Education: Citizenship
Lord Nash Excerpts(11 years, 2 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Lord Phillips of Sudbury
To ask Her Majesty’s Government how they propose to enhance the amount and quality of citizenship education in order to increase the democratic participation and engagement of young citizens.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, citizenship is a compulsory subject in maintained secondary schools. The new programme of study ensures that teaching is directed towards how our country is governed rather than the more issues-based content that dominated the former programme of study. This will help prepare pupils to play a full and active part in society. We will continue to promote resources for schools, such as the democratic engagement resource, Rock Enrol!
Lord Phillips of Sudbury (LD)
I thank my noble friend for that reply, but does he not agree that engaging in today’s hyper-complex, democratically challenged society, particularly for less able pupils, requires an absolute minimum of knowledge and the will to engage? What does he think of the effect, by contrast, of 56% of our schools—all free schools and academies—not even having to teach citizenship; of the rest not being Ofsted-inspected, vis-à-vis citizenship education; and of the number of specialist teachers teaching citizenship for examinations and pupils taking it being in freefall?
Lord Nash
All academies and free schools are required to teach a broad and balanced curriculum, and we trust academies to teach citizenship and prepare their pupils for life in modern Britain. I am sure that my noble friend will be delighted to hear that under this Government the number of pupils taking the full course of GSCE citizenship has more than doubled.
Baroness Massey of Darwen (Lab)
Does the Minister agree that it is first important to define what we mean by “democracy”? Is he aware of programmes that begin in primary schools, such as UNICEF’s Rights Respecting Schools? I declare an interest as a trustee of UNICEF. These programmes encourage pupils to be aware of others’ and their own rights and responsibilities. Is he also aware that school councils, which are fundamental to this, are considered important and vital in encouraging citizenship?
Lord Nash
The noble Baroness is quite right that these programmes are excellent. We have established a group of citizenship experts to help advise schools on such programmes. They produce a comprehensive resource digest, which is online, to link them to organisations such as the Citizenship Foundation, Parliament, the UN and Debate Mate.
The Lord Bishop of Lichfield
My Lords, will the Minister join me in congratulating the young people highlighted by the I Will campaign, who have so ably demonstrated the impact that young people can have in transforming their own communities?
Lord Roberts of Llandudno (LD)
Does the Minister welcome the initiative of the organisation Bite the Ballot, of which I am proud to be the honorary president, in enthusing young people—not us, but the young themselves? On 5 February it has its national voters’ registration day, when it hopes to register a quarter of a million young people, so that they are able to vote in the coming general election.
Lord Grocott (Lab)
My Lords, on democratic participation, do we not in this House have a big advantage over young people coming on to the register? During our lifetimes, we have been able to participate in general elections on average once every three years and 10 months, whereas the upcoming generation, thanks to legislation by this Government, will be able to take part in a general election only once every five years. A simple decision that could be made to increase the possibility of democratic participation by young people would be to scrap these wretched five year fixed-term Parliaments.
Baroness Eaton (Con)
What are Her Majesty’s Government doing to improve the quality of financial education in schools?
Lord Nash
My Lords, for the first time, the national curriculum is making financial literacy a statutory part of citizenship education. Pupils learn the importance of budgeting, the sound management of money, credit and debt, and gain an understanding of different financial services and products. The curriculum in maths has been strengthened to enable pupils to make financial decisions and understand percentages. Moreover, we are promoting materials produced by the financial education charity PFEG, and by HMRC.
Baroness Howarth of Breckland (CB)
My Lords, at a time when we are seriously concerned about the radicalisation of young people in schools, and when we know that children are very concerned about what they are seeing on television, what work is being done with the Home Office to ensure that these issues are clearly covered in citizenship education in schools?
Lord Howarth of Newport (Lab)
My Lords, does the Minister agree that education for democracy should not merely be about the mechanics of the political and governmental system, but should permeate the curriculum extensively? For example, the study of literature should assist young people to discern whether language is being used with integrity and should illuminate the nature of responsible choice. Does the Minister also agree that good teachers understand this very well, but that teachers in all schools need the professional autonomy, encouragement and practical scope to use that understanding in their own way?
Lord Nash
I entirely agree with the noble Lord. The knowledge of citizenship is part of the core cultural capital that all students need in order to progress. The noble Lord, Lord Giddens, made a very good exposition about the difference between social mobility and relative social mobility in a debate last week. Under this Government, the number of pupils who are receiving this core cultural education has gone up by more than 60%, and I am delighted by the noble Lord’s support for the autonomy that we provide under the academies programme.
Small Business, Enterprise and Employment Bill
Lord Nash Excerpts(11 years, 2 months ago)
Grand CommitteeRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, I thank the noble Baroness, Lady Jones, for her amendment in relation to Clause 72 and I am delighted to be able to speak about this measure, which will reduce the bureaucratic burden on schools.
Amendment 35AA would lead to a review of the impact and appropriateness of the changes resulting from Clause 72. The intention, as I read it, is that it would be an additional safety net. While I understand these concerns, I would like to reassure the noble Baroness that some 300 schools are already providing high-quality education for two year-olds. We believe that the evidence is clear that primaries running nurseries employ higher-quality staff and it is clear that that results in better outcomes for pupils. It results in better transition for pupils and enables the primary schools to get to know the parents at a younger stage in the child’s development. High-quality checks and balances are already in place. We therefore believe this amendment is unnecessary.
Like any other provider of early years childcare, schools must adhere to the standards set out in the EYFS framework. This is the case for schools that already accept two year-olds and will continue to be the case once the clause comes into force. The framework clearly sets out requirements and standards for learning and development, safety and well-being of children and the appropriateness of accommodation—all the issues, in fact, that this amendment seeks to cover. We have seen how this is working in practice. We ran a demonstration project with 50 schools that take two year-olds. That showed how schools, just like nurseries, carefully manage their provision for two year-olds alongside other nursery-age children—for example, having separate parental access arrangements, accommodation and play areas. What these schools have shown is that some mixing of two year-olds with three and four year-olds has benefits to both year groups, as long as it is managed appropriately. This provision is not forcing schools to do this. There are no targets for the numbers, but we want to make it bureaucratically easier. Schools are already held to account by Ofsted for delivering age-appropriate, EYFS-compliant provision.
As I said, schools are, in fact, already doing a very good job. Of the 294 schools that were accepting funded two year-olds in January 2014, 81% were rated good or outstanding by Ofsted, as of August 2014. That is the same figure for primary schools overall and compares well with other early years providers, 80% of which were rated good or outstanding.
Clause 72 will not introduce something new. Rather, it will just remove the bureaucratic burden of separate registration for two year-olds while keeping the rigour of Ofsted inspections—holding schools to account against the same standards as they currently are. Since Ofsted’s recent introduction of a separate early years judgment for schools, the ability of a school to provide quality early education will be assessed very clearly against these standards with a discrete judgment and wording. This is why we believe that we already have the systems in place to continue to ensure high-quality provision and the safety and well-being of children, including two year-olds, in schools, without the need for this separate review.
I hope that the noble Baroness has found my explanation reassuring and, on this basis, will withdraw her amendment.
Baroness Jones of Whitchurch
My Lords, I thank the Minister for his response. We understand the advantages of removing the bureaucratic burden of having to register separately. We were trying to extend the debate beyond that into some of the other consequences of it. From listening to what the noble Lord has said, he is really implying that, although that bureaucratic burden might well be reduced, they are therefore not expecting a huge expansion of these places, which was my challenge to him. How many extra school places are to be created by this measure? It might reduce the bureaucracy, but it is not going to facilitate a great swathe of extra places. Given that, my challenge to him was that all of the available spaces were being used by the expanded need to fill primary school places.
I understand the need for the initial reduction. We think this situation needs to be kept under control and under review, but I think that will be an ongoing process. At the moment, I am very happy to withdraw the amendment.
Baroness Jones of Whitchurch
My Lords, Amendments 35Y and 35Z place in the Bill the current permitted staff:child ratios for childminders and nurseries. We believe that these amendments are necessary because of this Government’s public statements and attempts in the past to increase the ratios. This would be all too easy, as the current ratios are in regulations that can be changed by the Secretary of State. We are therefore keen to provide the necessary reassurance and guarantees to parents and professionals alike that the current ratios are safeguarded.
When it was proposed to change the ratios there was a massive outcry from across the sector. It was felt that this move would compromise quality and put children’s lives at risk. As a result, the Government backed down, but there is a real concern that, in a drive to increase the supply of early years places, the Government might revisit their original plan. We believe that the current ratios have stood the test of time in balancing the quality of provision with the costs to providers and, therefore, parents. We are all concerned about the rising cost of childcare in this country, which continues to be a barrier to parents returning to work and a major source of family poverty. The Government’s proposals to offer 15 hours of free childcare and our own proposals to expand free childcare for three and four year-olds from 15 to 25 hours per week for working parents are beginning to address the cost of childcare. However, it is crucial that, in the bid to expand childcare provision, quality is maintained and improved.
Professor Nutbrown, who advised the Government on early years provision, has made it clear that she would not support an increase in the ratios. She quite rightly made it clear that good-quality provision is directly related to the qualifications and training of the staff involved, as well as their capacity to relate to the children on an individual basis. This is crucial to the well-being and development of young children. Our proposals would ensure that a single childminder could care for up to six children aged eight, including a maximum of one baby under 12 months and another two children under the age of five. By anyone’s imagination, that would be quite a workload and it would be a challenge to provide appropriate care across the age groups. For nurseries, there would be one member of staff for every three children under two, one member of staff for every four children aged two or three, and one member of staff for every eight children over the age of three. We would also set out in regulations the minimum qualifications for these staff members. Again, these ratios as they stand sound fairly challenging.
These ratios are not just necessary to support the crucial period of early years development, with all the complexities that we were debating in the Chamber last week; they are also necessary to provide safeguarding and protection for vulnerable children. We are all saddened when we hear of unnecessary deaths when children are in the care of others. It can happen in an instant—one child wanders off or puts something in their mouth without being observed. Nursery staff already work under considerable pressure, and we should not be tempted to add to it. We believe that it is necessary to protect the current ratios and that putting them in primary legislation will provide the guarantee that, if any changes are proposed in the future, they will be subject to full parliamentary scrutiny and debate. I beg to move.
Lord Nash
My Lords, I thank the noble Baroness for her Amendments 35Y and 35Z relating to staff:child ratios.
The provisions in the Bill are about opening up new business opportunities for childminders by allowing them to work on non-domestic premises for up to half their time. This will be welcomed by both childminders and parents. For example, small rural schools may welcome the additional flexibility of bringing in a childminder to run a small after-school club, providing a new and valuable service for working parents. We are not trying to change the fundamental nature of childminding; we are simply giving childminders more flexibility in how they operate their business.
The Government consider it right that all registered early years childminders should meet the same early years foundation stage framework requirements around child development, welfare and well-being, including ratio and qualification requirements , whether they are working on domestic or non-domestic premises. The safety of children is paramount. The English childcare system has some of the highest adult:child ratio requirements in the world. I can tell the noble Baroness that we have no plans to amend the ratios. We think that the current ratio for childminders of 1:6 is right and this is already set out in the early years foundation stage statutory framework, made under powers in the Childcare Act 2006.
These amendments seek to enshrine those ratios and minimum qualifications in primary legislation. The Government consider secondary legislation to be the right place for this. Other ratios, relating to welfare requirements, are also set in secondary legislation and this allows the flexibility to respond to changing circumstances if necessary.
On the matter of defining qualifications and “suitable experience” for those working with children under two, I assure the noble Baroness that existing regulation-making powers already allow terms such as “full and relevant” and “suitable experience” to be defined. There is no need for further legislation on this matter.
The Government are committed to ensuring that childcare places remain of the highest quality, as these have lasting benefits for children. We believe that continuing to ensure that childminders and other providers of childcare meet standards set out in the early years foundation stage is the best way of doing this. I hope that the noble Baroness has been reassured by my response and will be content to withdraw her amendment.
