Schools White Paper

Lord Watson of Invergowrie Excerpts

Tuesday 29th March 2022 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for the briefing that she and her officials provided for the Labour education team yesterday.

This White Paper is a thin document that we believe represents a missed opportunity in many ways. Paragraph 123 says:

“The system that has evolved over the past decade is messy and often confusing … Unclear expectations of academies and local authorities permit grey areas which have sometimes allowed vulnerable children to fall through the gaps. Government has not been able to intervene adequately in the small number of trusts that have fallen short in the expectations of parents”.


So what have the last 12 years been all about?

Other than an attainment increase at key stage 2 and GCSE, for which there is minimal detail, this White Paper betrays a real lack of ambition by the Government. When the headline soundbite is some schools staying open for 10 or 15 minutes longer, there is something seriously lacking.

The Secretary of State would have done well to have studied the speech given by his shadow, Bridget Phillipson, at the ASCL conference earlier this month, where she spoke about the broader aims of education and the importance of soft skills, creativity and balance in the curriculum. The White Paper never really gets beyond a fixation with maths and English.

There is no recognition of why many employers are seriously critical of the current school system and curriculum. There is seemingly no understanding that England is becoming an outlier internationally in its narrowness and fixation on academic subjects and end-of-course exams. There is no attempt to set out a vision of what education is for and of the kind of world that we are preparing children for.

There are no funding commitments of any seriousness, and inflation will surely erode much of what has already been agreed. This needs to be seen in the context of the new funding formula, which has been introduced at the expense of the most disadvantaged areas and is quite contrary to the Government’s levelling up ambition.

One proposal that I welcome is the introduction of a register for children not in school, which is long overdue, not least in terms of safeguarding issues.

On structures, some potentially interesting changes are proposed, but without the detail it is hard to assess them. It could imply the effective replacement of individual funding agreements by a statutory framework. It could imply the end of the free school programme except where there is a demographic need for new schools. In recent weeks, the education media have been fed stories of all schools being forced to become academies. The White Paper does not state that explicitly. Can the Minister clarify the Government’s intent? I read paragraph 146 as enabling forced academisation where the local authority wants it, irrespective of what individual schools want, as has been the case in places such as Hull, Leicestershire and Thurrock.

The Government admit that contracting with academy trusts is at an end and will be replaced with “academy trust standards”. No further information is given. Is this a return to direct grant schools, which Labour abolished in the late 1970s, with academies remaining independent schools? Is the intention to set up a new type of school which is “Secretary of State maintained” rather than local authority maintained, similar to the grant-maintained schools? We just do not know, and there is scant evidence that the Government do either.

The premise that trusts are the best way of organising schools is asserted but not proved. Occasionally, data is cherry picked. I ask the Minister how many trusts do not contain 7,500 pupils, which is said to be the benchmark for efficiency and effectiveness. How does the DfE propose to deal with the many trusts that are not that size? Talk of a family of schools quickly comes up against a basic problem: that of geography. How can you have a family of schools scattered the length of the country?

Chapter 3 focuses on targeted support. There is no definition of students falling behind, but the White Paper says that you must not label children as “behind”. Can the Minister clarify where the funding for this support will come from? Of course, the elephant in the room on the whole question of education recovery is the Chancellor. Sir Kevan Collins knew exactly how much was required to deliver meaningful programmes, but the Chancellor callously put his red pen through it and hundreds of thousands of children throughout the country are living with the consequences of his parsimony. Yesterday’s DfE-commissioned report on pupil learning loss from the pandemic bears that out.

There is no recognition of the huge issues in teacher recruitment at present but quite a lot about the current attempts to change initial teacher training, with the imposition of a political ideology on all stages of teacher development. The proposals around the Oak academy turning into a provider of resources and lesson plans could be a worrying step towards enforcing a national model of pedagogy and curriculum content.

After two years of pandemic chaos and six years since the Government’s last schools strategy, this plan will leave parents, teachers and pupils wondering where the ambition for children’s futures is. Clearly, it is not with this Government.

[Lord Storey (LD)]

My Lords, I apologise for being a few minutes late; I hope that I shall not be sent to the back of the class.

I thank the Minister for the Statement. I like the tone of it; I like the fact that we are celebrating schools and the hard work that teachers do. I detect a real change in the way that we look at our education system.

