Children: Welfare, Life Chances and Social Mobility

Lord Watson of Invergowrie Excerpts

Thursday 1st November 2018 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, we are all indebted to my noble friend Lady Massey, so long a champion of the disadvantaged, for securing this debate, which has produced some very high-quality contributions.

Social mobility is a term thrown around rather too loosely these days for my liking. We all imagine we know what it means—basically, each individual being afforded the opportunity to maximise their abilities and to move up the social ladder, achieving a standard of living and perhaps a status above that of their parents. That at least has been the theory, but now millennials are set to become the first generation since records began to have a standard of living likely to be lower than that of their parents, with house ownership often not a realistic aim. I am clear that the most crucial stage of life is early years. It is not so much concerned with social mobility, but more about social justice, a term I prefer when we talk about social mobility in its wider sense.

Of course, it is possible to effect that wider social mobility at later stages of life by improving the quality of primary education, through the UTCs—again nobly espoused by the noble Lord, Lord Baker—increasing the availability of high-quality apprenticeships for key jobs, or increasing equality of access to higher education. But, for any Government, prioritising investment in early years early intervention should be an obvious step, not purely for the benefit it brings to disadvantaged children and their families. Studies have shown that early preventive interventions prove much more cost effective than later reactive ones.

The noble Lord, Lord Russell, rightly commended the work of the Sutton Trust, which produced an excellent mobility manifesto in 2017. It has brought to noble Lords’ attention that increasing the UK’s social mobility to the average level across western Europe would increase annual GDP by 2%. That, at 2016 values, equated to around £39 billion—by coincidence, almost exactly the same as that year’s entire education budget. Even increasing social mobility to the level of the next best-performing country, the Netherlands, could produce an increase of around 1.3% in GDP. I believe that this is what my noble friend Lady Massey had in mind when she talked about the economics of early intervention. These are huge sums that could make a huge difference to the resources available to Government to improve the lives of not just the most disadvantaged.

A year ago, the Department for Education published its plan to improve social mobility through education, Unlocking Talent, Fulfilling Potential, to which the noble Baroness, Lady Bull, referred. It contained a pledge to form a partnership with Public Health England to enable health visitors and other early years practitioners to identify and support children’s early speech, language and communication needs. The plan stated:

“We will develop training and guidance to support these professionals in targeted areas. And we will also develop an effective early language assessment tool for health visitors and early years practitioners to help to check children’s early language development”.


That is a worthy aim, but where does that pledge stand today in terms of its rollout?

Many noble Lords have highlighted that how children develop at an early stage in their lives is crucial for their future health and well-being. The parent-child relationship is vital to children’s development, learning, achievement and wider well-being. Poor parenting is a risk factor for mental health problems, while good parent-child relationships reduce the risk of children adopting unhealthy lifestyle choices. It is impossible to overemphasise the impact on the youngest children that high-quality early intervention can have on later life chances. A child’s development score at just 22 months can serve as an accurate predictor of educational outcomes at 26 years.

Of course, the main aim of the Sure Start programme, introduced by the Labour Government 20 years ago, was to help parents to provide children with the best possible start in life through improvement of childcare, early education, health and family support, with an emphasis on outreach and community development. When Labour left office there were over 3,600 children’s centres, reaching 2.8 million children and their families. It was a remarkable achievement for families, providing parenting support, childcare for children and job training for adults, as well as healthcare and advice.

Under the coalition and Conservative Governments, 1,200 Sure Start centres have been lost. The charity Action for Children found that budgets for children’s centres across England have dropped by £450 million in the last five years—a decrease of 42%. The Sure Start programme was hugely successful in integrating early learning and childcare for a minimum of 10 hours a day, five days a week, 48 weeks a year. It is deeply depressing to see it withering on the vine under this Government—a symbol of their failure to support disadvantaged families. As my noble friend Lady Massey said, the Government’s alternative of family hubs is a much less-focused offering, often outwith the community in which a family is based, which naturally restricts the extent to which they are used. The policy driving these hubs is cost saving—the austerity to which my noble friend Lady Young referred—not early intervention.

Unlocking Talent, Fulfilling Potential contained five core ambitions, the first of which was addressing early years and closing the “word gap”. That is a crucial task, because children who are behind in language development at five or six are less likely to reach the expected standard in English at 11. They are much less likely to achieve the expected level in maths. Children who arrive at school in a strong position in terms of their development will find it easier to learn, while those already behind often find it impossible to narrow, far less close, the gap.

In that document, a commitment to a £100 million investment to help close the gap between disadvantaged children and their peers was set out. That is a very modest sum. In fact, it is merely a quarter of the amount the Chancellor announced, some might think rather patronisingly, three days ago for “little extras” in schools. Does the Minister seriously believe that £100 million will have any appreciable effect on closing that gap? If so, it would be enlightening to hear what little extras he envisages that money might fund.

Getting the right workforce is key to the delivery of childcare in early years, to provide the interventions that can make a real difference to a child’s development. Earlier this year, a report by the Education Policy Institute found that there are risks to the quality, capacity and sustainability of providers in that sector, where pay is typically lower than in other sectors of the economy and much lower in PVIs—the private sector—than in school-based settings. The workforce still suffers from low status in society and in the education system itself, making it difficult to attract qualified staff.

We certainly endorse the Sutton Trust’s recommendation that the Government should move towards early years teachers having qualified teacher status, with the increase in pay, conditions and status that would entail. That point was made by the noble Baroness, Lady Tyler. Labour believes that the workforce will need to be expanded if we are to move to a system that offers not just childcare but high-quality early years education, a workforce with high qualification levels, and graduate leadership in settings. Our aim is to bring about a transformation in the early years workforce, with all staff qualified to level 3 or working towards that level of qualification, and a strengthened role for level 4 and level 5 qualifications to create clear progression routes for staff. The target is a ratio of one graduate per 10 children for two year-olds and under, and one graduate per 17 three and four year-olds. A Labour Government will introduce a national education service, with one of its key developments a focus on early intervention, with a funding rate allowing childcare providers to invest gradually in upskilling their workforce as more staff gain the necessary qualifications.

As my noble friend Lady McIntosh said, warm words and good intentions are not enough from the Government. As far as Labour is concerned, it is a question of political ambition. We state clearly that we have that ambition; if the Government have it, they do a passable job of keeping it hidden. The Minister’s Government like to talk the talk on social mobility and early intervention. It is long past time they began to walk the walk. I am happy to echo the words of my noble friend Lord Pendry, who said that if they cannot demonstrate that they are a caring Government, they should make way for one who will.

Health: Spectrum Conditions

Lord Watson of Invergowrie Excerpts

Tuesday 30th October 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, it is certainly not helpful that Warwickshire County Council is not engaging with the British Dyslexia Association. Under the Equality Act 2010, a person has a disability,

“if he or she has a physical or mental impairment and the impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities”.

[Lord Watson of Invergowrie (Lab)]

My Lords, this is not a party-political issue, and I acknowledge that the Minister made time last week, along with the noble Lords, Lord Addington and Lord Storey, to discuss Warwickshire County Council’s guidance with me. That is why the Minister’s words today are disappointing, because I had understood that he accepted that this was an urgent and serious issue. Warwick County Council’s guidance to parents ignores the science and refuses to recognise that dyslexia is a medical condition. One wonders if, perhaps, it has also advised their residents that the earth is actually flat and that there is no such thing as global warming. With Cambridgeshire County Council and Staffordshire County Council considering aligning themselves with Warwickshire County Council’s position, I think it is important that the Government set out what action they will take to ensure that this misguided guidance is withdrawn as a matter of urgency.

[Lord Agnew of Oulton]

My Lords, I share the concern of the noble Lord, Lord Watson, and I have offered to write to Warwickshire County Council to understand why it has not responded to the British Dyslexia Association’s very detailed and well-written letter, sent two and a half months ago. As I said, we recognise the issue of dyslexia. Many children and young people who have SEN may have a disability under the Equality Act, and as I said, we strongly believe in early diagnosis and early intervention.

