Schools: Data, Digital and Financial Literacy

Baroness Barran Excerpts

Tuesday 14th March 2023 Lords Chamber

[Lord Holmes of Richmond (Con)]

In asking my Question on the Order Paper, I declare my technology interests as set out in the register.

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

My Lords, data, digital and financial literacy all feature in compulsory national curriculum subjects. For example, data literacy is covered within mathematics, science, computing and geography, digital literacy within computing and relationships, sex and health education, and financial literacy within citizenship and mathematics. They also feature within the subject content of GCSEs which count within the English baccalaureate. The statutory national curriculum tests and assessments, the Ofsted inspections and the EBacc further encourage schools to teach these subjects.

[Lord Holmes of Richmond (Con)]

My Lords, does my noble friend agree, considering so many of the challenges facing particularly our young people in online and offline situations, that it would be helpful to do more than encourage effective quality data on digital and financial literacy—not just through school but throughout life? That would be beneficial not just to young people but to all people.

[Baroness Barran (Con)]

I absolutely agree with my noble friend that all those are critical skills, and that is why they are woven through the curriculum at all stages, and why we put particular emphasis in the new T-levels on digital skills.

[Lord Clement-Jones (LD)]

My Lords, given the importance of this subject and the risks that children in particular run on a daily basis with the internet, why have the Government not seized a golden opportunity in the Online Safety Bill to set minimum standards for digital and media literacy in schools and give Ofcom greater powers in terms of media literacy strategy?

[Baroness Barran (Con)]

Our Online Safety Bill goes a long way to addressing the concerns that the noble Lord rightly raises, but I should like to reassure him that some of that is also reinforced by the work that we are doing at every key stage in our schools.

[The Lord Bishop of Worcester]

My Lords, recently I had the privilege of serving on your Lordships’ Communications Committee. What came through consistently in our inquiry into the effects of technology on the creative industries was the need for creative and artistic literacy as well as digital literacy—we need STEAM, not just STEM. I speak as a former scientist deeply committed to science and technology. Does the Minister agree and, if so, what can the Government do to enable that, given their reluctance to review the national curriculum and prioritise arts more?

[Baroness Barran (Con)]

The right reverend Prelate raises an important point. Certainly, when I was talking to a number of young people recently, they raised exactly the same issues as he does. I do not think that there is any resistance at all from the Government about the importance of a STEAM curriculum; we talk a lot about STEM, but we also talk a lot about our vibrant and incredibly successful creative industries. Our commitment to the teaching workforce has been that, during this period of recovery post Covid, there will be no changes to the national curriculum.

[The Earl of Clancarty (CB)]

My Lords, seeing that, according to last year’s Ofcom research, 6% of households —1.6 million—have no internet access, have the Government looked closely at the relationship between that and digital literacy in schools? If so, what do they conclude and how many children do they estimate that this affects?

[Baroness Barran (Con)]

If one looks from the other end of the telescope, the noble Earl will be aware that the Government were proactive during Covid in making sure that children who could not access a laptop and the internet were given equipment to be able to do so.

[Baroness Wilcox of Newport (Lab)]

My Lords, my party has long been calling for reform of the citizenship curriculum to include practical life skills such as budgeting and, most importantly, young people staying safe online. Are the Government still committed to keeping the curriculum in England as it is at present, despite large gaps in the current provision for the children and young people of the 21st century?

[Baroness Barran (Con)]

I have the advantage of having the citizenship curriculum in front of me. I should like to reassure the noble Baroness and the House that it absolutely covers the issues that she raises. It looks at saving, spending and use of money through key stages 1 and 2 but, in particular, budgeting and managing risk at key stage 3 and beyond.

[Lord Baker of Dorking (Con)]

My Lords, I strongly support the far-seeing proposal of my noble friend Lord Holmes of Richmond. Every country in Europe is teaching its students up to the age of 16 in digital, computing and technical skills. Some 90% of our students in school today are taught nothing about artificial intelligence, computer-assisted design, cybersecurity, virtual reality or networking online and coding. Is it not time for torpor and indifference to disappear? The Department for Education and its Ministers should now recognise that they should bring in a curriculum based upon our digital age.

[Baroness Barran (Con)]

That is exactly what the department is doing with its T-levels.

[Lord Sikka (Lab)]

My Lords, while reviewing the school curriculum, will the Minister ensure that pupils have access to compulsory courses on ethics and human rights? This would help to ensure that future generations are relieved of the pain caused by directors of profiteering companies and members of the Government who may be inclined to flout international laws and human rights.

