Education (Pupil Information) (England) (Miscellaneous Amendments) Regulations 2016

Lord Tyler Excerpts

Monday 31st October 2016 Lords Chamber

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

My Lords, I thank the noble Lord, Lord Storey, for tabling this Motion. Today’s debate will help shine a light on our reasons for collecting these data and dispel some of the myths and fearmongering that have taken hold in some parts of the media and in other places, with talk of anti-immigration rhetoric and so on. To deliver a world-class system that works for everyone, we need the right data and evidence to develop strong policy. We will use information on pupils’ nationality and country of birth to understand how we can give all pupils a better education—one that caters to their individual needs. This is about children’s needs first and foremost.

In its eighth report of this Session, the Secondary Legislation Scrutiny Committee drew this instrument to the special attention of the House. The noble Lord, Lord Storey, referred to the timing of this instrument. In its report, the committee noted that the timing for the parliamentary passage of the instrument did not respect our undertaking to schools to have a term’s interval between laying and coming into force.

The committee acknowledged our explanation that the delay was unavoidable due to the referendum purdah and subsequent change of Administration. However, a concern remains whether schools were prepared. The department regrets that we were outside the normal practice of providing schools with at least one full term’s notice. But the commitment that all school-related regulations would have a common commencement date of 1 September was met. Guidance was made available to schools on 4 May this year. We informed the committee that we had received no complaints about the compressed timescale and I reassure the House that this is still the case. As part of its report, the committee also made available to the House letters it has received from campaigners with comments about the department’s policies on access to our data.

Our schools educate pupils from a huge variety of backgrounds and we already ask for information on points such as disadvantage and special educational needs. This information enables us to target and ensure that our policies support all children so that they get the most from their education. There is nothing new in schools collecting information about their pupils. We have been asking them to do this for over 10 years through the school census. These regulations allow DfE to start collecting information on nationality, country of birth and English proficiency through the school census for educational reasons. Questions on nationality and country of birth are standard demographic information that is routinely collected in many data collections.

Let me be clear on a number of points. The new information collected has not been and is not shared with the Home Office. The DfE has no way of determining a child’s immigration status, nor would we seek to do so. Providing this information is entirely optional; parents can refuse to do so if they wish. This is clearly stated in our guidance. The noble Earl, Lord Clancarty, asked about the ability of parents to retract this information and I will certainly take that back and consider it.

There is no requirement for schools to request or see evidence of nationality or country of birth. We know that some schools have not followed the guidance and have asked for this, so we will be working with them to ensure they do this properly in future. To address any uncertainties regarding how information should be collected, an information note is in the House Libraries and is on our blog for schools and parents. It is with these new data, which are to be used only by the DfE, that we can work to have a better understanding of what is going on and how to work with schools to deliver the best for all the children, regardless of where they have spent their prior years. The decision to collect these data was taken in 2015, long before Brexit, and followed approval by the Star Chamber Scrutiny Board, which is an external panel of schools and local authorities representing the sector. I reassure the House and repeat that these data items will be used for research, evidence and analysis within the Department for Education only.

Children of foreign nationals can face additional challenges on starting school in the UK. The education system that they have arrived from may be very different from the English system, so they may not be up to the same level as their classmates. This puts pressure on the pupils, teachers and schools. I visit schools constantly up and down the country where they have had substantial, and in some cases very substantial, influxes in-year of pupils with no or little English, or who are new to English—NTE, as it is becoming known—into the school system. They have to educate these pupils in separate classes until they can speak enough English to engage with lessons. That is expensive and they are not specifically funded for this.

One school that I visited recently distinguishes between whether pupils have enough English to engage with maths, which will be earlier than when they can engage in English classes. A colleague visited a school recently where he spoke to a pupil and the pupil next to him said, “He doesn’t speak any English, but I do. I’m from the same country and I’m his interpreter”. That is another approach. We need to understand this behaviour and its impact on our pupils from different educational jurisdictions and the impact on our whole school system.

The noble Lord, Lord Paddick, questioned our motives on this. We know that white pupils on free school meals are some of our lowest-performing pupils, particularly in areas of intergenerational unemployment, whereas once EAL students can speak English they can be particularly aspirational. That has had a positive and significant impact, as he said, on our school system in London. But that is once they can speak English. In the meantime, it can be very time-consuming and resource-intensive for schools and we need to understand different approaches. EAL is also a very blunt instrument in that many pupils characterised as EAL are fluent in English because it is their second language and these factors are not currently included in our accountability measures. We need to consider whether they should be, but we need more information first. Any noble Lord who doubts that should visit some of these schools. I would be delighted to recommend some that they can visit to see this in action.

The noble Lord, Lord Tunnicliffe, asked about the impact and burdens on staff. That is exactly why we seek to get this information—to understand. In short, we do not currently understand the impact of migration on the education system and we should. Understanding nationalities helps us to put the right policies in place to help these children.

[Lord Tyler (LD)]

I have a particular interest in this subject because my grandchildren attend a primary school in east London, which has a large number of children from different ethnic backgrounds. I want to ask a practical question. The Minister has laid great emphasis this evening and previously on the fact that this is optional. If a number of parents in the school my grandchildren attend take the option not to give this information, how reliable will the information be?