Poverty

Lord Storey Excerpts

Thursday 14th July 2016 Lords Chamber

[Lord Storey (LD)]

My Lords, I also thank the noble Lord, Lord Bird, for arranging this debate and for his powerful and passionate speech. It is good to have passion and long may he do so. I also echo all the sentiments expressed by my noble friend Lady Sharp. When I made my maiden speech in this House it was my noble friend who spoke after me, so I am pleased that I am here now to speak after her. Her contribution in the debate was, in my view, a master class in education; she absolutely nailed it—the secondary school curriculum, vocational education and, of course, the constant churn and changes of policies from successive Governments.

Many noble Lords have said how fitting it is that we have this debate, as yesterday our new PM, on the steps of Downing Street, made some very important commitments. Poverty is real but not essential—yes, we can do something about it, but we must tackle the root causes. To reduce poverty, there is no magic wand; no single response will succeed on its own. Jobs, housing, health, home circumstances, and the choice of individuals themselves all play a key part. But, for me, it has to be education and—as the noble Lord, Lord Sutherland, said—it has to be early years. I have always believed that if we can get education and parenting right, ensure that we develop the talents and abilities of children at a young age, ensure that our education does not leave anyone behind, and identify at an early age any special needs that children might have, then we are on the road to an inclusive society where we can be rid of poverty.

I want to focus on education and home life as the most important factor in reducing poverty. I agree with noble Lords who have spoken before me and decry the prevalence of poverty in this country as a completely unacceptable state of affairs. I am glad that we are able to have an open and frank discussion about poverty and its causes and effects. Not only is it a terrible indictment on the UK that almost a quarter of the population are living in a state of relative or absolute poverty, but it is simply not acceptable. It must be acknowledged that having so many people in Britain living in a state of poverty is a tremendous strain on resources. Not only would reducing that number be a great success in terms of human value and living standards, it would—as the noble Lord, Lord Bird, intimated—reduce resources for other needs.

Poverty is a vicious cycle, and one that will require concerted effort and careful planning to break. Overall poverty levels have stayed fairly flat for the last 25 years but are predicted to rise if we do nothing. In 2015, the Government reported that 2.3 million children are living in poverty. Some, such as Barnardo’s, claim that this is a rather conservative estimate. A Joseph Rowntree Foundation report on child poverty talks of 3.9 million children in 2014-15 being in poverty. However, even if we are to accept the government figure as accurate, 2.3 million is an inexcusable number of young people facing a very difficult start in life. The poverty of these children impacts on their education and school lives greatly, leaving them at a significant educational disadvantage. In fact, there is a 28% disparity between the number of impoverished students achieving five A* to C grades at GCSE level and their wealthier peers, according to Department for Education figures. This is not to mention the other challenges that children from poverty-stricken families face: a higher rate of chronic illness, far fewer opportunities to engage in extra-curricular activities, and pressure to earn money to the detriment of their education, to name but a few. A recent report on the use of crisis support grants claimed that more than half of children receiving these grants believed that their situation was affecting their physical and mental health. It went on to say that two-thirds of families receiving these grants had to cut back on gas, electricity and food, which will of course affect the children even further.

Let me highlight how, through education—particularly in early years—and supporting parents, we can start to reduce poverty. If a child, at the age of four to five years old—the age that they start compulsory education and enter reception class—is academically behind or, say, a complete non-reader, that academic gap, that social gap, gets wider and wider as they progress through mainstream education. As we have seen, they are less likely to do well in their GCSEs, less likely to go on to sixth form or college, less likely to have a successful apprenticeship and, of course, less likely to go on to university and less likely to get a job, let alone a well-paid job. There we have the vicious circle—it starts, and then their children, and their children, often face the same problems. But if you break the circle through education and parenting, you create not a vicious circle but a virtuous circle.

The early years of a child’s life are critically the most important factor in their development and have a significant impact on their future life chances and well-being; poverty has the greatest influence on children’s outcomes. Positive early-years experiences and education give children their best start in life. A positive home environment can have a significant impact on reducing poverty; the home environment is probably the most significant aspect of a child’s early life, and it decides a child’s future path. Midwives, health visitors, GPs, children’s centres, family and parent support workers, outreach workers, child carers and teachers all have a key role in supporting families during childhood. High-quality, early childhood services have wide-ranging benefits for children and are among the most important determinants of positive outcomes for children from disadvantaged backgrounds. Well-resourced, high-quality provision for children and their families during early years has a huge influence on a child’s developmental outcomes, including their attainment when they go to school and in their future adult life. It is also cost-effective: the New Economics Foundation found in research that it carried out that, for every pound invested in Sure Start centres or children’s centres, £4.60 of social value is generated. Well-planned and appropriate early intervention helps to promote social and emotional development, which improves mental and physical health, educational attainment and employment opportunities.

Probably the most important thing we did as a country to support parents and help them in nurturing and supporting their children was the development of Sure Start centres—a complete package for children and families. They were originally set up in the most deprived and disadvantaged communities. They were enormously successful, and children’s centres became the order of the day. Along came the recession, leading to massive cuts to local government funding and the functions and provisions of the centres got reduced or they were closed. In hindsight, what folly.

If there is one thing we can do to reduce poverty it is to ensure that the most disadvantaged communities once again have full-blown Sure Start centres. As the Children’s Commissioner says in her excellent discussion paper Changing the Odds in the Early Years—a must-read for everyone—

“Government has the potential to play a powerful role in encouraging and challenging local authorities to put forward proposals to strengthen support for children, including to reduce poverty in the early years. From the Northern Powerhouse to seaside towns there is an opportunity to put support for children to improve outcomes at the heart of regeneration and devolution”.

I say, “Hear, hear”.