Further Education Bodies (Insolvency) Regulations 2018

Lord Watson of Invergowrie Excerpts

Tuesday 30th October 2018 Grand Committee

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

My Lords, these regulations were laid before the House on 5 September. In the Technical and Further Education Act 2017 we introduced a special administration regime for the further education sector. This included provisions for insolvency in the rare instances that it might be needed. It has been some time since we have discussed further education insolvency in this place and it is worth taking the time to set out some context for the benefit of those less familiar with this regime and the primary legislation.

Colleges are statutory corporations but operate independently of government. They have the ability to raise debt funding in the same way as a commercial body, through bank or other lending, although they are not for profit. A financially resilient further education sector requires strong leadership and an efficient structure to operate in. Since 2015, we have been working with the sector to strengthen that leadership.

Additionally, through a programme of area reviews, we have supported the restructuring of the sector so that colleges can meet the needs of learners and employers in their area as efficiently as possible. The Government have supported the sector to share best practice and to help weaker colleges to improve and raise standards. Coupled with the FE strategic leadership programme offered by the Education and Training Foundation, the aim is to drive up professional standards in the sector to help colleges to improve quality and become better equipped to deliver sustainable provision serving local needs. The Government also provided access to a restructuring facility, set up in 2016, to support the implementation of recommendations that came out of the area reviews. As that work is coming to an end, the restructuring facility closed to new bids at the end of last month.

Although we are seeing merged colleges and more robust arrangements developing as a result of the area reviews, we cannot guarantee that no college will fail in the future. We recognised that we needed a suitable mechanism in place to deal with colleges in an orderly manner if they should fail in the future. Therefore, in 2016 the Government announced that they would develop an insolvency regime for the sector. This includes a special administration regime with the objective of avoiding or minimising disruption to the studies of existing students of the FE body as a whole, while ensuring that the education administration is no longer than it needs to be—thus it benefits both students and creditors of an insolvent college.

The main provisions for the regime are in the Technical and Further Education Act 2017. The legislation provided clarity on whether and how insolvency law applies to FE bodies. The new regime ensures that there is an orderly process in place for managing a college insolvency. It also introduces, in the unlikely event that a college should become insolvent, a special administration regime known as education administration, which prioritises the protection of learner provision. Once commenced, the regime will give the Secretary of State the power to apply to court for an education administration order, appointing an education administrator. This could happen as a result of a creditor taking insolvency action of its own, in which case the Secretary of State can use his powers to put in place a different form of insolvency proceeding to protect provision for learners. Alternatively, he may be persuaded that the FE body is insolvent and that an application to court for an education administration order is the best course of action.

The 2017 Act applied certain provisions of insolvency law to the FE sector subject to modifications set out in the Act and specified in the regulations that we are considering today. These regulations modify insolvency legislation as it applies to FE bodies, both in the Insolvency Act 1986 and in wider legislation that concerns insolvency, to make it work effectively for further education bodies.

I also draw the Committee’s attention to the fact that there will need to be another piece of secondary legislation enacted before the special administration regime can be commenced. This will be a statutory instrument setting out the rules that apply to the education administrator’s conduct of an education administration. That instrument will follow the negative procedure. The insolvency regime provides the framework for insolvency practitioners to work within when dealing with the further education sector and specifies how education administration can be used to protect provision for existing learners at a college in financial distress. It is not the purpose of this legislation to seek to close colleges. It is a necessary tool to deal with the worst-case scenario, as the hard edge of a broader intervention system providing a structured and measured approach to preventing and responding to failure.

Colleges enjoy a high degree of financial independence, and it is right that they should be responsible for the decisions they take. This wider intervention system will start with the monitoring of colleges that are experiencing difficulty. If things get worse, then there will be a wide range of intervention tools. The insolvency regime is the mechanism of last resort, and we would expect it to be used only rarely. I wish to be clear that, where a college becomes insolvent, it will not necessarily lead to provision being closed. The aim would be to deliver the best scenario for the local area in the manner that is least disruptive for the learners at the college.

I turn to the purpose of this legislation. The draft regulations before the Committee today are quite technical. Their main purpose is to modify provisions of the Insolvency Act 1986 and to have legislation made under those provisions apply effectively to college statutory corporations. This not only ensures that a regime works technically, it also deals with practical issues to allow for the fact that FE bodies are autonomous and will have different provisions within their instrument and articles of governance. Therefore the regulations make provisions to manage insolvency proceedings in a standard way. These regulations also set out provisions for filing documents with Companies House, so that insolvency procedures are transparent for further education corporations, as they are for companies.

The role that the governors play in the UK education system is a crucial and well-established one. They bring a wealth of outside experience and knowledge to the sector. They are, rightly, already subject to important duties and liabilities as trustees of a charity and should already be well used to the responsibility that these duties bring. Governors should respect good practice, following proper process and ensuring that they take and carefully consider appropriate professional advice before taking key decisions.

The regulations have been drafted purposely to exempt student governors from certain offences and duties normally contained within insolvency legislation. The Government took the view that there would be some situations where student governors could not possibly have a meaningful say in decisions that gave rise to particular offences. It follows that it would not be right to expose them to liability for those offences. It is common for student governors under the age of 18 to be excluded from voting on decisions by the board that have financial outcomes. We have taken the view that if they cannot have a say in financial decisions, they should not be liable for offences linked to those decisions. Equally, student governors should not have to prepare a statement of the affairs of the college corporation, which includes a summary of the corporation’s assets and liabilities and details of its creditors—details that they might not be expected to be privy to. However, let me be clear that there is an onus on all governors—student members, staff members and other governors alike—to co-operate with the insolvency practitioner appointed by the court. This includes not making false statements when they are required to supply evidence of events.

I turn to the more technical detail of the regulations that we are considering today. Part 3 of the regulations modifies provisions of the Insolvency Act 1986 and the Insolvency (England and Wales) Rules 2016 as they apply to FE bodies that are statutory corporations. Part 4 of the regulations applies provisions of other legislation relating to insolvency to FE bodies, subject to modifications. For example, the Land Registration Rules 2003 need to be modified to enable the Land Registry to make an entry in the register that an administrator or liquidator has been appointed over a statutory corporation. Part 5 modifies provisions of the Companies Act 2006, applied to statutory corporations by Regulation 3, to ensure that they work effectively for FE bodies that are statutory corporations. This is to facilitate the correct filing of key insolvency documentation.

We carried out consultation on the position adopted in the regulations with insolvency practitioners, lenders, colleges and organisations that represent the sector. This included the Association of Colleges and the Sixth Form Colleges Association. The department has also worked hand in hand with Companies House and the Insolvency Service to ensure that these regulations work effectively for their intended purpose. The regulations apply to FE bodies and companies conducting designated further education institutions in England and Wales, and Welsh Ministers are fully supportive of the approach taken in the development of this legislation. I commend these regulations to the Committee.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for introducing these regulations, which will bring a new college insolvency regime into effect by the end of the year. We believe that they are necessary and will not be opposing them, although we have some caveats that I shall bring to the Minister’s attention.

The Government are right to regulate in this area to bring more legal certainty, but we believe they should use the new powers only in exceptional circumstances because of the risk that they could damage confidence in an important sector. As I argued in Committee on what was then the Technical and Further Education Bill—before the noble Lord, Lord Agnew, was in your Lordships’ House—there is a danger that highlighting the need for a statutory insolvency regime that has not hitherto existed may alarm governors, banks, employers, international partners and others whose support is necessary to ensure that colleges provide the education and skills that the country needs. That is even more important now that the country is about to leave the EU and faces an uncertain economic future into the 2020s.

These regulations are technical and take a sensible approach to fitting out the structure of the legislation. The continuing underfunding of further education and the growing financial weakness of some colleges heightens concerns that the Government could unintentionally force a college into insolvency, with the serious consequences that that would bring. The new statutory college insolvency scheme can be traced back to early 2016, when the Government were overseeing the rationalisation of the sector through the national area review programme. No clear rules currently exist as to what happens should a college run out of money and the Government did not effectively indemnify it. When colleges were taken out of local government in 1992, a new type of statutory corporation was created to run them but no rules were ever established to apply in circumstances where colleges simply ran out of money. Instead, to protect a college’s students, courses and assets, central government—through a succession of funding agencies—has ended up being the funder of last resort. This has meant that the banks have always been paid in full or been able to replace an old loan with a new one.

