the view that this subject should not be optional and that it must be studied at school? At the very least, will he agree to meet with me and members of the Everyday Sexism Project, which has documented the scale of this terrible problem?
Baroness Brinton
My Lords, given that, it seems, everyone who has asked a question today agrees that teachers are the best people to deliver specific sex and relationship advice to their pupils, when were the guidance notes on best practice in schools updated?
Schools: PSHE
Lord Nash Excerpts(12 years, 9 months ago)
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Baroness Massey of Darwen
To ask Her Majesty’s Government what is their assessment of the report by Ofsted Not Yet Good Enough: Personal, Social, Health and Economic Education in Schools, published on 1 May.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, the Government are grateful for Ofsted’s report, which provides an important and valuable analysis of the strengths and weaknesses of PSHE provision in this country. We encourage all schools to focus on the areas for improvement outlined in the report and, in doing so, to access best practice identified by Ofsted.
Baroness Massey of Darwen
I thank the Minister for that response. I know that he agrees on the importance of personal, social, health and economic education in schools. Is he aware that not only is Ofsted concerned but so are parents, those who work with young people and young people themselves? Can he use his influence to suggest to the DfE that a simple addition to part 2 of the national curriculum framework could make explicit the link between existing statutory provision and personal, social, health and economic education?
Lord Nash
I am aware that the PSHE strategic partners group has written to my honourable friend the Minister for Education and Childcare calling for a more explicit link to be made in the national curriculum framework document between schools’ statutory requirements and the provision of PSHE education. I am grateful for the input of this group, which represents a wide range of PSHE stakeholders. I assure noble Lords, and the noble Baroness, that we are currently giving this full and proper consideration as part of the national curriculum review.
Lord Storey
My Lords, considering that in a fifth of the schools inspected it was found that none of the staff had any training in PSHE and that in a fifth of the schools the teaching was not good, what steps will be taken to improve continuing professional development in PSHE in both education and subject leadership?
Lord Nash
To support schools, we have asked Ofsted to publish specific examples of effective practice in PSHE to provide evidence for teachers when developing and delivering their PSHE programmes. We are also providing grant funding to the PSHE Association to undertake work advising schools on their teaching, including improving staff training. The PSHE Association will expand its chartered teacher programme, which recognises effective practice and encourages high-quality PSHE training.
Baroness Howe of Idlicote
My Lords, the report says that improvement in the delivery of the sex and relationship side of PSHE is needed in as many of a third of schools; and, worse, that this means that particularly sensitive issues, such as mental health, sexuality, domestic violence and pornography, are either receiving too little attention or are frankly just being omitted completely because of teacher embarrassment. What steps are the Government proposing to ensure that teachers involved will in future have the necessary skills to teach these important subjects?
Lord Nash
The noble Baroness is quite right that we need to up our game in this regard, particularly in relation to internet pornography. As noble Lords will know, quite a lot is going on in relation to the internet at the moment. SRE in particular is a vital part of training, and we hope that the Ofsted examples will improve that. The draft science curriculum includes clear requirements for pupils to be taught about their bodies, physical development and reproduction.
Baroness Gardner of Parkes
Can the Minister tell me why there is no interest at all now in education on dental prevention in schools? Although children still have tests for eyesight, hearing and so on, the dental examination has been discontinued. Can he ensure that teachers will interest children in prevention? Hearing that Manchester has not only one of worst mortality rates but the worst dental health makes you think that it is rather important.
Baroness Hughes of Stretford
My Lords, the worldwide campaign against violence towards women, along with recent criminal cases, has highlighted the danger that internet pornography presents to children and young people. The Children’s Commissioner’s inquiry shows that many young people are exposed to internet pornography through their schools and their friends. What guidance have the Government issued to schools to help protect children from exposure to internet pornography? Is this issue not a really good example of why we now urgently need statutory PSHE?