[Baroness Barran (Con)]

The noble Lord makes a broader point. Many of those issues are indeed covered in the curriculum. Specifically in relation to financial choices, there is dedicated time to look at social and moral dilemmas, to which the noble Lord refers, within the citizenship curriculum today.

[Baroness Sater (Con)]

My Lords, the APPG on Financial Education for Young People’s recent report alarmingly highlighted that 41% of secondary school teachers in England said they did not think that financial education is required as part of the curriculum, and a further 15% did not know. Does the Minister agree with the APPG’s recommendation that Ofsted undertake a series of deep dives into financial education provision across schools as a matter of urgency?

[Baroness Barran (Con)]

I am very sympathetic to the issues that my noble friend raises, but our approach to these issues has been to weave them through multiple aspects of the curriculum. My noble friend will be aware that, for example in relation to maths and computing, this is something that Ofsted will regularly be doing deep dives into when it is inspecting individual schools.

[Lord Cormack (Con)]

My Lords, while I agree very much with what my noble friends Lord Holmes and Lord Baker said, I ask my noble friend to look very carefully at the history curriculum. It really is shameful that young people do not have history as a compulsory subject after the age of 14. It is also shameful that most of them leave school knowing very little about the history of their own country, of Europe or of any part of the world. They have certain samples, such as the Nazis and the Tudors, but there is no chronology. Can we look at that?

[Baroness Barran (Con)]

I am very happy to take my noble friend’s suggestion back to the department.

[Lord Storey (LD)]

My Lords, independent research by Cambridge University, published by the Money and Pensions Service, suggests that money habits are formed as early as the age of seven. This shows that educating children about money at primary school is very important. Has the Minister heard of GoHenry, a charity set up by parents that gives a prepaid debit card to children, along with an educational app so they can understand financial affairs? If she has not, will she meet them? It might be of interest in developing this curriculum.

[Baroness Barran (Con)]

I have heard of it, but I would also be delighted to meet them. Just to repeat, at the earliest stage, at key stage 1, the compulsory curriculum includes helping children understand how they make choices about how to spend, how to save and how to use money.

[Lord Aberdare (CB)]

My Lords, what steps are the Government taking to improve the balance between technical, academic and creative subjects in schools so that all pupils have the opportunity to pursue and develop knowledge and skills in the areas for which they are best suited, rather than being left behind if they do not achieve five good GCSEs?

[Baroness Barran (Con)]

I thank the noble Lord for the question. He is aware that the Government are very committed to improving the quality of our skills offer, hence the reforms we have made at level 3 qualifications and the introduction of T-levels. It is not just at schools: we are really stressing the opportunities for young people across a range of apprenticeships and other routes into the workplace so that they can realise their potential.

SEND and Alternative Provision

Baroness Barran Excerpts

Thursday 9th March 2023 Lords Chamber

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

I thank both the noble Baroness, Lady Twycross, and the noble Lord, Lord Addington, for welcoming our announcement last week and I will do my best to address some of the points that they raised. I think I heard a shared ambition across the House for children with special educational needs. Last week, we set out our ambition to make sure that all children, but particularly these children, fulfil their potential, to rebuild the parental trust the noble Lord, Lord Addington, referred to, which has been eroded, and to provide financial sustainability.

Much of the questioning focused on timeliness and timing, and I will endeavour to reassure the House about the speed of delivery. But, as we discussed with your Lordships in relation to the children’s social care reforms, the balance between ambition and the quality of implementation is incredibly sensitive and delicate, and extremely important. This is not the first time that a Government have tried to improve support for children with special educational needs and disabilities, particularly those in the care of the local authority. If this were easy, Governments would have cracked it previously. But we are determined to make this work, in terms of both the vision and the quality of implementation.

As your Lordships know, we will establish a single national system that will, importantly, focus on children from minority communities and children in the care of the local authority. We will have the systems of accountability, clarity and transparency for parents, which means that we very much hope and believe that that will work better than the system we have today and will achieve good outcomes for those children.

We are laser focused on the early identification of educational needs and ensuring that high-quality support is in place, without the need for a diagnosis or a label. Crucial within that is the work happening with the workforce, some of which has already started. The first cohort of early years SENCOs have completed their training, and they will re-enter the workforce. The House is aware that we funded training for up to 5,000 SENCOs in early years, which is obviously not the only place we should have them, but it is an absolutely critical place. We have already funded additional educational psychologists and have announced more funding for an additional 400, all of whom are critical to delivering this plan.

Similarly, when we recently reviewed initial teacher training, we made adjustments to the training for early career teachers so that there is a focus in their courses on how you make classroom adjustments and how you can be truly inclusive in your classroom for children with additional needs. Obviously, as we said in the Statement, that work continues at pace this year to try to identify whether other aspects within the mainstream workforce can support this.