All the research shows that parents are not interested in structures. We go on about academies, academy chains and LEA schools, but parents want good teachers, good leadership of a school and a curriculum which excites, motivates and enthuses pupils. I am afraid that we get hung up far too often on structures. I think I detect the glimmer of hope that we will again move away from the notion that structures are the way forward—they are not; it has to be about the quality of the education provision and of the teacher.

Turning to academy trusts—we have long debated this in the past—I have a number of observations resulting from the Statement. First, we hear that the voice of the parent should be heard. Perhaps the Minister could assure us that those academy trusts—few, thank goodness—which have done away with governing bodies for each school will be a thing of the past. Schools, even in multi-academy trusts, need to have a governing body, particularly so the parent voice can be heard.

My second observation, which I raised time and again with the Minister in the Lords before this Minister, is about chief executives of academy trusts and how their salaries have got completely out of control—some are getting up to £300,000. Over the last two or three years the number of chief executives of even small academy trusts earning more than £100,000 has grown. I remember the noble Lord, Lord Agnew, assuring us that he was going to tackle this issue, but his tackling of the issue has seen the problem escalate rather than get better.

As was mentioned in Oral Questions, academies can choose the curriculum they want. There are certain things which are crucial for all children. Again, when we discuss the White Paper, we need to look at giving all schools the same freedoms and opportunities, but with those freedoms come responsibilities. There are areas of the education curriculum where we should ensure that every school, whether a local authority academy—there is a new thing—a free school, or, if they still exist, any local authority schools not in academy trusts, must teach.

One thing that slightly jarred with me in the Statement was that only one school was mentioned. It was not that anything this school—Oak National Academy—had done was wrong, just that only one was picked out. A teacher would not pick out one clever pupil in the class, they would celebrate the whole class. There are lots of examples of schools which have done just as much, if not more, innovative things than the Oak National Academy. That jarred slightly.

This afternoon we talked about creative subjects and the EBacc. I challenged the Minister to give a direct reply, which she was not able to do, and I understand why. The White Paper will give us all an opportunity to explore the effect the EBacc has had on certain subjects in the curriculum. It might well be—it is not my particular wish, but I got this sense from the Minister’s reply—that she sees T-levels as providing the less academic, more vocational route, hence they would not be part of the EBacc. That would be a grave mistake and the EBacc should encourage creative subjects as well.

I am pleased the Government have listened to the issue of a national school register, but there are a number of other matters, as the Minister well knows, such as unregistered schools. One of the reasons we are not able to take action against unregistered schools, as Ofsted will tell you, is that they can morph into very small units. Unless we are prepared to see home education treated in a different way, it will be very difficult to deal with unregistered schools. That is an area where we need to focus.

We are told that Ofsted will inspect all schools. That is right, but let us remember that schools have been through a terrible time just keeping the doors open and keeping children educated. I would hope that Ofsted would be more about an opportunity to work with schools and would offer a supportive inspection. Rather than waving a big stick where perhaps the wheels have wobbled during the pandemic or things have gone wrong, I hope that Ofsted might proverbially put its arm around the school and say, “Look, these are the issues that need sorting out.”

I have a few questions. First, we know that children from deprived communities have suffered the most for all the reasons that we have debated and discussed in the past. I was a bit disappointed that that issue was not particularly addressed in the comments. Secondly, children have missed out on extra-curricular social and academic experiences—opportunities to develop the skills that they will need for the future. Why have the Government not used the first White Paper in six years to change and expand the range of opportunities that are given to children? Where is the ambition?

The White Paper has so far had quite surprisingly mixed reviews. Geoff Barton, general secretary of the Association of School and College Leaders, said that, although the paper outlined promising measures, it lacked ambition or “big ideas”. The Education Policy Institute think tank said that pushing all schools to become academies was “no silver bullet”, and that, although the White Paper contained “some bold aims”, it seemed

“unlikely that many of these bold pledges will … be met.”

My party looks forward to the opportunity that this White Paper gives to address not just the questions that I have raised or those raised by the noble Lord, Lord Watson, but issues such as children being permanently excluded from school, how they are treated, and how we need to make sure that we give them a much better opportunity and a much better education. I look forward to working with the Government on the White Paper.

Foreign Languages: Economic Value

Lord Watson of Invergowrie Excerpts

Tuesday 29th March 2022 Lords Chamber

[Baroness Barran (Con)]

I think it is not elusive to British exporters. There are a number of mechanisms for improving our competitiveness on the world stage; language is one of them. However, English is a global language in the way that Deutsch ist nicht.