Baroness Jones of Whitchurch
My Lords, I am grateful to the noble Lord for his response. He said that there were no plans to amend the ratios at the moment and I am sure that that is the case. However, we were doing some future planning, thinking about what might happen in the future, and trying to ensure that there were further guarantees going forward.
The Minister talked about the advantage of the provision being in secondary legislation as allowing more flexibility in changing circumstances in future. That is precisely our concern—that in future, if there is a need for changing circumstances of the kind that I addressed in my opening remarks, such as the need to increase places at short notice for three year-olds or four year-olds, this would be exactly the sort of measure that the Government might bring back into play, given that they have considered it in the past. We believe that there is still merit in having this in primary legislation, if only because, if there were any suggestions of change being necessary, it would enable proper parliamentary scrutiny to take place so that it could not be done simply by the Secretary of State. This may be an issue to which we return. For the time being, I beg leave to withdraw the amendment.
Baroness Jones of Whitchurch
My Lords, this amendment follows on from our earlier amendment on the proposed expansion of childcare places in schools. At its heart is a desire to ensure that all premises where childcare is provided are of an appropriate standard. We remain concerned that the proposed changes allow large childcare providers to register an appropriate facility in one place and an inappropriate facility elsewhere. This might come to light only when an Ofsted inspection takes place, but it might also be missed by Ofsted, as it would not have an obligation to visit every site. Our amendment would give the Chief Inspector of Schools a wider duty to set down the quality and range of facilities for early years providers that would be judged appropriate.
While we understand the desire to reduce regulation on business, we also feel that it is crucial that the quality of childcare facilities is not compromised. I am sure that the Minister would agree that children’s safety should be paramount, but there remains a danger that the registration of multiple sites could lead to fewer individual inspections. When this was discussed in the Commons, the Minister, Matthew Hancock, made it clear that Ofsted would use its discretion on which premises to inspect, using a risk-based model. But however you look at this, it seems to be leading to fewer individual inspections. We are concerned that standards, rather than improving, will, in fact, go down. Our amendment to require Ofsted to lay down some minimum standards goes some way to addressing this problem. I hope that the Minister can agree that this is a sensible way forward and leaves in place sensible safeguards.
Lord Nash
My Lords, I thank the noble Baronesses, Lady Jones and Lady King, for their amendment in relation to Clause 74, and I am delighted to be able to speak about this measure, which will reduce the bureaucratic and administrative burden on childcare providers.
The amendment would place an additional and specific duty on Her Majesty’s chief inspector to keep the Secretary of State for Education informed about the quality and appropriateness of the facilities and premises used by registered providers of early years childcare. The statutory framework for the early years foundation stage is mandatory for all early years providers, including childminders, and already provides for the safety and suitability of premises, environment and equipment. The EYFS is clear that providers must ensure that their premises, including overall floor space and outdoor spaces, are fit for purpose and suitable for the age of the children cared for, and the activities provided, on the premises. Furthermore, the EYFS is clear that providers must comply with the requirements of health and safety legislation, including fire safety and hygiene. Ofsted already inspects all early years providers against the requirements of the EYFS and will continue to do so.
To ensure the safety of children, childcare providers will still be required to obtain approval from Ofsted before they can operate from new or additional settings. Furthermore, Ofsted will continue to inspect all Ofsted-registered early years settings and carry out sample inspections of later years settings, as it does now. However, on adding additional premises to an existing registration, Ofsted can use a risk-based approach to decide whether they need to visit all premises before an Ofsted-registered provider can operate from them. For example, where an outstanding provider is acquiring existing childcare premises which are already registered as an early years setting, Ofsted may decide it is not necessary to visit those premises again until the next inspection.
More generally, if Ofsted receives a complaint or has concerns about the quality and appropriateness of the facilities and premises of any of the settings which it regulates, it has the power to take immediate action and can inspect, investigate and suspend settings where necessary. Section 118 of the Education and Inspections Act 2006, which sets out the functions of the chief inspector, including functions relating to early years provision, already places a duty on the chief inspector to inform the Secretary of State of matters connected with activities within his remit, including quality and standards.
Furthermore, if requested to do so by the Secretary of State, the chief inspector must provide the Secretary of State with information or advice on such matters relating to activities within the chief inspector’s remit as specified in the request. The chief inspector can also give advice on any matter within his remit, including advice relating to a particular establishment, institution or agency. Section 118 is wider ranging than early years functions and it would not be appropriate, therefore, to include such a specific or prescriptive measure about early years premises and facilities. However, as part of his annual report, the chief inspector can also include information on the quality and appropriateness of the facilities and premises where he considers it appropriate to do so.
For these reasons, I do not believe there is a case for placing an additional or specific duty on the chief inspector. I hope that the noble Lady has found my explanation reassuring and, on this basis, will withdraw the amendment.
Baroness Jones of Whitchurch
I thank the Minister for that response. I was with him when he started because I thought he said that what is in our amendment already happens, in which case I would have been very pleased to withdraw it. However, as he went on he began to say that, although this was something that was within the chief inspector’s potential functions, it was not something that was required. I would be grateful if he would clarify what exactly, at the current time, the chief inspector’s responsibilities are. I am not going to argue about whether we have put the amendment in the right place—we may well have put it in the wrong place—but is it part of his current functions to advise on the quality and appropriateness of the facilities and premises used by registered providers? If it is, I will be happy to withdraw the amendment.
Lord Nash
I hope that I can clarify the situation. We are talking about adding additional premises to an existing provider. Of course, these might be premises that have already been used for such provision, or it will be pretty obvious—Ofsted can tell from the information it has—that a provider will be suitable because it is of a very high quality and Ofsted does not need to visit them. Obviously, if it is a new provider or premises which have never previously been used for the purpose, I suspect that Ofsted would want to visit them.
Baroness Jones of Whitchurch
I can see that this might be something that takes a longer discussion, which we may have outside this Room. I was not arguing with what the Minister said, I was just asking whether the more general duty was already on the shoulders of the chief inspector. I am not sure that he clarified that, but I am very happy to have this discussion elsewhere.
Baroness Jones of Whitchurch
In that case, I am very happy to withdraw the amendment.
Baroness Jones of Whitchurch
My Lords, one of the lessons we are taking from the increasing body of evidence on early years intervention is that you have to start early. Traditionally, it has been seen that preschool and nursery care was key, but we now understand much more about the situation. The way a child’s brain develops and its physical and emotional development begins to be shaped from the moment of birth and there is a crucial window between the ages of nought and three where development sets up a child for life.
This is why the previous Government set up the Sure Start programme. The aim was to provide a one-stop shop for families and young children to access support and services. But, of course, the key to getting new young parents through the door is to make contact with them and encourage their participation. That is why we proposed in the Children and Families Bill that greater opportunities to register births at children’s centres would provide an excellent way to make the first introductions.
Our amendment concerns one aspect of data sharing: sharing information about live births. The amendment would require NHS trusts to share with local authorities details of live births to parents resident in their areas. We believe that this is an important requirement to provide greater safeguards for vulnerable babies as well as ensuring that local authorities can plan and provide appropriate family services in their areas. They need accurate information on the number of live births as well as the individual details to ensure that the services are targeted effectively. This would also enable children’s centres to improve their outreach work with new families who have not been in contact with them. Arguably, these are the families who are hardest to reach and most in need of support.
I understand that the national picture on this remains patchy. Some health trusts are willing to share this information while others have concerns about confidentiality. We need to address this reluctance to share this crucial information and our amendment provides the impetus to do this.
Obviously, it would be necessary to provide more detailed advice about the amount of detail to be provided and the legitimate uses to which it can be put, and it would clearly be necessary to ensure that the information did not fall into the wrong hands. However, this is a challenge about data sharing that the Government face in numerous aspects of their work. It has been overcome elsewhere and it can be overcome here. So I hope that the Minister can agree to take our amendment on board, recognising the great advantages for child safety and child development that would flow from it.
Also, when we raised these issues during the Children and Families Bill, it was reported that the department was already considering how best to improve this situation. The Minister subsequently wrote to update us on the work of Jean Gross’s task-and-finish group, which was exploring how to overcome these barriers. However, despite welcoming her report, it is not clear whether anything has really changed. There still appears to be reluctance on the part of health trusts and local authorities to facilitate this exchange of information. I would like to ask the Minister for an update from the department on its follow-up to the Gross report and what evidence it has of anything changing on the ground. Otherwise, I hope that he can support our amendment. I beg to move.
Lord Nash
My Lords, I am sympathetic to the aims of these amendments. It is essential that health services and councils collaborate effectively and share information to do that. But we do not think it is necessary to put new requirements in primary legislation. There are no legal impediments to NHS trusts sharing live birth data with local authorities. They are not confidential data. Birth registration data are already publicly available, and local areas should and are using partnership agreements or protocols to make data sharing as effective as possible.
The statuary guidance for Sure Start children’s centres is clear that health services and local authorities should share live birth data with children’s centres regularly. Children’s centres are successfully reaching out to those families most in need, with 90% of eligible families registered. But we are not complacent. We will continue to encourage NHS trusts and local authorities to review and consider their local protocols and practice on sharing information. The Government’s response in November 2013 welcomed the Jean Gross group report on information sharing in the foundation years and our strategic partner, 4Children, is disseminating best practice information. Since we debated similar matters during the passage of the Children and Families Act 2014, we have also commissioned the Royal College of Paediatrics and Child Health to develop training materials to support health professionals and early years practitioners with information sharing. I hope that this explanation reassures the noble Baroness and that, on that basis, she will withdraw her amendment.
Baroness Jones of Whitchurch
My Lords, Amendment 35AD has been tabled in my name and that of my noble friend Lady King of Bow. This amendment requires the Chancellor to assess the benefits of top-up payments to those with parental responsibility for three and four year-olds. It then requires the Chancellor to compare the likely benefit to those same families of Labour’s policy of funding 25 hours per week of free childcare. Figures from the House of Commons Library show that Labour’s policy will benefit an estimated 436,000 three and four year-olds. In hard cash terms, this means a benefit of more than £2,500 per family who qualify, in addition to top-up payments.
The purpose of the amendment, then, is to get the Treasury to carry out a review of the likely benefits to these families. After all, at a time when incomes of hard-working families are being remorselessly squeezed, do the Government not owe it to those families with three and four year-olds to consider which policies will help them most? Labour’s policy is a fully costed spending commitment, which will be paid for by an increase in the bank levy. We will also introduce a primary childcare guarantee to help parents manage the logistical nightmare of before and after-school care. Again, this is in addition to the provisions made by the Bill.
One of the purposes of this amendment is to highlight the varying benefits to parents of different approaches to childcare provision. The Government’s approach, as the Minister will be very well aware, is demand-led. This means that subsidies such as the Government’s tax-free childcare, where cash support goes to parents and then on to the childcare providers, often leads to those providers simply artificially inflating childcare prices. Instead, the alternative approach of our party is modelled on supply-led government funding for childcare. For example, this would include measures such as extending free entitlement, where support goes directly to childcare providers. This approach has been supported by think tanks such as the Institute for Public Policy Research and the Resolution Foundation. Both these organisations presented evidence, based on international examples, that supply-led models are far more effective at supporting hard-pressed parents than demand-led subsidies.
If the Government will not think again immediately on this issue but are genuine about the interests of hard-pressed working families, they will surely back this amendment to conduct a Treasury review and ensure that we can all share in the facts of the situation. I beg to move.
Lord Nash
My Lords, I am grateful to the noble Baronesses, Lady Jones and Lady King, for their amendment and for the opportunity to debate the important matter of the Childcare Payments Act. As noble Lords will be aware, this Act introduces the tax-free childcare scheme announced by the Chancellor of the Exchequer in his 2013 Budget. Once it is in place, the Government will meet 20% of eligible working families’ childcare costs up to an annual maximum of £2,000 for each child. That is the equivalent of basic-rate tax relief on childcare costs of up to £10,000 per child.