Lord Nash
I entirely agree with the noble Baroness’s point about the danger of internet pornography, which is a much bigger issue than just in schools. We are working with the industry, through the UK Council for Child Internet Safety, to make it easier than ever for harmful and inappropriate internet content to be filtered from home broadband and all devices. The top five ISPs have committed to having parental controls in place by the end of 2013. On 18 June, the Secretary of State for Culture, Media and Sport will meet internet businesses to see what more they can do to tackle illegal online pornography. Further work is also going on in this regard.
Lord Northbourne
My Lords, following on from the first intervention, is the noble Lord aware that there are no fewer than 10 references in this report to the inadequacy of specialist teacher training to prepare teachers to teach these subjects, particularly personal and social education, in schools? Surely the Government ought to do something to encourage teacher training colleges to provide better training and more of it.
Lord Nash
We are giving greater control to schools to decide how best to recruit teachers and expanding the teaching schools programme substantially. Good schools, in partnership with strong training institutions, understand the needs of their pupils and how staff should be prepared for this. As I have mentioned, we have funded the PSHE Association further in this regard.
Education: Reform of GCSEs
Lord Nash Excerpts(12 years, 9 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, with your permission, I should like to repeat a Statement on the future of examinations. The Statement is as follows.
“There is now a widespread consensus, underpinned by today’s authoritative report from the Education Select Committee, that we need to reform our examination system to restore public confidence. That is why today we are publishing draft details of new GCSE content in core academic subjects and the independent regulator Ofqual is publishing its own consultation on the regulation of reformed GCSEs.
We are publishing the draft content in English, maths, science, history, geography and modern and ancient languages alongside this Statement. We will consult on that content over the next 10 weeks. We expect that these subjects, with the exception of languages, should be ready for first teaching in September 2015, with the first exams being taken in the summer of 2017. Languages and other subjects should follow soon after with first teaching from September 2016 and first exams being taken from the summer of 2018.
The new subject content published today has been drawn up in collaboration with distinguished subject experts, many of whom have expertise and experience in teaching, and we would like to thank them all. In line with our changes to the national curriculum, the new specifications are more challenging, more ambitious and more rigorous. That means more extended writing in subjects such as English and history, more testing of advanced problem-solving skills in mathematics and science, and more testing of mathematics within science GCSEs to improve progression to A-levels. It also means more challenging mechanics problems in physics, a stronger focus on evolution and genetics in biology and a greater focus on foreign language composition so that pupils require deeper language skills.
The higher level of demand should equip our children to go on to higher education or a good apprenticeship. We can raise the bar confidently knowing that we have the best generation of teachers ever in our schools to help students achieve more than ever before. Our education reforms, the growth in the number of academies and free schools, the improvements in teacher recruitment and training as well as sharper accountability from improved league tables and a strengthened Ofsted are raising standards in state schools. This means that new GCSEs will remain universal qualifications—accessible, with good teaching, to the same proportion of pupils as now.
The specifications that we are publishing today also give awarding organisations a clearer indication of our expectations in each subject. Under the previous system specifications were too vague. This caused suspicion and speculation that some exam boards were ‘harder’ than others, undermining the credibility of the exam system as a whole. Including more detail in our requirements for subject content should ensure greater consistency and fairness across subjects and between exam boards. We hope that by reducing variability in the system we can ensure that all young people leave school with qualifications respected by employers, universities and further education.
While making GCSE content more rigorous we must also correct the structural problems with GCSEs that the coalition Government inherited. As today’s report from the Select Committee confirms, the problems with English GCSEs generated last summer proved beyond any doubt that the current system requires reform. Both the Select Committee report and Ofqual recognise that controlled assessment, which counted for 60% of the English GCSE qualification, undermined the reliability of the assessment as a whole. That is why I asked Ofqual to review the regulatory framework for GCSEs, to judge how we might limit coursework and controlled assessment and to reflect on how we could lift the cap on aspiration by reducing the two-tier structure of some GCSEs. I have also asked Ofqual to explore how we might reform our grading structure, better to reflect the full range of student ability and reward the very best performance.
