Skills and Post-16 Education Bill [HL]

Lord Watson of Invergowrie Excerpts

Committee stage
Thursday 15th July 2021 Lords Chamber

Moved by

[Lord Watson of Invergowrie]

12: Clause 1, page 2, line 20, at end insert—
“(5A) Guidance issued by the Secretary of State under subsection (5) is to be made by statutory instrument subject to annulment in pursuance of a resolution of either House of Parliament.” Member’s explanatory statement
This amendment requires guidance to be laid before Parliament as a negative instrument.

[Lord Watson of Invergowrie (Lab)]

My Lords, it gives me pleasure to welcome the noble Baroness, Lady Penn, to the Dispatch Box for the first time in a Bill Committee. May I say how well she is looking? If we do indeed sit until midnight on two evenings next week, as has been suggested, that will be useful practice for her because, in a few weeks’ time, she will discover that you take sleep where and when you can get it.

I will speak to Amendments 12 and 24 in my name; my noble friend Lord Rooker added his name to Amendment 12. The former would simply ensure that the Government’s local skills improvement plan guidance could be scrutinised by Parliament in the lowest form of scrutiny we have: the negative procedure. This guidance, which relates to co-operation with an employer representative body and, crucially, the matters to which the Secretary of State might have regard in deciding whether to approve and publish a plan, would take immediate effect but would allow the House to debate it if it were so minded. That is especially important because, as many noble Lords have said, this is a skeleton Bill so the detail of much of what we are debating at this point is vague or subject to ongoing or forthcoming consultations. I understand that that is why Ministers are unable to circulate a draft of the guidance, which would have been very helpful for all of us. I hope that the Minister will be able to assure your Lordships that the draft will appear well in advance of Report and that those directly impacted will be able to develop and shape it. However, in the meantime, I suggest that this amendment is entirely reasonable and appropriate given that there has been no opportunity for parliamentary scrutiny.

--- Later in debate ---

[Baroness Penn (Con)]

My Lords, as already discussed, local skills improvement plans will be developed by employer representative bodies working closely with employers, providers and key stakeholders. Guidance to support the publication of the plans will not expand the scope of the legislation but will provide further detail on the process and best practice to support the development and delivery of LSIPs. That guidance will be developed in discussion with key stakeholders and informed by evaluation evidence from the trailblazers announced today and running into next year.

In response to Amendment 12, moved by the noble Lord, Lord Watson, relating to whether guidance on LSIPs should be laid before Parliament and subject to the negative resolution procedure, it is common for this level of detail to be placed in guidance rather than in statutory instruments, so that it can be updated rapidly in response to emerging best practice and changing circumstances. I can also confirm that the Delegated Powers and Regulatory Reform Committee did not raise any concerns about this approach to guidance.

The noble Lords, Lord Watson and Lord Aberdare, and other noble Lords asked whether the draft guidance would be made available before Report. Because that guidance will be informed by the trailblazers, as announced today, which will run until 2022, I am afraid that guidance will not be available in advance of Report on the Bill. However, the point about the guidance being informed by the trailblazers brings us to the second amendment, on what is defined as local. We want to use those trailblazers—to learn from how they are working, to inform our approach to LSIPs and to address a number of the detailed questions that noble Lords asked.

Amendment 24 relates to publication of guidance setting out the criteria used to determine a specified area. The geography for local skills improvement plans will be based on functional economic areas and informed by evidence from the trailblazers. The specified area for a local skills improvement plan will be defined in the notice published by the Secretary of State on designation. In the trailblazers, we have allowed a certain amount of self-definition of “local area”. One of the things that we want to test and learn from in the process of the trailblazers is the best geography for plans, so we will be giving some flexibility in this area.

The noble Lord, Lord Liddle, asked about the role of local enterprise partnerships. The Government are working with LEPs to refine the role of business engagement in the local economic strategy, including skills, and to ensure that these structures are fit for purpose for the future, including looking at the right geographies. We will consider this work alongside evidence from the trailblazers, where flexibility has been given on geography, before making final decisions about the specified areas that local skills improvement plans will cover. I reassure noble Lords that, as they have already heard from the Minister, every area will be covered by an LSIP and no area will be left out.