I am aware of the Labour Party’s policy to increase the 15 hours of childcare to 25 hours. The noble Baroness said that this is fully costed and will be paid for by the bank levy. That is interesting, as that would make it the 12th time that the Labour Party has spent this money and therefore it would be totally unfunded. It has also costed the increase at £800 million. However, we believe that it would cost £1.6 billion, and that is on the basis that this extra increase in demand would not put prices up, which providers tell us it would. Indeed, they say that they would struggle to provide these places. We have increased the number of places by 100,000, which is a remarkable achievement, but we do not think that it would be right to put this pressure on the system at this time. It is a question of balance between parental care and childcare.
The amendment concerns the impact of the Act within the context of the Government’s wider track record. It would require the Chancellor of the Exchequer to review its effectiveness and publish his conclusions. The 2014 Act received Royal Assent on 17 December and we now move to the important phase of implementation. I understand the noble Baroness’s desire to debate this matter here, given that the Act was a money Bill with little opportunity for such debate, and I hope that I will be able to reassure her in relation to the amendment.
Amendment 35AD would require the Chancellor of the Exchequer to publish, within three months of the passing of this Bill, an assessment of the benefits of the scheme under the Childcare Payments Act to parents of three and four year-old children. It would also require those benefits to be assessed in addition to the likely benefits of funding 25 hours of free childcare.
This Government fully understand the importance of high-quality early education for this age group. That is why we funded an increase from 12.5 to 15 hours a week of early education for three and four year-olds. However, it is important to recognise that the cost of childcare is not just an issue for children under five but also an issue for school-age children. For many working families, the high costs of childcare make this one of the largest parts of the household budget. This Government believe that there is a powerful case for improving access to childcare throughout childhood to ensure that parents are supported to work if they choose to do so.
The introduction of the new scheme provided for in the Childcare Payments Act for children up to the age of 12 will build upon the £5 billion per year that the Government already spend on early education and childcare. It will help many more parents to meet these costs, including those such as the self-employed, who cannot access support under the employer-supported childcare scheme which it will in time replace.
The Government have already made a commitment to review the impact of the new scheme two years after its full implementation. This was set out clearly in the impact assessment published last year. The scheme will become available only from the autumn of this year, and it is important to allow time for the measures to properly bed in before conducting a review. Therefore, no purpose would be served in carrying out a review so soon.
I hope that the noble Baroness will be reassured that the intention of her amendment is already being met without the need for further legislation. On that basis, I ask her to withdraw it.
Baroness Jones of Whitchurch
I thank the noble Lord for his comments. Interestingly, the Institute for Fiscal Studies says that, of all the parties, our costings are the only ones that have been carefully and cautiously costed. Therefore, I think that we can dismiss the noble Lord’s rather wild, or alternative, calculations. As we know, the Government’s discredited calculations were widely commented on at the time they made them public, so I do not think that there is any credibility in that particular argument.
I welcome the fact that the noble Lord has said that there needs to be a review. We were interested in a review earlier than that two-year cut-off point, as he knows. This issue is crucial and it may well be that two years is too long to let the situation drag on. It is particularly crucial because, as he will again know, a lot of the private nurseries are refusing to take part in the Government’s free childcare offer. It was publicised quite recently by the National Day Nurseries Association that one in seven of England’s 18,000 nurseries are refusing to take part. There is a supply-side problem. On the Government’s figures 41,000 children eligible for the free scheme are yet to find a place.
We are all in favour of increasing childcare and we all have our different models for doing that. We believe that ours is more cost-effective and would be more effective than those proposed by the Government. Anything that invests in childcare is obviously to be welcomed, but, as I say, I believe that our scheme is better costed and would be more helpful to hardworking families in the longer term. I take note of the fact that there will be a review. We would have liked a review earlier, but I am sure that in the mean time there will be lots of public debate about this issue. If there is not an official review we will continue to tease out the issues that arise from the alternative policies. I therefore withdraw the amendment.
Baroness Jones of Whitchurch
My Lords, I rise to speak to Amendment 35AE, tabled in my name and that of my noble friend Lady King of Bow. This amendment requires the Government to go further than review the benefits to families of the fully funded proposals set out by Labour for parents of three and four year-olds. This amendment requires the Chancellor to review the impact of childcare costs in the round.
Neutral observers might be forgiven for thinking the Government do not recognise the current crisis facing working parents with children. The figures, which have been widely quoted, are quite shocking. Since this Government came to power, real wages have stagnated or fallen, yet childcare costs have increased. They have increased by a staggering degree, spiralling by 30% since this Government came to power—five times faster than wages. There has been a childcare crunch. The number of early years childcare places available has fallen by 42,000 across England and vital support for childcare costs have been slashed, with some families losing up to £1,500 per year.
Our analysis of the latest figures from the independent Institute for Fiscal Studies, along with analysis by the House of Commons Library, shows that working families have been hardest hit by this Government’s tax and benefit changes, even taking account of the rise in the personal allowance. For example, a family with both parents in work will be more than £2,000 per year worse off by the time of the next election. Of course, these changes are in addition to the impact of the unprecedented fall in living standards in recent years, where wages have fallen in real terms, leaving working people a further £1,600 a year worse off on average since 2010.
On this side of the Committee, we think it is unacceptable that some of the most vulnerable families face this childcare crunch, hit with reduced support, fewer places and soaring costs. We believe the very least that the Government can do is to agree to this amendment, which simply requires the Treasury to review the impact of childcare costs, including the average cost of childcare for parents in work, taking into account the other changes to the tax and benefits systems. I beg to move.
Lord Nash
My Lords, I am grateful to the noble Baronesses, Lady Jones and Lady King, for Amendment 35AE, which is a companion to Amendment 35AD, which we have just considered. I thank the noble Baroness for her economics lesson but I will not take lessons from the Opposition on financial management, given the appalling state they left the public finances in when they left office nearly five years ago.
Amendment 35AE would require the Government to publish a triennial review of the impact of the Childcare Payments Act on the cost of childcare. I share the concern of the noble Baroness about the impact that high childcare costs have on working families, and for that reason the Government are making significant reforms to support the childcare sector to increase the supply of places. These are designed to ensure that any increase in demand for childcare will be matched by increased supply rather than increased costs. The latest figures show that there are around 100,000 more childcare places than in 2009. This is a remarkable achievement by the Government. In addition, we are making start-up grants of up to £2 million available to help people to set up new childcare businesses and to make up to 32,000 good and outstanding childminders automatically eligible for early education funding.
Lord Stoneham of Droxford
May I briefly say that I share the thoughts of the noble Lord, Lord Freeman, and can extend them from my business experience? I have very little experience to give on the education side but, as a recipient of skills and as an employer, I have strong views on the development of the careers service. There is widespread criticism of the careers service throughout the business community, which is deeply sad. This reflects the fact that we still have a long way to go in developing partnerships locally, between local businesses and schools. We must make sure that these services are provided not just for the local school but in partnerships, so that access to the services is wider than it is to school leavers, and that we put much more emphasis on the merits of technical education rather than academic prowess. The Government are looking at this area but they need to give it more attention. We will be looking at how the thinking develops as the Bill goes through the House.
Lord Nash
My Lords, I am grateful to the noble Baronesses, Lady Jones and Lady King, for this amendment and for raising the important matter of careers guidance. I hear what the noble Baroness says about not carrying on the economic batting backwards and forwards. I am sorry to hear it, because I was rather enjoying it, but I agree that, in the interests of time, we should stop. However, I must point out that she did say that the Chancellor had failed to reduce the deficit and, of course, it is a clear and unquestionable fact that this Government have substantially reduced the deficit we inherited from the previous Government. We are absolutely committed, also, to ensuring high-quality careers advice and I hope to reassure the noble Baroness that sufficient action is in train.
The Government commissioned Ofsted in 2012 to carry out a thematic review to examine the impact of the statutory duty on schools to secure independent careers guidance during its first year of operation. Ofsted’s report, published in September 2013, found that only one in five schools ensured that all students in years 9 to 11 received sufficient information to consider a wide breadth of career possibilities. This is not surprising. The guidance on careers that this Government took over was in a very poor state: virtually nobody had a good word to say about the Connexions service, including Alan Milburn. That is why we put the responsibility for providing good careers guidance on to schools.
This, however, is only a very recent development and it is not surprising that it has not immediately transformed provision. We have debated careers guidance on many occasions and there seems to be a perception among some noble Lords that we should hark back to some former golden age of careers guidance, which I certainly do not recognise. Careers guidance in schools has, in recent times, been poor and we have taken strong action to improve it. However, in response to the Ofsted findings, we took action, including publishing statutory and non-statutory guidance, strengthening our accountability framework and reshaping the role of the National Careers Service.
The new statutory guidance, effective from September last year, provides a clear framework for schools. It recognises that face-to-face guidance delivered by careers advisers is an important element of a varied programme of high-quality support, alongside other elements including employer contacts, work tasters, mentoring and online provision. Of course, we know that a number of commentators, including McKinsey, have said that active engagement with places of work is of far higher quality than face-to-face career guidance for most pupils.
Improvements to the National Careers Service website and helpline have made it more accessible through a range of digital channels, including Skype, and mobile phone applications. There is new content on the website written specifically for young people. Youth charities and young people are informing further developments. We have continued to listen to a number of respected contributors in this area, including the Gatsby Charitable Foundation and the Education Select Committee of this House. We have listened to schools, colleges, employers, parents and young people themselves. I pay generous tribute to my noble friend Lord Young for his invaluable work in this area. His report, Enterprise for All, has informed our thinking about the way forward. All have made it clear that many schools and colleges still require additional support, so, on 10 December last year, the Government announced the establishment of a new employer-led careers and enterprise company, chaired by Christine Hodgson, Chair of Capgemini UK, who has a strong track record of developing young talent.
Early Years Intervention
Lord Nash Excerpts(11 years, 2 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, I thank the noble Baroness, Lady Massey, for securing this important debate, and all noble Lords for their speeches. The noble Baroness referred in her eloquent opening speech to the terrible state of relative social mobility in this country—or, rather, our dreadful social immobility—and to the importance of early intervention in that regard. At the end of this Parliament, as at the start, the coalition Government remain fully committed to breaking the cycle of deprivation, promoting social mobility and a more equal society.
Central to this is the goal of ending child poverty in the UK by 2020 and reducing inequalities. Despite the challenging economic circumstances and fiscal restraint imposed on us by the state of the public finances that we inherited, we are making significant progress, with 300,000 fewer children living in relative poverty under this Government. The evidence is clear that work remains the best route out of poverty. We know that children are three times as likely to be in poverty if they live in a workless family. Therefore, at the centre of our child poverty strategy is a commitment to tackling worklessness, and it is clear that our reforms are making a real difference. Thanks to this Government’s jobs miracle, employment is up by nearly 1.75 million since 2010 and there are now nearly 400,000 fewer children in workless households. Both the number and the proportion of children in workless households are at the lowest levels on record.
Through our structural reforms to welfare we are lifting people out of poverty, putting in the right incentives to get people into work and to make work pay. As for action before they reach the workplace, this Government’s commitment to improving educational outcomes has seen poorer children do better than ever at school. Since 2010 the proportion of children on free school meals getting five good GCSEs has increased by more than 20%, from 31% to 38%. These are substantial leaps in educational attainment which will make a real and lasting difference to children’s lives as they develop.
Evidence strongly shows that good-quality early years provision, especially from age two upwards, has benefits for children’s all-round attainment and behaviour, particularly for disadvantaged children, and that these endure all the way through to GCSE and future earnings. Attending preschool has led to young people getting higher total GCSE scores and higher grades. They are more likely to achieve five or more good GCSEs. The benefits of going to a preschool translate into an extra 41 points, which is the difference between getting, for example, seven grade Bs versus seven grade Cs. In addition, the Institute for Fiscal Studies estimates that children who have attended preschool will be substantially financially better off over their lifetimes.