Ofqual’s consultation sets out how reformed GCSEs can be more rigorous and stretching and encourage students to develop and demonstrate deep understanding. It is proposed that coursework and controlled assessment will largely be replaced by linear, externally marked end-of-course exams. It is proposed that the current two-tier system will end except where it is absolutely essential, in maths and science. In those subjects, Ofqual is consulting on how to improve the current arrangements to deal with the concerns that we have expressed about capping aspiration. Ofqual is also consulting on a new grading system which gives fairer recognition to the whole ability range.
Young people in this country deserve an education system that can compete with the best in the world, a system that sets and achieves higher expectations. Today’s reforms are essential to achieve this goal. By making GCSEs more demanding, more fulfilling and more stretching, we can give our young people the broad, deep and balanced education that will equip them to win in the global race. I commend this Statement to the House”.
Lord Nash
I am grateful for the noble Baroness’s comments. I was rather surprised to be asked to make this Statement because it seemed to be one more opportunity to highlight the grade-inflation confidence trick that the previous Government pulled on the public of this country. It is true that grade inflation has been going on for a long time. According to a detailed study by King’s College London and Durham University, over the past 30 years-plus in maths the attainment levels have hardly moved, yet the number achieving grade C in maths GCSE has gone up from 22% to 55%. Between 2006 and 2009 achievement at grade C in English and maths increased by eight percentage points, defying all international evidence about the actual levels of achievement. We all know that the current system suffers from dumbing down and grade inflation and that the modular system has much more potential for manipulation. The blowing up of English last summer was the last straw in providing evidence in relation to this. It is not a question of whether we should do it; we must do it, and we must do it now if we are to render our education system competitive in the international world.
We have listened and we will continue to listen. This is a genuine consultation. We have consulted numerous experts, from Dr Anthony Ashmore, Dr Helen Drury, Lynne McClure, Professor Black, Eleanor Rawling to Charlie Stripp and many others. We have consulted parents and businesses. Businesses have been consistent in their claim that the curriculum is not fit for purpose—42% of employers have to provide remedial training for school leavers; eight out of 10 small businesses do not believe that school leavers are ready for work. The Institute of Directors has confirmed that the value of a GCSE has declined, and the British Chamber of Commerce says that school leavers’ literacy and numeracy are inadequate. In science, the Royal Society of Chemistry has called the decline in science a “catastrophic slippage”. Again, there is no doubt that we have taken this on board. Businesses want pupils to have better literacy and numeracy skills, which these more rigorous exams will provide.
Vocational training is right at the top of the Government’s priorities. The first thing we did when we came to power was to commission Professor Alison Wolf to do an analysis of the over 4,000 vocational subjects, many of which were so-called “equivalents”; this equivalence was another attempt to make the education system look better than it was. We have rigorously gone through those qualifications and reduced them to fewer than 200: those which are seriously valued by employers. We are introducing the TechBac, and have consistently compared our exam system with international systems and found it wanting.
We must drive stimulus in the system for better education. By doing that, in two years alone we have increased the take-up of the English baccalaureate from 22% to 48%. It is absolutely clear that our pupils are capable of far more than we have hitherto asked of them. Nothing I have seen has made me think anything other than that. It is high time that we reformed these exams. We have been accused of doing too much too fast. We have fallen so far down the international league tables that, in order for our education system and our country to be competitive, we must move to make substantial changes now.
Lord Sutherland of Houndwood
My Lords, I welcome the Statement from the Minister, and the fact that it has come now. Generations of students should benefit as soon as possible from the potential progress that we have marked here.
On a specific point, I welcome the attention to assessment, reflecting the whole range of ability and achievement in our school population. We have been failing to do this, which has been a disincentive to some of our most able pupils. The Minister will be aware of the success of Finland in the PISA international comparisons. Is he equally aware that one of the elements contributing to that success has been an attempt to ensure that the curriculum is more rigorous and detailed? I assume that these are the principles underlying what we have heard today.
Finally, can the Minister reassure us that the policy issues raised here will in fact be assessed, and that evidence as to whether or not they work will be presented to the House in due course?