Last night, I met the chair of a multi-academy trust, and I said, “I’ve got the Statement tomorrow; tell me what you do to support your children with special educational needs and disabilities in your school”. The answer was having twice as many teaching staff per pupil and incredibly regular communication with home. Not every school or trust will be in a position to do that, but that approach of putting children, resource and communication with parents first struck me as perhaps something that we aspire to in this area. The national standards will also place much greater emphasis on the role that mainstream settings will play, but of course we want to be sure that children and young people with special educational needs who need an education, health and care plan—and their parents—have a less adversarial system.

Therefore, we are adding resources to make sure that we have real clarity of need, in terms of speed. We have been and are adding resource for clarity of support for children and, critically, we are adding capacity in the availability of new schools. The House has regularly talked about the fact that some children are sent very far from home, which is clearly far from ideal. For the record, we have delivered 92 new special schools and 49 are in the pipeline, seven of which will open in September. Last week, we announced a further 33 local authority areas that will get a new special school. Capacity is absolutely going into the sector.

[Baroness Wyld (Con)]

My Lords, I welcome the plan and declare my interests as a non-executive board member at Ofsted and a member of the court of the University of Newcastle upon Tyne. I want to ask about an important part of the plan, which is transition to adult services, employment or higher education, which the Government have set out clearly as an ambition. Can my noble friend say a little about how the Government will assess whether things are getting better and whether the experience of when children are often at their most vulnerable is improving? What will be the measurement for that?

[Baroness Barran (Con)]

My noble friend will have seen from the plan that, particularly in relation to employment, we are investing £18 million to double the capacity of the supported internships programme. We will work with the Department for Work and Pensions on the adjustment passport so that young people do not have to retell their story endlessly and that employers are clear about what support they need. On accountability, together with parents, local authorities and health partners, we will develop local inclusion plans and local inclusion dashboards—I appreciate that that sounds slightly Sir Humphrey-ish, if that is a term. Importantly, parents, providers and local authorities will be able to track and see the impact of their plans, to compare their performance to that of other local authorities, and to understand how they can build, improve and learn. We are committed to improving the quality of data that we use so that everyone in the sector, who are all doing their absolute best to deliver for those young people, can work as effectively as possible.

[Baroness Blower (Lab)]

My Lords, I am sure that no one would want to understate the importance of making sure that we do everything we can for children and young people with special educational needs and disabilities, and their families, but I believe that a lot of teachers have lost trust and confidence in the system, partly because of the £6,000 question but also because it is quite opaque in some cases, so a new approach is helpful.

It is good that the Statement talked about reducing the reliance on education, health and care plans, so that there can be access to what is ordinarily available in mainstream classrooms. Is the Minister aware that there are some difficulties for children in year 6 in accessing a place in a secondary school, because that school is able to say that it cannot meet the needs of that plan? Frankly, it is terrible that children are made to feel as though they are not wanted. I would be pleased if the Minister were able to say something about that.

I do not think that there is complete confidence in the profession about ITT, so I hope that we will continue to look at that. Finally, if we are going to rely continuously on teaching assistants, who do a fantastic job, we need to have regard not just to their training but to their level of remuneration.

[Baroness Barran (Con)]

On the noble Baroness’s first point about teachers having lost confidence in the system, I hope that some of the work that we are doing will help rebuild that. As she knows, the national standards will set much clearer definitions of need in particular, rather than necessarily diagnosis, so that there is clarity and consistency across schools and local authority areas.

We are also producing a number of practice guides for teachers and schools, which we hope will be really helpful. They focus on what are perhaps three of the most prevalent and important areas—autism, speech and language, and mental health and well-being—which, as the noble Baroness knows very well, are all extremely important issues. We are establishing the nine regional expert partnerships to create this co-operation between parents, local authorities, schools and health, ensuring that whatever we are doing is tested in practice to make sure that it works in the interests of both the child and the workforce.

I imagine that the question on the admissions issue is, in part, an extension of the first question on confidence. The other thing we see which is really different in different parts of the country is the degree of co-operation between real specialists. In some places, there are providers of special schools with huge expertise, which are in a position to work very collaboratively with their local mainstream schools, but that is less the case in other places. In the areas of alternative provision, behaviour management and support, and special educational needs and disabilities, that collaboration and co-operation is felt to be a really productive and rich place to start to ensure that every child can get to the school they want to go to.

