Children's Subjective Well-Being

Tim Loughton Excerpts

Tuesday 24th January 2012 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Tim Loughton)]

I congratulate the hon. Member for Vale of Clwyd (Chris Ruane) on raising this important subject. He and I probably do not constitute the beautiful people physically, but that does not stop us bringing important and weighty topics to this House.

The hon. Gentleman raised a number of interesting ideas, many of which the Government support and are working on. I am glad that he produced the Children’s Society’s bingo card. After 20 months, I am proud of a number of the things that we have instituted. It is now important to see them through. I am confident that we will make a lot more progress with many of the other considerations in the report.

The hon. Gentleman also mentioned the Action for Children report on neglect, which was launched this afternoon. That report references some of the things that the Government have latched on to. I was able to say in my speech this afternoon that we are already on the case in ensuring that more children are identified and supported before a case of neglect becomes a case of abuse and a child ends up in the care system.

I agree with many of the hon. Gentleman’s points, although I raised an eyebrow when he suggested that everything started to go wrong in the 1980s and that mental health only started to become an issue then. I am afraid that that is a rather limited perspective on history.

The Children’s Society report, which the hon. Gentleman described, has clearly sparked a lot of interest and debate. It shows that many factors determine how happy children feel, including the quality of the relationships they have with their family and friends, their family income relative to that of their peers, how much choice they feel they have, their health and appearance, and where they live. I was pleased to note that most of the conclusions of the report were positive. In looking at the specific issues that it raises, we should not forget that 90% of the young people who were interviewed are satisfied with their lives. Some 85% are happy with their family life, more than 80% are in good health and more than 80% have a good set of friends. Nearly three quarters believe that that they learn a lot at school. Overall, the story is positive. Concerns are clearly being raised, and one is not being complacent, but there are lots of positives.

Not surprisingly, though, discussion has focused on the more negative aspects of the report. It is worrying that large numbers of children will experience low well-being at some stage in their childhood. The hon. Gentleman specifically mentioned mental health, and it has always been a worry to me to see the number of school-age children who have some form of notifiable mental illness and how young some of them are when they develop it. That is why the “no health without mental health” policy that the Government have instituted to raise the profile and importance of mental health in the NHS is key. Within that, we are placing importance on child and adolescent mental health services, particularly for children in the care system. We recognise their increased susceptibility to mental health problems. Across Government, we are determined to make improvements to all aspects of children’s and young people’s lives. We are working across Departments to try to bring about more effective solutions.

One of the things that the report says matters most to children is doing well at school. Achieving well academically builds children’s confidence and self-esteem and provides them with a clear pathway to further learning and a skilled job. That will help to ensure that they experience positive well-being in their adulthood. The hon. Member for Alyn and Deeside (Mark Tami) said how problems in childhood clearly lead to troubled adulthood.

Feeling positive about the future is another important aspect of children’s well-being. We are therefore absolutely clear that having a strong focus on raising academic attainment is critical to improving children’s well-being. We believe that key to that aim is reform of the school system, giving school leaders the freedom and flexibility to respond to the challenges that they face. Our school reforms have been guided by three overarching goals: to close the attainment gap between those from poorer and wealthier backgrounds, to ensure that our education system can compete with the best in the world and to trust the professionalism of teachers and raise the quality of teaching.

One of the suggestions that the hon. Member for Vale of Clwyd made was that we review the curriculum. I can tell him that we are doing that. We are streamlining it to ensure that children get the very best grounding at school, which too many of them are still missing out on at the moment. To narrow gaps in achievement between the lowest-performing students and the average, we must have high aspirations for all children and a zero-tolerance approach to the view that schools facing difficult circumstances cannot succeed.

We recognise, however, that children from poorer backgrounds may need additional support, which is why we have introduced the pupil premium, releasing an extra £625 million of funding to support higher achievement among children from poorer backgrounds, rising to £2.5 billion in 2014-15.

We must also aim to halt the decline in our performance relative to other countries. It is not acceptable, for example, that at the age of 14 the reading ability of pupils in England is more than a year behind the standard of their peers in Shanghai, Korea and Finland, and at least six months behind those in Hong Kong, Singapore, Canada, New Zealand, Japan and Australia. Overall, in the past nine years England has fallen from seventh to 25th in international student assessment tables in reading, which is completely unacceptable.

We must also trust the teaching profession to get it right. Good schools have always recognised that children who feel happy and safe are more likely to achieve well at school, and such schools know what to do to ensure that they address underlying causes of low well-being among their pupils. They do not need the Government to issue endless guidance telling them what to do or how to do it. I am proud to say that in one year of this Government, we have cut more than 6,000 pages of guidance to schools. That means not that we think children’s well-being is not important but that we trust schools to do what is right for their students, for example by intervening early to address problems so that children do not fall behind in their studies.