I hope the noble Lord, Lord Watson, has received sufficient reassurance to allow him to withdraw his amendment and not to move his second amendment when it is reached.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for her response. I was very taken by the comment by my noble friend Lady Morris about the ways in which local areas will be defined. She made an important point, which I confess I had not considered, about what will happen to areas she described as “tough and challenging”, which are perhaps not particularly in demand by the employer representative bodies. I hope that the Government will insist that employer representative bodies are properly representative not just of employers’ organisations but of their communities as well, to ensure that the potential problems that my noble friend Lady Morris mentioned will be headed off before they properly develop.

The noble Baroness, Lady Penn, said guidance will not expand the scope but will provide more detail, and I understand that. It is important that it can be updated, so I take the point. I have to say that she might have given a hostage to fortune by saying that the Government are not going to support the idea of a statutory footing because the Delegated Powers and Regulatory Reform Committee did not recommend it. I am pleased to see that the Government will in future be abiding by the recommendations of that committee, and no doubt we will be coming back to them on other issues in the days and months ahead.

I would like to raise another point. Both noble Baronesses mentioned trailblazers. If I caught the noble Baroness, Lady Penn, correctly, she said that they had been announced today. Since she said that, I have tried to find out about that, and the best we can do is that they have been announced this afternoon. We are in debate this afternoon. Why were they not announced at the very least this morning—or yesterday or the day before? This is becoming a pattern. Yesterday we got some of the lifelong loan entitlement amendments from the Government, just a few days before they are due to be discussed in Committee next week. I have to say that the impression being created is that the Government are not on top of all this. Certainly, if the trail-blazers are going to have the influence that the noble Baroness, Lady Penn, said—I think the trailblazers are interesting and I want them to be successful—we should have had sight of them, so that all noble Lords could perhaps have referred to them in the debate to inform the points that we all wanted to make.

So I cannot say I am pleased with the Minister’s response—I am not surprised, either—but the Government need to bear in mind the points that I and other noble Lords have made. Some of them will certainly arise in future days in Committee and perhaps even on Report. But, for the moment, I beg leave to withdraw the amendment.

Amendment 12 withdrawn.

--- Later in debate ---

[Baroness Garden of Frognal (LD)]

My Lords, as last week, I have added my name to Amendments 15 and 33 in the name of the noble Lord, Lord Lucas, and I support his Amendment 85. He set out very clearly why those amendments are needed and, on the principle that I do not repeat things just because I have not yet said them, I will not go into detail on that. We have already explained why potential students should be taken into account.

Amendment 33 would add a clause to ensure that the employer representative body is required to be aware of skills in demand nationally which may not be in demand in the local area. If young people or adults are enthusiastic to learn skills which may not be available locally but are in demand elsewhere, it is really important that national demand should be recognised and skills training made available, even if the skills are not, or not yet, required locally. If a young person or adult is desperate to become a farrier or an aeronautical engineer but there is nothing in their locality, they should be enabled to follow their talents and interests. We must have a national picture of skills training and, if need be, there should be help with travel for those who want to pursue their skills out of area.

The amendments make it clear that skills needs and shortages must be seen in a national context, even if that means that those training need to move to find work. Again, let us never forget distance learning, which can be valuable in such times and has no barriers.

The noble Lord, Lord Liddle, made the valid point that we must do some blue skies thinking about what will be needed in future, and Amendment 85 mentions medium and long-term national skills. Who would have thought two years ago that we would all have needed to become proficient in Teams and Zoom? It is quite a wonderful advance really, but I do not think anyone predicted it, and we must always respond to unpredictable events in future.

My noble friend Lady Sheehan has given our support to Amendment 85 in this group, because a national strategic skills audit would be an invaluable tool to assess how our skills shortages are being addressed, alongside the invaluable task of working towards net-zero future jobs. This need not be an excessively cumbersome or costly exercise, but having a body with an overview of skills is surely effective for jobs and training. I know that the Government are always reluctant to set up new bodies, but this one would have a co-ordinating role which could prove invaluable in generating skills in the right places. I hope that the Minister will see that this group of amendments is well worthy of government support.

[Lord Watson of Invergowrie (Lab)]

My Lords, we welcome the amendments and congratulate the noble Lord, Lord Lucas, and the noble Baroness, Lady Garden, on reminding us of the bigger picture in skills development. Effectively, these amendments relate to the national skills strategy and seek to ensure that employers, colleges and universities adopt a far-sighted approach by planning to develop the skills and apprenticeships for the jobs of the future and, in doing so, help to shape a more secure and sustainable economy for the country. An employer representative body that did not follow that path should not last for long.