[The Lord Bishop of St Albans]

My Lords, I too thank His Majesty’s Government for the improvement plan. I commend what they are doing to try to get a much more integrated approach and some of the resources mentioned in the plan. However, I share the concern raised by the noble Baroness, Lady Twycross, about implementation. The stories I pick up from grass-roots situations in Bedfordshire and Hertfordshire, where I serve, show that there are still some very serious problems, and some children are now being failed immediately.

I will ask a couple of questions. First, having a specialised workforce in place will be crucial, so can the Minister tell us what support they expect to receive from the DHSC, especially as such a great strain is placed on the health and social care workforce? The second question is about diagnosis, so that children can have access to the support mentioned in the content of the plan. What support is the DHSC able to provide to CAMHS to ensure that there is support to deliver this plan?

[Baroness Barran (Con)]

As the right reverend Prelate said, that co-operation between health, education and children’s social care is absolutely critical, so that they are closely joined together. We will bring more clarity and clearer accountability through new inspections conducted jointly by Ofsted and the CQC, which will focus very much on outcomes and experiences for children, young people and their families. In turn, that will feed into and reflect the local inclusion plans, where health is a critical partner.

On issues around the mental health workforce, the right reverend Prelate will be aware that we are doing a lot of work to ensure that we have direct support in schools, so that, wherever possible, mental health issues do not need to escalate to CAMHS.

[Baroness Brinton (LD)]

My Lords, I declare my interests as a vice-president of the Local Government Association and as one of the infantry working on the Children and Families Bill, as were other Members of your Lordships’ House. We felt that that was a ground-breaking change to the system, but one of the fundamental reasons it has failed is because the funding, both for children and for the assessment of children and young people, was not ring-fenced, causing real problems for both local authorities and schools. So will the Minister ensure that there will be ring-fencing for this funding, because it is not fair for local authorities to have to find it from other resources, when other resources are clearly being so pressured?

I also want to follow on from the question asked by the right reverend Prelate the Bishop of St Albans and focus on those children who will need an EHCP, especially the health element. For those with high needs in terms of physical disabilities, the proposal is to move much more to special schools, but for some young people special schools do not actually help their academic achievements because the standards are set so low—so will that be addressed in this or in relationships with schools?

Finally, those who were there for debates on the Children and Families Bill will know that there was ground-breaking statutory guidance for support for children in school with medical conditions. That has now been watered down. Will it be strengthened to ensure that every child with a serious medical condition gets the support that they need to go on school trips and take part in everyday activities?

[Baroness Barran (Con)]

In relation to funding, I do not fully recognise the picture that the noble Baroness paints. Revenue funding in this area is up 50% since 2019, and we have committed £2.6 billion in high-needs capital funding to build, as I have already mentioned, 92 new special schools that are being delivered, with 49 in the pipeline and 33 on their way.

For children with physical disabilities at a high level, the aspiration is absolutely clear—we need to get the right place for every child, including those children. Therefore, if it is possible, we will include those children in the mainstream, as that clearly is the aspiration and direction of our work. I shall need to revert to the noble Baroness, as she has raised this issue with me before and my memory fails me on the current status of her final point.

[Lord Young of Cookham (Con)]

My Lords, like others I welcome the provisions in the Statement, which will provide a better deal for parents and children with special needs, and I welcome the interaction between Ministers and noble Lords during the consultation. On workforce training, does my noble friend accept that the new NPQ will need significant adjustment, if it is going to meet the needs of the SENCOs envisaged in the Statement? The current NASENCO course that it replaces is for 600 hours. Does my noble friend agree that the strength of those courses needs to be carried through into the proposed NPQ?

I welcome the national standard as it will remove the postcode lottery. Can my noble friend assure me that the Treasury will have nothing to do with those national standards as a means of controlling costs, that costs will be based on the needs of children and that there will be the resources behind them to provide the finances for the EHCPs?

[Baroness Barran (Con)]

In relation to my noble friend’s first question, of course the new NPQ will definitely learn from the NASENCO qualification, but its focus, to put it in simple terms, will be very practical and on the classroom. It tries to address the practical requirements of teachers in the classroom, and it will have less of the academic and research focus that has traditionally been associated with the NASENCO.

In relation to not letting the Treasury anywhere near that, clearly, I would have to reserve judgment—but I hear the spirit of my noble friend’s question. The important thing is that the standards are being developed in collaboration with families, local authorities, health providers and schools. There are tensions pulling in different directions, but there is a shared aspiration for the earliest possible intervention, and the earlier that we can intervene the less likely it is that many children will need to go into specialist provision and need to have an EHCP. Therefore, absolutely front and centre, the most important thing is that that is the right outcome for that child, but the secondary helpful benefit is that it then frees up funding, as my noble friend suggests, for those children who need an EHCP.