Lord Nash
I am grateful to the noble Lord for his comments; I know that he is extremely well informed on these matters. I was aware of the success of Finland. We believe that Ofqual, particularly after its performance on the English exams, is now a rigorous organisation. The various assessment techniques it is consulting on—one in particular—will be rigorous.
Lord Storey
My noble friend is absolutely right to say that we need to have a rigorous examination system in which employers, universities, parents and even pupils have confidence and which is as challenging as that in any other country. I am delighted that we are not going back to a two-tier system; that was important to my colleagues.
I have two questions. An exam is hugely important to the pupil sitting it. It can make or break their life chances and expectations. At the moment you go into an exam, you might have great emotional problems. Young girls or young women can be starting their period, which can be devastating for them when they sit their exam. I hope that Ofqual will look at giving support to those pupils in terms of resits.
My second question follows on from the comments made by noble Lords opposite. How do we consult with parents? We bandy around the phrase, “We must consult with parents”, but how is that consultation carried out? Have we ever thought of consulting pupils themselves? They have great experience of exams.
Lord Nash
I am very interested in my noble friend’s comments. I know that he has vast experience as a teacher. On his last point, I recently read a very interesting report from America, which said that lesson observation was not the best way of working out whether teachers were teaching well; the best way to do that was through exam results and pupil feedback. My noble friend makes a very good point. In relation to pupils who maybe experience particular difficulties with resits, I will take this away for consideration.
Baroness Wall of New Barnet
My Lords, I welcome the Minister’s Statement. I am involved in skills and in working with employers, and as late as yesterday I hosted an event here for employers who deal with STEM subjects. The information the Minister shared with us is very much in tune with what is being experienced out there.
My first point follows on from the comments about how we engage parents. A key thing that came out from the meeting yesterday was how we persuade parents that the vocational route is as good, as well qualified and as valuable as the academic route, which my Government and previous Governments have endeavoured to take more people through. That is hugely important. When young people look at apprenticeships, very often their parents will suggest that they are the least best option, let alone the message that comes from schools, where career advice is now non-existent, and Connexions has gone—not that I was a great admirer of it; it had lots of faults. However, if we are to get UK plc working in the way it should do, and being as productive and profitable as it needs to be, employers need to know that they have support from parents as well as government and themselves, ensuring that the skills and vocational techniques that apprentices require are just as important.
Secondly, although the Minister has been very sceptical about equating GCSEs with vocational NVQ qualifications, that has made a difference, because it has allowed parents to measure in some way, however accurate the measurement, the value of what their children are learning. I hope that they will also be brought to a productive employment future.
Lord Nash
The noble Baroness makes some very good points. It is essential that we now make sure that our vocational qualifications are seen by all— employers, parents and students—as being as rigorous as academic qualifications and equally valuable. The Alison Wolf review, which suggests that we focus down on a core—although still substantial—number of vocational qualifications, is helpful here. However, we started from a very low base. You could get a diploma in a subject—I will not mention the name—which required no examinations at all because it was assessed entirely by continuous assessment. That counted as four GCSE equivalents. We clearly had got to a point where the system of equivalents was out of control. However, we need to see more rigorous vocational qualifications—and the UTC programme is very focused on this. We are seeing pupils, aged 14 and 16, going to UTCs which offer extremely rigorous vocational qualifications, and we need to spread this practice into schools as well.
Baroness Coussins
My Lords, I declare an interest as chair of the All-Party Parliamentary Group on Modern Languages. I welcome the Government’s intention to introduce more rigour in foreign languages at GCSE. However, there seems little point in improving the system if very large numbers of pupils are effectively disfranchised from access to it. What can the Minister tell the House about the Government’s intention in relation to the pupils in the 20% of state schools that have condensed key stage 3 into only two years, meaning that there are tens of thousands of pupils who do no languages at all after the age of 13, and who therefore have no chance of taking a language at GCSE, improved or otherwise?
