Early Years Education

Lord Storey Excerpts

Thursday 30th November 2023 Lords Chamber

[Lord Storey (LD)]

My Lords, I reflect on how it was the coalition Government, pushed strongly by their Liberal Democrat element, who brought in free school meals for all key stage 2 pupils.

I remember that my first education essay was on the importance of play—I think I still have a copy of it somewhere—and my second was on good toilet training. That is something on which we can all reflect.

I thank the noble Baroness, Lady Andrews, for initiating this debate and for her important and well-measured speech. Anybody who watched BBC’s main news last night will have seen vividly the effects of the Covid lockdown on three very young children. Their speech, after intensive speech therapy, is only now beginning to develop.

I hope we all know about the importance of early years provision. However, it is too often framed by the needs of working parents, with political parties trying to outbid each other on the number of hours offered, rather than looking at the quality and importance to the development of the child. Early years provision provides the hugely important benefit of social interaction with other children of a similar age—making friends and learning to establish connections, learning to share, taking turns, listening to others, playing together with other children as well as independently, learning from peers, copying and helping each other. I was quite right about the importance of play. Developing communication skills which will increase their vocabulary and language through a wide range of different situations, learning how to communicate their feelings and opinions, and interacting with peers and adults other than just their parents are vital parts of their development.

Playing with other children also provides an ideal opportunity for them to gain a greater understanding of other people’s feelings—empathy—and increase their own independence and confidence. That added independence can nurture a child’s self-confidence; help to develop their own personality, disposition, thoughts and ideas; and encourage a child to discover more and more about themselves. Learning basic tasks by themselves, taking part in activities and spending time with others develops their confidence and builds a foundation that prepares them not only for school but the outside world.

Early years education is a springboard to learn new skills academically, socially and emotionally. The child will learn new life skills every day, from putting on a raincoat to mathematical concepts, which are valuable to build future foundations. Early years provides routine and structure to a child’s day, including mealtimes, naps, and indoor and outdoor activities. The routine of early years provision helps the child feel more confident, secure and in control of their feelings. Knowing what to expect and when enables a child to play more of an active role in tasks.

Every parent hopes that their child will develop to their full potential, and this is enshrined in Article 6 of the United Nations Convention on the Rights of the Child. However, across England, a significant number of children are not developing the competencies and abilities that they need to start off their lives. At the start of 2022, 154,689 children were missing out on their entitlement. Half of disadvantaged pupils were found to not be at their expected level of development. Good-quality provision is vital for children’s development, equipping them with the foundational physical, cognitive, social and emotional skills needed to be successful in adolescence and adulthood.

I turn to mental health services in early years. I remind the House that, in January, it will be five years since the Government published the NHS Long Term Plan, which promised that mental health services would be comprehensive in covering children aged nought to 19. However, five years on, it is clear that mental health support is coming too late, and the services that support vulnerable babies and toddlers are few and far between. There is, in effect, a baby blind spot. A baby’s early experiences shape their brain development, so getting help early is the key to preventing mental health disorders in children.

In January 2019, the NHS Long Term Plan promised that at least 66,000 women with moderate to severe perinatal mental health difficulties would have access to specialist community care from pre-conception to 24 months after birth. Does the Minister not agree that it is time to set an equivalent target for the next five years, which will drive and increase services that help vulnerable babies and toddlers? The Government have recognised the need, and they estimate in their Start for Life initiative that 10% of babies are at risk. The Parent-Infant Foundation was among those organisations calling on the Government to set a target for the NHS to support 60,000 vulnerable babies over the next five years who are at risk of developing mental health conditions in childhood.

It always surprises me that, in education, the older you get the more money is spent on you: a sixth-former gets more money than a 12 year-old or 13 year-old, who gets more money than a seven year-old or eight year-old, and a preschool or nursery child gets the least amount of money. That is unbelievable. This is the time of their development, and shapes what they will be like as adults. Yet we as a society—in all political parties; this is not an attack on the Government—have an educational view that the younger you are, the fewer resources and less money you need.