The Government’s post-16 area review was designed to put all colleges on a sustainable financial footing and has resulted in more than 50 mergers since 2015, the majority of which have been self-funded by colleges. The process of restructuring colleges has proved to be more complicated than was anticipated when the area reviews started. Colleges have found that it takes more time than expected to satisfy their banks, resolve pension issues and navigate rules devised by Ofsted, the Home Office and the Education and Skills Funding Agency. We understand that the Treasury insisted on a college insolvency regime as a price for providing its restructuring loans, and this is what was legislated for in the Technical and Further Education Act. These regulations will put this into effect and are intended to provide clarity about what happens when a college gets into severe financial problems. The law creates a special administration regime for colleges akin to that put in place in recent years for energy companies, train operating companies and housing associations—strange comparators, noble Lords may feel. But it is to be welcomed that the special administrator will have duties to protect learners, as well as creditors, in a situation where a college has run out of money.

The new college insolvency regime has been described as a last resort rather than a normal route to secure change. Once the new arrangements come into force, there will be several lines of control in place: the governing bodies will of course have a duty to ensure the solvency and viability of colleges; the ESFA will have financial oversight; the Further Education Commissioner will intervene where the college has a notice to improve; and there is the independent business review, a new pre-statutory process that will apply for colleges in severe financial distress. Only if and when all the above fail to resolve matters will the new college insolvency regime apply.

Greater Manchester Combined Authority (Adult Education Functions) Order 2018

Lord Watson of Invergowrie Excerpts

Wednesday 24th October 2018 Grand Committee

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

My Lords, these six orders, if approved and made, will provide for the transfer of certain adult education functions and the associated adult education budget—the AEB—to the mayoral combined authorities. This provides an opportunity for them to help their residents to fulfil their potential in life and contribute to the growth of the region. As noble Lords will be aware, in 2015 and 2016, through a series of devolution arrangements agreed between the Government and the mayoral combined authorities, we made the commitment fully to devolve the AEB to specified mayoral combined authorities. These orders will deliver on this commitment.

These orders are made under the Local Democracy, Economic Development and Construction Act 2009. They will transfer certain adult education functions of the Secretary of State, as set out in the Apprenticeships, Skills, Children and Learning Act 2009, to the mayoral combined authorities in relation to the area of each specified mayoral combined authority for the academic year 2019-20 and thereafter. This transfer does not include the functions in so far as they relate to apprenticeships or those subject to adult detention.

In the 2015 spending review, government made available £1.5 billion annually until 2020 for the adult education budget. Across England, this budget is supporting adults with the skills and learning they need to equip them for work, an apprenticeship or further learning. These facilities provide an integral stepping stone, particularly for disadvantaged adult learners.

In 2016-17, the AEB supported adults to study English, maths and courses of English for speakers of other languages, full level 2 or 3 qualifications and a wide range of community learning provision. Devolution will mean that mayoral combined authorities are able directly to shape the adult education provision available to their residents. This means that, from the academic year 2019-20, the provision can be more focused around local area need.

We are currently undertaking a wide-ranging programme of skills funding reforms across areas such as T-levels and apprenticeships. Post-16 education plays a crucial part in supporting future economic growth. In leaving the EU, it is important that our homegrown workforce is skilled and able to make the most of the new opportunities that arise. Devolution of the relevant functions and the associated AEB forms a key part of these reforms. Alongside devolution, the department is opening dialogue with mayoral combined authorities and other sectors on how skills provision and reforms can best be shaped to fit the needs of local areas.

These orders will transfer certain adult education functions of the Secretary of State in the Apprenticeships, Skills, Children and Learning Act 2009 to the mayoral combined authority in relation to its area. They will enable the transfer of that relevant part of the AEB to the mayoral combined authority. In particular, the following functions will be exercisable by the mayoral combined authority instead of by the Secretary of State in relation to its area: Section 86, which relates to education and training for persons aged 19 or over; Section 87, which relates to learning aims for such persons and the provision of facilities; and Section 88, which relates to the payment of tuition fees for such persons.

Conditions are set in relation to the transferred functions—in particular, that the mayoral combined authority must have regard to guidance issued by the Secretary of State and must adopt eligibility rules in accordance with any direction of the Secretary of State. The Department for Education will transfer the relevant part of the adult education budget to the mayoral combined authorities to undertake the functions. It will be the responsibility of each area to manage its overall AEB allocation efficiently and effectively to ensure that it delivers for its local residents. The department is assisting the mayoral combined authorities to be ready for taking on the functions and has provided implementation funding to each of them to prepare effectively.

From the 2019-20 academic year, the mayoral combined authorities will be responsible for providing funding for statutory entitlements for eligible learners in maths and English up to and including level 2, first full level 2 for learners aged 19 to 23, first full level 3 qualifications for learners aged 19 to 23, and the forthcoming digital skills entitlement. We talk about the northern powerhouse and the Midlands engine among others. Skills are an essential driver for economic growth in all our regions.

We are already seeing the mayoral combined authorities make a real difference locally. For example, Tees Valley Combined Authority has implemented the Tees Valley Routes to Work pilot. This is an innovative pilot that has a total fund of £7.5 million, with £6 million from the Department for Work and Pensions and £1.5 million from the combined authority cabinet. It will run until 31 March 2021. Routes to Work will support at least 2,500 individuals who are long-term unemployed or who have significant barriers to employment. The pilot aims to move at least 375 individuals, 15% of the cohort, into sustainable employment. It aims to work with those most disengaged from the labour market and support them in engaging, identifying and addressing any potential barriers that they may face in gaining employment.

In Greater Manchester the mayoral combined authority has implemented the Working Well programme. This stream of work responds to one of its strategic aims of reducing long-term unemployment and helping more residents into sustained employment. The £52 million devolved programme offers intensive and tailored support to individuals who are out of work due to poor health or disability and the long-term unemployed, to help to address their barriers to employment. The programme, which takes referrals from Jobcentre Plus, will support around 22,000 individuals over its five-year life. In the first six months more than 1,700 residents had started to receive support.

Those examples give a picture of the specific interventions currently taking place at a local level and illustrate the positive impacts that devolution can have. Devolution gives all mayoral combined authorities the opportunity to address the skills challenges that they face and enhance economic growth in their areas. The scale of the challenges faced is both significant and different dependent on region. For example, there are currently 41,000 Greater Manchester Combined Authority residents with no qualifications. There are significant variations between residents’ skills levels across the districts. West Midlands Combined Authority currently has the lowest employment rate of any of any mayoral combined authority—72.3%, against a national average of 78.4—whereas Liverpool City Region Combined Authority has one of the highest rates of economically inactive residents of any combined authority area. Similarly, despite employment levels rising at a rate faster than the national average, Tees Valley Combined Authority still has higher levels of claimant unemployment compared to national averages, with a Tees Valley average of 4.2% compared to 2.2% nationally. Cambridgeshire, Peterborough and West of England combined authorities have skills shortages and hard-to-fill vacancies that are constraining local businesses. These examples show that each area has specific challenges. These can be addressed through the devolved AEB, and the orders give the mayoral combined authorities the opportunity to address specific regional problems.

The orders will enable mayoral combined authorities to support their residents into good jobs with opportunities for people to progress and develop; improve the earnings potential of their low-paid, low-skilled workers; and help to deliver a thriving and dynamic economy. Without these orders, the mayoral combined authorities will not have the ability to address these challenges and bring greater prosperity to their regions. I beg to move that these orders be approved.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for his introduction. No doubt he will share my relief that in your Lordships’ House we are considering all six of these orders together, not following the procedure adopted in another place, where they required three sittings over a period of eight days. I think we can do things more efficiently.

The devolution of powers and funding for adult education that the orders introduce is welcome, as much of the most effective adult education provision is delivered locally in line with the needs of local communities. The Explanatory Memorandum characterises the transfer of functions as giving local areas a prominent role in managing and shaping their own economic prosperity. Who could argue against that? But—there is almost always a but—the transition from national funding to devolved funding may have unintended consequences for some national providers if it disrupts their existing local provision. A long-established national charity, the Workers’ Educational Association, is one such provider that may be adversely affected. I declare an interest as a former employee of the WEA. I shall say more about that organisation in due course, but before doing so it is appropriate to put the effect of these instruments into context.