[Lord Watson of Invergowrie (Lab)]

My Lords, there are many welcome aspects of the Statement, but it seems the Government still have not grasped the urgency of the situation surrounding children with special educational needs and disabilities. A SEND pupil in year 7 when the review was launched in 2019 will have left school by the time the reforms are implemented—if indeed they are fully implemented—by 2026. That means, as the right reverend Prelate said, that a child being failed now will continue to be failed, which is just unacceptable.

I have two questions for the Minister on alternative provision, and they go to moral leadership from the Government and from senior practitioners. Will the reforms force mainstream schools to accept vulnerable pupils presented to them? Will those reforms force mainstream schools to pass on funding for children that they exclude to alternative provision? Because, at the moment, neither of those are guaranteed.

[Baroness Barran (Con)]

I really do not accept the premise of the noble Lord’s first statement. I am sure he would not want us to implement everything tomorrow and then find that it is not having the impact we want. We live in a world where we have to make sure that this works in practice; hence the nine regional expert partnerships where we will be testing everything. As I already mentioned, we have already made reforms in terms of teacher training; we have already increased our expenditure by 50% since 2019; we have already massively increased the capital budget and delivered more places; we have already started to increase the number of educational psychologists; and we are already delivering qualified SENCOs for early years pupils. So, there is a great deal happening that will help that year 7 child before they leave school, and I hope the noble Lord accepts that.

As for forcing children into mainstream, and forcing the funding to follow them, I just think it is not the approach that we are taking. It is not that we do not take this seriously or that we do not have grave concerns about children who are excluded from school and never return: those are key metrics that we will be tracking, but we need to work with people and make sure that we deliver for those children. As always, we will be looking at the areas that are doing this brilliantly today, learning from them and working with areas that have perhaps not yet reached that level of practice and supporting them to deliver for those children. I share the noble Lord’s concerns about those very children.

[Baroness Garden of Frognal (LD)]

My Lords, a lot of the Statement is welcome, but it does seem to be jam tomorrow. I have two questions. The first is that children with special educational needs learn differently: what efforts are being made to ensure that their teachers understand that while they do not have to work harder, they do have to work more smartly to understand the different ways in which SEND pupils learn? Secondly, Scope has found that SEND pupils are twice as likely to be unemployed as non-disabled people, so what are the Government doing to give young people with SEND the skills and opportunities to enable them to be employed?

[Baroness Barran (Con)]

The Government absolutely recognise the point the noble Baroness raises. We are already providing professional development focused on special educational needs and disabilities; we have online training; we run live webinars; we offer peer mentoring for school and college staff through our universal services programme; and we aim to reach at least 70% of schools and FE colleges each year until 2025, while also expanding the assistive technology pilot, which is expanding training to increase staff confidence in using assistive technology. In my response to the noble Baroness, Lady Wyld, I touched on some of the measures that we are taking to support people with disabilities and additional needs into the workforce.

[Lord Bellingham (Con)]

My Lords, I too warmly welcome the White Paper today, particularly the new national standards plans. The Minister is aware that very often EHCPs and indeed tribunals get badly delayed because of a shortage of available educational psychologists. I looked at page 52 of the White Paper, and the new money for training educational psychologists is very welcome, but can she give some indication to the House as to the actual numbers of new educational psychologists we will see?

[Baroness Barran (Con)]

I thank my noble friend. We are anticipating an additional 400 educational psychologists from the funding that we have just announced.

[Baroness Bennett of Manor Castle (GP)]

My Lords, I am going to do something unusual: agree with the point in the Statement about providers doing a brilliant job. I say that in reference to a visit I made, with the Learn with the Lords scheme, to the North West Kent Alternative Provision Service in Gravesend, which is an absolutely amazing institution; I would commend to all noble Lords the opportunity to visit an institution like that. It was the first time that Learn with the Lords has ever visited an alternative provision site and it is well worth praising.

I declare my position as a vice-president of the Local Government Association. I have two quick questions. First, there is concern that the £70 million of funding for implementation will be inadequate; will this be subject to regular review with the potential for further inputs, if it proves insufficient?

Secondly, I reflect on a meeting I had this week with the disabled Green groups. Pupils often need transport to access special schools and alternative provision; I know there is a real issue about the quality and safety of provision in Leicester at the moment, and I think that may be a broader problem around the country. What are the Government doing to ensure that there is enough transport so that pupils can get safely and appropriately to this provision?

[Baroness Barran (Con)]

With regard to the noble Baroness’s first question, we have obviously done some pretty careful costings to reach our figure of £70 million but, equally, there is a massive commitment from the Government to deliver on this. The noble Baroness asked if we would keep this under review; clearly, we will do so.