It is crucial that we maximise the power of the economy by delivering on genuine lifelong learning so that people can grasp the opportunity to reskill or upskill when they need it and as often as they need it. Equipping the workforce with new skills for the jobs of the future will help build job security, which in turn will bring sustainability and resilience back to the economy and public services, at the same time helping our high streets to reinvent themselves and, hopefully, begin to thrive again.

From green jobs in manufacturing electric vehicles and offshore wind turbines to fintech, digital media and film, there is a pressing need to grow modern industries to build a long-term economy that provides good-quality and well-paid jobs and is thus fit for the future I am sure that the Minister will be keen to tell noble Lords how the industrial decarbonisation strategy, launched earlier this year, would fit in to this future-proofing approach, which will be enhanced if the Government are willing to accept these modest but, I would say, important amendments. They are complemented by Amendment 85, which would require the Secretary of State to establish a panel to undertake a national strategic skills audit to be updated every three years. The Government's industrial decarbonisation strategy cannot exist in a vacuum. It must interact with the industrial strategy which, noble Lords may remember, was published in 2017, but seems to have been hidden in plain sight ever since, the green jobs task force, to which the noble Baroness, Lady Sheehan, referred and the broader skills agenda into which the Bill will play.

In fairness to the Government—not something I am characterised by—the industrial strategy was indeed dusted down and updated as recently as January, setting out what are termed “grand challenges”, designed to put the UK at the forefront of the industries of the future and improving the country’s productivity.

That is all good, stirring stuff, and absolutely necessary because, as my noble friend Lord Knight highlighted last week, on our first day in Committee, we currently have a reactive skills system that is too often tortuously slow in responding to new demands, never mind anticipating them. A strategy formulated with an understanding of the need to embrace net-zero future jobs and skills would address that issue and, over time, could open up many more employment markets. I genuinely hope that that is a role that the industrial strategy will adopt, with a national skills strategy a key part of it.

My noble friend Lord Liddle rightly pointed to the lack of evidence that the Department for Education has a long-term vision. If there were one and it were cross-cutting in nature, a national skills strategy could benefit from a comprehensive assessment of our medium and long-term skills needs, with the goal of creating not simply secure employment but, in doing so, achieving the country’s climate change and biodiversity targets. I say to the Minister on these amendments: what is not to like?

[Baroness Berridge (Con)]

My Lords, I thank the noble Lord, Lord Lucas, for tabling these amendments. We completely agree with him and the noble Baroness, Lady Hayman, that designated employer representative bodies should take into account evidence of future skills needs and national priorities as they develop their local skills improvement plan. Of course, much will be included in guidance, but each employer representative body will be expected to co-ordinate and collaborate with its neighbouring employer representative bodies in writing the local skills plan, and with others across England.

In relation to Amendment 15 and potential student needs, I draw noble Lords’ attention to Clause 1(6)(b), which many noble Lords mentioned. It states that a local skills improvement plan

“draws on the views of employers”.

I hope that that answers some of the points made by the noble Lord, Lord Liddle, on what is expected of the Cumbria Chamber of Commerce in reaching out to the big employers that he mentioned. The clause also talks about

“skills, capabilities or expertise that are, or may in the future be, required”.

Although the approval process for the Secretary of State is about whether the relevant people have been consulted, as I outlined to noble Lords, the Bill states that the plan must look at the future. I obviously cannot comment on whether individual plans will pass or fail the Secretary of State’s test, but it is here in the Bill that a plan must look to the future. The future outlined is obviously the “potential students” that are mentioned in Amendment 15. They were the subject of much discussion on the first day of Committee. I remain of the view that, by being focused on the needs of employers, the LSIPs will also, by virtue of this, include the needs of potential students in relation to jobs in their areas. The vision that the noble Lord, Lord Watson, referred to is found within the White Paper that we launched earlier this year.

The noble Baroness, Lady Garden, I think, referred to other employment—it might relate to a skill that is needed for a neighbouring area. There is obviously the wider local needs duty under Clause 5. We are expecting that the trailblazer programmes will not only help to inform the guidance but help us to see how they engage with one another and the national skills priorities. The advice on national skills needs will clearly be part of the guidance. We have also previously discussed, both in this House and outside it, the role of the national Skills and Productivity Board, which will report later this year. This will enable each employer representative body to have access to its high-quality advice. The statutory guidance will highlight the types of evidence that they should have regard to.