The Explanatory Memorandum also states:

“The transfer of the specified functions to the combined authorities will result in an associated transfer of funds to each combined authority to facilitate the exercise of those functions. This will take the form of a proportion of the overall adult education budget moving from the Department for Education to the specified combined authority”.


The key question mark over the future delivery of adult education concerns how much funding will transfer and how that will affect the ability of the combined authorities to deliver a full provision. The Minister delivered an upbeat assessment of what the combined authorities will achieve through the powers contained in these orders, but the current experiences of providers are not so upbeat.

The report published last month by the Institute for Fiscal Studies, which the Minister and his officials will be aware of, found that between 2004 and 2016 the number of adult learners fell from 4 million to 2.2 million. That alarming 45% drop means that apprenticeships now account for over one-third of total adult education funding, as opposed to 13% in 2010. That may be good news for those fortunate enough to work for an employer that is part of the apprenticeship programme, but of course millions more people never get the chance to undertake an apprenticeship, such as those working part-time, in the gig economy, for a microbusiness or on zero-hours contracts.

For the majority of adult learners, the IFS report painted a rather bleak picture. The numbers show that there are fewer evening classes and opportunities for people to learn, whether it be to improve literacy and numeracy, to update technical skills that might help get a job or a promotion, or to take GCSEs and A-levels to help to access higher education. Each year there are 1.8 million fewer adults able to improve their life chances through education. This is not the place for discussing the Open University, but in recent debates in your Lordships’ House I have highlighted the serious decrease in adult part-time education on Open University courses since the tripling of tuition fees in 2012, and that fits with the pattern across adult education.

Of course, cuts in funding which have the inevitable consequence of reducing the numbers participating in adult learning have a direct impact on the economy. One of the obvious benefits of adult education is helping people, as the Minister said, to equip themselves with the skills that employers need now and will need even more in the future. This is a pressing issue, with fewer EU nationals being allowed to bring their skills to the UK. In the context of our leaving the EU, opportunities for upskilling and reskilling should surely be going up not down, yet figures on enrolments in key areas of the labour market are worrying. Enrolments in health and social care courses dropped by a third between 2006 and 2016. The reduction was of a similar percentage in both construction and engineering. If the Minister, his department and the Government are not concerned by these figures, I think we should be told why.

--- Later in debate ---

[Lord Agnew of Oulton]

My Lords, I shall finish off on the WEA. Devolution gives the WEA an opportunity to work with the mayoral authorities and shape the ways in which they can contribute to meeting skills needs locally so that people of all ages are given those opportunities. It is vital that providers such as the WEA make contact with the MCAs to support them.

[Lord Watson of Invergowrie]

The WEA provides the contacts for these opportunities and possibilities. At the moment it is delivering adult education courses but it may not be able to do so in the future. There is not going to be a transitional period during which it can adjust. As I say, it is discussing these issues with the authorities but it may not always be successful, and that is the problem. There could then be a significant reduction in what the WEA is able to provide.

[Lord Agnew of Oulton]

What I can offer the noble Lord is that if he does not feel that the mayoral authorities are engaging constructively with the WEA, he should write to me and I will take the matter on. When the noble Lord, Lord Bird, wrote to me in April, I passed the letter on to the Minister, my right honourable friend Anne Milton, who wrote to the noble Lord and offered to meet him. I reassure the noble Lord, Lord Watson, that I believe such providers to be a very important part of the further education landscape and we certainly do not want to see them put out in the cold.

To address the questions asked by the noble Baroness, Lady Pinnock, on NEETs, or that category of vulnerable young adults, we are trying to help them through further studies in GCSE English and maths. In each case, more than 500,000 adult learners are studying maths and English to get them on to a platform that will enable them to go on and acquire the broader skills that are needed. We already require information about further education to be submitted to the DfE and we will continue to complete the individualised learner records in respect of provision delivered to learners resident in authority areas. This will continue to feed through into the national statistics publications. For transparency, the national statistics publications will include provision delivered to residents of the authority areas.

On accountability, we have put in place a number of measures to deal with the issues raised. There will be a robust governance arrangement between the department, the Education and Skills Funding Agency and the MCAs to govern the transitional year. As part of these arrangements the department is working with the MCAs to monitor and evaluate the performance of AEB-funded provision. This is assisting the MCAs in determining their commissioning and provision strategy when the budget is devolved from 2019-20 onwards. The Secretary of State has issued guidance on the approach an MCA should take to commissioning adult education. This includes guidance on how the approach should align to the existing adult education funding milestones which a provider operates under when commissioning. They have statutory requirements, which gives the department powers to intervene in the event of a failure to deliver decent provision.

Introducing these orders now will allow the mayoral combined authorities the opportunity to work with providers to tailor adult further education provision in preparation for the academic year 2019-20. This will give their residents the chance to reach their potential, improve their earnings and gain progression in their jobs. It will allow the skills system to deliver in responsive ways to sustain a flexible labour market. I commend these orders to the Committee.

Schools: Music Education

Lord Watson of Invergowrie Excerpts

Thursday 18th October 2018 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I too congratulate the noble Lord, Lord Black, on securing this debate and on the clarity and passion with which he opened it. He certainly pulled no punches and I dare say he left the ears of his noble friend the Minister burning. I was particularly struck by his focus on music enriching our lives and crossing language boundaries, which I had not hitherto considered. I declare an interest of sorts as a self-taught guitarist many years ago. I had no musical tuition at school or otherwise, but I did join some school friends to form a short-lived band that played Tamla Motown cover versions. That venture did not last long, and I never learned to read music, something I very much regret now. That is why I am pleased to be able to declare a current interest as the father of a year 3 pupil in a maintained primary school who has just begun piano and recorder lessons, provided through our local music education hub.

The hubs may have contributed to the interesting fact, revealed in the iconic music publication the NME this week, that young women now make up half of people starting to learn the guitar. The vast majority will have taken their first steps at school, and music education in one form or another will have played an essential part in that. The national plan for music is ongoing, with £75 million allocated each year, but that has not resulted in a uniform level of provision because the Government have also become obsessed with academisation and removing schools from local authorities. As the noble Lord, Lord Storey, said, many schools that became academies abandoned the national curriculum, resulting in school music provision becoming increasingly inconsistent.

As many noble Lords have highlighted, a further complication is the introduction of the English baccalaureate, which—whatever the Minister may say—discourages schools from offering arts subjects, in favour of those core subjects demanded by Russell group universities. Surely other things should form an important part of any student’s education. It can surely be argued that the arts and technology are just as important as history, geography and modern languages—not least because the creative industries are now such an important feature of our economy. We should not send a message to schools and young people that creative and technical subjects are not valued. Ministers have said a great deal about the need to close the divide between academic and vocational education, but with the EBacc the Government are unashamedly promoting the superiority of the academic pathway. I share concerns as to how the Government intend to proceed when the national plan for music education comes to an end in 2020. There has been an indication that proposals for a review or extension of the plan will be announced this year. I hope the Minister will clarify the Government’s position on the plan today.

There is a postcode lottery for young people in their access to music. Music education hubs are by no means universally successful, but we want them to continue. Is that the Government’s intention? Will £75 million a year continue to be provided for Arts Council England to invest in the 120 hubs, and will the funding continue to be ring-fenced? Through the hubs, Arts Council England works with 89% of all state-funded schools, and engages more than a million pupils in learning an instrument through hub partnership or external providers. The hubs provide a framework of provision on which schools can draw, but national government cuts to local government have seen local authority funding to hubs decrease by more than 60% between 2012 and 2017.

Another aspect of local government funding will impact on the provision of music tuition in schools. The Government have recently established a teachers’ pay grant for schools, to enable them to partially cover the cost of impending pay rises, but no such grant is available to local authorities who centrally employ music teachers. The Local Government Association estimates that the extra cost of a 2.5% pay rise for centrally employed teachers will be around £5.5 million—a cost for which councils have not budgeted. It is inevitable that young people will miss out on music lessons if councils have to cut back further, exacerbating the effect of the EBacc on pupils studying music. Does the Minister acknowledge that unintended consequence of the pay award, and will he undertake to provide an indication of what the Government intend to do to address it? I will be happy for him to do it in writing if he cannot do so today.