In relation to her question regarding transport, that is very much part of thinking about a local inclusion plan and making sure that it really thinks through the experience of the child or young person and their families, and what is practical, realistic and safe for them to access the education that they need.

Education (School Teachers’ Qualifications and Induction Arrangements) (Amendment) (England) Regulations 2022

Baroness Barran Excerpts

Wednesday 8th March 2023 Lords Chamber

[Lord Storey (LD)]

My Lords, the regulations must be seen against a backcloth of startling falls in the number of domestic teacher training recruits. In the last five years, 102,588 teachers have given up teaching before reaching their 40th birthday. One in eight maths teachers is not a trained mathematician. Some 400 schools will not have a trained A-level physics teacher.

We remember the Government’s initial teacher training accreditation programme, which saw 68 trainers lose their expertise and capacity to train. In some areas, it led to a reduction in the number of trainees who were going to gain an ITT place at a time when subjects were already struggling to recruit suitably qualified teachers. The effects will be felt in particular in the east and north-west of England.

With regard to overseas students, the current legislation allows teachers who qualified in some countries to be treated as qualified in England, while others are not, even if they have the equivalent skills and experiences. Under the new policy, a new professional recognition system will be introduced that will set consistent standards, so that the qualifications and experience of suitable, qualified teachers from all countries can be fairly assessed for overseas teaching status, the intention being to create a consistent and fair approach for applicants from any country. We support that—of course we do.

The Government argue that the changes will increase the number of overseas teachers obtaining teacher status. The Lords Secondary Legislation Scrutiny Committee has challenged that conclusion, stating:

“The data suggests that the policy will only increase the number of overseas teachers if compared to 2021-22, when overseas QTS approvals were unusually low—compared to other recent years, overseas recruitment is expected to fall”.


It said that inadequate information was provided and that the department omitted

“key information on the policy, how it was formulated and its implications for the teaching workforce … We asked for further details in several areas and the Department for Education (DfE) agreed to revise”

and delay the policy. The committee stated:

“In response to further questioning, and despite initially saying it could not provide the information, DfE has now published its projections about the effect of the policy on the number of overseas teachers being awarded QTS”.


The data suggests that the new policy will increase the number of overseas students only marginally.

I have some questions for the Minister. Why did the Department for Education significantly hinder our ability to scrutinise this amendment through its reluctance to provide information when requested? Why was the department reluctant to provide the information on which it relied to formulate the policy? When published, the data did not entirely support the department’s assertions. Surely it is a fundamental principle of transparency and accountability that any information relied on to formulate policy should be published alongside the instrument or, as a minimum, be made available to Parliament on request.

The Secondary Legislation Scrutiny Committee fairly said:

“We applaud the overall intention to provide a fair and consistent application process for overseas teachers from all countries … We have, however, noted that domestic recruits to teacher training are falling sharply and DfE’s own projections suggest that overseas QTS recruits will be well below the levels of recent years … we are concerned about whether there is a holistic and coherent strategy to maintain the teaching workforce in England”.


I regret that class sizes are going up. I regret that teacher shortages are going up. I regret that we are having real problems with the retention of teachers. Mention has been made of the industrial action planned for next week and the difficulties in recruiting teachers because of salaries. Does the Minister agree that the best way to resolve this issue is to refer it to ACAS?

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

My Lords, I thank the noble Baroness, Lady Twycross, for bringing forward a debate on this important issue; what a pleasure it is to stand across the Dispatch Box from her. I look forward to many more debates with her in future. I also thank the Secondary Legislation Scrutiny Committee for its role in considering these regulations, which are a part of my department’s efforts to ensure that there is an excellent teacher for every child.

Both the noble Baroness and the noble Lord, Lord Storey, referred to the criticism from the Secondary Legislation Scrutiny Committee about the quality of, in particular, the initial Explanatory Memorandum prepared by the department. I absolutely acknowledge that the original version of the Explanatory Memorandum did not meet the committee’s needs. My officials responded promptly and in full to the committee’s queries and re-laid the Explanatory Memorandum when those issues were raised. We committed to publish our projections in response to the committee’s original request and were in the process of doing so when the committee wrote to my right honourable friend Nick Gibb, the Minister for School Standards, to request them—so I do not accept the assertion made by the noble Lord, Lord Storey, that the department hindered this. There was absolutely no intent to hinder.

[Lord Storey (LD)]

It is not my assertion; it is the assertion of the Secondary Legislation Scrutiny Committee.

[Baroness Barran (Con)]

Well, I would just like to put on record that, although the department absolutely regrets the quality of the initial Explanatory Memorandum, there was no intent to hinder.