We know that early education matters and we have already increased the free early education entitlement for all three and four year-olds to 15 hours as compared with 12.5 hours under the previous Government. However, we know that the poorest children are less likely to take part and benefit from early years education, and it remains a concern that children from poorer backgrounds continue to start school having achieved less than their richer peers. Our new entitlement to early education for around 40% of the most disadvantaged two year-olds aims to address this gap, and already more than 150,000 children are benefiting from this. We have supported the aim with an investment of £100 million. I have to say that when I first heard about this requirement for a massive increase in places, I thought that it was a very challenging delivery task, so I would like to congratulate both the sector and the officials in my department on managing this increase in provision. The has clearly been a great success, as has been acknowledged by many people, including Alan Milburn.
The gap in participation and achievement between the poorest and others is also why we are encouraging more schools to offer nursery provision, either themselves or in partnership with others. Schools are trusted and convenient, particularly if an older sibling is already attending. Nurseries attached to primaries have higher-qualified staff, which has clearly been shown to improve outcomes, and this kind of provision can improve the transition from nursery to primary because it enables schools to get to know the families earlier.
We are increasing accountability. From 2015, the reception baseline will be introduced, and from 2016 this will be used to hold schools to account for the progress from reception right through to key stage 2. The reception baseline will provide a snapshot of each child’s starting point in reception and means that the progress schools make with all children, including those from a low starting point, will be recognised. However, we cannot and will not be complacent. While the attainment gap is narrowing at the age of 11, data show that a persistent attainment gap of some 19 percentage points remains at the age of five between the poorest children and their better-off peers. Our reforms are intended to tackle that, and the early signs are good, but we must continue to apply every effort.
As the noble Lords, Lord Ramsbotham, Lord Sutherland and Lord Ouseley, and the noble Baroness, Lady Jones, have said, language is extremely important. We know that particularly children from disadvantaged backgrounds can struggle with language and will hear literally millions fewer words during the course of their childhood than their more advantaged peers. Improving the assessment of children’s early language and communication is important. The healthy child programme review and the early years foundation stage progress check at around the age of two provide the means to do this. Through the early language development programme, more than 12,000 practitioners have been helped to support early language development. Moreover, we have reformed the early years curriculum to be more focused on literacy and our phonics programme has been a huge success.
After 12 years of consistently rising prices, the costs of childcare in England have stabilised for the first time. Once inflation is taken into account, costs for some of the most popular types of childcare have actually fallen. This means that more parents are able to access affordable childcare and support their families. However, we are going further. We will provide up to 85% of childcare costs through universal credit. Tax-free childcare, which is being introduced this year, will be accessible to many more families than the current employer-supported childcare scheme, which is offered by only a minority of employers. Tax-free childcare will also be available to self-employed parents.
The Government are also improving children’s outcomes through other key reforms, including additional funding for disadvantaged children through the early years pupil premium, which will help to close the gap between children from disadvantaged backgrounds and their peers. Today, my honourable friend the Parliamentary Under-Secretary of State for Children is announcing the names of seven local authorities that are implementing the new support this term, which will be available throughout England from April.
My noble friends Lord Storey and Lady Tyler and the noble Lord, Lord Sawyer, mentioned issues around the early education workforce. We know that the qualifications of the workforce directly impact on the quality of provision, and it is very pleasing to see that the proportion of staff in early years education with level 3 qualifications continues to increase, as does the proportion qualified to at least degree level. We also recognise that health is closely tied to achievement, and we are working with colleagues across government to ensure that children get effective and joined-up support. There is a significant body of evidence which demonstrates the importance of sensitive, attuned parenting for promoting secure attachment and bonding, especially during pregnancy and the early weeks following childbirth. The earliest experiences shape a baby’s brain development and have a lifelong impact on its mental and emotional health. This is a period of great opportunity, but also of great vulnerability. There is clear cross-party support for early intervention, and the Government have made significant progress in this area through strengthening the health visiting service, delivering the healthy child programme, launching the Early Intervention Foundation, and working with various stakeholders to ensure that all children have the best possible start in life.
While there is widespread agreement that the activities which take place during the early years are very important, the challenge is working out precisely how to invest money most effectively, thus targeting the right children in the right way in order to get the best outcomes, as the noble Baroness, Lady Jones, mentioned. Stronger evidence is needed to help local authorities make the best funding decisions for the long term in order to complement the work of the Early Intervention Foundation and link closely to other activities such as the healthy child programme, the troubled families programme and family learning provision. That is why the Chancellor announced in the Autumn Statement a zero to two year-old early intervention pilot to be run jointly by the Department for Education and the Department of Health to prevent avoidable problems later in life. The Government will work with pilot local authorities to draw on the success of the troubled families programme, and I am grateful to the right reverend Prelate the Bishop of St Albans and the noble Lord, Lord Ouseley, for their kind words about its achievements.
My noble friend Lady Walmsley mentioned the report, The 1001 Critical Days. This sets out the particular importance of perinatal and maternal mental health. The Department of Health is already working on a number of measures in this area. Furthermore, the evidence-based healthy child programme, the key universal public health service for improving the health and well-being of children, aims to prevent problems in child health and development and to contribute to a reduction in health inequalities. In November, the Department for Education and the Department of Health jointly published the findings of a year-long study of pilots run in 10 local authorities looking at ways to get health visitors and early education practitioners working closely together to give parents a coherent and useful assessment of their child’s development at the age of two. This should help to identify as early as possible any areas where a child needs additional support to get them on the right road to success. We expect health and education practitioners to work together to deliver integrated reviews from September this year. Both departments have also been working on the CANparent pilot, which was introduced to offer high-quality, stigma-free, universal parenting classes to enhance the skills and confidence of mothers and fathers, and ultimately to improve outcomes for families. Almost 3,000 parents in total have now taken part in the two CANparent trials across the four trial areas, and a new one-year trial is being set up.
As the noble Lord, Lord Ramsbotham, the noble Baroness, Lady Finlay, and my noble friend Lady Walmsley all mentioned, domestic and child abuse are also important issues. In December, my right honourable friend the Home Secretary announced an intention to create a separate offence of domestic abuse. This demonstrates our commitment to tackling all forms of this terrible crime. Furthermore, we are providing nearly £1.4 million to support young victims of domestic abuse, and have supported health visitors to help them identify and respond to such abuse.
As my noble friend Lord Farmer and the noble Baroness, Lady Massey, both mentioned, children’s centres have an important role in supporting families through accessing universal services and targeting those at risk of poor outcomes. The noble Baroness, Lady Jones, talked about the closure of Sure Start centres, but the important point to make is that an independent survey has shown that a record number of parents, more than 1 million, are now using children’s centres. The noble Baroness also asked about increasing provision from 15 to 25 hours. It is very important to have a balance between childcare and family provision. We understand that this has been costed at £800 million and would be funded by the bank levy—which I am told that the Labour Party has pledged 11 times already. However, we believe that it will actually cost £1.6 billion, and providers tell us that they will struggle to provide this level of extra provision and maintain the quality without increasing costs, which means that the £1.6 billion is likely to increase. If people want more support, this can be provided through the working tax credit, the coming universal credit and tax-free childcare.
The noble Baroness, Lady Massey, referred to a Scottish programme, which I will certainly look at. My noble friend Lord Freeman referred to SkillForce, of which he is chairman, as did the noble Lord, Lord Ramsbotham. I am well aware of this excellent organisation and the very good work that it does. This Government are very keen to engage ex-service personnel in schools through organisations such as SkillForce, Challenger Troop and Commando Joe’s, and we have an active programme of expanding cadet units in schools. My noble friend Lord Freeman asked whether we will get access to a Euro fund on youth unemployment. I will write to him about that. The right reverend Prelate the Bishop of St Albans and my noble friend Lady Tyler talked about the importance of family. Of course, it is a question of balance between childcare and the importance of children forming a close attachment with their parents, or at least with one parent.
The noble Lord, Lord Giddens, made some extremely interesting points about relative social mobility, as did the noble Lord, Lord Winston, about epigenetics and the importance of continuing support throughout a child’s life. I agree entirely with those comments and can assure them that this Government, and this Minister in particular, are heavily focused on relative social mobility. Some 7% of children in this country go to private schools, and they get over 50% of the top jobs, while just under 5% go to grammar schools, and they get over 20% of the top jobs, which leaves the other 90% of students in this country getting, at best, between 20% and 30% of those jobs. That is why this Government have been so focused on improving the quality in particular of what we used to call comprehensive education. The noble Lord, Lord Giddens, referred to what he talked of as an underclass, and I would just mention the success of our troubled families programme in this regard.
The noble Lord, Lord Northbourne, referred to schools having a wider offer of facilities and extra-curricular activities, including cadet programmes. He also talked about weekly boarding, something of which I am a great fan and which, when I finish this job, I intend to introduce at the secondary school I support. The noble Lord, Lord Farmer, made some very interesting points about fathers and absent fathers. I know from my work in schools the damaging effects suffered by so many children who have no male role models. This can be so damaging for both boys and girls, which again is why engagement with organisations such as SkillForce can be so important.
The noble Baronesses, Lady Warwick and Lady Jones, talked about overall funding for early education. We have increased this from £2.6 billion last year to £2.9 billion this year. The Family and Childcare Trust costs survey in 2014 gave an average cost of £4.25 per hour for children aged two and over, which compares favourably with the government funding rate of £4.51 per hour, or £5.09 for two year-olds.
The noble Lord, Lord Ramsbotham, made some interesting points about nutrition, which of course is so important in schools. Good schools focus on it heavily, and it is also about engaging with parents. Quite a lot of advice is available from the Department of Health for new parents on this but I will look at what more we can do in this area.
The noble Lord, Lord Touhig, talked about poverty of ambition. When I was at university—I was only the second person from my school ever to go to university—it was with a lot of Welshmen from whom I learnt a great deal, including some interesting tactics on the rugby field. Sadly, the schools from which those young men came no longer send many, if any, children to that university. We need to turn this round.
The noble Baroness, Lady McIntosh, talked about the importance of the arts. Pupils in this country, on average, take more than 11 GCSEs or equivalents, so there is plenty of scope up to 16 for a very balanced curriculum, with plenty of room for arts subjects. All children should have a broad, balanced and fully rounded education, and I shall certainly look at the website that she referred to. We need to encourage more pupils, particularly girls, to consider taking more STEM subjects.
This Government are committed to tackling deprivation and promoting social mobility. We have introduced a number of key measures to tackle health inequalities, to support parenting and to provide high-quality early education to children from low-income families. We have a strong record of success: relative child poverty is at the lowest level for 30 years, there are 300,000 fewer children in relative poverty since the election and nearly 400,000 fewer grow up in workless families. At the same time, we have had a massive programme of improvements to the education system, particularly for less advantaged children. The quality of education is improving, with more children doing better at school. This is a record of which we can be proud. I again thank all noble Lords, particularly the noble Baroness, Lady Massey, for their contribution to this debate.
Academies: Special Educational Needs
Lord Nash Excerpts(11 years, 3 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Baroness King of Bow
To ask Her Majesty’s Government what assessment they have made of the impact of academies on the education of children with special educational needs.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, the Academies Annual Report sets out how academies cater for vulnerable and disadvantaged pupils, including those with special educational needs. In 2013, the results for SEN pupils in primary sponsored academies improved at a faster rate than in local authority maintained schools. In secondary sponsored academies, the results improved at a similar rate to those of local authority maintained schools. The results for SEN pupils in primary and secondary converter academies remained well above those for SEN pupils in local authority maintained schools.
Baroness King of Bow (Lab)
I thank the noble Lord for that reply. Is he shocked by the refusal of some academies to admit pupils with special educational needs on the basis that they do not contribute to the,
“efficient education of other pupils”?