[Lord Watson of Invergowrie (Lab)]

My Lords, developing the point just raised by the noble Lord, Lord Sherbourne, in the European Union two-thirds of adults of working age can speak more than one language, yet two-thirds of Britons cannot hold a conversation in a language other than their mother tongue, so I am sure the Minister will be as concerned as I was to see the latest figures on A-levels in modern languages decline by a further 5% between 2017 and 2021. Yesterday, the schools White Paper pledged a network, I think it was called, of modern language hubs with CPD for teachers of those languages, yet the numbers of those teachers are falling. Will the cuts made last year by the Government in bursaries for language students, from £26,000 to £10,000, be reversed to support the development of those modern language hubs?

[Baroness Barran (Con)]

We were very pleased to announce in the schools White Paper the network of modern foreign language hubs. We are also increasing the languages bursary to £15,000 for 2023 to incentivise candidates. In 2020-21, the number of postgraduate modern foreign language trainees increased by 300 to 16,087.

Schools: Extremism and Intolerance

Lord Watson of Invergowrie Excerpts

Monday 28th March 2022 Lords Chamber

[Baroness Barran (Con)]

I really cannot comment on that; I will leave it to the noble Lord to decide for himself.

[Lord Watson of Invergowrie (Lab)]

My Lords, the safety of children is paramount and whistleblowers often provide a very important service, but it is known that the then Secretary of State for Education had been informed that counterterrorism police had determined that the Trojan horse letter was bogus. None the less, he went ahead by citing the letter when instituting major reforms in Birmingham, through which teachers lost their jobs and schools were closed, and changes in national education policy resulted as well. Can the Minister say whether the Minister in question—who is now, of course, the Secretary of State for Levelling Up—has faced any consequences of those actions and whether the changes he instituted as a result will be revisited?

[Baroness Barran (Con)]

I do not think that the then Secretary of State or any subsequent Secretary of State should in any way apologise for their relentless focus on safeguarding children and the safety of those children. The alleged events and behaviours were confirmed in a number of independent reviews and an independent tribunal.

Education (Careers Guidance in Schools) Bill

Lord Watson of Invergowrie Excerpts

3rd reading
Friday 25th March 2022 Lords Chamber

[Lord Lucas (Con)]

My Lords, I am honoured to have been chosen by my honourable friend Mark Jenkinson to take this Bill through. It is seemingly small but it will benefit a lot of people in a very important way. I must say that for 30 years in this House it has been my ambition to achieve that; Mr Jenkinson has achieved it in one short Bill. I therefore congratulate him and I am grateful to the Government for their support. I beg to move.

[Lord Watson of Invergowrie (Lab)]

My Lords, we welcome the Bill and congratulate the noble Lord, Lord Lucas, on continuing the good work of the honourable Member for Workington. I particularly welcome the fact that the Bill includes academies, which is an important aspect of increasing its chances of reaching the maximum number of children to begin their preparations for a career and the world of work. For so long we have been told that academies are often literally a law unto themselves, and the terms of their funding agreements mean that in many aspects of their provision they cannot be told what to do. The Bill demonstrates that in fact they can and that all that is required is a stroke of the Secretary of State’s pen. A precedent has thus been created.

I will not rehearse the powerful arguments advanced by my noble friend Lady Wilcox at Second Reading on the need for effective, regular, independent careers guidance. However, I feel that I have to draw something to the attention of the Minister—if her eyes roll as I start this, frankly, I would not be surprised, because it is about the consistency of government policy again. Yesterday I raised with her the fact that the Levelling Up White Paper talked up mayoral combined authorities at the same time as she was advancing a government position that effectively talked them down in terms of local skills improvement plans. We had the Chancellor talking up the need for an apprenticeship levy review just a month after the Government had voted down a Labour amendment in another place asking for just that. This Bill talks about year 7; it lowers the start of career guidance from year 8 to year 7. Yesterday the Minister said:

“We question the value of provider encounters in year 7, before those students can act on them”.—[Official Report, 24/3/22; col. 1139.]


That is what this Bill does. I may not be alone in being not just perplexed but slightly irritated at the Government’s apparent inability to present consistent policy. It is absolutely right that year 7 should be where it starts, but it was right yesterday in our discussions on the skills improvement Bill as well and I very much regret that that was not accepted.