We want to be clear that the core business of schools is to ensure that every child receives a high-quality education and achieves to the best of his or her ability. That is why, for example, we have refocused the school inspections framework on four key areas: pupils’ achievement, teaching quality, leadership and pupils’ behaviour and safety.

We recognise, too, that we must take action to remove the barriers that prevent some children from flourishing and give extra support to children who are disadvantaged. I should like to take this opportunity briefly to illustrate how we are making improvements on all the factors highlighted in the Children’s Society report.

First, on the family, the “Good Childhood” report states that a stable and supportive family environment is the most important factor that affects children’s well-being. We are investing £30 million over the spending review period to fund a range of support for families and relationships, delivered through the voluntary and community sector, including counselling for couples who are experiencing relationship difficulties, parenting classes for first-time parents, and a commitment to turn around the lives of the estimated 120,000 most troubled families in Britain, who have multiple social, health and economic problems. A good, stable, happy family background is a major component of a good and happy childhood.

The hon. Gentleman mentioned income. Although the “Good Childhood” report is clear that having more money than their peers does not make children happy, it is equally clear that being poor relative to their friends reduces levels of well-being, with children in the poorest 20% of households experiencing lower levels of well-being. Our child poverty strategy sets out how we will take a cross-Government approach to tackling the causes of poverty, such as worklessness, educational failure, debt, poor health and family breakdown, thereby raising the life chances of poorer children and breaking the cycle of entrenched intergenerational poverty, which is such a blight on our society. The Government remain committed to the goal of eradicating child poverty.

Friendship is another subject that the hon. Gentleman flagged up. Having good relationships with friends is a key component of well-being. Conversely, experiencing bullying has a devastating impact on how children feel—those who have experienced bullying by peers are six times as likely to experience low well-being. That is why we have recently issued new guidance to schools on preventing bullying and taking decisive action to tackle bullying when and in whatever form it occurs. My work as co-chairman of the UK Council for Child Internet Safety—UKCCIS—is an important part of tackling cyber-bullying.

On supporting the most vulnerable, we are taking steps to improve the lives of those who face the biggest challenges. Whether through the reforms that we plan to introduce to improve the lives of children with special educational needs, implementing the recommendations arising from the Munro review of child protection, publishing the first national action plan to tackle sexual exploitation of children, or the improvements we are making to the support for children in care, the Government care about the well-being of all children. Many of those matters were referenced in both reports that the hon. Gentleman mentioned.

I want to finish on “Positive for Youth”. The Children’s Society report found that older age groups—in other words, those in their teens—tend to have lower subjective well-being than younger children. The Government accept that view, and take the well-being of that age group very seriously. Last December, after extensive collaboration with young people and professionals, we published “Positive for Youth”, which is a new approach to cross-Government policy for young people. It is different in several ways. It brings together the policies of nine Departments, with nine Ministers contributing, into a single vision. It moves away from the centralised approaches of the past to set out a vision for how all sections of society can and need to work together to help all young people achieve. Most important, it is relentlessly positive about young people and their potential—it focuses on helping young people succeed, not just on how to prevent them from failing. I firmly believe that the vast majority of young people are hard working, responsible and creative members of their communities, who do not deserve the bad press they attract due to the behaviour of a tiny minority.

We will follow “Positive for Youth” with an audit of progress at the end of 2012. As part of that, we will publish a new set of data to demonstrate progress, moving away from reporting on the negative outcomes that have been prevented and focusing instead on young people’s positive achievements.

Along with those measures, we are also developing a new national measure of young people’s subjective well-being as part of the Measuring National Well-being programme that the Prime Minister commissioned. The Department for Education and the Office for National Statistics are working closely with a group of experts and partner organisations, including the Children’s Society, to ensure that children’s views are captured and acted upon. I absolutely agree with the hon. Gentleman about the importance of listening to the voices of children and young people. I have always practised that and will continue to do so. The results will tell us even more than we already know about children and young people’s well-being and enable us to know how the views of children and young people in the UK compare with those in other countries, and to ascertain what progress we are making over time. The Government will also use the emerging data to better formulate and evaluate policy.

Let me deal finally with volunteering. Young people volunteer disproportionately when compared with other sections of the community. All the attributes of volunteering that the hon. Gentleman mentioned are encompassed in the national citizen service programme, which the Prime Minister launched. It is all about giving young people opportunities to learn, to develop their personal social characteristics and to engage. I greatly hope that the hon. Gentleman will give his support to the national citizen service, which is part of our work to tackle all the issues that he rightly raised. We would very much like to extend it to Wales because it is a United Kingdom-wide scheme.

I thank the hon. Gentleman for raising such important points. I am sure that he and I share the objective of having much happier young children growing into much happier and productive adults.

Question put and agreed to.