Schools Bill [HL]

Lord Shipley Excerpts

Report stage & Lords Hansard - Part 2
Tuesday 12th July 2022 Lords Chamber

Moved by

[Lord Shipley]

64: After Clause 46, insert the following new Clause—
“Creation and funding of careers programme for primary schools in areas of disadvantage(1) The Secretary of State must work with sector experts to develop a framework for careers education in primary schools that is aligned with the eight Gatsby benchmarks.(2) The Secretary of State must provide financial assistance to support the delivery of a careers programme for primary schools in areas of disadvantage.(3) In this section—“areas of disadvantage” include areas with primary schools with the top 10% proportion of pupils with free school meal eligibility;“the eight Gatsby benchmarks” means the benchmarks set out in the report “Good Career Guidance” published by the Gatsby charitable foundation in 2014.”Member's explanatory statement
This amendment requires the Secretary of State to create a framework for careers education in primary schools and to give financial assistance to primary schools in areas of disadvantage to deliver the programme.

[Lord Shipley (LD)]

My Lords, Amendment 64 would require the Secretary of State to create a framework for careers education in primary schools and to give financial assistance to primary schools in areas of disadvantage to deliver the programme. We did effectively discuss this amendment in Committee three weeks ago, on 20 June, and in her reply the Minister said that the Government did in fact want to do this and would announce details in due course. I am delighted that, last week, the Department for Education issued a tender for the delivery of a programme for careers provision in primary schools in areas of disadvantage. I just want to acknowledge that; it is a most welcome development.

As we said in Committee, this is an issue of social mobility; it is about levelling up; it is about widening children’s and young people’s horizons. There is so much evidence that shows that if you start talking about careers guidance only at secondary school, it can be too late for some, because some children, at the age of seven, have already formed life-defining decisions about the kinds of careers they aspire to. I do not wish to take any more of the House’s time but I just acknowledge that the Government have made a very helpful move with the issue of the tender. I shall be withdrawing the amendment, but for now, I beg to move.

[Baroness Fox of Buckley (Non-Afl)]

My Lords, I want to raise some quick reservations about Amendments 64, 112 and 113. I apologise that I did not speak on this before: it was always grouped with other things that I was speaking on. I absolutely understand the sentiment behind improving careers education; I just want to get some clarification on the focus of these amendments.

One real worry for me over recent years has been the constant instrumentalisation of education for non-educational outcomes—schools are always asked to solve economic, social and cultural problems. Even though performance at school can of course be related to job prospects, I am worried that a utilitarian approach to school as a means to gain employment seems far too narrow and can backfire. I would like some reassurance that a focus on careers education will not lead to that.

As a teacher for many years, years ago, I always found it very dispiriting when pupils and students adopted a rather philistine attitude and would say things like, “What’s the point of studying Jane Austen or Shakespeare? It won’t get me a job.” Knowledge for its own sake was always sneered at, and that is perfectly understandable; they were teenagers, and it was a battle one had in the classroom. The argument was always, “Why don’t you teach us relevant, useful skills that will help me earn some money—not all this guff?” I just want to ensure that we do not inadvertently encourage that kind of philistinism here. I suppose I am wary that too much focus on careers education can chip away at the importance of what is a young person’s entitlement, even if they do not thank you at the time, to the best of what is known and thought, regardless of whether the students appreciate why it is important, or even if it is totally useless for job acquisition.

In that context, I worry about the proposed mandatory work experience of 10 days in one of the amendments, when there is so much to teach the young. I also notice the amendments focusing on primary schools. Although it has just been explained why—that by seven, perhaps you are already fixed in life—I am less deterministic. For primary school pupils in particular, it is a time for dreaming, imagination and a notion that the world is one’s oyster—that you can be anything—and I am concerned about bringing them down to earth with a mighty bump if we send them off on careers skills education.

--- Later in debate ---

[Baroness Barran (Con)]

I thank the noble Lord, Lord Shipley, and the noble Baronesses, Lady Garden, Lady Chapman and Lady Wilcox, for Amendments 64, 112 and 113, which raise the important topic of careers education in both primary and secondary schools.