Since 2010, too many children have been pushed on to subject pathways to which they are not always best suited, and denied the opportunity to thrive in other valuable and challenging subjects. The EBacc policy is narrowing the curriculum and squeezing subjects such as art, music, design and technology, and drama out of existence in some cases, as confirmed by the falling numbers of children entered into those subjects. As the National Education Union states, these are not “soft options” but rigorous academic subjects vital to the prosperity of our economy and the enrichment of our society.

As the Minister demonstrated at Oral Questions in your Lordships’ House yesterday, the Government are in denial about the decline in the take-up of music at GCSE and A-level. As a great number of noble Lords have said, figures published just two months ago by the Joint Council for Qualifications showed a 7.4% decline in the uptake of music GCSE year on year. That is against the backdrop of a 17% fall over the past five years. The Government’s repeated claim that the EBacc is not detrimental to the take-up of arts GCSEs simply does not stack up. In addition, there has been a 26% drop in the number of entries at A-level music over five years. These are developments that the Government should regard as deeply worrying.

Funding for schools is of course a major issue, although shortfalls hit across the board and not just in music and the arts. Bizarrely, one aspect of arts education that the Government appear to have no difficulty funding is their music and dance scheme. This is a £172 million annual fund, more than twice the figure allocated to music education hubs, established to help to,

“ensure that talented children and young people from disadvantaged backgrounds and families with limited financial means”,

have the opportunity to attend one of eight independent music or dance schools. However, the scheme has left itself wide open to accusations of the very opposite—contributing to arts elitism—after it was revealed that, despite that stated aim, families earning up to £190,000 a year are receiving awards. At Chetham’s School of Music in Manchester, figures reveal that four students with family incomes of between £120,000 and £130,000 and nine between £100,000 and £120,000 benefited last year. I look to the Minister to confirm that that was not what the Government intended when they introduced the scheme. Although the DfE funds the scheme, the school selects students and carries out mean-testing for the awards. Apparently a substantial number of MDS award-holders come from independent prep schools. Surely the scheme should support music in state schools or at least state-school pupils. I acknowledge the benefit of music partnerships as outlined by the noble Lord, Lord Lexden, but, as my noble friend Lord Lipsey said, too often it is the cost of instruments that is the barrier to young people learning music. Alun Jones is the principal of Chetham’s School of Music. He says that he promotes inclusivity, but he knows where the problems lie. He told the Guardian recently:

“The EBacc and dramatic cuts in school budgets have reduced the status and funding of music in mainstream education. In too many schools, the few remaining music staff lack the time or resources to access our outreach projects, take up concert tickets, meet us at trade shows or respond to our communications. Many more no longer have a dedicated music teacher to encourage children to join us”.


Those are telling comments that the Government should consider carefully and then act on.

The next Labour Government will establish a national education service, providing education free of charge at the point of delivery from cradle to grave. Within that, we will introduce an arts pupil premium to allow every primary school child in England the chance to learn an instrument, take part in drama and dance, and have regular access to a theatre, gallery or museum. That would boost creative education and ensure that arts facilities in state schools matched standards found in most private schools. Will the Minister say why his party is denying the funding to allow that to happen now? Are the Government content for music to remain dominated by the wealthy? As the figures for GCSE take-up demonstrate, that is what is happening.

Like the noble Lords, Lord Clement-Jones and Lord Aberdare, I was encouraged to read last week of proposals by Ofsted’s Amanda Spielman for what was described as,

“a radical shake-up of its inspections”.

The plan is apparently for inspectors no longer to give schools a stand-alone rating for test results, in an attempt to end the culture of exam factories in schools and encourage a broader curriculum. I wish Ms Spielman luck with that bold project, although I fear she will encounter opposition from within the DfE and from its Ministers. I hope that Ofsted will also note the recommendation of the Performers’ Alliance All-Party Group that a school should not be rated outstanding unless it offers a high standard of music provision.

Until schoolchildren are offered a properly broad and balanced curriculum, we will not witness a reverse in the downward trend of young people sitting GCSEs in music and other non-core subjects. That will require a change of direction which in itself will require a change of Government. Fortunately, we have one in waiting.

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

My Lords, I am grateful to the noble Lord, Lord Black, for securing this important debate. I also thank colleagues for their contributions. There was much in my noble friend Lord Black’s comments on the benefits of education that I strongly agreed with.

Music is statutory in the national curriculum, so every child in a maintained school must study the subject from the ages of five to 14. Between 2016 and 2020, we are providing £300 million of funding for music education hubs to ensure that all pupils have the opportunity to learn an instrument, sing and perform regularly, and have access to clear routes of progression.

Many noble Lords, including the noble Lords, Lord Clement-Jones and Lord Watson, and my noble friend Lady Redfern, mentioned the national plan. I can confirm that we will announce our plans for the next phase of this within the next couple of months. I say to those noble Lords who may be unware of it that the Government’s priorities for music education are set out in The Importance of Music: A National Plan for Music Education. It sets out our belief that children from all backgrounds and every part of England should have the opportunity to learn a musical instrument, to make music with others, to learn to sing, and to progress to the next level of achievement.

We have set up a network of 120 music education hubs to support schools in providing these opportunities. The noble Lord, Lord Lipsey, spoke about music in Wales, but that is a devolved matter. He was also concerned that children in England should have the opportunity to learn to work together in groups. That is exactly what the music hubs are trying to do, working with local authorities, schools, arts organisations and community and voluntary organisations. Between 2016 and 2020 music hubs will receive £300 million to work with all state-funded schools in England, including academies and free schools.

In primary schools, the national curriculum aims to ensure that all pupils perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians. At key stage 1 pupils are taught to use their voices expressively and creatively by singing songs and speaking chants and rhymes, as well as to experiment with, create, select and combine sounds using interrelated dimensions of music. At key stage 2 pupils are taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. At this stage pupils will also begin to develop an understanding of the history of music.

To address the concern expressed by the noble Earl, Lord Clancarty, that music is being sidelined in primary schools, with less time being spent on the subject, in the 2016 Omnibus survey, primary school classroom teachers were asked about the time they spent teaching different subjects. The survey showed the time spent on humanities to be broadly similar to that spent on music and the arts. I would also like to put to bed the myth that says academies can opt out of teaching music. This is simply not correct. All schools, including academies and free schools, must provide a broad and balanced curriculum.

Prompted by the noble Lord, Lord Storey, I will offer a couple of examples. Yesterday I corresponded with the chief executive of the Outwood Grange Academies Trust in the north. He said:

“I have specialist teachers working in 10 primaries delivering music, and we use the peripatetic service. I have a specialist supernumerary director who supports music across the whole trust. We annually have students who perform in the Royal Albert Hall. We also book regional theatres for our students to perform in. We are promoting music heavily and have, for example, a youth brass band in our Barnsley school, Outwood Shafton. It is next to Grimethorpe, which has a famous colliery band. We have 206 entries to do music this year”.


I corresponded with the chief executive of the Burnt Mill Academy Trust near Cambridge. She said:

“We get all children to start an instrument in year 7; all pupil premium children in primary. At the end of year 9, they can choose to continue or not. This has a massive impact on self-esteem, resilience and music outcomes”.


I reassure the noble Baroness, Lady McIntosh, the noble Earl, Lord Clancarty, and the noble Lords, Lord Aberdare and Lord Clement-Jones, that Ofsted does consider music education as part of a school’s broad and balanced curriculum—one that promotes the spiritual, moral, cultural, mental and physical development of all pupils. The noble Baroness, Lady McIntosh, is correct that Ofsted is consulting on its new framework, and we will have to leave it to Ofsted to develop it. The noble Earl, Lord Clancarty, asked about the relationship between the DfE and DCMS. I am able to say that we are in touch with each other. That department carried out a survey in 2016-17 which showed that 97% of children aged five to 15 participated in the arts in general.

When talking about music education in primary schools, I would like to share a splendid example that came to me via the music education hub in Gloucestershire. One of the hub’s partner organisations, the Music Works, delivers whole-class ensemble teaching on iPads. According to one teacher:

“The year 6 children from Chesterton Primary School, Cirencester, had a wonderful time combining music and technology. Even our most reluctant musicians are finding out about time signatures, chords and composition as they enjoyed exploring GarageBand”—


that is not a genre I am familiar with—

“on the iPad”.