Early years is the most important stage in a child’s life, yet do we invest in quality provision? Do we ensure that staff are well trained and well rewarded, so we attract the best possible people? Do we ensure that there is regular updating of their skills and knowledge? Why do we not have a qualified nursery teacher as head of every early years provision and setting? Here is a radical thought: given that the very life opportunities and rounded development of the child start in early years, should we not consider making early years a statutory/compulsory part of education?

--- Later in debate ---

[Baroness Barran (Con)]

It has already been extended to the nursery sector. We are way ahead. But this is an important point because it sets children off in the way we hope they will continue: with a love of nature but also a sense of agency within it.

I turn to concerns that noble Lords raised about the impact of Covid on children’s development. The 2022-23 early years foundation stage profile results, published by the department today, show that there has been an increase in the proportion of five year-olds achieving a good level of development compared to last year. In 2022-23, 67.2% of children had a good level of development, and 65.6% were at the expected level across all 17 early learning goals—that is up 2% on last year. The noble Baroness, Lady Andrews, rightly raised concerns about recovery post Covid.

I thank the noble Baroness, Lady Kidron, for raising important issues about children and screen time. If the noble Baroness has time, I would be happy to meet her and talk about the additional security that we think the Keeping Children Safe in Education guidance provides to children in education settings, although she is clearly not convinced it is achieving that. I do not think there is any difference in our aims and aspirations for the safety of children, so it would be helpful if the noble Baroness would agree to explore that in more detail. I absolutely agree with her about the importance of the privacy of children’s data.

I turn to the expansion in provision. We are determined to support as many families as possible with access to high-quality and affordable childcare. A number of noble Lords remarked on a focus on encouraging people—principally women—back into the workplace, which is an important goal for all the reasons that the House will be aware of. However, it is in no way a compromise on the quality and richness and developmental value that the noble Baroness opposite set out so clearly in her remarks.

By 2027-28, we expect to be spending in excess of £8 billion each year on free childcare. The noble Baroness, Lady Twycross, cited the current costs of childcare, which make the case eloquently for the changes that we are bringing in, because we understand that they are a tremendous pressure on those who have very young children and wish to go out to work. This huge expansion means that millions of children will benefit from the extraordinary efforts of the sector to give children the safest and highest-quality early education and childcare. As a first stage in growing and supporting the early years workforce to deliver these entitlements, the Government consulted on a number of further flexibilities to the early years foundation stage this year, which will be implemented from January 2024, so that providers can use their existing workforce better while protecting quality and safety.

The noble Baroness, Lady Andrews, asked why the Government did not consult on the planned expansion. The Spring Budget announcement responded to the concerns aired and raised by parents about the cost of childcare. Since then, the noble Baroness will be aware that we have consulted on key factors of the rollout, including funding and other changes.

The quality of our early years and childcare sector is a testament to the ongoing dedication and hard work of those in the profession. Since the pandemic, the Government have committed up to £180 million of support to promote quality and best practice and provide staff with opportunities for career progression, as we heard from a number of speakers this evening. This includes a package of training, qualifications and guidance for the workforce. We have expanded the early years professional development programme to enable up to 10,000 more level 3 qualified early years practitioners to access the latest teaching in communication and language, early mathematics and personal, social and emotional development. We are also funding the national professional qualification in early years leadership, which is designed to support early years leaders to develop expertise in leading high-quality education and care, as well as effective staff and organisational management.

In addition, we are proud to say that over two-thirds of primary schools have benefited from our investment in the Nuffield early language intervention, improving the speech and language skills of over 160,000 children in reception classes so far. More than 500,000 primary school children have been screened to identify those with language development difficulties, which we know can be such a blocker for their future education.

The noble Baroness, Lady Andrews, asked whether the department had made an estimate of the dead weight in our expansion. There will be a full evaluation of the rollout, which will also look at that issue.