Lord Nash
Yes, there are quite a few schools that take GCSEs over three years. It is a technique that troubles me a bit personally because we all know that if key stage 3 was better and not the kind of desert it can be, more pupils would do it. The noble Baroness makes a very good point: we are short of language teachers. We have put bursaries in place to encourage language teachers with good degrees into the system, but I will take her points on board.
Lord Quirk
My Lords, further to same point, if the new GCSEs are to have a fair chance, will the Government ensure that the timetable for their introduction fully respects the need for teachers right across the board—not just of foreign languages—to be brought up to speed wherever necessary? Is the Minister satisfied that the revised GCSEs respect the special importance of maths and English as underpinning all the other subjects in the examination system?
Lord Nash
The noble Lord makes a very good point. On the timetable, we are now consulting on the subject content and Ofqual is consulting on the regulations. The consultation on subject content ends on 20 August and Ofqual’s consultation ends two weeks later. We plan to publish final versions of both in September or October. The awarding organisations then have about six months to develop their detailed subject specifications and it will take approximately six months for those to be accredited by Ofqual. The full subject specifications should, therefore, be available in September 2014 for first teaching in September 2015 in all the subjects we have mentioned except languages, where first teaching will not be until September 2016. We believe that is ample time for teachers to prepare.
On the point about English and maths going through the curriculum, spelling, punctuation and grammar are worth 5% of marks in history, geography and English literature, and we have increased that to 20% in English language. In science, we are making sure that maths is much more prevalent.
Lord Elton
My Lords, coursework is a very valuable and flexible means of teaching but it is notoriously difficult to moderate, certainly in history and geography and doubtless in other subjects. The decision to withdraw weight from that element of examination marking is very welcome. The period chosen for the forthcoming consultation coincides with the most disrupted period of timetabling in the secondary sector and the peak workload of the examination authorities, on whose contribution there should also, presumably, be consultation. It also, of course, coincides with the holidays. Is the noble Lord certain that this period is long enough?
Lord Nash
We believe it will be long enough. It is important that schools can see the full picture of reform to GCSEs, A-levels, the curriculum and the accountability framework at the same time. As I said, we do not think it is fair on pupils to continue with the current system for any longer than we need to.
Lord Addington
My Lords, would my noble friend agree that certain groups, such as those with dyslexia or other learning difficulties—I declare an interest here—find coursework a much easier way of accessing an exam result? If it is to be downgraded, will my noble friend give me an assurance that the Government have done a detailed study of what assistance has to be given in examinations, which account for more and more of the marks, to enable this group to pass basic examinations and to access further and higher education, where they have proved that they can succeed? If my noble friend can tell me what has happened, I will be very happy. If he cannot, perhaps he will give me an idea of what type of consultation will be done so that the most modern and up-to-date techniques, such as voice to text and text to voice, might be used to allow these people to access exams on an even footing. We have already heard that we are taking spelling into account. Will the Minister give some indication of what we are doing for this very big group in our society?
Lord Nash
My noble friend makes a very good point. We have consulted with organisations representing SEN groups. The points he makes, particularly in relation to voice and text, are technical and something that we should discuss in detail on a separate occasion. It is very important that we make sure that we have consulted all the right people on this difficult matter.
Lord Sanderson of Bowden
Will my noble friend tell me whether in his consultation he will consult the devolved authorities in Wales, Northern Ireland and Scotland, and whether there is the slightest chance that they will go along with our plans?
Baroness Farrington of Ribbleton
My Lords, I record an interest as having been, many decades ago, an unqualified teacher. I may tell the Minister that in that job I was not equivalent to a professionally qualified teacher and doctor, who was given the pupils with learning and behavioural difficulties to keep him out of the way. I worry about the Government’s approach to professional training for teachers. Like other noble Lords, I am sure, I came across people who were trained after the Second World War, straight out of the forces. Some of them became good teachers, but many of them became dreadful teachers because they knew little about the education process or the development of children.
Will the Minister also be prepared to listen to representations on the problems of summer-born children and their ability to resit examinations, because they can be a full year younger than the rest of the cohort?