The noble Baroness, Lady Hayman, made reference to the flexibility that people need nowadays in terms of skilling and reskilling. Of course, that will be part of what we discuss later in Committee in relation to the lifelong loan entitlement. A lot of the additional support for young people that the noble Lord, Lord Aberdare, mentioned is provided through Jobcentre Plus. People can sometimes be a bit sniffy about that, but what the work coaches are doing to make young people aware of the opportunities such as Kickstart is amazing. We have also given additional funding for apprenticeship starts in that group in particular and there has been an expansion of the traineeships. However, the National Careers Service and the Careers & Enterprise Company obviously depend on the age of the person. We will also make those young people aware of that. The noble Lord, Lord Watson, mentioned the Industrial Decarbonisation Strategy, which, again, will be one of the national strategies that a good local skills improvement plan will look to.

Amendment 85 looks to set up a national strategic skills panel, particularly in relation to our targets on net zero and biodiversity. As mentioned, we have been busy in the department—we have launched the Green Jobs Taskforce, which I hope gives some reassurance to the noble Baronesses, Lady Sheehan and Lady Bennett, that we are looking at those recommendations now. The recommendations in relation to the response to the need for net zero and biodiversity were not just for government but also for business and the skills sector, as we extensively debated on day 1 of Committee.

On the points made by many noble Lords, including the noble Baroness, Lady Morris, and the noble Lord, Lord Aberdare, there is a balance between a framework within a piece of legislation and having so much detail within it that the accusation can then be made, potentially rightly, that Whitehall is trying to fix all. There is a framework to try to set up the appropriate situation so that providers work with the employer representative bodies and that each local area works with the others and the national picture. I do not think that we should be more prescriptive than that. There is strategic development funding to deal with the concern of the noble Lord, Lord Liddle, on the capacity for these areas.

I hope that I have reassured noble Lords and that my noble friend Lord Lucas will feel comfortable to withdraw his amendment and not press the others when they are reached.

--- Later in debate ---

[Lord Young of Norwood Green (Lab) [V]]

Thank you, my Lords. I apologise that, on the previous occasion, I committed the offence of forgetting to unmute.

I am aware—as are many other noble Lords—of the deficiencies of the apprenticeship levy. However, as the noble Lord, Lord Addington, almost said, we should be careful before we throw the baby out with the bathwater. It has done a lot of good. It has focused employers’ minds on the importance of apprenticeships. We have an Institute for Apprenticeships which is involving employers in creating new standards. I agree with the noble Baroness who said that there was a need for reform. But a consultative process is going on. I ought to have declared my interest as a national apprenticeship ambassador.

Employers already have the ability to use apprenticeship levy money to support not just supply chain companies but other companies outside their supply chain, and there has been a better take-up of that. Indeed, the Government have made more of the apprenticeship levy available. My concern at the moment is that, if we are really looking for growth in apprenticeships, this needs to be in the area of small and medium enterprises, especially in small and micro companies. Those companies frequently complain that the administration is too complicated, and that they find it a burden. We should bear in mind that many are saying, “Look, I’m struggling just to keep my business afloat and now you want me to take on an apprentice”. My response is to be understanding We need to work on helping them to remove some of that administrative and basic training burden. I also say to them, “Look, having a young person whose digital skills might be a lot more advanced than yours can often be of benefit to your company”.

I agree that some of the apprenticeship levy money has been spent in the wrong place. My concern is the 16 to 18 group, where the levels of youth unemployment are exceedingly high. I have already acknowledged the work of the job coaches, but more needs to be done on that front. So I am in favour of reform of the apprenticeship levy. I do not think that we should call it something else. We are just beginning to see a much better understanding by both parents and potential apprentices of the value of apprenticeships. I was interested in a recent development. UCAS, which used to be the clearing house just for those interested in going to university, has now opened another portal where people will be made aware of apprenticeship routes and vacancies. So reform is needed, but I still think that the basic concept is right. There are always areas where things could be improved, perhaps including the role of the Institute for Apprentices.

The apprenticeship levy is a bit like the curate’s egg—good in parts. I think the Government are aware of that, which is why there is a consultative process. I welcome the opportunity for the Committee to have this debate.