I turn first to Amendments 64 and 112 regarding careers education in primary schools. The Government believe that careers education is essential to ensure that young people can make informed choices about their future learning and careers. To reassure the noble Baroness, Lady Fox, she will be aware that the Government have long stressed the need for a broad and balanced curriculum, so I hope that some of the breadth she described is recognised in the curriculum, as set out today.

I thank the noble Lord, Lord Shipley, for his warm welcome of the new grant funding that is now open for applications to deliver a programme of careers provision in disadvantaged primary schools. Having attempted to win round the noble Baroness, Lady Fox, I now know that I am going to lose her, because the programme will focus on three of the eight Gatsby benchmarks. I think one is exactly what the noble Baroness, Lady Chapman, was talking about, in linking curriculum learning to careers. But here is where I think it might go downhill: we are facilitating meaningful age-appropriate employer encounters—I feel the ground giving way beneath my feet—and providing opportunities to experience a variety of workplaces. It will be a chance to encourage children to raise their hope and belief, as my noble friend Lord Lucas described, and, we hope, help them overcome any lack of confidence that might hold them back. The programme will target support for schools in the 55 education investment areas announced in the levelling-up White Paper, where educational outcomes are currently weakest.

In addition, Amendment 112 requires every secondary school to provide professional, in-person careers advice. From September this year we will commence the Education (Careers Guidance in Schools) Act 2022, which extends the duty to provide independent careers guidance to all pupils in all types of state-funded secondary schools throughout their secondary education.

It is also the case that our statutory guidance makes clear that schools should deliver their careers programmes in line with the Gatsby benchmarks. Benchmark 8 is focused on the delivery of personal guidance and makes it clear that every pupil should have opportunities for guidance interviews with a careers adviser. In addition, we are funding the Careers & Enterprise Company with £29 million during 2022-23 to help support schools and colleges to drive continuous improvement in the delivery of careers services for young people and to support it to deliver the Gatsby benchmarks.

Turning to Amendment 113, again I thank the noble Baronesses, Lady Chapman and Lady Wilcox. Our careers statutory guidance for secondary schools has a clear framework, based on meeting the expectations in the Gatsby benchmarks. It requires that schools offer work placement, work experience and other employer-based activities as part of their career strategy, and it makes clear that secondary schools should also offer every young person at least seven encounters with employers during their secondary education. Through the Careers & Enterprise Company, more than 300 cornerstone employers are working with career hubs to bring businesses together with local schools and colleges. In addition, the enterprise adviser network of about 3,750 business professionals is working with schools and colleges to help ensure young people are offered quality interactions with employers throughout their secondary education.

For looked-after children specifically, to which the noble Baroness, Lady Chapman, referred, each school and local authority’s virtual school head has an important role to play in raising the aspirations of this group of young people, supporting them to think about their careers and prepare for adulthood. As the noble Baroness knows, each looked-after child should have a personal education plan, and local authorities have clear guidance that this should set out how a child’s aspirations and self-confidence are being nurtured, especially considering long-term goals, such as work experience and career plans. I should be delighted to discuss that further with the noble Baroness; I very much share her aspiration, and I hope we can work together to support and create the best opportunities for looked-after children, in particular. With that, I ask the noble Lord, Lord Shipley, to withdraw his amendment.

[Lord Shipley (LD)]

Before the Minister sits down, could she write to me—

[Baroness Barran (Con)]

Yes, if I may, I shall write to the noble Lord about the shared prosperity fund in England.

[Lord Shipley (LD)]

My Lords, I am very grateful for the Minister’s reply and the further explanation that she has given of what the Government are planning. I place on record that that is most welcome and will be well received by those who will be directly involved in delivering it.

I just assure the noble Baroness, Lady Fox, that this is not about social engineering. It is not about just getting employment; it is about awakening young people’s imagination; it is about social mobility; it is about raising aspirations. There is the evidence of the North East Ambition pilot, which has been part funded by Ernst & Young’s EY Foundation. I see the right reverend Prelate the Bishop of Durham nodding his head, because much of that has occurred in County Durham. It has an impressive record. The engagement of the teaching staff in the primary schools there has been particularly marked. It has now produced a two-year review, and it is well worth reading if Members would like to do so. It explains what it is trying to do and how it is being done with parents and carers engaged. With that, I beg leave to withdraw the amendment.

Amendment 64 withdrawn.