Finally, the concession on the skills Bill that the Minister made this week in respect of the noble Lord, Lord Baker, and his clause, shows that the Government have finally determined that they will make careers guidance more effective and meaningful and they are supporting it further in this Bill. That is why we welcome the Bill and look forward to it becoming law.

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

My Lords, I thank my noble friend Lord Lucas for bringing forward the Bill and I thank all noble Lords who have participated in its passage through your Lordships’ House.

If I may, I will clarify the reference to Hansard that the noble Lord opposite made. When I said that students were not able to act on those encounters, that was not encounters in relation to careers advice but provider encounters with colleagues from further education colleges—UTCs. That is an important distinction to make.

This simple but effective Bill will ensure that all pupils in all types of state-funded secondary schools in England are legally entitled to independent careers guidance throughout their secondary education. That means high-quality support for every single child in every single state secondary school in every single local authority in England, without exception. It will fulfil a commitment in the Skills for Jobs White Paper, reaching over 600,000 year 7 pupils each year.

I am enormously grateful to my honourable friend the Member for Workington for his work on this important Bill and I congratulate him on ensuring that it passed through the other place. I know that the whole House will be grateful for this move to extend access to independent careers guidance, which will be widely welcomed. The Government are committed to supporting schools across the country to develop and improve their careers provision. The Bill is one step forward in ensuring that our young people receive high-quality careers guidance from an earlier age.

Skills and Post-16 Education Bill [HL]

Lord Watson of Invergowrie Excerpts

Consideration of Commons amendments
Thursday 24th March 2022 Lords Chamber

We have listened to the views expressed in this House and have acted on them. The Secretary of State’s policy announcements are significant changes that acknowledge and satisfy the aims of these amendments. To push these amendments would risk the whole reform programme and potentially let down a generation of learners. I therefore urge your Lordships to accept these Commons amendments. I beg to move.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for her introductory remarks. I begin by speaking to Amendments 3A and 4A in my name. We fully support the principle of employers playing a central role in driving the development of identified local skills needs. We also recognise the more specialised role of FE colleges in delivering higher-level technical skills, although that should take place within the context of a holistic and more objective overview of the whole education, skills and employment support system.

If local skills improvement plans are to be successful, they must draw on the expertise and knowledge of all important players. That must certainly include mayoral combined authorities where they exist, and local authorities where they do not, in shaping the development of LSIPs, reflecting their unique understanding of their communities and job markets. We believe they merit a formal role and that that role should be clearly set out in the Bill.

We also believe it is appropriate to acknowledge the role played by contributors to the skills delivery equation, which is often overlooked; namely, independent training providers. ITPs are distinct from other types of FE providers, in that they are not run or directly influenced by the public sector, yet they form an intrinsic part of the country’s skills landscape. It appears that the breadth of provision that ITPs offer, and the impact they have, is not as understood as it could be among DfE officials and perhaps the public at large.

In Committee, I highlighted that there was no provision or requirement within the Bill for the Secretary of State or the designated employers’ representative body to engage with mayoral combined authorities or local authorities, or indeed any other stakeholder, in relation to the development of LSIPs. The same argument was advanced by the Opposition in another place and, credit where it is due, as the noble Baroness has outlined, the Government have listened. Commons Amendment 2 provides for such input, albeit it on a limited scale. It refers to “due consideration” being given to the views of the relevant authority. At least it is clear what, in the Government’s eyes, the relevant authority means, although noble Lords could still be here at this time tomorrow were we to attempt to define what “due consideration” might mean.

The definition of relevant authority has been kept very narrow: just mayoral combined authorities, of which I think there are currently nine, and the Greater London Authority. Why are local authorities not included in places in the country where there is no mayoral authority? What is to happen there? I suspect the Minister will say that, for the past two years, the adult education budget has been devolved to mayoral authorities and the GLA, which of course is the case, but LSIPs are not just about the contribution of adult education funding to the skills agenda; it surely goes much wider than that.

Here we come up against a right-hand/left-hand dilemma as far as the Government are concerned. The nine mayoral combined authorities and the Greater London Authority are to be given arm’s-length input to the development of LSIPs but other local authorities are to be given none at all, as things stand, and yet, in the levelling-up White Paper, launched last month amid great fanfare, the Government say:

“We want to usher in a devolution revolution … we will support local leaders to make a difference in their communities by … bringing local leaders into the heart of government decision-making with a new role for mayors and strong local leaders in the shaping of local growth strategy.”