One such excluded SEN pupil was an 11 year-old boy with cerebral palsy who already had passed his maths GCSE with an A* grade and was a prefect and reading mentor at his primary school. Will the Minister take another look at academies’ admissions policies towards SEN pupils because if gifted pupils like the one I have described can be selected out, what hope is there for other children with special educational needs?
Baroness Evans of Bowes Park (Con)
My Lords, I declare an interest as the director of the New Schools Network. Under this Government, more than 1,800 new places have been created in free schools for children aged up to 18 with special educational needs. In light of the education, health and care plans, can the Minister tell us what consideration is being given to ensure that vulnerable young people up to the age of 25 have access to appropriate education to ensure that they are best prepared for their adult lives?
Lord Nash
My Lords, I am delighted to be able to answer my noble friend’s first question in your Lordships’ House. We know that some young people with SEN need longer to complete and consolidate their learning. That is why our reforms extend SEN provision to young people aged 18 to 25. Where needed, they can now get EHC plans from their local authority and receive the tailored support they need to remain in formal education. The code makes it clear that these plans should reflect their ambitions and enable them to make a successful transition into adulthood.
Lord Storey (LD)
My noble friend will note that there has been an increase in the number of children with special educational needs in academies to 12.5%. However, in 16-19 academies there is no requirement to have a special educational needs co-ordinator—the person in charge. Therefore, how does he envisage that those pupils who are on an old statement—or now an education, health and care plan—can navigate the transition and be provided with the support that they need?
The Countess of Mar (CB)
My Lords, does the noble Lord agree that virtual academies provide a very valuable service for children who are unable to attend school by giving them online and blended learning? Perhaps I may also say how grateful I am to his department for incorporating this in the latest Bill.
Baroness Uddin (Non-Afl)
My Lords, the Equality Act talks of the need to make “reasonable adjustments” for disabled people, while the Special Educational Needs and Disability Act enshrines the right to access “mainstream education”. Does the Minister agree that all children with special educational needs, such as autism, whether at an academy, a maintained school or a further education college, should encounter a curriculum and qualifications that are accessible and adjusted to their needs?
Baroness Farrington of Ribbleton (Lab)
My Lords, the Minister gave the figures for percentage improvements. I did not hear any comparative figures between different bands of schools. I wonder whether he could make those figures available. A 13% improvement may lead to an equality of opportunity or may merely improve things. While he is writing about that, perhaps he will let me and the House know how many of those special needs improvement figures relate to the growing number of special needs pupils with behavioural problems who, in my experience, parents fear are being excluded on the grounds of the efficiency of the school, which has been referred to.
Lord Elton (Con)
My Lords, in light of the importance for the progress of SEN children of the role of SEN co-ordinators, both by focusing the attention of any school in which they are placed on the needs of those children and in advising parents and children on appropriate placement, will the Minister tell us why, as I now understand is the case, some schools are exempted from the duty of having such a co-ordinator?
Lord Nash
I have already answered the point in relation to 16-19 academies but all other schools must have a SENCO, and we have funded more than 10,000 new SENCOs since 2009. We have funded more than 1,000 teachers to get postgraduate SEN qualifications. We are also investing heavily in the Achievement for All programme, which is reaching many schools, to help leaders improve their SEN provision.
Baroness King of Bow
The Minister said that he did not recognise the case that I set out of the disabled child who was rejected on the basis of his disability. That is a well known tribunal case. There are others like it, which I will write to the Minister with details of. In the light of those cases, will the Minister review the Government’s policy in this area, as well as the fact that parents want redress at a local level when they cannot get their kids into school? They do not want to have to write to the Secretary of State.
Lord Nash
I will of course look at any points the noble Baroness writes to me about, but I think it is fair to say that this Government have done more than any other Government in recent generations to reform the whole provision for SEN, as demonstrated by the Children and Families Act that came through your Lordships’ House earlier this year.
Employment: Young People
Lord Nash Excerpts(11 years, 3 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, with the leave of the House, I shall now repeat a Statement on preparing young people for the world of work made earlier today in the other place by my right honourable friend the Secretary of State for Education. The Statement is as follows.
“Ensuring that young people leave school or college prepared for life in modern Britain is a central tenet of this Government’s plan for education and a vital part of our long-term economic plan for Britain. It is the students of today who will be the workforce of tomorrow and on whom the future success of our economy—and everything that flows from that—will depend. That is why our plan is ensuring that every young person learns the knowledge, skills and values they need to be able to leave school or college ready to fulfil their potential and succeed in life.
This Government have done a huge amount to raise standards in our schools. We now have a million more pupils in good and outstanding schools—more than ever before—and 100,000 more six year-olds are now on track to become confident readers because of our focus on phonics. The number of pupils taking core academic GCSEs is up by over 60% since 2009-10, thanks to the EBacc. Critically, we now have the most highly qualified teaching profession ever, with more graduates from top universities choosing teaching than ever before.
However, I am clear that while helping every child to master the basics is vital, it is only the start. Schools and colleges have a broader role to play in preparing young people for adult life. That is why I recently allocated £5 million of funding to support new, innovative projects that build character, resilience and grit, because as much as I want the next generation to be able to solve a quadratic equation, I also want them to be able to make a compelling pitch for a job and to bounce back if things do not work out. It is also why, today, I am setting out an ambitious new approach to the way that we open young people’s eyes to the world of work.
It is widely acknowledged that careers provision in schools has long been inadequate. To date, we have encouraged schools and colleges to take the lead. We have placed a clear duty on them to provide students with access to impartial advice and guidance. But although we published an Inspiration Vision Statement in September 2013 and strengthened the statutory guidance to support schools and colleges in making this vision a reality, it is clear that many schools and colleges need additional support if we are to ensure that every young person, regardless of background or location, receives the life-changing advice and inspiration that they need to fulfil their potential and succeed in life. This is a view supported by a number of respected contributors in this area including Ofsted, the National Careers Council, the Sutton Trust, the Gatsby Charitable Foundation and the Education Select Committee of this House, as well as many employers, sector experts, and schools and colleges themselves.
There are, of course, some schools and colleges doing great things to ensure that their students access the necessary support, but too often provision is patchy. Already busy schools and teachers do not always have the time to give this the focus they should. Meanwhile, many organisations, including employers, offer excellent programmes for young people. The challenge before us is how to ensure that every young person in every part of the country is given access to them. I have consistently heard calls from both employers and schools and colleges to help them navigate this complex landscape and spread the good practice that is happening in some parts of the country to all. Today, I am answering those calls.
I am pleased to be able to tell the House that Christine Hodgson, chair of Capgemini UK and someone with a strong track record of developing young talent, will chair a new careers and enterprise company for schools. This will transform the provision of careers education and advice for young people and inspire them to take control of and shape their own futures. The company will support much greater engagement between employers on the one hand and schools and colleges on the other. It will ensure that young people get the inspiration and guidance that they need to leave school or college ready to succeed in working life. It will be employer led but work closely with the education and careers sectors, and it will act as an umbrella organisation to help employers, schools and colleges and other organisations navigate their way through the existing landscape. It will provide a vehicle to help other organisations co-ordinate their activities where appropriate.
The company will not itself be a direct delivery organisation or act in competition with the many existing providers in the market. Instead it will help schools, colleges, organisations and employers work together in partnership. The company will focus on the offer to young people, initially those aged 12 to 18. It will work closely with the National Careers Service, which will continue to support adults and young people and help the company bring employers, schools and colleges together.
It will be for the new company’s board to set its own strategy but we envisage that it will do a number of things. It will use relationships with employers—private, public and third sector—to break down barriers between schools and colleges on the one hand and employers on the other, and increase the level of employer input into careers, inspiration and enterprise in all schools and colleges. It will do this partly through a network of advisers who will broker strong and extensive links at local level. It will assist schools and colleges in choosing effective careers and enterprise organisations to partner with, including considering the use of quality marks. It will stimulate more and better activity in areas where the current provision is poorest. Last but not least, it will develop an enterprise passport to incentivise young people to participate in a wide range of extracurricular activities that boost their appeal to employers, as well as their enterprise skills.
The network of advisers and enterprise passport are ideas championed most effectively by my noble friend Lord Young, to whom I should like to pay generous tribute for his invaluable work in this area. His report, Enterprise for All, has informed our thinking about the way forward. I am also grateful for the support of my right honourable friend the Secretary of State for Business, Innovation and Skills and his officials in ensuring that our work reflects the needs of employers and businesses and providing £1.4 million this year to ensure the company makes a strong start. Of course, it is important to say that this announcement builds on the work already under way in this area, such as the common online application portal being developed by my right honourable friend the Deputy Prime Minister and the Minister for Business and Skills.
The Government will support the new company with start-up funding in 2015-16, the cost of which will be met from the £20 million announced by my right honourable friend the Chancellor in last week’s Autumn Statement. Five million pounds of this will constitute an investment fund to support innovation and stimulate good practice across the country. In the longer term the company will sustain itself.
I am confident that the plan I have announced today will build on the excellent work that is already going on in some parts of the country, but will ensure it is replicated in every part of the country. It will herald a step change in the quality of careers inspiration, advice and guidance provided to all young people—paying no regard to ability, interest or background. It will help to realise our ambition of ensuring that every child leaves school or college prepared for life in modern Britain. We know that the ultimate success of our long-term economic plan for this country rests on the shoulders of the next generation, and we are backing them every step of the way. I commend this Statement to the House”.
Lord Nash
My Lords, I am grateful for the noble Baroness’s support. I point out, though, that the previous Government’s attempt to get children ready for work resulted in 4,000 vocational qualifications, almost all of which were massively overvalued through the scandal of GCSE equivalence, were not valued by employers, rendered pupils no favours at all and resulted in this country slumping down the international league tables during the first 10 years of this century. The OECD told us only at the end of last year that our school leavers—Labour’s children—were the most illiterate and innumerate in the developed world. We have done a great deal to improve the standard of apprenticeships by involving employers of great stature in their design and advertising them much more widely.
Of course we support work experience. My good friend David Johnston at the Social Mobility Foundation, who has cross-party support on his board, is doing great work in widening work experience to pupils from disadvantaged backgrounds. The idea of getting more employers into governing bodies is something we have been expanding substantially in the department; we have formed the Inspiring Governors Alliance and we are working with big business. I have been most struck that with business we are pushing at an open door because of its willingness to provide us with governors, and we have a massive programme in place to expand this effort. We are bringing destinations into the accountability framework.
The noble Baroness harks back to a golden age of careers advice that I do not recognise. Of the previous system of careers advice through Connexions, the former Labour Minister Alan Milburn said that on his panel they could find hardly anybody who had a good word to say about it. On the concept of face-to-face careers advice being the gold standard, McKinsey’s conducted a study across Europe which found that face-to-face careers advice was in most cases virtually worthless compared to activity involving employers in or from the world of work.
On the status of the company, it will be a company limited by guarantee. Its precise strategy will be for its board to decide. We plan for it to be free to schools. It will involve LEPs and we plan to have it up and running by next summer. We believe that with this company, we will be able to build on our work with a number of excellent organisations that already exist up and down the country supplying careers advice to schools.
Lord Baker of Dorking (Con)
My Lords, I warmly welcome the Statement and express the hope that the new company will transform careers advice in schools, which at the moment is inadequate, ill informed and in many cases deplorable. Youngsters at 14 should have all the opportunities made available to them: whether to stay on at school or go to a university technical college, a studio school, a career college or even an apprenticeship. I am glad that businesses will be involved in this, because that will open up other opportunities to them. I hope that it will lead to a substantial increase in skills training in all schools.