[Lord Watson of Invergowrie (Lab)]

My Lords, this seems to be our only opportunity, in considering the Bill, to mention the words “apprenticeship” and “levy” in the same sentence. We should utter these words sotto voce because, at Second Reading, the Minister, the noble Baroness, Lady Berridge, made it very clear that the levy was beyond the scope of the Bill. That is not the fault of the noble Baroness, of course, but speeches by several noble Lords at Second Reading, which have been reinforced today, demonstrated that I am not alone in finding it rather perplexing that the levy does not merit a mention in the Bill. This is despite the fact that the Institute for Apprenticeships and Technical Education—which develops and approves apprenticeships and technical qualifications with employers—is quite prominent in clauses that we shall consider in later debates on the Bill.

Apprenticeships are key to ensuring that Britain is equipped with a well-skilled workforce in the years ahead. The levy scheme—which we have supported in principle—has yet to produce anything like the effects hoped for and required. So, while I am happy to support the intent of this amendment—and understand the reasoning behind it on the basis of what the noble Lord, Lord Aberdare, said in introducing it—I urge caution at this stage with regard to the levy and using its funds for any purpose other than apprenticeships. In that, I think I am reflecting the comments which my noble friend Lord Young has just made.

--- Later in debate ---

[Baroness Garden of Frognal (LD)]

My Lords, my role in this group is really to add support to my noble friend Lord Addington, who knows more than I ever will about special educational needs. He and the noble Lord, Lord Lingfield, are a formidable team for these amendments. Obviously, these two noble kinsmen disagree on the use of “from time to time”, but that is not as important as the fact that they call for reviews to take place on these matters.

What matters is that colleges should be fully aware of the skills, talents and opportunities, but also the limitations, of those with special educational needs. As I said previously in this debate, FE does lend itself to those with SEN because of the breadth of practical subjects that can be studied. I hope the Minister will appreciate how important it is to have those with SEN on the face of the Bill.

[Lord Watson of Invergowrie (Lab)]

My Lords, I am sure I am not alone in finding that there are times when I come across something that makes me look at it and look at it again and think, “Well, that’s stating the blindingly obvious.” That was my thought when I read Clause 5(1), which says:

“The governing body of an institution in England within the further education sector must—


(a) from time to time review how well the education or training provided by the institution meets local needs, and


(b) in light of that review, consider what action the institution might take (alone or in conjunction with action taken by one or more other educational institutions) in order to meet those needs better.”


Certainly, any principal or governor of an FE college reading that would have reacted with genuine astonishment, along the lines of: “Wow, that’s a great idea—why didn’t I think of that?” Actually, any principal or governor of an FE college would have reacted with astonishment, probably with language that might politely be described as “unparliamentary”.

I am not going to claim that every one of more than 200 FE colleges in England are faultless in how they go about their business or in the quality of their teaching. They employ around 120,000 full-time equivalent people and have a key role in developing career opportunities, enhancing skills, creating future leaders, transforming lives and serving businesses.

Not satisfied with having dug themselves into a hole in the form of Clause 5, the Government and the DfE then managed to dig even deeper with their attempt at an explanation for this clause in the Bill’s policy summary notes. On page 11, they ask themselves the question: “Why is legislation needed?” They answer their own question:

“Creating a statutory duty will ensure that aligning provision with local needs is a priority for the governing body of the relevant providers, alongside their other statutory duties, and strengthens accountability for this aspect of their performance.”


I have read that two or three times, and it always reads, to me, like gobbledegook.

--- Later in debate ---

Moved by

[Lord Watson of Invergowrie]

47: Clause 6, page 6, line 9, leave out subsection (2)
Member’s explanatory statement
This is a probing amendment to test what level or type of education or training will fall within the Institute’s remit.

[Lord Watson of Invergowrie (Lab)]

My Lords, I think it fair to say that more than a little concern has been expressed about the role of the Institute for Apprenticeships and Technical Education in relation to qualifications. We seek to address that through the amendments in this group.

Turning first to Amendment 47, at present, education and training is currently within the institute’s remit if the training is or may be provided

“in the course of an approved English apprenticeship … for the purposes of an approved technical education qualification, or … for the purposes of approved steps towards occupational competence.”

The Bill proposes to add a fourth category to this list to enable a person to

“enter work within a published occupation (whether in the course of training of otherwise).”

However, it is not clear what level or type of education or training it is intended to capture. Can the Minister confirm that, essentially, this decision will be left in the hands of IfATE in publishing a list?