I think those of us on these Benches would be happy to sign up to that, but what is it to be for government? Are democratically elected local leaders being brought into the heart of government decision-making or are they being marginalised, with merely “due consideration” being given to their views? There is certainly a disconnect; the Government cannot have it both ways.

I would say that, as they have got it right in the levelling-up White Paper, it would be consistent—perhaps not an adjective often applied to this Government—to give the same importance to mayoral combined authorities and local authorities in the development of LSIPs. Reflecting the status and expertise of FE colleges and independent training providers would enhance such a role for the mayoral combined authorities and would benefit the local skills strategy of their area. This is all the more important as the levelling-up White Paper gives the green light for fully devolved budgets at county level in the near future.

Perhaps in passing, might the Minister clarify the situation with Cornwall? It is not a mayoral authority, but I understand it has devolved responsibilities for skills and adult education.

It will become increasingly important for LSIPs to involve local and regional government, as well as providers and other community representatives. These amendments give the opportunity to get ahead of the curve and, in that respect, I hope the Minister will understand that argument and accept it.

The way in which the amendments have been grouped means that I also have to speak to Amendment 15A in the name of my noble friend Lord Blunkett. I would have preferred to have spoken separately. Before I begin on that subject, I need to point out further evidence of a lack of consistency in the Government’s position on technical skills and training.

In yesterday’s Spring Statement, the Chancellor said that

“we lag behind international peers on adult technical skills.”

He then gave some figures:

“a third lower than the OECD average, and UK employers spend just half the European average on training their employees.”

Perhaps we should ask: who has been in government for the past 12 years? The Chancellor went on to say:

“We will consider whether the current tax system, including … the apprenticeship levy, is doing enough to incentivise businesses to invest in the right kinds of training.”—[Official Report, Commons, 23/3/22; col. 341.]


In the skills Bill in another place, the Opposition pressed an amendment calling for a review of the apprenticeship levy, with particular regard to those at level 3 and below. The Government voted against that amendment, so there again it is a left-hand/right-hand dilemma. What are the Government doing?

I want to signify our support for Amendment 15A in the name of my noble friend Lord Blunkett. I have said on many occasions that I welcome the introduction of T-levels and genuinely want to see them establish parity of esteem with A-levels as a path into post-school education or employment. However, we do not accept that BTECs and other applied general qualifications need to be sacrificed to ensure the success of T-levels because we do not believe that they are mutually exclusive. Let it be understood that T-levels are as yet unproven. The first of them will reach completion only this summer. Until they are fully embedded and acceptable to students, parents—they are important in this regard—employers and universities, it is important that other options are available to young people for whom neither T-levels nor A-levels are appropriate.

In his letter to Peers last week, the Secretary of State claimed of this Bill that its measures will change people’s lives across the country. He is right, although, in too many cases, it will not do so in a positive way; he seems unable to grasp that for some reason. Defunding most BTECs would seriously affect the future life chances of many young people. These qualifications are well established and are often a springboard for young people from disadvantaged backgrounds into well-paid, skilled employment or university. Studying a BTEC empowers a young person to shape their own pathway, whether it is going to university or pursuing a technical qualification. Restricting a young person’s choice at 16 seems to make no sense. Withdrawing BTECs without an alternative pathway that still meets the needs of people, employers and the labour market is not responsible policy-making.

Last month, Ofqual launched a consultation on the reform of level 3 qualifications. Perhaps the Minister can tell noble Lords where that will fit with the proposals in the Bill. As engines of social mobility—and, indeed, of social justice—BTECs play a significant role in the skills agenda. I know that the Minister gets out and about a lot. She must have heard the overwhelming opposition from FE colleges, universities, independent training providers and many employers to these proposals relating to BTECs. That is because BTECs are qualifications that are understood and respected by employers. They have a long-standing track record; they are respected by learners and understood by institutions. These are real strengths that should not be cast aside lightly.

Almost unbelievably, the DfE’s own equalities impact assessment stated that scrapping BTECs would disproportionately impact those from SEND backgrounds, Asian ethnic groups and disadvantaged families. Yet the department decided to ignore that warning and press ahead regardless. This could mean years of progress in increasing the numbers of students entering higher education from the lowest-participation neighbourhoods being lost by the defunding of BTECs.

