Social Mobility Committee Report

Lord Watson of Invergowrie Excerpts

Tuesday 20th December 2016 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank my noble friend Lady Corston for chairing the committee that produced the report and introducing the debate so eloquently and effectively today. I also offer my congratulations to the noble Lord, Lord Fraser of Corriegarth, for his maiden speech. There was some interesting Scottish historical perspective in it, which got my attention; I look forward to hearing more of that in his contributions as time goes on.

I hope that noble Lords will not be in any way offended if I say that I found the most enjoyable contribution this afternoon and evening was that of the noble Lord, Lord Bird, who to some extent was slightly left field in saying that he wanted to deconstruct or perhaps even reject the concept of social mobility. He talked about social opportunity, which I think is very interesting in itself. I think that he may have been talking about inculcating confidence in young people—that seemed to me to be what he was saying. If independent schools do one thing for people who attend them, it is to give them a sense of confidence, and we need to ensure that that is spread more widely. I suggest to the noble Lord, Lord Bird, that he seeks a debate on the question of social opportunity in the not-too-distant future, because that would be useful and interesting.

Since the report that forms the basis of this debate was published eight months ago, we have seen much activity of direct relevance to it. We have had the government response; the Sainsbury review and the Government’s response to that; the Technical and Further Education Bill, which will arrive in your Lordships’ House next month; the latest State of the Nation report by the Social Mobility Commission; and, just yesterday, the revelation—that is what it was, because there was no announcement; it was slipped out as a Written Answer in another place—that the Government are to abolish their Child Poverty Unit, a point made forcefully by the right reverend Prelate the Bishop of Durham. He also mentioned, stealing my thunder a little bit, that the Social Mobility Commission has been rebranded from what was the Commission for Social Mobility and Child Poverty. So within weeks we have witnessed the Government effectively airbrush the term “child poverty” from the face of their Administration. Are they telling us that child poverty has been eradicated? If only. According to the DWP, in 2014-15 there were 3.9 million children living in poverty, which is 28% of children, or nine in a classroom of 30. The Government are in absolute denial about child poverty, which is shameful, and it says more than the Minister will be able to about the subject of this debate. The Government lack any credibility when it comes to promoting social mobility, a concept that they do not even give the impression of understanding. That is demonstrated by their lukewarm response to the report’s recommendations.

By my calculation, of the eight recommendations in the report, two were accepted, both involving administrative requirements, three were partially accepted, and three were rejected. Listening to my noble friend Lady Corston, I understand that I have been kind in interpreting the Government’s response, because she and other members of the committee clearly feel badly let down by what appeared in the response. For a report of some 140 pages to be treated in such a fashion is less than respectful to my noble friend Lady Corston and other noble Lords who worked hard to produce the report. The rejection of the committee’s recommendation that there should be a transition stage from 14 to 19, a point taken up and advanced forcefully by former Secretaries of State for Education, the noble Lord, Lord Baker, and my noble friend Lady Morris, I find particularly regrettable. It is a point that we must revisit soon. I was taken by the point made by the noble Lord, Lord Baker, about the national curriculum finishing at 14, although we have to part company on what he then went on to say about grammar schools starting at 14. But the age of 14 is a hub that the Government need to look at, because it could be an important development for the sort of issues that we are discussing in the report.

It is noticeable that the Government responded more favourably to the report from the noble Lord, Lord Sainsbury, the Report of the Independent Panel on Technical Education, which found that the current system was too complex and failed to provide the skills most needed for the 21st century. The panel said that there was an obvious need to simplify the system, which the Government accepted by announcing that in future 16 year-olds will have to choose between academic and technical options, according to the post- 16 skills plans. Streamlining young people into a limited number of high-quality routes makes sense, but there must be some flexibility to take account of technological advances, particularly in digital and technical skills. The 2019 target for implementation is optimistic to say the least, and forcing young people to choose the route to their future career at the age of 16 risks institutionalising the divide between vocational and academic learning. Ironically, the proposals are reminiscent of Labour’s 14-19 diplomas, which aimed to create parity between academic and vocational routes. Those qualifications were launched in 2008 in 14 subject areas, but they were scrapped within a few years by the coalition Government. Now the wheel has had to be reinvented.

The Explanatory Notes to the Technical and Further Education Bill claims that the Bill,

“takes forward policies relating to Technical and Further Education which support the government’s social mobility agenda”.

That remains to be seen, but it is not a view shared by the Social Mobility Commission, which stated in its recent report:

“Funding is being diverted from second chance education in further education … colleges to apprenticeships, which are often of low quality, in low-skill sectors and not linked to the country’s skill gaps”.

The commission went on to say:

“The Government should encourage sixth-form provision in areas where it is lacking and give schools a central role in supporting FE colleges to deliver the Skills Plan. It should aim to reduce the number of 16- to 18-year-olds who are not in education, employment or training to zero by 2022”.