I turn to the wider issues and the content of the statutory instrument. As your Lordships know, qualified teacher status is seen as a gold standard globally. When fully rolled out, these regulations will introduce a level playing field in the recognition of overseas professional teaching qualifications. They will replace a system where some teachers can have their qualifications recognised with ease while others who may be equally qualified cannot. We initially projected that up to 1,200 more overseas teachers could be awarded qualified teacher status through these changes, but it is already clear that this is likely to be a conservative estimate; I will talk more about that in a moment.

The noble Baroness, Lady Twycross, said that she regretted the impact that this could have on the teaching profession overseas. We are taking a more cautious approach to the rollout of our policy and will initially allow applications only from teachers who are qualified in mathematics, the sciences and languages in certain countries. Of course, we will monitor very closely the actual level of migration to teaching posts in England by teachers from newly eligible countries. We are in close contact with the regulators in those countries to monitor and discuss the impact of this.

Since we launched the Apply for QTS service on 1 February, we have seen a very high number of applications from many teachers able to apply for the first time. This has been driven by news coverage of the scheme overseas, some of which has been inaccurate and led to some misunderstanding of the scheme as offering candidates a job directly. Our initial review suggests that there will be a large number of candidates who do not meet the eligibility criteria, which rightly prioritises quality and subject need. But the significant level of interest from those who will meet the eligibility criteria is positive and shows that international recruitment can help boost teacher recruitment in shortage subjects. We will be able to provide a fuller picture of award numbers in the coming months, once applicants have gone through our assessment process. That will mean that the information we provide gives a true picture of the numbers of teachers who may apply for jobs in our schools.

Further, to attract the very best teachers from around the world we have also introduced an international relocation payment worth £10,000 to help overseas teachers and trainees in physics and languages to relocate to England, for the reasons that both noble Lords set out, and we have made bursaries worth up to £27,000 and scholarships worth up to £29,000 available to non-UK trainees in the same subjects.

The noble Baroness questioned whether we had a coherent and holistic plan for the teaching workforce in England, and I say that international candidates are just one element of our plan. In 2019, we launched the first ever integrated strategy both to recruit and retain more teachers; that has been developed alongside, and welcomed by, teachers, education unions and professional bodies. We have made good progress on this: we opened the National Institute of Teaching, published the department’s first ever Education Staff Wellbeing Charter, refreshed the content of teacher training, and introduced the early-career framework, with all the support that that offers to early-career teachers.

--- Later in debate ---

[Baroness Barran (Con)]

I do not think that it is for me to comment on the progress of the negotiations. The Secretary of State has been absolutely clear in the offer she made to the NEU to enter into intensive talks, and, as a department, we are very disappointed that it has not accepted that offer.

[Baroness Twycross (Lab)]

My Lords, I thank the Minister for her response and her kind words; I also look forward to many debates with her in future. It is positive that the SI will create a level playing field for qualified teacher status, and I am pleased that the DfE will monitor the impact. I hope that the data and analysis will be made available to the House, along with an evaluation of the success of the incentive scheme.

I note and agree with the comments of the noble Lord, Lord Storey, about the lamentable number of teachers having to teach subjects they are not trained to teach, including the vital subjects of maths and physics. I share all the regrets he listed.

Despite the intention of the SI, I regret that I cannot agree that it will achieve exactly what the Minister describes. It is not sufficient simply that the number of teachers is high; there needs to be an adequate and sufficient number of qualified teachers to deliver a first-class education for our children. Unfortunately, I do not share her confidence that the SI will go far enough in resolving the issues identified. It is regrettable that we are in this position; however, on the basis that there is even the slightest possibility that this might improve the number of qualified teachers available to our young people, I beg leave to withdraw the Motion.

Food Price Rises: Public Sector Food Provision

Baroness Barran Excerpts

Monday 27th February 2023 Lords Chamber

[Baroness Walmsley]

To ask His Majesty’s Government what assessment they have made of the impact of food price rises on the provision of food by public sector organisations, in particular the nutrient levels of school lunches.

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

My Lords, we recognise cost pressures that schools and suppliers are facing. Officials are holding regular meetings with food industry representatives, covering issues including public sector food supplies. Schools manage their own contracts, using government funding to procure services from private sector caterers or local authorities, or to fund their in-house catering. The school food standards set out in regulations what schools should and should not serve to children during the school day.

[Baroness Walmsley (LD)]

My Lords, in December, food price inflation was 16.9%. It is a fact that this has caused a reduction in the portion size and nutritional value of school meals. This affects poorer children the most and contributes to health inequalities. Because of the price of energy, some schools are providing only cold meals. Does the Minister accept that the Government’s policies on school food standards, using British food and supporting SMEs, will not be achieved unless there is realistic and regular renegotiation of these contracts? Will the Minister please look into this?