I have heard it said that those refusing to abandon BTECs in favour of T-levels are looking backwards rather than forwards. Well, BTECs date only to 1984. A-levels were introduced in 1951. Is advocating the continuation of A-levels backward-looking? Of course it is not. That is why we reject the false dichotomy between BTECs and T-levels. A block in the development of T-levels is the requirement of employers to provide 45 days of workplace training. In the current climate, that is difficult but, ultimately, that issue will be overcome. For now, the need is to defend, not defund, BTECs.

[Lord Blunkett (Lab)]

My Lords, I have a historic declaration of interest; I refer to it today to ensure entire transparency.

I will speak to Amendment 15A and respond to the Minister. I have no doubt whatever of this Bill’s significance and the importance of getting it right. I also have no doubt about the significance of the vote that I will ask the House to divide on today. I am not in any way opposed to the general thrust of the legislation, nor to the introduction of T-levels; I have made this clear over and again.

I have not had the opportunity to speak to the noble Baroness, Lady Wolf, who spends time in Downing Street, but I did have a productive and constructive meeting with Lord Sainsbury just a few weeks ago. The only thing that divides he and I—I refer to both because the noble Baroness did—is the belief that you have to have a scorched earth policy to make T-levels work. I do not believe that for a minute. I believe that T-levels will succeed on their own merits and in their own right, meeting a specific, focused, technical need—and a wider vocational need, in some cases—where employers and those involved in shaping these qualifications get it right for the future. Picking up on my noble friend Lord Watson’s point, so much of what we have done in education over many years—I include my time in government—has involved catching up on the past and putting in place measures that reflect a bygone era. I do not want us to be in danger of doing that with T-levels—in other words, catching up on a German or Finnish model that is already changing—I want T-levels to succeed in their own right and on their own merits because they are relevant to and appropriate for the future.

--- Later in debate ---

[Baroness Barran (Con)]

I thank all noble Lords for the contributions they have made to this important debate and particularly the noble Lord, Lord Storey, for acknowledging the importance of the Government’s work in this area. I also thank my noble friend Lady Wolf for her descriptions of how local skills improvement plans should work in practice. I attempted to write something down but she put it very well.

We are trying to balance having a clear focus on the needs of employers, for all the reasons that your Lordships are well aware of—given the feedback we have from employers that students do not come to them with all the skills and experience that they need—with drawing on the valuable local insight and intelligence to which the noble Lord, Lord Storey, and others of your Lordships referred. We are trying to strike a balance between those two things.

In relation to the role of local authorities in this, particularly those which have a devolved adult education budget, the Secretary of State will have the ability through regulations to add local authorities in England to those relevant providers already subject to the duties in the legislation. These regulations will be subject to annulment in pursuance of a resolution in Parliament.

Those independent training providers that deliver English post-16 education or training will also have duties on them where that training is material to a specified area. There is already a duty on them to co-operate and engage in the development of the local skills improvement plans.

Turning to the vexed issue of defunding BTECs, I am concerned about my communication skills. I am not sure how many times I have stood at the Dispatch Box—I know colleagues at the other end have done the same—trying to reassure the House that we are not defunding most BTECs, as the noble Lord, Lordusb Watson, said, deploying a scorched earth policy, which the noble Lord, Lord Blunkett, suggested, or leaving them as a niche qualification, as the noble Baroness, Lady Blackstone, suggested. We see them as an absolutely core part of the offer in giving young people choice, diversity and quality, as the noble Lord, Lord Blunkett, described. We agree absolutely and think that the suite of qualifications we will have in future will do those three things.

To my noble friend Lord Johnson’s point about blighting and—these were not my noble friend’s words—besmirching the quality of BTECs, it is absolutely the reverse. Once we get through this and we are clear which BTECs are remaining, they will have absolute endorsement from the Government that they meet the standards of quality and future employability which are so critical for our young people, particularly those from the most disadvantaged backgrounds. All will be on a level playing field and have that endorsement.

[Lord Watson of Invergowrie (Lab)]

On that last point, once we get through this, as the Minister says, we can make judgments, but as things stand we are talking about 2024. As the noble Lord, Lord Baker, and others have said, by 2024 we will not have a clear view of how well T-levels have proceeded, so that is not the time to make the judgment. It surely has to be further down the line.

[Baroness Barran (Con)]

If I may, I will respond to that very valid point about the scale-up of T-levels when I come to it in just a second.