To return to the workforce issues, which were raised again by the noble Baronesses, Lady Andrews and Lady Twycross, and other noble Lords, to support providers to recruit the staff they need to deliver the expansion in childcare entitlements announced at the Spring Budget, we are developing a range of new workforce initiatives, including the launch of a national recruitment campaign, planned for the beginning of 2024, to boost interest in the sector and support the recruitment of talented staff. We are removing barriers to entering the workforce by ensuring that qualifications are suitable and easy to understand. This includes launching a competition to find providers of early years skills boot camps, which will include a pathway to an accelerated level 3 early years apprenticeship. We are also developing new degree apprenticeship routes so that everyone, from junior staff to senior leaders, can easily move into a career in the sector.

The noble Baronesses, Lady Andrews and Lady Goudie, challenged on whether the change in the staff-to-child ratio would make it harder to retain staff. As the House knows, we are providing flexibility to providers to move from a 4:1 to a 5:1 ratio, in line with that which exists in Scotland. However, ultimately, it is the managers of settings who know what support their children need, and they will know their staff best. The Government trust their judgment as to what ratios they believe are right for them in their settings. Supporting the workforce is obviously a priority, which is why we provided £204 million of additional funding to local authorities, so that providers can recruit and retain the staff that they need.

The noble Baroness, Lady Twycross, raised a very troubling case, if I understood rightly, of a child on the autism spectrum who was suspended from nursery school, which slightly defies one’s imagination. We do recognise that quality early years education means meeting the needs of all children, which of course critically includes those with special educational needs and disabilities. The House knows very well the importance of those needs being identified as early as possible, as emphasised in the SEND and Alternative Provision Improvement Plan, which we published in March this year.

We are funding the training of up to 7,000 early years special educational needs co-ordinators, and there is also SEND-focused content in the package of support and guidance for the workforce which I outlined earlier. We are also reviewing the operation of SEND inclusion funds within the current early years funding system to ensure that funding arrangements are both appropriate and really well-targeted to improve outcomes for preschool children with special educational needs.

To finish, I want to touch on an important point that was raised in the Motion of the noble Baroness, Lady Andrews, today; that quality early years education is provided not only in nurseries, childminder settings and schools but also, of course, at home. We know that a stable and stimulating home learning environment is also crucial to children’s development. That is why we secured £28.7 million between now and 2025 for local authorities to support specifically the speech and language of young children who were worst affected by the pandemic, namely today’s three and four year-olds. That programme is being delivered through family hubs and the Start for Life programme. The noble Lord, Lord Storey, raised the importance of parenting and children having a routine, which clearly family hubs are part of delivering.

The noble Baroness, Lady Goudie, mentioned the return of Sure Start. As I think she will be aware, we believe that our family hubs really build on the learnings from Sure Start and from children’s centres and are a single place where a family can access all the support they need, including support for mothers with mental health issues, which noble Lords also raised.

Finally, the noble Baroness, Lady Andrews, invited me to meet the Early Education and Childcare Coalition and the Early Years Alliance. She may be aware that the department meets both groups very regularly and I know that the Minister for Children and Families has also met them. I would be delighted to as well, if the noble Baroness would find it useful. She also asked whether we hold data on children whose families are in receipt of universal credit. That is held by the Department for Work and Pensions, but I am happy to write if that data is available. I close by thanking your Lordships—

[Lord Storey (LD)]

Before the Minister sits down, I raised the issue of a new target for the 60,000 vulnerable babies and asked what the Government are planning to do on that. Will she write to me about it, as it is an NHS matter?

[Baroness Barran (Con)]

I would be delighted to write about that and all the other issues that I have not had time to cover this evening.

I close by thanking your Lordships for their thoughtful contributions to the debate today and to underline our shared gratitude to early years professionals who are doing such a fantastic job to deliver high-quality education to our youngest children.

Jobs Market: Graduates

Lord Storey Excerpts

Monday 27th November 2023 Lords Chamber

[Baroness Barran (Con)]

The noble Baroness has anticipated well that I do not agree that those skills are not valued in our education system. Obviously, those skills are evolving and developing more into digital skills; that is an area in which we are focused both in schools and in skills bootcamps, T-levels and beyond.

[Lord Storey (LD)]

My Lords, the Minister will be aware that we have a shortage of teachers—some might call it a crisis of teacher vacancies—in our schools. We also have a crisis of shortages in specialist subjects, such as physics and the creative subjects, as we have heard. Fewer and fewer young people are going into teaching or studying education at university. To try to avert this crisis, is there a case for saying that we will refund your tuition fees if you become a teacher?