I appreciate the kind words of the noble Lord, Lord Storey, although he made me feel like a young subaltern at Balaclava with Lord Raglan telling me to charge—but I will now address the EBacc issue. I reassure noble Lords that the EBacc is not responsible for forcing music out of the curriculum. These concerns were raised by nearly every speaker: the noble Lords, Lord Wallace, Lord Aberdare and Lord Clement-Jones, and my noble friends Lady Bloomfield and Lord Black. First, the data shows that the percentage of time spent by secondary school teachers teaching music remained broadly stable between 2010 and 2017. This data is drawn from the school workforce survey, which is a statutory survey, not a limited poll.

Secondly, there is no evidence that arts subjects, including music, have declined as a result of the introduction of the EBacc. In response to an Oral Question yesterday, I said that there were 31,000 entries for GCSE music in England in 2017. That was fewer entries than seven years ago because the cohort was smaller. The percentage is the key figure, and it has remained broadly stable at around 7%.

The noble Earl, Lord Clancarty, spoke about the rise in the number of pupils studying geography and history. He is right: it went up from 48% in 2009-10 to 76% in 2016-17. I believe this is a matter for great celebration, and it very much plays into the point made by the noble Baroness, Lady McIntosh, about facilitating subjects. One of the main reasons why we pushed for this was to help those from disadvantaged backgrounds get a decent chance of going to a good university. I take on board the noble Baroness’s challenge—that should be taken to the universities. I accept that music is a very challenging subject and it should get recognition, but that fight should be taken to that sector. In 2018, 23% of children in the independent sector participated in art and design GCSE, compared with 27% in the state sector. The best schools are combining a high-quality cultural education with excellence in core academic subjects, and we are committed to ensuring that all pupils have access to both.

Some noble Lords raised careers and secondary schools, and GCSE study leads me on to the subject of careers. The Government want to encourage young people to consider careers in music and have published a comprehensive careers strategy, building on the improvements we have already made to the careers system. We are investing more than £70 million this year to support young people and adults to get high-quality careers provision. Of the 330 new apprenticeship standards approved so far, 28 have been made available for the creative and digital industries, with a further 33 in development.

The noble Lord, Lord Watson, asked about the recent pay rises. We have committed to provide £500 million for an increase in pay for classroom teachers on the main pay scale of up to 3.5%. It is being paid directly to schools on a per-pupil basis, that being the quickest and simplest way to get the money into the system. The number of teachers centrally employed by councils represents only around 1% of the teaching workforce. We are in discussions with local authorities about how this issue is dealt with.

The noble Lord, Lord Watson, challenged me on what I think he described as an arts pupil premium. It is important to put on the record that we have created a pupil premium which has delivered more than £12 billion into the schools sector over the past five or six years and is aimed at those in areas of disadvantage. We are providing £300 million for a network of music education hubs. To break that down, we have given £400,000 to Music for Youth to provide opportunities for young people and families who might otherwise not have access to perform at or attend regional and national festivals. More than 10,000 pupils attended Music for Youth Proms primary concerts in London and Norwich last week. The festival series reaches its climax next month when around 3,000 young people will perform at the Music for Youth Proms concerts at the Royal Albert Hall. Department for Education funding helps to support the festival series, including supporting those participating or attending for the first time.

To address my noble friend Lord Lingfield’s concern about orchestras, we have a £2 million fund for national youth music organisations such as the National Youth Orchestra, the National Youth Choirs of Great Britain and the National Youth Jazz Collective. This helps them to continue their excellent work and ensures that they remain able to provide bursaries to those from disadvantaged families who would otherwise be unable to take up the opportunities.

The noble Lord, Lord Watson, raised the issue of funding for the music and dance scheme. The actual figure is £118 million for exceptionally talented young musicians and dancers, which is not quite the sum that was mentioned.

[Lord Watson of Invergowrie]

The issue I raised concerning the music and dance scheme was not the total funding but the fact that it was set up to assist students from disadvantaged families, yet many of its students are from families that could certainly not be described in that way. Can the Minister clarify why that is happening?

[Lord Agnew of Oulton]

My Lords, I am not familiar with the exact mechanics of the scheme but I will write to the noble Lord to clarify that.

My noble friend Lady Bloomfield spoke about In Harmony, a scheme that is running some excellent programmes in Nottingham and is working with 26 primary schools. Last month, it ran a music camp for children in need of extra support to move into the after-school band. In March next year the programme is organising an immersive play-along concert with the Robin Hood Youth Orchestra. Impressive work is happening too in Liverpool. Next year the Liverpool In Harmony programme is celebrating its 10th anniversary. In March the Royal Liverpool Philharmonic Opera is holding an In Harmony benefit concert, there is a special children’s orchestral production at Liverpool Philharmonic Hall and further Liverpool In Harmony concerts are planned in Leeds and Newcastle.

My noble friend Lord Lexden, the noble Lords, Lord Aberdare and Lord Wallace, and the right reverend prelate the Bishop of Chichester all spoke about independent schools. As my noble friend rightly said, we have recently agreed a joint understanding with the Independent Schools Council. This is the first of its kind and it sets out the commitment that independent schools are making to support disadvantaged pupils, including looked-after children, and to work with others across the sector on things such as the better targeting of bursaries. I am aware of an excellent drama and music production organised by the King’s College School in Wimbledon in partnership with Ricards Lodge High School, Coombe high school, St Mark’s Academy and Cricket Green special school. Interestingly, the statistics for those studying music GCSE are broadly the same in the independent sector and the state sector: about 6% in the state sector and 7% in the private.

We held a round-table meeting in Downing Street a few months ago with independent schools as part of something that I am very committed to: getting them to collaborate more with the state sector. At the round table, I asked the question: “What more should be happening?”, and all the heads from the independent schools said, “We should have state school heads in this meeting next time”. They are passionately committed to supporting the state sector in the promotion of good music, among other things.

My noble friend Lady Bloomfield referred to the quality of teacher training. In December last year we launched a consultation on strengthening qualified teachers’ status and improving career progression. This will happen for all subjects but I do not yet have specific details on music.

My noble friend Lord Lingfield may be interested to know of the Classical 100, which was mentioned by the noble Lord, Lord Aberdare. Classical 100 was launched in 2016 and is a free online resource that provides classical music to primary schools. It was developed by experts in music education and the Associated Board of the Royal Schools of Music, Classic FM and Decca. Over 4,000 schools have signed up to this resource, with 6,300 teachers registered as users. The 100 pieces were selected to encourage people to explore, discover and listen to a range of styles over 10 centuries, including JS Bach, Beethoven, Brahms, Mozart and Tchaikovsky. The online site offers schools a range of flexible resources to support teachers and can be used not only in music lessons but as part of school assemblies, plays and dance and drama studies. My noble friend Lord Borwick is right: technology is emerging to offer different routes into music and the teaching of music, and the Classical 100 is a good example of that.

Let me say a few words about the Music for Youth Proms concerts taking place next month, from 5 to 7 November. The Proms is an annual event which takes place at the Royal Albert Hall and is a celebration of the entire Music for Youth season, showcasing high-quality performances from some of the UK’s most creative, innovative and energetic young musicians. The DfE funds Music for Youth, and each night, more than 1,000 different young musicians take part in a concert which sees full-scale orchestras showcased side by side with some of the brightest young jazz bands, chamber groups, rock bands and choirs from across the UK. This is a tremendous experience for young people, giving them an opportunity to perform in a world-renowned venue alongside their peers.

I close by reassuring your Lordships that the Government absolutely understand the value of music. I cannot put it more personally than this. My own father studied music at university just before the outbreak of the Second World War. He volunteered to fight before graduating but it remained an important part of his life. A few years earlier, at school, he used singing to overcome a debilitating stammer. I understand the power of music.

I again thank my noble friend Lord Black for tabling this debate to give the Government a chance to put on record all that is being delivered in music. I take note of all noble Lords’ concerns and will ensure that the Government bear in mind all of today’s contributions.

Further Education: Teachers’ Pay

Lord Watson of Invergowrie Excerpts

Tuesday 16th October 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, we have reformed the high-needs funding and disadvantaged funding in this sector and we are now putting in some £520 million for disadvantaged students. As I mentioned earlier, we have the strand of support that I have already discussed. If we look at apprenticeships on their own, for example, we see that we have nearly doubled the amount of money going into apprenticeships since 2010. By 2020, it will be £2.45 billion, which is double the amount in 2010. The other thing we have done to try to support the sector is offer sixth-form colleges, where appropriate, the opportunity to academise, which gives them a VAT-recovery opportunity. So we are looking all the time at how we can support this important sector.