Amendments 48 and 49 require IfATE

“to report to the Secretary of State”

and for that report to be laid before Parliament. This is important for both ministerial and parliamentary oversight and scrutiny. The arguments are rehearsed regularly on Bills in Committee and I do not propose to rehearse them here, but accountability is really what is at issue here.

Amendment 55 is a probing amendment regarding IfATE’s new powers to implement fees and charges for the cost of technical qualification approval. The Bill’s impact assessment says that by giving

“the Institute powers that could allow it to charge for approval and to manage proliferation, we will ensure that the future qualification landscape is clear and straightforward for users to understand … This will avoid a return to the proliferation identified in previous assessments of the technical qualifications market.”

The Government’s impact assessment also admits that this will add significant extra cost to the awarding and FE sector. It states: “we would expect” awarding organisations

“to face more of these costs upfront, as initially”

awarding organisations

“will have to resubmit the majority of non-defunded qualifications.”

Can the Minister provide more detail about exactly how the charging regime is expected to work? What consideration has been given to the adverse impact it may have, particularly on niche providers of qualifications that may, in future, withdraw from occupational markets because the business case for investment is simply too prohibitive.

--- Later in debate ---

I hope that these explanations have clarified the different roles, particularly for IfATE, in this regard, and that the noble Lord, Lord Watson, will therefore feel comfortable in withdrawing his amendment, and that other noble Lords will not wish to move theirs when we get to them.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for doing what she always does and giving comprehensive replies to almost all the points raised by noble Lords—not to anyone’s great satisfaction, I suspect, but, none the less, I think she has understood the points we have made without, perhaps, giving them as much credence as we would have liked.

This has been a really good debate, informed by contributions from many noble Lords who have considerable experience in the areas covered by these amendments. As the noble Lord, Lord Addington, said, the Minister should be wary of not taking cognisance of the wise counsel of those on her own Benches who caution against the path that the Government seem intent on following on the powers to be given to IfATE and those being taken by the Secretary of State himself. The concerns of widely respected former Education Ministers, as well as established organisations in this sector, such as the Federation of Awarding Bodies and the Joint Council for Qualifications, should not be cast aside either.

I fear that the Minister’s description of the relationship between IfATE and Ofqual—between, as I think she said, curriculum and regulation—does not convince within the sector, notwithstanding the comments from Ofqual that she read out, because the Government insist that the Bill merely formalises the existing relationship between IfATE and Ofqual, but I and other noble Lords contest that. Ofqual currently has sole regulatory and approval responsibility for all vocational and technical qualifications apart from T-levels and apprenticeships, but the Bill proposes to broaden IfATE’s remit to encompass the approval of other—as yet unspecified—vocational technical qualifications that may or may not continue to be regulated by Ofqual. As I and other noble Lords have said, Ofqual is an independent regulator, and IfATE much less so, as a non-departmental public body.

To return to where I started, this has been the most lively debate we have had today on any group of amendments. I look forward—and not just because I genuinely enjoy the contributions of all noble Lords who have spoken today—to returning to many of these issues on Report. But, in the meantime, I beg leave to withdraw my amendment.

Amendment 47 withdrawn.

--- Later in debate ---

[Baroness Garden of Frognal (LD)]

My Lords, once again, I pay tribute to my noble friend Lord Addington on special educational needs. I am sorry that we seem to have seen off all the Back-Benchers. It gets a bit lonely when you have only the Front-Benchers in these debates, but I hope that some of them will come back for the next group, because we value the contributions from those who are not on the Front Bench.

We on these Benches have long campaigned to ensure that initial teacher training encompasses awareness of special educational needs, and it is important that those training for further education should be fully aware. As my noble friend said, in some respects, it is more important for FE, because those with special educational needs may well be drawn to the provision within FE, which tends to be more practical and less academic. So the amendment is a no-brainer.

We should ensure that all FE students, whatever their educational needs, have every opportunity to learn skills appropriate to their abilities. Some special educational needs are quite difficult to identify, so teachers need to be trained to spot them.

My noble friend is particularly expert in dyslexia, and I remember, years and years ago, when I was at school, a girl at school was always labelled as thick. She went on to be a very successful businesswoman, having been diagnosed late in life with dyslexia, but her school days were pretty miserable, because she could not do the things that everybody else could and the teachers thought she was just not trying. We had a pretty untrained set of teachers, obviously.

This is a very important amendment, and I hope that the Minister will see that it deserves serious consideration.