[Baroness Barran (Con)]

The Government are not considering that at the moment, and I remind the House that teacher numbers are at an all-time high, at over 468,000.

Schools: Special Educational Needs

Lord Storey Excerpts

Wednesday 15th November 2023 Lords Chamber

[Baroness Barran (Con)]

Obviously, we take those reports extremely seriously, and that is the value of having an independent inspectorate. I cannot comment on the specific Hertfordshire case, but we work with the local authority or the trust in question to ensure that those issues are addressed.

[Lord Storey (LD)]

The Minister will be aware that, every year, the number of children and young people with education, health and care plans who are permanently excluded from school is increasing significantly. How do we ensure that those children get their education, health and care plans implemented?

[Baroness Barran (Con)]

I am not sure that there is a direct link between implementation and exclusion; there are cases where a plan has been implemented. Of course, the last thing we want for any child—particularly children with education, health and care plans—is for them to be excluded from school. To return to my earlier answer, the Government are trying to think this through from the earliest stages for early years practitioners, equipping every teacher to teach children with special educational needs well and making sure they get the specialist provision they require. That is why our investment in this sector has expanded so dramatically.

Core School Budget Allocations

Lord Storey Excerpts

Tuesday 17th October 2023 Lords Chamber

[Baroness Barran (Con)]

I do not accept that the Government delayed action either in relation to RAAC or in this case. In relation to RAAC, when we had new information that came to us as a department, we took the only responsible decision that any Minister could take, which was to take urgent action to ensure that no one was at risk. That was exactly what we did, and we are working closely with schools to resolve the challenges they face as a result. The reason for the error was a mistake in the coding of pupil numbers. Normally, it takes about six weeks to go through that process. We obviously needed to do a thorough quality assurance to make sure that the revised numbers were correct. We did that in four weeks and then there was no delay in announcing it.

[Lord Storey (LD)]

My Lords, the Minister will know through her visits to schools that school budgets are stretched to breaking point. Head teachers are telling me, and no doubt telling the Minister, that day in and day out they are struggling to make ends meet. The average primary school will receive £12,000 less than the average secondary school and £57,000 less than was expected. Schools will have planned their budgets for 2024-25; that is the critical point. Does the Minister think that commitments made back in July to the House should be honoured and the original national funding formula rates should stand?

Cultural Education Plan

Lord Storey Excerpts

Tuesday 17th October 2023 Lords Chamber

[Baroness Barran (Con)]

Well, unfortunately, my recognition of the noble Baroness’s figures has not changed since yesterday. My understanding is that, since 2014-15, the number of qualified music teachers has risen from around 89% to an average of about 95% in the last couple of years. Similarly, for art and design, 96.5% of lessons are taught by teachers with post-A-level qualifications. However, since yesterday I can share with the House that there will be a new survey on extracurricular music uptake, which will be published later this year, which shows much higher levels of participation in June 2023 in relation to singing and instrument lessons, access to live music performances and participation by children in live music performances. So the Government are not talking about it—the Government are delivering.

[Lord Storey (LD)]

We welcome this cultural education plan, and we have every confidence in the noble Baroness, Lady Bull. Of course, cultural education is not just about learning—it has to be about seeing, doing and having the opportunity to visit art galleries and museums, listening to concerts, going to theatres and seeing heritage. But, of course, children and young people from poor families really struggle to make that happen. How do we go about that?

[Baroness Barran (Con)]

I am grateful to the noble Lord for his question, because the focus of the cultural education plan is to tackle those disparities in opportunity and to promote more access for children in areas of significant deprivation, making sure that children have good cultural experiences in school but also outside school.