[Lord Watson of Invergowrie (Lab)]

My Lords, the Minister beggars belief when he says in response to my noble friend Lady Blackstone that various strands of additional funding have gone into further education colleges. The Institute for Fiscal Studies reported recently that funding per student in sixth-form colleges and further education colleges has fallen by 20% since 2010. How can the average funding per student in those sectors be £4,000, compared to more than double that for universities with their tuition fees? In Colleges Week, which the noble Baroness, Lady Garden, mentioned, is there any possibility of the Minister saying that the Government will properly fund the new cost pressures on further education colleges of pay and pensions increases to ensure that an age group essential to filling the skills gaps in the economy in future years will not be further disadvantaged?

[Lord Agnew of Oulton]

My Lords, we have already committed to holding baseline funding per pupil until the next spending review in 2020, and I can offer a couple more examples of where we are supporting the sector. We have the exceptional financial support scheme, the area reviews and the restructuring facility, with a fund of some £700 million that has been made available and is being drawn down upon to assist colleges in rationalising and improving—so I reiterate our strong support for this sector.

Education and Training

Lord Watson of Invergowrie Excerpts

Monday 15th October 2018 Lords Chamber

[Lord Agnew of Oulton]

As noble Lords may be aware, we recently established the Careers and Enterprise Company. It is working with schools to ensure that there are enough career advisers in the system. We have 2,000 schools and colleges within the enterprise adviser network, 700 schools and colleges in career hubs and the Government have announced a doubling of the number of career hubs to 40 to meet this rising demand.

[Lord Watson of Invergowrie (Lab)]

My Lords, one of the issues on which the Government’s ongoing post-2018 review of education will focus is how to deliver the skills the country needs as we enter unknown terrain when we leave the European Union.

[Lord Foulkes of Cumnock (Lab)]

If we leave.

[Lord Watson of Invergowrie]

I defer to my noble friend Lord Foulkes. In a debate in your Lordships’ House in July, the Minister’s colleague, the noble Viscount, Lord Younger, said that the review panel’s interim report would be published at some point this year. Can the Minister be more specific about when we can expect to hear the initial thoughts of the people charged with the important task of mapping a route that links schools, apprenticeships, further education, higher education and industry with a view to filling the skills gaps now and into the future?

[Lord Agnew of Oulton]

My Lords, there are several parts to this answer. To deal with the initial concern about a post-Brexit scenario, as noble Lords will be aware, the Migration Advisory Committee has just issued its own recommendations on how we should adjust to a post-Brexit environment, including that we lift the cap on Tier 2 visas—at present only 20,000 a year are allowed in that area—and that we add 140 more categories to that sector. Turning to our economy and our school system, we created the skills advisory panels last year, which initially are convening in the opportunity areas to liaise with the LEPs and other employer groups. We have also created the institutes of technology, which are designed to be at a higher level of the skills matrix to ensure that the STEM skills the noble Lord referred to are given priority.

Department for Education: Use of Statistics

Lord Watson of Invergowrie Excerpts

Thursday 11th October 2018 Lords Chamber

Asked by

[Lord Watson of Invergowrie]

To ask Her Majesty’s Government what action they will take to address the concerns raised in the letter sent to the Secretary for State for Education on 8 October by the chair of the UK Statistics Authority concerning the department’s presentation and use of statistics.

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

My Lords, I welcome this opportunity to confirm our support for the UK Statistics Authority’s work. This ensures that the communication of statistics across government meets the highest standards. The Education Secretary has written to the UKSA to respond on its points and clearly set out statistics that show the success that this Government’s education reforms are achieving. The Permanent Secretary has also responded, giving detail on the department’s work to strengthen our internal processes on fact-checking.

[Lord Watson of Invergowrie (Lab)]

I thank the Minister for that, but it does not answer the Question. This latest rebuke by the UK Statistics Authority is the fourth since the Secretary of State’s tenure began less than nine months ago. In his letter, Sir David Norgrove writes:

“I regret the department does not yet appear to have resolved issues with its use of statistics”,


and calls on him to,

“ensure that data are properly presented in a way that does not mislead”.

In an era of fake news and alternative facts, perhaps that is not too surprising, but it is completely unacceptable in a government department, particularly when previous warnings have been ignored. In response to Sir David’s letter, the DfE’s Permanent Secretary admitted, “We need to improve our performance”, but the Secretary of State’s response showed no such contrition. Will the Minister take this opportunity to apologise for the manipulation of statistics by him and fellow Ministers and state unequivocally that the department will begin complying fully with the statutory code of practice on statistics?

[Lord Agnew of Oulton]

I reassure the Chamber about one statement we made that has caused criticism. I shall read it and then give a little context. We said that the UK is the third highest spender on education in the world, according to the OECD, spending a higher proportion of our GDP on education than Australia, France, Germany, Italy, Japan, Portugal and Spain. This is correct, but I accept the noble Lord’s comment that the context needs to be made clearer; indeed, the Permanent Secretary acknowledged that in his letter this week to the UKSA.

Child Sexual Abuse: Safeguarding Failures

Lord Watson of Invergowrie Excerpts

Monday 10th September 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I agree with my noble friend that the degree of oversight of boarding schools in this country is probably one of the most stringent anywhere in the world. I am delighted that Ampleforth has appointed a female head. As part of the Charity Commission’s oversight of that school, it has appointed an independent observer, Emma Moody, who has the rights and powers of a trustee and is there specifically to oversee safeguarding.

[Lord Watson of Invergowrie (Lab)]

My Lords, the independent inquiry investigated history cases of appalling child sexual abuse. However, in April this year, the Charity Commission announced that it had stripped the charities that run Ampleforth School of their ability to have safeguarding oversight. A recent audit at Downside School by the Social Care Institute for Excellence found that there were still several important weaknesses in safeguarding. Yet the last two reports by the Independent Schools Inspectorate gave both schools a clean bill of health on safeguarding. Given that the inspectorate is monitored by Ofsted on behalf of the Department for Education, what efforts will Ministers make to ascertain how it managed to miss the continuing failings at those wretched establishments?

[Lord Agnew of Oulton]

My Lords, the noble Lord is right that the ISI is overseen by the Department for Education and is also monitored by Ofsted. The Ampleforth matter is not over yet; there will be another inspection shortly. Everyone realises that that school is in the last chance saloon on the matter of safeguarding.

Relationships and Sex Education

Lord Watson of Invergowrie Excerpts

Thursday 19th July 2018 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for repeating the Statement and for arranging a briefing with his colleague the Schools Minister, Mr Gibb, yesterday for myself and other noble Lords.

The guidance has a 15-week consultation period, which I presume starts today. Six of those 15 weeks will be taken up by the school holidays, when parents, children and teachers tend be doing other things, so it is not really much more than a nine-week consultation period, which is pretty short. Will the Minister consider starting the 15-week consultation when schools return in the first week of September?

That said, we welcome the guidance and the fact that the Government listened to, and have acted on, the amendments tabled by noble Lords and MPs during the passage of what became the Children and Social Work Act. The guidance required for young people going through school today is quite different from what was required even 10 years ago. As the parent of a seven year-old, I am pleased that some of these issues are to be addressed at both primary and secondary school level.

It is vital that young people understand that certain what might be termed “difficult” subjects can be discussed openly, from grooming and the use of the internet to the meaning of relationships and what is appropriate or inappropriate sexual activity, to sexual orientation, bigotry—and perhaps the bullying that emanates from that—and transphobia. It is vital also that mental health, healthy eating, the need for exercise and issues involving alcohol and drugs will all be covered in schools via this guidance—again, that is a most positive development.

I have some questions for the Minister, most associated with the mandatory nature of the guidance. The right for parents to withdraw will surely become an issue and will, I imagine, be exercised by a significant number of parents, although I hope not too many. Can the Minister clarify how the issue will be dealt with after the “three terms before the pupil turns 16” cut-off? That is not clear in the Statement, which says:

“The draft guidance sets out that, unless there are exceptional circumstances, the parents’ request should be granted until three terms before the pupil reaches 16”.