Baroness Turner of Camden (Lab)
My Lords, I hope that the Government have not overlooked the role that the trade union movement can play in providing and insisting on education, particularly for older children. The TUC has its own department, Unionlearn, which is highly respected and was formed deliberately to try to encourage education among people who somehow or other, during the course of their earlier career, missed out on it. It has worked consistently to try to improve and make available apprenticeship schemes right across manufacturing industry. My union, Unite, has done a great deal of work on manufacturing industry to ensure that there are proper educational arrangements for younger people and to encourage them—in particular, women—into training for engineering and manufacturing, which is vital for this country. I hope that the role which the trade union movement can play in this area, which can be assessed via the TUC, is not overlooked, because it is very important in encouraging people who have missed out on education earlier in their career.
Lord Nash
I could not agree more with what the noble Baroness says. The involvement of the unions on this side of the piece is extremely important. I am delighted to be able to say that the careers company will have an advisory board, which will help it to design and implement itself, and Askel will sit on that board. I note the very good work that the NAHT has done in relation to Primary Futures. I was visiting a Primary Futures event at a school in Oxfordshire on Friday and noticed that one of the ex-presidents of the NAHT sits on the Primary Futures board. The noble Baroness’s points are very well made.
Lord Storey (LD)
I, too, thank my noble friend for this important and worthwhile Statement. I also praise the Enterprise for All document. I particularly like the Fiver scheme for primary schools, which I hope will be extended. However, on the day that we hear the Association of Colleges saying that careers education is broken, my noble friend mentioned in his Statement that the Government’s plan for careers guidance has received support from organisations such as the Sutton Trust. Does he agree with the Sutton Trust’s recommendation that all pupils should receive a guaranteed level of impartial, professional advice in careers education, while schools should ultimately be held accountable for the quality of the careers guidance provided?
Lord Nash
I certainly agree that schools should be held accountable for providing careers advice. Ofsted has made it clear that it will look at this very closely in its leadership category and we have strengthened the framework in this regard. I have already said that I do not think there is any one way of providing careers advice and I do not think that we should rely too much on one-to-one advice. Rather, we should involve the world of work much more in careers in the way we have been discussing.
Baroness Howarth of Breckland (CB)
My Lords, the Minister will know very well that the young people who find the transition from school to work most difficult are disabled young people, particularly those with learning difficulties. What is there in this package for this group and how will the new agency work with those organisations that are already attempting to provide very good projects?
Lord Nash
The noble Baroness makes a very good point. I am aware of her experience in this area. As the guidance notes, the area where one-to-one careers advice may be particularly appropriate is for pupils with learning disabilities. We will ensure that the careers company makes sure that all pupils get the opportunities for careers advice that they deserve.
Baroness Perry of Southwark (Con)
My Lords, I welcome the Statement addressing an issue which has been an area of such desperate failure in our education system for the past few years. Indeed, on the provision of advice by Connexions, I have not yet met a school which found that Connexions was useful or helpful to it in the work it was trying to do. Is it envisaged that this new company will enable employers to have an input into the syllabus for some of the major subjects of the curriculum? So often we hear from employers that what is taught is not helpful to them in employment. Will it go beyond their involvement in providing placements and advice, into some input into the syllabus for the main subjects?
Lord Nash
I am grateful for my noble friend’s comments. Of course, we have involved employers greatly in the redesign of the curriculum, particularly, for instance, in computing. The involvement of employers in the syllabus and the curriculum of UTCs is central to that programme. I can see that this company would be a very good conduit for employers to make detailed comments to us about the context of the curriculum.
Lord Ramsbotham (CB)
My Lords, as the Minister was speaking I could not help reflecting on the late, lamented Donaldson report, which was so surprisingly rejected by the previous Government. I seem to remember that it suggested that a valuable service would be provided if some census could be made of skills needs and skills shortages by industry, which could then be passed on to the education world so that the two could be matched. Can the Minister say whether such a census might be made a responsibility of the new company?
Lord Roberts of Llandudno (LD)
My Lords, the Minister mentioned England, but I sometimes think that the other countries—Wales, Scotland and Northern Ireland—also have a contribution to make to any careers guidance changes. How do we make the best use of the successful schemes that have been brought in, not only in the countries of the United Kingdom but in the European Union? Have they anything to teach us? What is their best practice? What are their most successful experiments? Are moves being made to be in touch with other countries, not only in the UK but in the European Union?
Lord Nash (Con)
I am grateful to my noble friend for his comments. The chair of the new careers company works for a multinational company. I am sure she will be very open to studying what is going on in other countries in relation to this.
Child Poverty
Lord Nash Excerpts(11 years, 3 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Baroness Jones of Whitchurch
To ask Her Majesty’s Government what assessment they have made of the impact of child poverty on children’s early years educational development.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, evidence strongly shows that good-quality early years provision has benefits for children’s educational development, particularly for disadvantaged children. This Government are improving children’s outcomes through key reforms including additional funding for disadvantaged children through the early years pupil premium, the introduction of 15 hours a week of funded early education for the most disadvantaged two-year olds and providing up to 85% of childcare costs through universal credit.
Baroness Jones of Whitchurch (Lab)
I thank the Minister for that reply. As he has acknowledged, there is overwhelming evidence that links poverty with poor educational outcomes. This starts with the poorest children not being school-ready at the age of five and becomes a widening attainment gap as they progress through school. How can the noble Lord justify the latest report from the Children’s Commissioner which shows that since 2010 the Government’s tax and welfare measures have in fact widened—not reduced—the poverty gap, with the poorest 10% of households with children suffering the greatest losses? Is that not inevitably going to damage their education and life chances? It is not a great legacy for this Government, is it?
Lord Nash
The most important thing to combat poverty is to improve the economy and I think that nobody could argue that this Government have not done a great job on that. It has resulted in 300,000 fewer children living in relative poverty and nearly 400,000 fewer living in workless households.
Lord Storey (LD)
My Lords, my noble friend will be aware that over the past five decades the gap has stayed the same, if not widened. Does he agree that all the evidence suggests, as we have heard from the noble Baroness, Lady Jones, that the provision of high-quality early years provision in dealing with the problems of poverty is a way of tackling this problem? Does he agree that we should extend the provision for all two and there year-olds and the provision of a pupil premium?
Lord Nash
My noble friend is entirely right that the attainment gap in early years is stubborn, although under this Government the number of pupils achieving five good GCSEs has risen from 31% to 38%. It is a question of money and we do not currently intend to extend this further, although I can say that of the 260,000 two year-olds eligible for this provision, on the latest figures, 150,000 are taking it up, which is a remarkable achievement in terms of an increase in provision.
Baroness Massey of Darwen (Lab)
Does the Minister agree that child health is also affected by child poverty, and that child health in turn affects educational achievement and child development? How are the Government maintaining links between child health and education at government and local level?
Lord Nash
The noble Baroness is quite right in this regard. Health is closely tied to achievement, and we work very closely with colleagues across government to ensure that children get all the support they need. In particular, we worked closely with the Department of Health on the passage of the Children and Families Act to ensure that the reforms to special needs and disability, impacting on one-fifth of children, would ensure joined-up provision. Our new entitlement to nutritious free school meals for all infant pupils is another example of this Government working together to support children’s health and achievement. As the noble Baroness will know, there is a lot happening in mental health as well.
Baroness Lister of Burtersett (Lab)
My Lords, hungry children make poor learners. In view of today’s all-party parliamentary inquiry into food hunger in the UK, will the Government now accept that chronic hunger and food poverty blight this country? Will they take action, including in their policy on benefit sanctions, which the inquiry found to be an important contributory factor to the increased need for food banks?
Lord Nash
We welcome the APPG report on this matter; it raises some interesting points and recognises that it is a complex issue. Of course, the level of take-up of food banks is a relatively new phenomenon. It went up 10 times under the previous Government. The OECD tells us that the use of food banks in this country is in fact well below the international averages. The key way of reducing the dependence on food banks is through education so that people are more likely to be in work and are able to prioritise their funding better, making work pay through our reforms to the benefit system.
Baroness Eaton (Con)
Can my noble friend outline what measures the Government have enacted to improve the educational outcomes of disadvantaged children?
Lord Nash
It is true that this Government have done a huge amount for disadvantaged children: the pupil premium, reforms to the curriculum, reforms to the exams and making sure that particularly disadvantaged pupils have that core cultural knowledge that is so essential, as has been acknowledged by many, including the Labour MP Diane Abbott. As we know, the number of pupils who got that core cultural knowledge under the previous Government fell from 50% to 22%. Thanks to our reforms, it is now up to 40%. Some 800,000 more children are being educated in good and outstanding schools than in 2010, and Ofsted tells us that our school system is in the best shape ever.
Baroness Whitaker (Lab)
My Lords, the Government have very commendably given early years provision to two and three year-olds with discretionary places for other vulnerable groups, but Gypsy, Traveller and Roma children have hardly benefited from this at all. What assessments have the Government made with regard to the early childhood development of children in these groups, most of whom live in poverty?
Baroness Miller of Chilthorne Domer (LD)
My Lords, does the Minister agree that the development of children’s brains and therefore their whole life chances and attainment are crucially affected by the diet of pregnant women? What steps are the Government taking to improve the diet of pregnant women on a low income?
The Lord Bishop of Derby
My Lords, has the Minister heard of the report At What Cost? produced by the Children’s Commission on Poverty, which is a group of young people supported by the Children’s Society? If the Minister has come across the report, what will the Government do about the recommendations in it?
Schools: Arts Education
Lord Nash Excerpts(11 years, 3 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, I join others in congratulating the noble Earl, Lord Clancarty, on securing a debate on this important subject. I also congratulate the other speakers on their contributions. In particular, I congratulate the noble Baroness, Lady Evans of Bowes Park, on her eloquent maiden speech. We have worked closely together on free schools and I have been immensely impressed by her judgment and analysis. I am sure that she will make a very valuable contribution to your Lordships’ House.
As the noble Baroness, Lady Nye, mentioned, many noble Lords will have seen the book, The Virtuous Circle, by Sir John Sorrell, Darren Henley and Paul Roberts, published earlier this month. It makes the argument that cultural and creative activities and learning should form a vital part of the everyday lives of all young people. It is a compelling argument and I commend it to your Lordships. However, most of us already know that a rich cultural and creative learning experience is an essential part of a good education, particularly for those disadvantaged pupils who may otherwise have a cultural deficit which will hold them back. That point has been made by many, including Diane Abbott, who has articulated it so eloquently.
The noble Earl, Lord Clancarty, referred to the danger of the arts becoming the province of the rich. Sadly, it is true that that has, proportionately, been the case for some time. This is the most socially immobile country in the developed world. That is why the Government are particularly focused on improving the life chances of disadvantaged children and arresting the decline in academic and cultural education which took place under the previous Government.
No one should be in any doubt that the Government fully accept the case for arts education in schools. We recognise the arts as an integral part of children’s development, and believe strongly that every child should experience a high-quality arts and music education throughout their time in school. The noble Earl, Lord Clancarty, and others made the case that arts subjects should have an equal place in the curriculum. Arts subjects do have the same status as many other important subjects. To answer some of the points made by the noble Lord, Lord Berkeley, music, art and design are statutory subjects in the national curriculum, so every child in a maintained school must study these subjects from the ages of five to 14. Singing is included in the national curriculum. Pupils must also study drama as part of their English studies, as well as dance. Dance has been a compulsory element in the curriculum at key stages 1 and 2 for some time and, since September, it has been compulsory at key stage 3.
It would not be appropriate, of course, to force students to study arts subjects at key stage 4. Children need to choose options that reflect their individual interests, strengths and future career choices. Children do not have to study arts subjects at key stage 4, nor do they have to study humanities, languages or design and technology. However, all children in maintained schools must be offered the opportunity to study history or geography, a modern foreign language and design and technology. They must also be offered the opportunity to study at least one subject from the arts entitlement area, which includes music, art and design, drama, dance and media arts. These are not soft subjects; they combine creativity and practical skills with academic rigour. Our reform of GCSE and A-level exams is designed to ensure that all exams are equally challenging.