That is the Government’s own commission. Perhaps the Minister would comment on these recommendations and say whether they are likely to be met with a positive response within the DfE.

Although the Social Mobility Committee’s report concentrates on the bridge between school and employment as a means of promoting social mobility, as other noble Lords have pointed out, there are other stages in life when intervention can have a telling effect on social mobility if allowed to do so with the necessary funding. I think it is widely accepted that above all else the key factor in increasing social mobility is investment in the early years of a child’s life. That can have a lasting impact because there are stark social class differences in how ready children are when they arrive for their first day at school. For a Government genuinely concerned about promoting social mobility, that is where their priority would lie. That is why Sure Start centres were launched by the Labour Government in 1998, with a particular remit to provide early help to infants from disadvantaged backgrounds before they started school. But a succession of government cuts—direct as well as indirect—since 2010 has seen many closures, to the point where 156 centres in England closed in 2015, almost double the number which shut the previous year.

It seems that this Government still have not grasped that reality. They are not willing to commit the necessary resources to early years funding, so children continue to fall behind, often losing ground to their contemporaries from better-off families— ground which can never be recovered, a point made by the right reverend Prelate the Bishop of Durham. Unfortunately, one area where the Government have committed significant funding, just referred to by the noble Lord, Lord Wallace of Saltaire, is grammar schools, where miraculously they have found £250 million of new money.

The Prime Minister likes to refer to “just about managing” families, which is taken to mean those who, despite largely being in work, are squeezed by low pay and the high cost of housing and family bills. The focus on this group has also been linked with education, with grammar schools claimed to be of particular help for the children of low-income households. All the evidence shows that that is a fallacy. Indeed, the overall effect is the opposite, but I will not quote the figures on this occasion.

While the focus of research has traditionally been on the disadvantaged, there is little evidence for the effect of grammars on those slightly higher on the socioeconomic scale—a fact highlighted in the recent DfE consultation—that is, those just managing families. Recent research by the Sutton Trust shows how a lack of access to grammar schools is not merely restricted to those at the very bottom of the scale: there is a steep social gradient across wealth distribution, which may be one reason that the Social Mobility Commission stated in last month’s report that the Government should,

“rethink its plans for more grammar schools and more academies”.

How hypocritical it is that many in the Conservative Party who railed against supposed elitism during the EU referendum campaign are now willing the return of grammar schools, which can create only a more elitist society.

Many noble Lords—particularly my noble friends Lady Morris, Lady Prosser and the noble Baroness, Lady Tyler—have stressed the importance of career guidance in this whole question of the link between school and work. My noble friend Lady Corston referred to the need for a “gold standard” of careers guidance, referring to the Social Mobility Committee’s Recommendation 8. Unfortunately, the Government did not respond to the suggestion of a cost-benefit analysis on careers education in schools. They simply came out with a figure of £90 million that was being spent. However, I think that few people at the moment believe that careers guidance delivers value for money. I urge the Minister to look again at carrying out such a cost-benefit analysis.

Meanwhile, the Social Mobility Commission’s report stated that poor careers advice and lack of work experience mean that, even with the same GCSE results, one-third more poorer children drop out of post-16 education than their better-off classmates. It went on to recommend that independent schools and universities should be required to provide high-quality careers advice, support with university applications and to share their business networks with state schools. That seems to me a very sensible suggestion, and more sensible, incidentally, than the suggestion in the grammar school consultation paper that universities and independent schools should sponsor schools in the state sector. I invite the Minister to comment on those suggestions, although I am quite content for him to do so in writing.

The noble Lord, Lord Baker, the noble Earl, Lord Listowel, and my noble friend Lady Donaghy all suggested that it was unfortunate that the committee whose report we are considering is no more, and that there was certainly more work for such a committee to undertake. I very much subscribe to that view. Perhaps your Lordships’ House should consider setting up a committee to look at social mobility in terms of educational opportunities for older students. It is widely accepted that part-time higher education is a catalyst for widening participation. Recent analysis by the Open University of official government data has reconfirmed the dramatic fall in the numbers of part-time higher education students in England aged 21 and over from 2007 to 2015. During this time, nearly 400,000 part-time students have been lost from higher education and the sharp increase in tuition fees over that period is without doubt a major contributory factor. Yet, in a move that almost defies belief, in the 2015 Autumn Statement the Government committed to cutting university funding for widening participation work by up to 50% by 2020. This funding is known as the student opportunity allocation and is vital for institutions with a strong commitment to social mobility. Again, I ask the Minister to revisit this issue and perhaps consider having a discussion with the Chancellor to see what support can be provided for widening participation of part-time learners in the period in which that cut is still due to take place.

I commend the Social Mobility Committee for its thorough, and thoroughly convincing, report, which demonstrates that commitment by government is necessary to make sure that all our young people have the best chances of success. It has to be said that, up to this point, no such commitment from the Government is in evidence.