Schools: RAAC

Lord Storey Excerpts

Tuesday 19th September 2023 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, the noble Baroness has focused on exactly where the Government are focusing, namely face-to-face education. I take this opportunity to thank all the head teachers and school leaders who have worked tirelessly to make sure that children can, wherever possible, be in face-to-face education. As the noble Baroness knows, this morning we announced an updated list of schools: the number of confirmed cases of RAAC had risen from 147, reflecting the data as of 30 August, and what we published today, which reflects the data from 14 September, shows 174 schools. I am pleased to say that with the exception of one school, all children are either in full face-to-face education—in 148 settings—while 23 are in hybrid education, one is fully remote and one is a very new case which we are triaging at the moment.

In terms of lost learning, there is access to the Government’s national tutoring programme, and we will of course talk to schools and responsible bodies. There are disruptions to the school year; it is not exceptional, sadly, that children miss a few days’ learning but, happily for most of these children, it has been just a few days. If there are extended periods, we will look at that with the responsible bodies concerned.

[Lord Storey (LD)]

The Minister may recall that one of the first acts of Michael Gove as Secretary of State for Education was to cancel Building Schools for the Future. I well remember the impact it had on the city where I live. Also, the Chancellor of the Exchequer—

[Baroness Chapman of Darlington (Lab)]

The noble Lord was part of that Government.

[Lord Storey (LD)]

The noble Baroness is right, to our regret. I have not been heckled before—it is quite impressive. Under the then Chancellor, there was a plan to build 200 new schools, but the funding for only 50 was provided. Parents are worried; how do we bring transparency to this issue and how do we reassure them?

[Baroness Barran (Con)]

Just to be clear on the Building Schools for the Future programme, there are schools today where we have found RAAC that would have been in that programme and were among those cancelled. There are also schools that got funding through it where we found RAAC, so it is not fair to say that Building Schools for the Future would have solved this problem. We are dealing with a number of cases that had funding through that programme which did not remove the RAAC and where we are now dealing with that.

The noble Lord is right that the department argued, as every department does, for as large as possible a settlement from the Treasury. We are very proud of our school rebuilding programme, but I also draw the House’s attention to the amount of capital that has been spent over the last 10 years both on condition funding and on building new school places. During this Administration, there has obviously been a bulge in pupil numbers which has led to around £2 billion a year, on average, being spent on building new places for pupils by either extending existing schools or building new ones. In the last spending review, the budget for condition funding—maintaining our schools—was increased by 28%.

Life Skills and Citizenship

Lord Storey Excerpts

Thursday 7th September 2023 Lords Chamber

[Lord Storey (LD)]

My Lords, I begin by thanking my noble friend Lady Garden for initiating this important debate, and for her valuable, witty and life-affirming contribution. I suppose we ought to start by understanding what we mean by life skills. The list of life skills varies depending on who you talk to and the circumstances and needs of society. There are various lists, but, for me, UNESCO and the World Health Organization hit the mark. They say that life skills are problem solving, critical thinking, effective communication skills, decision-making, creative thinking, interpersonal and relationship skills, empathy and coping with stress and emotions. I would add understanding, relating and engaging with people from different backgrounds and cultures to that list.

The next big question is how to develop and provide for these skills. It cannot just be a curriculum unit on decision-making; it must be a whole-school ethos which supports, develops, encourages and ensures that all its practices are aware of these issues. There must be related curriculum opportunities to reinforce this, but it is the ethos that the governors, head teacher, staff and parents develop which is so important. In early Ofsted inspections, a school’s ethos and values were not things it would report on, because when it went into the school, it had an understanding of what the school’s ethos was.

Finally, there are other skills children need so that they can be safe and protected. One example very close to my heart is that of life-saving water safety skills. I have a Private Member’s Bill on that topic and, although I have run out of time now, I hope that the Minister will take it on board.

A Failure of Implementation (Children and Families Act 2014 Committee Report)

Lord Storey Excerpts

Wednesday 6th September 2023 Grand Committee

[Lord Storey (LD)]

My Lords, I start by thanking my noble friend Lady Tyler for her inclusive chairing of this Select Committee. She acted at all times with complete professionalism, anxious to understand, engage and find solutions. My colleagues on the Select Committee and our advisers were equally thorough in wanting to shine a light on the issues and see what solutions could be found. It has been interesting listening to the valuable contributions made by colleagues.