[Lord Watson of Invergowrie (Lab)]

My Lords, I am pleased to signify our support for Amendment 62 and commend the passion with which the noble Lord, Lord Addington, spoke, as he unfailingly does on matters relating to those with special educational needs.

The Government must surely accept this amendment because page 30 in the Bill’s policy summary notes, under the heading, “What is the Government doing to support the teaching of SEND in FE?”, states:

“The government is also funding an in-service training grants programme to support those training in-service to teach maths, English and SEND. In Academic Year 20/21, 24% of bursaries and 73% of grants were awarded were for teaching SEND.”


Therefore, to add the requirement that SEND awareness training is included is an entirely logical follow-on to that. However, I await with interest the ingenious, perhaps even tortuous, argument that the Minister’s officials have crafted for her to tell us that it is not really necessary. That really would be unfortunate. I say, in a relatively gentle way, that the Government need to understand that accepting that something they have drafted could possibly be improved or even complemented is not a sign of weakness. It is a sign of strength.

My main concern regarding Clause 16 is its intention. It seems to fit the pattern of the excessively hands-on and controlling position that the Government are adopting in many aspects of education. It is already happening with regard to initial training for schoolteachers. The policy summary notes address this question, again on page 30, under the heading, “How do these proposed changes align with the Initial Teacher Training (ITT) market review for school teachers?” It answers its own question:

“The government is not seeking to replicate the reforms taking place in the schools ITT system ... However, officials within the Department for Education are working together to ensure a coherent relationship between our reforms in the two sectors”—


hence my fears and those of many others in the teaching profession at school and college level.

The Government may protest that there is no connection between the two but, as politicians, we naturally do not believe in coincidence. Perhaps the Minister can explain just what is meant by

“a coherent relationship between our reforms in the two sectors”

because there is uproar in the teaching profession and among those who provide teacher education at the Government’s highly controversial and potentially damaging proposals for the review of initial schoolteacher training which are currently out for consultation.

On the FE ITT system, the policy summary notes say:

“The government believes that the FE ITT system could be much better than it is”.


Can the Minister enlighten noble Lords about the evidence for that? There is no clamour in the sector for such a change. I have to say that, again, that Clause 16 smacks of an increasingly voracious government appetite for centralisation and control, with Great Smith Street the control centre. If the Minister believes she can gainsay that impression, I am sure I would not be alone among noble Lords in being very interested to hear it.

[Baroness Penn (Con)]

My Lords, I am grateful to the noble Lord, Lord Addington, for this amendment. It highlights the importance of equipping teachers to identify and support learners with special educational needs. Further education teachers must be trained to identify and support the needs of all learners, enabling them to overcome barriers to their learning and allowing them to meet their full potential.

I concur with the noble Lord’s intention and I understand that he intends it as a probing amendment. He may be unsurprised to hear that I do not believe it is necessary to specify such a requirement in the Bill. Other mechanisms for achieving the same aim are more appropriate, and steps are already being taken.

Our reforms to teacher training are founded on a new occupational standard for FE teaching, which will specify the knowledge, skills and behaviours expected of FE teachers. This standard is being developed by a group of employers—colleges and other providers, so organisations which employ teachers—from across the sector, who bring a wealth of experience and expertise and are well placed to determine the right content for teacher training that will meet the needs of all their learners. We fully expect that the new standard will be explicit in its requirement for further education teachers to meet the needs of all learners, including those with a wide variety of special needs as well as learners from diverse backgrounds. We anticipate that the standard will be in place in time for the next academic year. It will form the basis of a new FE teaching apprenticeship, and we will support the reform of FE teaching qualifications so that they are also based on the standard. If, in future, the content of FE teacher training was considered of insufficient quality to meet the needs of all learners, this clause would give the Secretary of State the power to take appropriate steps.

To address the point I think I have understood from the noble Lord, Lord Watson: the reason we do not believe this amendment to be necessary is that we do not intend to use the powers in this Bill to take greater control or gain more centralisation of FE teacher training. We believe that the sector is doing the work needed to set out that standard and that steps will be taken within it to make the right provision for the training with regards to special educational needs. To allay his fears in relation to initial teacher training reforms for schools, I undertake to write to the noble Lord to further clarify that point.

I hope that with those brief remarks the noble Lord, Lord Addington, is assured that we are already taking steps to ensure that teaching in the FE sector meets the needs of all learners, including those with a wide range of special educational needs. On that basis, I hope he will be content to withdraw his amendment.