Will the Minister give an answer to another question, even if he is not able to reply now? There is deep concern in agriculture and horticulture that the department removed the qualification. How quickly will it be brought back?
Finally, will the Minister insist that when the consultation goes ahead, it will take into account the interests of pupils, and with the right timing for the training of teachers? Even if we all agree that the changes are right, the turnaround time can be damaging to the group of children who are going through the key years when the changes are taking place.
Lord Nash
I thank the noble Baroness for her comments. It is true that we now have the best generation of teachers that we have ever had. However, clearly we need to do more to improve teacher training, which in this country is very patchy. We need both to improve our TT colleges’ standards generally and have more training in schools.
I am aware of the issue of summer-born children and have seen the statistics, which are stark. I would be delighted to discuss the matter further to make sure that this is properly taken into account. The same goes for the agricultural and horticultural industries.
We believe that the turnaround time is long enough, but we will make sure that all head teachers are aware of the issue of the crossover turnaround time.
Lord Bew
My Lords, I thank the Minister for his earlier reply, in which he said that there will be discussions with the devolved Assemblies on the implications of these important reforms. May I ask him about the underlying spirit of these discussions? The Minister for Education in the Northern Ireland Executive—ironically, in this context, a Sinn Fein Minister—has said that he wants to see uniformity of standards maintained throughout the whole of the United Kingdom. Will the Minister reassure the House that this will also be the approach of the Government of the United Kingdom? These will be difficult discussions, but I hope the Minister can shed some light on the principles with which the Government will approach them.
Schools: Sport
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Baroness King of Bow
To ask Her Majesty’s Government what plans they have to increase sports activities in schools.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, the Government are providing £150 million for each of the academic years 2013-14 and 2014-15 to be distributed to every state-funded school with primary age pupils. This funding will be ring-fenced and must be spent on improving the provision of physical education and sport. Schools using this funding will be reviewed by Ofsted. The funding will complement efforts across Government which will ensure that all children enjoy opportunities to take part in sporting activities. We are also spending up to £166 million on the School Games.
Baroness King of Bow
Is the Minister aware that the Prime Minister has lamented the fact that elite sport is dominated by those with a private education? This happens because private schools have hockey masters, rugby masters, cricket masters, and so on, who can spot and develop talent. Is he further aware that state schools can do that only if they create the infrastructure by pooling resources essentially to do the same thing? Incidentally, that is what the school sports partnerships do. Will the Minister come to Tower Hamlets Youth Sport Foundation to see how the borough’s schools are pooling resources so that everyone can continue to keep the Olympic legacy alive and have the chance to do more sport in schools?
Lord Nash
I would be delighted to come to Tower Hamlets to do that. The noble Baroness may be pleased to know that, in addition to the four free schools we already have opening in Tower Hamlets, several more will probably be approved shortly. She makes a very good point about independent schools. The Headmasters’ and Headmistresses’ Conference is working on a scheme for co-operation between private schools and primary schools and King Edward’s School in Birmingham is developing a scheme and looking for other schools to do the same.
Baroness Grey-Thompson
My Lords, sports and activities are incredibly important for disabled children and some very pleasing figures have been released in Wales today in the aftermath of the Games which show that participation among disabled people has risen. Has the Minister given any possible consideration to whether sports provision could be cemented within the educational plans as proposed in the new Bill? It is much more cost effective than therapy and it would be a perfect opportunity to help change the fitness and health of disabled people.
Lord Nash
One of the best ways to celebrate and encourage disabled pupils is to celebrate the success of our Paralympians, including that of the noble Baroness, who won 11 gold medals, four silver and one bronze. It is central to our curriculum that all children enjoy sport at school. We have provided £300,000 to Sport England for disability sport to encourage wider participation in sport among children and of course the School Games are open to all participants. We have also been involved in a number of other measures.