Three themes have come out. Obviously, the first is early intervention. It makes sense in life that if you deal with a problem early, it is sorted; if you leave it and do not intervene at an early stage, the problem gets harder and harder to deal with. Secondly, we recognise—as I am sure the Government do—the need to have post-legislative scrutiny. Thirdly, the voice of the child came out in what we said, as mentioned by a number of colleagues. I was taken by what the noble Baroness, Lady Wyld, said about the fact that children know and understand, and we should listen to them.

My noble friend Lady Tyler started by making the point that mental health was missing. We dealt with that issue thoroughly. She made the point about special educational needs, which I will come back to in a moment. I had forgotten the huge amount of consultation that took place with all sorts of stakeholders, which was very important.

There have indeed been seven Children’s Ministers, but the noble Lord, Lord Nash, the Minister here who started all this off, was with us for quite some time. It was thanks to him that we got this Act together. It is also right that our current Minister has been with us for quite a while now. It shows that when people stay, working arrangements are much better.

I was really interested in the point made by the noble Lord, Lord Farmer, about being more joined up. He is absolutely right that with public and private, and local and central government, when you are joined up you can succeed more speedily. I have two regrets from the coalition period—I will not tell noble Lords what one of them was, but the other was certainly the decision to discontinue Sure Start centres. There was a lack of funding for local government, which was a huge mistake. Those centres gave parents the opportunity not just to help their children but to understand issues such as financial management and to get information about jobs that might be available. I was also really interested in the noble Lord’s points about family hubs. Similarly, the noble Lord, Lord Bach, made a point about family justice—an area I know little about, which I think I made clear in Select Committee, but I recognise the importance of getting family justice right. It requires resources to be provided.

The right reverend Prelate the Bishop of Durham rightly made the point that the Children and Families Act 2014 was a huge piece of legislation that had potential. As we have probably all suggested, that potential was never really met. Children need stability and consistency. I come to the first point made by the noble Baroness, Lady Wyld, about the coalition Government and that Act, because I think that we are being a bit unkind to the Act, if I may say so. She also talked about adoption.

We did not examine the whole Act in detail; instead, we focused on specific policy areas that we felt would benefit from further examination. In all honesty, I gained more knowledge and understanding of many issues than I was able to contribute. As a former head teacher of a very large primary school, with 500-plus pupils and a 100-place nursery, I had particular expertise in special educational needs but limited expertise in the other issues that we grappled with. I was actively involved with the Children and Families Bill in 2014, when it went through under the stewardship of the noble Lord, Lord Nash. I remember that, at the end of Third Reading a few months later, all the Members had worked very closely together and it almost felt like a Select Committee; we met in this Room and actually celebrated that piece of legislation. We felt at the time that it was a piece of landmark legislation and the start of real changes for family.

I was interested to understand the issues that schools now face with special educational needs. The Bill replaced statements with education, health and care plans. Doing so gave us an opportunity to understand that we needed to be more holistic and bring education, health and social care together, so the EHC plans would be a blueprint for the needs of a child, and early intervention would be so important. Parents would have the right to appeal against any decision not to put a child on a plan; local authorities would have to publish facilities, resources and opportunities that were available. While children have benefited from the SENCO legislation, for many it has become an all too obvious challenge, with long delays before children are assessed for a plan, causing needless anxiety and stress to parents. Millions of pounds have needlessly been spent on the appeals mechanism, yet 90% of the appeals have been agreed. Why are we doing this? Why are we spending so much time going to court when the court upholds the appeal and the money is lost?

The Bill was brought in at a time when resources were limited, particularly for local authorities. It is little wonder that some LEAs delay as a way to conserve their stretched resources. The Select Committee was right to conclude that the Act struggled to achieve its goals, given the sheer breadth of areas covered and lack of due concern to implementation. The committee was right to conclude that lessons should have been learned about post-legislative scrutiny; its views about mental health were so important. Children and young people with poor mental health face long waiting lists for treatment while their mental health continues to decline, allowing waiting lists to grow to unsustainable levels. In my view, the Bill was a missed opportunity not to say that some important legislation was not achieved, benefiting the lives of children and families alike.