The noble Earl, Lord Clancarty, the noble Lord, Lord Aberdare, and others asked about the role of Ofsted. All state-funded schools are required to offer a broad and balanced curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils, and Ofsted inspects against that. It is currently consulting on increasing the emphasis in the inspection framework given to the breadth of the curriculum.
Prior to January 2012, inspections included a minimum of 27 graded judgments with four additional early-years foundation judgments and four additional sixth-form judgments for schools with these settings. We slimmed down the number of judgments from a maximum of 35 to four to focus Ofsted inspections more clearly, and that was warmly welcomed. However, we will be interested to see the outcome of the consultation.
The noble Earl, Lord Clancarty, the noble Baroness, Lady Kidron, and others mentioned changes in relation to accountability measures and how they will affect arts subjects. From 2016, the Government will remove the existing headline attainment measure of pupils achieving five or more A to C grades at GCSE, including English and maths, which has encouraged schools to place far too much emphasis on lifting pupils over the C/D borderline. The shadow Secretary of State has acknowledged the mistake of the previous Government in focusing exams far too much on what he called the great crime of the C/D borderline. We have introduced the EBacc as a first step to a fairer accountability system.
I have listened to many speeches stating that the arts have been downgraded by this Government. I have stated that that is not the case and I will statistically disprove it shortly, but we must also recognise our starting point. This Government came to power facing some depressing facts about our education system. We started from an extremely low base. We slumped down the education international league tables under the previous Government and, at the end of last year, the OECD told us that our 2012 school leavers—Labour’s children—were the most illiterate in the developed world, coming 24th out of 24 countries for literacy and 21st out of 24 for numeracy. That is shocking.
Under the previous Government, the number of pupils taking a core suite of academic subjects fell from 50% to 22%. In my view, that Government practised the greatest confidence trick ever perpetrated on the British public; namely, the scandal of the misuse of equivalents, under which subjects that were of little real value were overvalued in the GCSE equivalent tables. Subjects such as a higher-level BTEC diploma in fish husbandry were equivalent to four GCSEs, despite the fact that there were no exams and it was all coursework. Other favourites of mine are cake decorating and hazard control. We have stopped that and, thanks to the policy of this Government and partly to the EBacc, the number of pupils now taking a core suite of academic subjects—so essential to those pupils from disadvantaged backgrounds to make up for cultural deficits—is now back up by 64%. The assumption that under this Government the curriculum has changed from one that is rich in the arts for many students to one that is not so rich is false. Under this Government, it has changed from one which for so many pupils consisted of a curriculum of English, maths and some low-value so-called vocational subjects to one that is far broader in terms of academic and cultural subjects. That is the reality.
A number of noble Lords, including the noble Earl, Lord Clancarty, and the noble Lord, Lord Cashman, talked about the effect of the EBacc, and the fact that it has led to a fall in the number of pupils taking GCSE music and to a decline in other arts subjects. I am pleased to have the opportunity to put the record straight. The number of GCSEs taken across all subjects has fallen nationally since 2010 as the cohort has reduced and as more children have taken vocational exams. Therefore, it is no surprise that the number taking GCSEs in music and the arts has fallen. Since 2010, the number of entries in all key stage 4 exams in music has gone up by 7%, in art and design by 4% and in drama by 3%. The average number of key stage 4 exam entries in arts subjects per pupil has stayed level since 2010. In 2014, more year 11 pupils took GCSEs in arts subjects than in 2013, including more than 3% more in music, 6% more in art, 10% more in performing and expressive arts, and 11% more in media, film and TV studies.
That is possibly the result of the fact that we are now introducing the new Progress 8 measure, which will be the only measure used for secondary school floor standards. This will look at pupils’ progress over eight subjects—English, maths, three further EBacc subjects and three other high-value qualifications. Up to three arts subjects per pupil, including music—the noble Lord, Lord Moser, will be pleased to hear—will count, as will grade music exams at grade 6 and above. Including eight subjects will encourage schools to offer a broad and balanced curriculum, rather than to focus their attention on only five subjects. As a result, schools will have a greater incentive to offer a range of arts subjects, to allow pupils to study more than one arts subject, and to teach those subjects well. The average number of GCSEs or the equivalent that pupils take is now more than 11, so pupils will be studying a broader sweep of subjects than eight and it is likely that many of them will be arts subjects.
The new progress measures will also incentivise schools to focus on improving the grades of all pupils, and coasting schools with strong intakes will be encouraged to get the best from their pupils. The noble Earl, Lord Clancarty, referred to the recent speech of the Education Secretary on STEM, as did the noble Baroness, Lady Jones. I do not think that the Secretary of State thinks that STEM subjects are necessarily more useful than the arts and humanities, but we need to improve the take-up of STEM subjects, as we are doing. We believe that a balance of STEM subjects, humanities and arts subjects will equip pupils to thrive in modern Britain. Indeed, the Secretary of State is a great believer in building character, for the formation of which a curriculum rich in the arts is so important.
It is important for pupils to study the arts for a variety of reasons. The noble Lord, Lord Bichard, and the noble Baroness, Lady Jones, spoke about the contribution that the arts make to the UK economy and the skills that are needed by the creative industries. My noble friend Lady Evans, the noble Lord, Lord Bichard, and others suggested that studying arts subjects has a positive impact on a variety of skills that all employers find attractive: teamworking, confidence and communication skills. These are important, but they are not the whole story. Participation in the arts helps build character. Children and young people who apply themselves learn the value and rewards that come from hard work and practice.
Even without all those benefits, however, we believe that arts subjects are worthy of study in their own right. They are part of our cultural heritage. Children’s education is not complete until they have learnt to dance and to take part in drama, or until they have learnt to draw, paint and work with clay and other materials. It is not complete until they have learnt to sing, play a musical instrument and compose, or until they can understand staff notation, without which many musical doors will remain closed to them. All children should have the chance to study the work of great artists, craft-makers and designers, the work of great composers and musicians, and the work of William Shakespeare, the greatest of English playwrights.
Today, people of all ages still enjoy singing, dancing, playing instruments, acting and making art. The latest Taking Part survey shows that 99% of children aged five to15 have engaged with the arts in 2013-14. The recent Making Music report by the Associated Board of the Royal Schools of Music shows that more children than ever are playing musical instruments: 76% of five to 14 year-olds say they know how to play a musical instrument. That is up from 41% in 1999. However, 15% of five to 17 year-olds said that they had never played an instrument, and 40% of the children from lower socioeconomic groups who have never played an instrument said they had no opportunity to learn one at school. We need this to improve. A child’s economic background should not determine whether they are able to play a musical instrument, or whether they are able to continue to play and make progress.
Our music education hubs were set up with four core roles: to ensure that every child aged five to 18 has the opportunity to learn a musical instrument through whole-class ensemble teaching programmes; to ensure that clear progression routes are available and affordable to all young people; to provide opportunities to play in ensembles and to perform; and to develop a singing strategy to ensure that every pupil sings regularly and that choirs and other vocal ensembles are available in the area. The hubs will receive at least £17 million more in 2015-16 than they did in 2014-15 to help them make a reality of this vision. Schools need to play their part, too, by providing opportunities for pupils to sing in choirs and play in orchestras. There are many examples of good practice, and it is wonderful when we can celebrate them.
Earlier this month, at the School Proms at the Royal Albert Hall, in front of an audience of thousands, Katie Crozier from Brampton Village Primary School in Cambridgeshire was awarded with the Classic FM primary music teacher of the year award. When she started at the school, there were eight singers in the choir and no orchestra. Six years on, there is a choir of more than 100 and an orchestra of more than 50. What a wonderful difference one teacher can make.
Secondary schools will, by their nature, have specialist teachers in the arts, as they do in other subjects, but some schools are specialising even more. The noble Lord, Lord Smith, mentioned the BRIT School: an independent, state-funded city college for the technology of the arts, dedicated to educational and vocational training for performing arts, media, art and design and the technologies that make performance possible.
The noble Baroness, Lady Evans, mentioned the East London Arts and Music school and the Liverpool Institute of Performing Arts, a free school. We have funded a further five free schools specialising in the arts, several UTCs and nine studio schools specialising in the arts. My department supports a number of initiatives in addition to those provided by the music hubs designed to ensure that young people have access to good quality music education, which the noble Lord, Lord Aberdare, mentioned.
We support In Harmony, a national programme that aims to inspire and transform the lives of children in six deprived communities, using the power and disciplines of community-based orchestral music-making. We support Music for Youth, a national music education charity providing free access to performance and audience opportunities for thousands of young musicians across the UK, and we support the national youth music organisations such as the National Youth Orchestra of Great Britain, which provides opportunities for the most talented musicians to perform at a high level.
In addition, our music and dance scheme enables exceptionally talented musicians and dancers to achieve their full potential by funding full-time education at eight specialist schools. They include the Royal Ballet School, the Yehudi Menuhin School, Elmhurst School for Dance and the Purcell School, which was home to the winner of this year’s “Young Musician of the Year” competition, Martin James Bartlett. The music and dance scheme also funds training at a network of 21 music and dance centres of advanced training across the country, including the junior departments of all the English music conservatoires. Jointly with the Department for Business, Innovation and Skills, we fund students aged 16 to 23 through the Dance and Drama Awards to attend a range of 19 specialist dance and drama schools.
Those schemes are great ways to ensure that talented pupils from all backgrounds are able to achieve their potential. We also fund a wider range of cultural education programmes: the Sorrell Foundation’s Saturday art and design clubs, which provide opportunities for 14 to 16 year-olds to study art and design every Saturday morning at their local university or college for free; the British Film Institute’s Film Academy for budding young film-makers aged 16 to 19; the National Youth Dance Company; and a museums and schools programme that aims to increase the number of high-quality educational visits by school pupils from areas which currently have lower than average cultural engagement; the heritage schools programme, run by English Heritage; and an expansion of the Arts Council’s bridge organisations.
In total, we are spending more than £340 million in the three years from 2012 to 2015 on music and arts education programmes. We will be announcing funding for 2015-16 shortly.
The noble Lord, Lord Aberdare, mentioned teachers. The proportion of music ITT trainees with at least a 2.1 has increased substantially. Now, 82% of them have a 2.1, which has risen since 2011-12 by 13%. We have increased the range of bursaries; we offer £9,000 for those with a first-class degree. The Government have supported teaching schools to designate 145 specialist leaders of education in arts subjects.
The noble Baroness, Lady Nye, asked about the teaching and learning of drawing. We have improved the emphasis on drawing in the new national curriculum. In key stage 1, children must be taught to use drawing to develop and share their ideas, experiences and imagination. We have also improved the emphasis on drawing in the proposed content for the new art and design GCSE, which requires students to demonstrate an ability to use drawing skills.
The noble Earl, Lord Clancarty, and the noble Baroness, Lady Kidron, mentioned discounting codes. As he acknowledged, we changed discounting codes for drama and dance and art and photography, and I believe he welcomed this. If evidence is presented as to why other arts areas are distinct enough, we will of course review the discounting codes.
I hope your Lordships will agree that, together with the policies I have already outlined, this package of programmes demonstrates our strong commitment to arts education. Once again I thank all noble Lords for participating in this important debate.
Schools: Classics
Lord Nash Excerpts(11 years, 3 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Lord Lexden
To ask Her Majesty’s Government what steps they are taking to promote the teaching of classics in schools.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, we believe that classics can form a key part of a well rounded education or, to put it in words that I am sure my noble friend will understand, fundamentum disciplinae universae. We are providing £0.5 million to fund training for non-specialist teachers of classics in state secondary schools, led by Professor Pelling of Oxford University. From this September, maintained primary schools must teach a modern or ancient language to seven to 11 year-olds. In secondaries, achievement of an A to C grade in an ancient language GCSE counts towards the English baccalaureate.