Lord Higgins
Thank you. I was going to give way. I declare an interest as patron of Herne Hill Harriers. Does my noble friend agree that far too many people give up sport when they leave school and that it would both encourage the general standard of sport in schools and encourage people to continue sport after school if more schoolchildren joined outside sports clubs before they left school? Will he see whether the department can do something to encourage this?
Lord Nash
My Lords, I agree entirely with my noble friend. I would like to see all our children doing sport every day. The Department of Health has funded the Change4Life sports clubs. We aim to establish 13,500 clubs in schools by 2015. We also aim to have 6,000 partnerships between schools and local sports clubs by 2017 by providing funding for the national governing bodies of the various different sports. A number of other measures are also in place.
Baroness Billingham
Is it not the case that one-third of schools have reported a decline in sports participation in the past two years? They report that this is due to a cut in funding and to timetable pressure. Michael Gove has much to answer for. Given the dire warnings, how do the Government intend to deliver the promised Olympic legacy of a new sporting generation?
Lord Nash
The latest Taking Part survey shows that the number of 11 to 15 year-olds participating in sport increased significantly in the six months to September 2012, from 86% to 94%. The school sport partnerships were expensive and patchy in their delivery. We have announced £65 million to release PE teachers to help primary school pupils, in addition to the funding that I mentioned earlier.
Lord Addington
My Lords, there is a great deal of consensus that if we want school-age sport to follow on to adult activity we must involve clubs at an early stage, as my noble friend suggested. Will the Minister give me an assurance that in future, if any changes are made to the interaction between a club and a school, all those involved will be publicly consulted to make sure that the changeover does not take anybody by surprise and that we keep as much expertise as we have gathered so far?
Baroness McIntosh of Hudnall
My Lords, does the Minister agree that the effective use of the money that has been set aside for sport depends on the continued willingness of teachers—not just dedicated PE teachers but other teachers—to support sports activities outside the normal school curriculum and timetable? Will he take this opportunity to pay tribute to all the teachers who put a lot of their own time into making sure that children are able to take advantage of sporting opportunities when they arise?
Lord Nash
I agree entirely with the point made by the noble Baroness and will take this opportunity to pay tribute to teachers. The House has heard me say before that I regard teaching as the most noble of professions. All good schools provide a comprehensive range of sports during and after the school day and we are keen to send a message to all schools that we expect them to do the same.
Lord Woolf
My Lords, does the Minister think that it is important to extend the very broad approach that he is adopting to the use of sport to the criminal justice field, and in particular young offenders? Is this a matter that he discusses with the Ministry of Justice?
Schools: Bullying
Lord Nash Excerpts(12 years, 10 months ago)
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Baroness Brinton
To ask Her Majesty’s Government what funding is available to enable self-excluded severely bullied children to return to education.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, bullying should not be tolerated. Schools should take action to prevent bullying and protect pupils. Alternative provision is provided if a pupil cannot remain in a mainstream school. This enables pupils to receive education in different settings with specialist support if necessary, including for a return to a mainstream school. Some parents may none the less decide to withdraw their child altogether from all state-funded education. Local authorities may offer support to parents in those circumstances.
Baroness Brinton
I thank the Minister for his response. Given that the National Centre for Social Research report in 2011 estimated that 16,500 young people aged 11 to 15 are absent from state schools where bullying is the main reason, does the Minister agree that specialist education and psychological support interventions, such as the very successful Red Balloon Learner Centres, are the best way of helping these children back into mainstream schooling? Can he also say how such interventions can be funded if it is voluntary on local authorities’ behalf?
Lord Nash
The noble Baroness’s pioneering work in this field in Cambridgeshire is a model of best practice, and I am familiar with Red Balloon’s work. I very much agree with her that, for some severely bullied children, the type of intervention she describes may well be the most appropriate provision to support a pupil returning to mainstream education. However, that will not always be the case. Severely bullied children are not a homogenous group and among them will be some with a wide variety of specific needs and requirements. Local authorities can commission appropriate provision from a wide variety of providers and are funded to do so.