I am tempted to expand on the Crossrail/Central line analogy, but I think time does not permit.

On timing, and my noble friend Lord Willett’s question about giving a greater sense of which technical qualifications will be recommended for defunding, I am not in a position to be able to say that today. We intend to publish a provisional list of overlaps with waves 1 and 2 of T-levels shortly. We want to provide as much notice as possible about the qualifications that will have public funding approval withdrawn from 2024.

On the definition of “overlap”, which a number of noble Lords raised—

--- Later in debate ---

Moved by

[Lord Watson of Invergowrie]

Leave out “agree” and insert “disagree”

[Lord Watson of Invergowrie (Lab)]

My Lords, I beg leave to test the opinion of the House.

Education (Environment and Sustainable Citizenship) Bill [HL]

Lord Watson of Invergowrie Excerpts

3rd reading
Friday 4th March 2022 Lords Chamber

[Lord Blunkett (Lab)]

My Lords, can I just say a word before my own Front Bench responds? I congratulate my noble friend on this legislative endeavour and, crucially, the debate it has initiated both in this House and across the education sector. Citizenship education would be enhanced if we were able to add to the existing curriculum, as my noble friend Lord Knight indicated, this critical issue for the future.

Given the geopolitics of the moment—the crisis facing Ukraine, the energy issues that reverberate from that conflict and the Russian action against a sovereign country—it is absolutely crucial that we have in our schools and colleges the necessary education, enthusiasm and commitment to ensure that we get this right for the future.

[Lord Watson of Invergowrie (Lab)]

My Lords, we are all indebted to my noble friend Lord Knight for bringing this Bill forward and, in doing so, drawing on his long-established commitment to and campaigning on sustainability and environmental education.

At earlier stages of the Bill, both the Minister and her predecessor said the Bill was unnecessary as schools could be trusted to teach pupils about the issues that combine to create the climate emergency as part of citizenship education. But young people themselves tell us that that is not enough. The Government should—and, I believe, could—support it as one way of reinforcing the messages they sent out at COP 26. I know that is not going to happen, but we on these Benches support my noble friend’s Bill and wish it well in another place.

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

My Lords, I thank the noble Lord, Lord Knight of Weymouth, for highlighting this very important issue. While the Government agree with the sentiment of the Bill, as the noble Lord, Lord Watson, just suggested, they do not believe that amending the curriculum is the right way to encourage pupils to learn about a sustainable environment. The subjects of citizenship, science and geography all include content on sustainability and the environment, and schools have the autonomy to go into as much depth on these subjects as they see fit.

We are taking action to support schools to develop further pupil knowledge and skills in relation to these very important issues. Our draft sustainability and climate change strategy, which we announced at COP 26, set out two new initiatives: the national education nature park and the climate leaders award. Together, these schemes will build on knowledge gained in the classroom to provide practical opportunities for all pupils to learn more about nature and biodiversity, develop key digital skills that are essential components to solving climate change and be empowered to take positive action. Alongside this, teachers will have access to improved training in climate education, including a primary science module curriculum, science CPD and free access to high-quality resources. We have engaged widely and plan to publish the final strategy in April.

Music Education in State Schools

Lord Watson of Invergowrie Excerpts

Wednesday 2nd March 2022 Lords Chamber

[Baroness Barran (Con)]

The new national plan is being led by my noble friend Lady Fleet, leading a team of experts from the industry, education and other relevant fields, with a focus on making sure that music education is available to all those children noble Lords have referred to, both regionally and in terms of disadvantage and diversity.

[Lord Watson of Invergowrie (Lab)]

My Lords, the figures enunciated by the noble Lord, Lord Black, are indeed compelling. They are very largely the result of the English baccalaureate being introduced and will not be offset by the updated national music plan, to which the Minister referred. In the 2019 Tory manifesto, there was a pledge to introduce an arts premium in all secondary schools, with the aim of “enriching” the experience of all pupils. That was reinforced in 2020 in the Budget by the Chancellor, offering a £90 million arts premium. Both of these promises have been reneged on. Should we be concerned that the man who, as Education Secretary, introduced the English baccalaureate is now the man entrusted with delivering the so-called levelling-up agenda?

[Baroness Barran (Con)]

I think we should be extremely comforted that the man who introduced the English baccalaureate and has been one of the leading energetic forces of reform is leading the levelling-up agenda.