The Bill was a missed opportunity, but there are things in it that we should still be proud of—I have mentioned the education, health and care plans—but let us think of some of the other things that were included. It agreed on the statutory role of the Children’s Commissioner for England to promote and protect the rights of children or the rights to shared parental leave and shared parental pay.

It was right to bring about EHSC plans, but wrong to dilute other special educational needs support in schools. Deleting school action and school action plan was almost a signal to say to schools, “You do not need to do special educational needs work, because we have put those children on a plan”, and that has happened increasingly in schools. On the issues of looked-after children, fostering, post-adoption support, kinship care, family justice, employment rights and race and ethnicity in adoption, I hope that the Government will give serious consideration to the report’s proposals. I know that the Minister genuinely cares about children and families and, despite what the noble Baroness, Lady Tyler, said, I hope she will look again at the proposals in the report and try to persuade her colleagues of the error, maybe, of their ways.

Yesterday, I was chairing Liverpool City Council’s education scrutiny panel—a first for me. We were looking at paths into work for young people and at apprenticeships. We had a breakdown of the numbers of disadvantaged young people. I suddenly realised, thanks to the work of this Select Committee, that there was no mention of children in care. I immediately said, “Where are the figures for looked-after children? After all, the local authority is the corporate parent”. There were blushes from officers and they said “Yes, you are right. We will include those figures in our documentation”. That would not have happened had I not been on the Select Committee and understood the importance of corporate parentship and making sure that we look at everything we can do to help those looked-after children. I thoroughly appreciated the work of the Select Committee, and I once again thank the noble Baroness, Lady Tyler, for her amazing chairing, as well as other colleagues.

Teacher Shortages

Lord Storey Excerpts

Wednesday 6th September 2023 Lords Chamber

[Baroness Barran (Con)]

In mentioning the number of people leaving the profession, the noble Baroness omitted to mention the number entering the profession last year. There were 48,000 entrants, including 16,700 returning to the profession. I remind the House that the vacancy rate for teachers is 2.8%, which remains extremely low. However, I recognise that there are shortages in certain subjects and in certain parts of the country, which is why we are targeting our bursaries on them. I remind the noble Baroness that we should be proud in this country that the work of our teachers has resulted in us rising up the international rankings in primary reading, from 8th in 2016 to 4th in 2021—the highest in the western world.

[Lord Storey (LD)]

My Lords, the number of teacher vacancies has doubled in two years. The number of students wanting to go into teaching has declined by 79%. We then have the issue of specialist subjects; for example, there are 400 schools where there is no qualified physics teacher. Increasingly, we see our children being taught by supply teachers, which is not the best way to teach young people. How have we managed to get into such a situation? Did we not see this coming, and should we not have put together a plan to avert this crisis?

[Baroness Barran (Con)]

First, I do not accept that it is a crisis. Secondly, if the noble Lord looks at the long-term numbers on this, in subjects such as mathematics, which is raised frequently in the House, in 2014-15 we had 75.8% specialist teachers. That is now 78.6%. There are subjects like physics where it has gone down slightly, but this has been a long-term issue, and I thank our teachers and leaders for the work they do to make our schools as good as they are.

Schools: Admissions

Lord Storey Excerpts

Monday 17th July 2023 Lords Chamber

[Baroness Barran (Con)]

I looked at those numbers just before this Question, because I anticipated that the noble Baroness might raise them. I am happy to pick this up with her afterwards, but the data that I looked at suggest very little difference in the profile of deprivation between faith and non-faith schools.

[Lord Storey (LD)]

My Lords, I declare an interest as a former head teacher of a Church of England school. As the Minister knows, a third of all our schools in England are faith schools. She will also know that in 2010 we introduced the 50% rule whereby 50% of new academies had to have open places. Has her department reviewed the success of that scheme in terms of community cohesion, understanding of different cultures and faiths, and whether we should now extend it to all faith schools?

[Baroness Barran (Con)]

I am not aware that we have looked in detail at any of those proposals in the way that the noble Lord describes, but I am aware that all schools—potentially faith schools in particular—take their role in community cohesion very seriously.