Lord Alton of Liverpool
My Lords, with the noble Baroness’s Question concentrating our minds on a toxic problem which is estimated to have led to at least 20 suicides each year, should we not be thinking of more imaginative and radical ways of co-ordinating our approach to bullying in schools? I commend to the Minister particularly the work of theatre companies such as Ten Ten, whose production I recently saw in a school setting and which, by working with young people, imaginatively addressed this issue of bullying. Does he agree that with one survey stating that 69% of UK children reported being bullied, and now with the phenomenon of cyberbullying and 31 million school days being lost each year through bullying, we need to take this incredibly seriously?
Lord Nash
I could not agree more. Suicide is a tragedy whenever it occurs. I am not familiar with Ten Ten but I would like to be; perhaps the noble Lord and I could discuss it later. We are particularly focusing on cyberbullying. Our central thrust is to send a strong message to all schools that bullying is not to be tolerated. We have focused Ofsted much more on four specific categories of which behaviour and well-being—including bullying—is one. We have also recently funded four organisations with £4 million to work with schools specifically on bullying.
Lord Geddes
My Lords, what practical help is being given to schools to prevent bullying?
Lord Nash
My Lords, in addition to the points that I have covered, including the Ofsted framework and the four organisations we have funded—namely BeatBullying, the Diana Award, Kidscape and the NCB—we are working with other innovative provision. In my own school, for instance, we have a programme where, if a child has been bullied and wishes to be out of school for a while, there is a student centre where they can come back in on a temporary basis and gradually engage again with classes until they have the confidence to get back into school life. I am keen to spread this practice elsewhere.
Baroness Uddin
My Lords, does the Minister accept that underlying many of the statistics is the fact that bullying is also about racism and Islamophobia? If so, what are the Government doing about it? I take this opportunity to commend the work of the Osmani youth centre, which is based in Whitechapel.
Baroness Howe of Idlicote
My Lords, bullying is rampant throughout our society—even, it would appear, in areas such as the BBC, as we have heard via the media. Given that prevention is better than cure, as everybody has stressed, what practical steps are being taken to ensure not only that playground or classroom bullying is classified as absolutely unacceptable but that every school is required to eliminate it? Will the Government publish a document giving examples of how this has already been successfully achieved in some areas?
Lord Nash
We should consider that. We have tightened teachers’ disciplinary powers, including their powers to search and confiscate, for instance, mobile phones and remove inappropriate material, and, particularly, to search for text bullying. We are continuing to focus on these areas.
Lord Lexden
Can my noble friend tell the House what the Government are doing to ensure that children in alternative provision have support and education to a standard that is on a par with that in mainstream schools?
Lord Nash
We are focusing intensely on alternative provision providers. This Government have sent a very clear message that we expect alternative provision education to be equivalent to that in mainstream schools. There is no doubt that alternative provision in this country is extremely erratic. I am delighted to see that we have a number of alternative provision providers coming through in the new free school applications, and I expect that a number of them will be approved. A number of alternative provision providers are converting to academies. We have some excellent alternative provision providers. We have also asked Ofsted to look specifically at alternative provision through a thematic inspection process.
Baroness Jones of Whitchurch
My Lords, does the Minister accept that many severely bullied children are very bright and can flourish educationally if they are given the right specialist intervention? However, such intervention has to happen at an early stage and all too often there is a gap between these children being identified and their being brought back into proper educational provision. The Minister has presented a picture of patchy provision across the country and said that it is erratic. What is the department doing to make sure that we have a complete picture of what is happening nationally and that those who are not providing the necessary educational provision are stepping up to the mark?
Lord Nash
I entirely agree with the noble Baroness’s point about the patchy nature of the provision. That is why we are encouraging more new providers to enter the system and set some standards. It is also why we have asked Ofsted to focus particularly on this area. Children who are excluded from school are often very bright and very energetic and we have a duty to make sure that they can be educated in the best way possible.
Lord Storey
My Lords, the Minister will be aware that schools are required to have an anti-bullying policy. Can he ensure that when Ofsted inspects schools, it does a quality assurance of that very important policy?