Just before that, the Secretary of State says:

“I therefore propose to give parents the right to request their child be withdrawn from sex education delivered as part of RSE”.


So my question is: after the three terms before the child turns 16, will parents have no right to withdraw their child from sex education? What if the school is a faith school that does not recognise 16 as the age of consent for sexual activity? What will happen if a child of 16 opts to ask for information on sex education, which the guidance says all of them can do? Will the faith school then be legally obliged to provide that sex education even if it does not wish to do so? In that situation, how will a child seeking sex education be expected to proceed? Also, will schools be required to inform all children and parents as to what information they are entitled to? Clearly, nobody can access their rights if they are unaware of what they are.

Further, can the Minister confirm that the guidance will apply to all schools—maintained schools, grammar schools, academies, free schools, faith schools and independent schools? It is my understanding that it will, but only the first two of these types of school follow the national curriculum. How will the Department for Education know that children are receiving relationships and sex education in line with the guidance? Ofsted does not check independent schools, so who will, and how does the DfE intend to monitor all schools and ensure that the guidance is being complied with?

Finally, what resources will be made available to schools in addition to those that they already have? Many schools are facing huge budget pressures and cannot be expected simply to assume other responsibilities and the costs of training or teaching materials simply on the basis of what they have at the moment. Clarification on that point would be most welcome.

Parents want their children to be fully educated with the facts about all aspects of their own safety. What plans does the DfE have to ensure that teachers receive the necessary training to enable them to deliver guidance effectively? Already, teachers have heavy workloads. It is important that they are resourced to do this job properly, so what do the Minister and his department envisage as necessary by way of additional resources for teachers?

I hope that the Minister can answer those questions, but I should be clear that we offer our support for this guidance and its important aim of ensuring that young people are properly equipped for the challenges that they will face in keeping safe and healthy as they grow up.

[Lord Storey (LD)]

My Lords, we on these Benches very much welcome this Statement and congratulate the Government on bringing it forward. It is a very welcome first—perhaps not historic—positive step forward in equipping our children and young people to cope with life in a modern society.

I think it was David Cameron who, referring to Europe, said that we should “stop banging on” about it. I am, however, glad that on this issue so many Peers, MPs and organisations outside Parliament did bang on for some considerable time. That banging on has meant, in the end, that the Government have taken note. It is right to congratulate not just the present Government but the former Secretary of State, Justine Greening, who did a lot of work to get to this stage. I particularly remember meeting Edward Timpson, the then Children’s Minister, who was very clear in his view about this topic.

The importance that not only our party but young people, parents and teachers attach to this subject is clear from the 23,000 responses to the call for evidence. While there is no definitive tally of similar calls for evidence, I am confident that this number would be near the top of that particular league table. I have looked through the consultation, and I am glad that, as most school terms finish tomorrow, sufficient time has been allowed for schools to respond in the autumn.

It is quite interesting how the world, and government policy, have moved on in the last five years, but it is disappointing that what the noble Lord, Lord Nash, the Minister’s predecessor, said in this House five years ago—

“The Government believe that PSHE is a vital part of a broad and balanced curriculum and that excellent PSHE provision is part of the life-blood of all good schools”—[Official Report, 24/4/13; col. GC 426.]


—has not led to a commitment to go one step further and make PSHE a statutory part of the curriculum. I certainly do not accept that economic education is covered by the current provision in careers, maths and citizenship, as the Statement claims. It is welcome that students can decide, from the age of 15, to opt in to sex education even if their parents do not want them to. However, there is still a discussion to be had about whether one term of sex education in the year before the age of consent is sufficient.

Liberal Democrats believe there should be an independent standards authority to pilot, phase in and resource policy changes. Such an authority would be better able to monitor the introduction of RSE than either civil servants or Ofsted. A broad and balanced curriculum for life, as the Liberal Democrats would like to see, would also include mental health education, first aid and emergency life-saving skills and financial literacy, in addition to relationships and sex education. The Welsh Assembly has already introduced a new RSE curriculum on the basis of extensive research and consultation. What discussions have the Government had with the Welsh Minister?

In 2013, the noble Lord, Lord Nash, informed us:

“I agree that we need to improve the focus on this area through teaching, schools and ITT providers”.—[Official Report, 18/6/13; col. 136.]


I cannot, however, find any mention in the Statement about who will provide the resources to train teachers. Initial teacher training had been totally fragmented, and I am sure that head teachers will be trying to work out how to provide the high-quality CPD to bring their staff up to speed with yet another new demand on finite and shrinking resources.

I have three questions that I hope the Minister will be able to clarify. First, the Statement says that RSE will be prescribed core content for all schools. The phrase that I am unsure of—perhaps the Minister will explain how it would work—is that it,

“leaves flexibility for schools … with a religious character to deliver and expand”,

on that content. I am not sure how that will work in practice and what it means.

My second question has, I think, been asked by the noble Lord, Lord Watson. It is important not just to introduce this measure in 2019-20 but to make sure that it is of good quality, with qualified teachers and good resources. What funding has the Minister set aside to invest in high-quality training and continuous professional development?

Finally, the Minister says that financial education should not be made compulsory, as it is already covered in the national curriculum in maths and the careers strategy. The national curriculum, however, is not compulsory in academies and free schools. Are we planning to make it compulsory for those schools, so that this subject will be taught?

[Lord Agnew of Oulton]

My Lords, I thank the noble Lords for their questions on this subject and for their broad support. I thank the noble Lord, Lord Watson, for joining us yesterday and for the contributions that he made in that meeting. I hope that I will be able to answer most of their questions.

On the consultation period, the reason that we decided to issue the Statement today, ahead of the school holidays, is that most multi-academy trusts are open over these holidays. They cover half of secondary school pupils, so we felt that it was better to get the information out there sooner rather than later to enable them to get focused on the subject.

[Lord Watson of Invergowrie]

I am sorry, but that answer is not particularly helpful. Half of them may be open during the holidays, but that means half of them are not. Why should the maintained schools sector be treated less favourably? I am really surprised at that answer.

--- Later in debate ---

[Lord Agnew of Oulton]

The noble Baroness raises two important questions. First, on SEND, just to reassure the House, the whole thrust of these changes is for the teaching of all pupils, including those with special needs. In the debate in the other place today, my right honourable friend the Secretary of State made particular reference to reaching out in the consultation to special schools, SENCOs and others on how we can support the needs of pupils with SEND to ensure that we have the correct materials available for them. Likewise, on the LGBT question, I do not know what the existing materials are, but one reason for not bringing this in sooner, as some people would like, is to give us the time to start developing best practice, particularly across these sensitive areas. As I mentioned to the noble Lord, Lord Watson, earlier, we expect quite a few schools to be starting this in September 2019, which will give us time to develop good practice and make it available across the whole system.

[Lord Watson of Invergowrie]

My Lords, with the permission of the House, I would like to return to a point that I asked the Minister about when I spoke earlier, which is the issue of faith schools. The noble Lord, Lord Storey, raised a similar point. If there is any difficulty in making this guidance effective, that is most likely where it would occur. The point I specifically asked was: what happens where the school itself effectively does not recognise that sex education should be delivered at, say, the age of 16 and puts pressure on the parents to ask that their children opt out, and yet one or more of these children decide that they want that? The school, as I understand it, would be legally obliged to provide that sex education but would be very uncomfortable about doing so. Can the Minister say a bit more about how faith schools will be expected to act in those circumstances to make sure that they comply with the guidance?

[Lord Agnew of Oulton]

Yes, of course this is a very sensitive area, but I think we have to be clear that there is a requirement for faith schools to enter this mandatory process. However, schools with a religious character can teach these subjects according to the tenets of their faith. In schools with a religious character, the distinctive faith perspective on relationships may be taught, and balanced debate may take place about the issues that are seen as contentious. For example, a school may wish to reflect faith teachings about certain topics, as well as how their faith institutions may support people in matters of relationships and sex. As I mentioned as part of my answer to the noble Lord, Lord Storey, we find that two of the most effective organisations in dealing with these areas tend to be the Catholic Education Service and the Church of England. However, we do invite responses in the consultation if there is still a sense of ambiguity.