Lord Lexden (Con)
Floreant literae humaniores. Is my noble friend absolutely confident that enough is being done to increase the number of classics teachers in response to the very welcome surge in interest in state schools? Does he agree that partnership in classics teaching between independent and state schools is already flourishing and that the right way to increase it is by voluntary agreement, supported and encouraged by government, and not by government compulsion, as the party opposite now proposes?
Lord Nash
My Lords, ITT places for classics are up 25% and we have increased the bursaryship for classics and modern foreign languages. I fully agree with my noble friend that the classics are a fruitful subject for partnership. I am sure that he will be pleased to hear that we announced a fortnight ago a number of independent/state school partnerships, including one for Latin involving Thomas’s Kensington in collaboration with three state primary schools, with a further three language partnerships. I wholeheartedly agree that such partnerships should grow from voluntary initiatives, such as these ISSP programmes, and not be forced by government.
Lord Morgan (Lab)
My Lords, in view of the popularity of television programmes on classical civilisation, would it not be good to encourage state schools to put on more courses in the area of classical studies, relating language to history, philosophy, architecture and other aspects of the classical world? Would this not give a more rounded and attractive possibility for students in state school and perhaps give the classics an equality with modern subjects, ceteris paribus?
Lord Nash
Classical civilisation is a very valuable subject in its own right and can stimulate children’s interest in Latin and classical Greek. Indeed, classical civilisation at GCSE has been up 12% in the last five years. Primary schools must teach pupils about the Roman Empire and its impact on Britain and about ancient Greece. They may also, of course, teach about other ancient civilisations, such as those in Mesopotamia and Egypt.
Lord Butler of Brockwell (CB)
My Lords, does the Minister agree that one of the very best things that the Mayor of London has done was to support Classics for All, which has already promoted 100 new classics courses in schools and hopes to double that in 2015?
Lord Thomas of Gresford (LD)
Is the Minister aware that the teaching of classics is supplemented by private provision, such as the excellent week-long residential courses in Latin conducted, very appropriately, at Gladstone’s Library? Will he consider supplementing or assisting pupils from the state sector who are currently missing out with bursaries to attend such courses?
Lord Nash
My noble friend refers to an excellent programme, which I would like to hear more about. I hope that, after the election, there will be a further round of independent/state school partnerships, which have been promoted by this Government. I would welcome an application in that regard.
Lord Howarth of Newport (Lab)
My Lords, I declare an interest as having spent a disproportionate amount of my childhood studying Latin and Greek. Is it not obvious that learning to decline the pluperfect subjunctive and to tell the difference between a gerund and a gerundive is a good preparation for modern life and that study of the classics may indeed enable citizens to know what the plural is of “referendum”—whether it is “referendums” or “referenda” or neither?
Lord Baker of Dorking (Con)
Is the Minister aware that Latin always has some friends and supporters, of which I am one? A little Latin in life gives a bit of intermittent pleasure from time to time. What is more to the point, I welcome what the Government have done in restoring modern foreign languages to the 16 year-old GCSE EBacc. That is a really significant move. I did it many years ago. It was dropped. I welcome its return.
Lord Nash
I am grateful for the noble Lord’s comments. It is true that under the previous Government the number of core academic subjects slumped, but they are now reviving. Spanish GCSE particularly is up by 50% and, of course, these subjects qualify for both EBacc and the Progress 8 measure, which is coming in in 2016.
Lord Elystan-Morgan (CB)
My Lords, is the Minister aware that some decades ago there was an authoritative study into some 2,000 words in ordinary parlance in the English language? Of those, about 75% were directly derived from Latin. A similar study in Wales in relation to the Welsh language found the figure to be of the order of 85%. I congratulate the Minister, therefore, on the approach that the Government are taking in looking at Latin not just as something belonging to a classical and distinguished past but as a building block from which so many modern languages are derived.
Baroness King of Bow (Lab)
Only 5% of private schools lend specialist teaching staff to state schools. If a local private school teaches classics, but the state school next door does not, does the Minister agree that private schools should make their classics teacher available? If the private schools will not help, why does the Minister think that they should continue to receive tax breaks?
Lord Nash
I entirely agree with the direction of travel in relation to the statements made recently by the Shadow Secretary of State for Education. It would be nice to see the independent and state sectors collaborating more. However, many private schools are very small—we all think about the very large, substantial private schools—and such arrangements would be extremely difficult. We are trying to encourage them as much as possible, particularly in subject-specific teaching, which is why we have just had this round of independent/state school partnerships.
Lord McColl of Dulwich (Con)
Is the Minister aware that there are several Members of your Lordships’ House who studied in a grammar school in the Gorbals of Glasgow, where the emphasis was very much on classics? Furthermore, it has now been discovered by studying the choruses in Aristophanes that the pronunciation that we were taught in Glasgow was much more akin to what the ancient Greeks spoke than the pronunciation taught in England?
Adoption
Lord Nash Excerpts(11 years, 4 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Baroness King of Bow
To ask Her Majesty’s Government what assessment they have made of the recent drop in referrals of children for adoption by local authorities.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, since 2010, adoptions have risen by 63% to a record level of more than 5,000 last year. However, there has been a significant decrease in children coming into the system since September last year. This appears to be in response to particular court judgments. Information collected by the national Adoption Leadership Board has led it to conclude that there has been some misinterpretation of those judgments. Consequently, the board has produced guidance so that everyone who works on adoption can be confident that they are interpreting the judgments correctly.
Baroness King of Bow (Lab)
My Lords, as the mother of three adopted children, I welcome the Government’s attempt to reform adoption. However, according to the most senior family court judge in England and Wales, Lord Justice Munby, the Government’s desire to speed up adoption has clashed with government cuts to legal aid. Is it not unacceptable that the state can say to parents, “We will take away your child” and at the same time say, “We will not guarantee you a lawyer”? Apart from adding to delays, does the Minister have any sympathy for parents facing this situation or, indeed, for Lord Justice Munby, who must rule on such cases and who says that this approach is “unprincipled and unconscionable”?
Baroness Walmsley (LD)
My Lords, does my noble friend agree that although it is highly desirable that children in need should find a loving for-ever family, as they have in the case of the noble Baroness, Lady King, it is much better, where it is in the child’s best interests, to keep them at home with their parents? Could it be that some of the Government’s prevention measures are having an effect here? Could my noble friend say something about the success of the family nurse partnership and some of the pilot schemes set up by my right honourable friend Sarah Teather to provide further support to parents in different parts of the country? Will that scheme be rolled out?
The Lord Bishop of Worcester
My Lords, does the Minister agree that, whatever the assessment of these figures, there remains a task to be done concerning negative perceptions about adoption in this country? Does he agree with the observation of a judge in the adoption of one of my children that whereas conception is sometimes a biological accident, adoption is always an act of love? Does he agree that it is a noble task and a noble thing to do? What are the Government doing to promote adoption in that light?
Lord Nash
As is well known, the Government have in place a very active reform programme on adoption which has had quite a substantial effect. I agree entirely with the right reverend Prelate’s comments. I was interested to see recent research by Professor Julie Selwyn at Bristol which shows that only 3% of adoptions break down. I think there is cross-party consensus that where there is no option of staying with the birth family, a long-term relationship with loving adoptive parents who have been well scrutinised is clearly in the best interests of the child.
Baroness Billingham (Lab)
My Lords, every day delayed in finding a loving home for a child is a day wasted of the life of that child, and I speak as one who spent part of my childhood in care; I well remember the insecurity I felt. The Minister indicated that there had been some misunderstandings between various organisations and authorities. Can he assure this House that everything is being done to speed up and remove any obstacles? Adoption is such a crucial part of a child’s life that it has to be given the highest priority.
Lord Elystan-Morgan
Does the Minister agree that when a court is deciding on the question of adoption, it should make an adoption order only within the strict terms of the Adoption Act 1976? An adoption order should be made in the best interests of that child and most consistent with its welfare. Even though local authorities may be reluctant to have long-term, laborious care orders, those pressures should be resisted unless a compelling case is made out strictly in accordance with the wording of the statute.
Lord Lexden (Con)
My Lords, what action have the Government taken to improve and strengthen the overall support available to families who adopt children?
Baroness Armstrong of Hill Top (Lab)
My Lords, can the Minister tell the House what the Government are doing to support kinship care? That is overwhelmingly the most successful means of looking after children who are very vulnerable.
Schools: Academies
Lord Nash Excerpts(11 years, 4 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Baroness Jones of Whitchurch
To ask Her Majesty’s Government what steps they are taking to improve the financial regulation of academy schools.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, academies are subject to considerably more rigorous financial regulation than local authority maintained schools. For example, they have to publish annual, independently audited accounts; local authority maintained schools do not. They are subject to the rigorous oversight of the Education Funding Agency and anyone in a governing relationship with an academy, or an organisation closely linked to it, can provide services to a local authority maintained school at a profit; they cannot to an academy. However, we are continually looking at ways to refresh the financial regulation of academies.
Baroness Jones of Whitchurch (Lab)
I thank the Minister for his reply, but is he concerned about the increasing number of stories of academy chiefs being paid inflated salaries, heads employing family members and friends to provide school services, lavish expenditure on hotels and travel and, recently, a head paying £26,000 for furniture for her office? This is not their money, it is taxpayers’ money, but it seems that a small minority are using the academy funding system as a cash cow. Does the Minister accept that the Government’s centralised oversight of these schools makes it more difficult to supervise academy school expenditure effectively? Does he now accept that that was a mistake?
Lord Nash
The noble Baroness picks out some isolated examples. I point out to her, as I have before, that 36 of the 55 pre-warning notices that this Government have issued to academy sponsors have been to sponsors approved under the previous Government. This Government have considerably tightened up financial oversight and improved things such as control of grants. Of course, these figures are but nothing compared with the £10 billion overspend the National Audit Office tells us that the previous Government were heading for under the Building Schools for the Future programme.
Baroness Perry of Southwark (Con)
Will my noble friend tell us whether there is any information about the innovations and improvements that heads have been able to make since so many of them were given the freedom to manage their own budgets?
Lord Nash
My noble friend is quite right that there have been many examples of this, including more efficient purchasing, longer school days, greater freedom over the curriculum, the ability to employ subject-specific teachers in primary schools, the ability to find the money to engage more effectively with the professional communities and business, and the generation of income more effectively from their own facilities.
Lord Singh of Wimbledon (CB)
My Lords, while rigorous financial regulation is important, I am alarmed to hear of a high-achieving school in a deprived area in west London where children are made to endure classroom sizes of up to 80 without adequate toilet facilities. The DfE will not release money for new premises until the financial management is completely up to scratch. Does the Minister agree that it is wrong to use children in this way?
Lord Nash
I do not recognise the example to which the noble Lord refers. I would be grateful if he would write to me as regards his specific example. The pressure on pupil places has been considerably relieved by the amount of money that this Government have spent on them, but I would be particularly interested to hear about this case.
The Earl of Listowel (CB)
My Lords, is the Minister concerned to hear that a head teacher said at a recent seminar that she was having to pay rent arrears and pay for food in her impoverished community to enable children to get to school, to be able to concentrate and to do well? She was embarrassed to do this but she felt that she had to.
Baroness Garden of Frognal (LD)
Will the Minister say, where instances of apparent fraud have been notified in accordance with the guidelines, what action the Government have taken?
Lord Nash
Where we receive an instance of fraud we immediately investigate. The EFA has investigated 35 cases of fraud in academies in two years. That compares with 191 reported in maintained schools over one year. If we feel that there are causes for concern we will inform the police or, in more minor cases, introduce a financial notice to improve.
Baroness McIntosh of Hudnall (Lab)
My Lords, can the Minister tell the House how many of the cases of fraud that have been alleged were uncovered by investigation by his department or by Ofsted, and how many by whistleblowers?
Lord Lexden (Con)
Is my noble friend confident that the Government’s financial controls are sufficiently extensive and rigorous?
Lord Foulkes of Cumnock (Lab)
My Lords, since we have time, could the Minister now try to answer the question posed by my noble friend Baroness Jones?