National Tutoring Programme

Lord Watson of Invergowrie Excerpts

Thursday 24th February 2022 Lords Chamber

[Baroness Barran (Con)]

To repeat myself, 230,000 out of almost 300,000 tuition courses are being delivered by the schools themselves.

[Lord Watson of Invergowrie (Lab)]

My Lords, the Minister’s bold attempts at boosterism cannot disguise the fact that the element of the National Tutoring Programme entrusted to Randstad is a car crash. I take no pleasure in saying that Labour warned of this last June, when the contract was awarded to a foreign company with little tutoring experience and no knowledge of our education system. The real tragedy is that the pupils who need it most are those who, in many cases, are being denied it. This was made clear by school heads when they gave evidence to the Education Committee last month, when they described the bureaucratic nightmare involved in trying to access the scheme. In words rather lengthier than those of my noble friend Lord Blunkett, will the Government now accept that this element of the National Tutoring Programme is failing and redirect its resources direct to schools, so that they can buy in resources to bolster their pupils’ recovery?

[Baroness Barran (Con)]

To reiterate, the Government are absolutely committed to this programme—the tuition and support should go to the children who need it most. We are working on a weekly basis with Randstad to address these issues. We have already made some changes, and improvements are coming through. We will not shy away from our responsibility to these children.

Higher Education: T-Levels

Lord Watson of Invergowrie Excerpts

Thursday 24th February 2022 Lords Chamber

[Baroness Barran (Con)]

I will try to answer that question twice. I can only reiterate what I said to the noble Lord, Lord Storey; namely, that local colleges will choose the courses most appropriate in their communities and work with employers to deliver those experiences.

[Lord Watson of Invergowrie (Lab)]

My Lords, if T-levels are to be a success—we on these Benches very much want them to be—there are two issues. One has been raised by the noble Lords, Lord Lingfield and Lord Storey, which is the question of placements. The other is the question of recognition by universities. The list on the DfE website of the 118 higher education providers, which the Minister referred to, that will accept T-levels for entry is welcome and encouraging, but only 10 of the 24 Russell group universities are on that list. What are the Government doing to encourage more of these institutions to recognise T-levels, as a means of widening the access for young people from less well-off families to the more selective universities?

[Baroness Barran (Con)]

I will answer the noble Lord in two parts. First, we are working closely and engaging actively with a number of universities, including those in the Russell group. I am sure that he will share my pleasure in seeing that the number of applicants to universities in England from the most disadvantaged backgrounds rose by 10% year on year in January 2022, which is perhaps not an outcome we would have expected. Equally, the point of T-levels is to give the students who take them choice. For some students that will be university, for some it will be Russell group, for others it will be going straight into employment, and for others it will be further qualifications at different levels. Choice is essential.

Covid-19: Effect on Education in Deprived Communities

Lord Watson of Invergowrie Excerpts

Wednesday 23rd February 2022 Lords Chamber

[Baroness Barran (Con)]

As ever, the noble Baroness makes a good point about the potential for online collaboration. The department really supports partnerships with independent schools, and there is some fantastic work going on, from local collaboration to very specific support for children in the care system being offered places at independent schools. We are encouraging that, but I share her desire that we should ensure it maximises the impact for children.

[Lord Watson of Invergowrie (Lab)]

My Lords, at his press conference with the Prime Minister on Monday, the Chief Scientific Adviser said that

“this virus feeds off inequality and it drives inequality and that needs to be borne in mind at all times.”

Those words should perhaps be framed and placed on the desk of every Minister—and, for good measure, that of the noble Lord, Lord Flight. Contrary to the figures that the Minister gave in her Answer, the Education Policy Institute said that disadvantaged pupils in England are 18 months of learning behind their peers by the time they finish their GCSEs. The Government are not doing enough to reduce that gap. Further to the point made by the noble Lord, Lord Storey, on the pupil premium, will she consider the suggestion that it should be extended to those qualifying 16 to 19 year-olds in full-time education?

[Baroness Barran (Con)]

Time does not permit all the details, and I do not have them to hand, but I did look at the difference between the data that we have been using in terms of lost learning and the data to which the noble Lord refers. There are some important points which underlie and explain the difference in the two figures. We genuinely believe that the figures which we are using are the most reliable and the most robust. In relation to pupil premium, of course we keep our policy under review, but we recently published guidance from the Education Endowment Foundation which helps schools to work through how they spend that premium to best effect.