[Baroness Barran (Con)]

As always, I will be interested if the noble Baroness has specific examples to share with the department, as that is not the picture we are getting. The picture that we are getting is that there are, of course, pressures on food inflation, but clear standards on nutritional value continue to be met. There is a real focus on reducing waste and, in some cases, that means reducing the number of options available to pupils, but not the quality.

[Baroness Boycott (CB)]

My Lords, based on research we have done at Feeding Britain, I can say that around £88 million every year does not get through to the school food budget. One reason is that poorer pupils are unable to roll over their daily allowance. It has also been true that councils, to a lesser extent, and schools themselves—because food is something that you can reduce while still delivering a meal—have been using some of that money because they are so cash-strapped. No blame is afforded here, because budgets everywhere are very tight, but would the Minister agree that this is an extremely false economy? Will she agree to talk to me and Feeding Britain about whether we can review it and ring-fence the money? As the noble Baroness, Lady Walmsley, pointed out, the amount is not enough at the moment to make sure that these meals are healthy and nutritious. For many kids, it is all that they are getting.

[Baroness Barran (Con)]

I absolutely agree with the noble Baroness that schools need to use the funding provided for them to feed the children eligible for free school meals. We are monitoring the implementation of our policies, and we are investing in a pilot training scheme for school governors so that they are well equipped to understand what is happening in their schools.

[Baroness McIntosh of Pickering (Con)]

My Lords—

--- Later in debate ---

[Baroness Barran (Con)]

The Government absolutely support the spirit of my noble friend’s remarks in terms of supporting the local economy and making sure that children and others—in hospitals and elsewhere—who receive government-funded meals get the highest quality. It is important, however, that they have the flexibility and discretion to decide for themselves how they source the food.

[Baroness Lister of Burtersett (Lab)]

My Lords, a recent open letter to the Prime Minister from the heads of leading public health organisations, supported by a number of noble Lords, including myself, called for the extension of free school meals and the national school breakfast programme on the grounds that access to nutritious food at school improves children’s health, development and ability to learn. At a time when low-income parents are struggling more than ever, will the Government use the forthcoming Budget to ensure that children have access to nutritious food from school dinners and breakfasts?

[Baroness Barran (Con)]

This Government have made huge strides in extending access to free school meals, with the introduction of universal infant free school meals and the introduction of free school meals in further education. More than a third of pupils are now eligible for free school meals. We keep the situation under constant review.

[The Lord Bishop of St Albans]

My Lords, security is one of the most fundamental responsibilities of any Government, yet with huge hikes in the cost of food from overseas, our domestic market is declining. Take, for example, the outstanding market garden sector in the Lea Valley in my diocese. About 10% of them had to close in the last year because of the cost of heating. What are the Government going to do to ensure that those market gardens are able to sustain themselves, to guarantee our basic food security in this country?

[Baroness Barran (Con)]

I cannot comment on the specific market gardens to which the right reverend Prelate refers, but I absolutely get the spirit of his question. He will be aware that Defra works very closely with the food industry in this country to monitor where risks are in relation to supply and to make sure that any disruption can be addressed.

[Lord Weir of Ballyholme (DUP)]

My Lords, we would all acknowledge that a lot of good work operates through schools in providing nutritious meals, but we should be aware that schools are not in session for about a quarter of the year. What action are the Government taking to try to tackle the problem of holiday hunger for vulnerable children?

[Baroness Barran (Con)]

The Government have committed £200 million to the holiday activities and food fund. It reached about 600,000 children in the summer of 2021, which is the last year for which we have data. I visited a primary school in Ipswich on Friday that was using that funding very creatively through the holidays, working with families to make sure that it reached the children who needed it most.

[Baroness Twycross (Lab)]

My Lords, a study published by Imperial College last year highlighted that, across primary and secondary schools, 64% of calories consumed by pupils at lunchtime were from ultra-processed food. Given the long-term health implications that this presents and the important role played by good nutrition in pupil attainment, does the Minister intend to take on board the report’s recommendation to cap the levels of ultra-processed food in school meals?

[Baroness Barran (Con)]

Our guidelines are clear in respect of the quality of food that children should receive in their lunchtime meals. They are clear about the range of fruit, vegetables, carbohydrates and protein that they should get.

[Lord Swire (Con)]

My noble friend the Minister is right to point out the huge inflationary pressures on school budgets and other budgets in the public sector. At the same time, can she reassure us that everything is being done to prioritise the purchase by the public sector of British-sourced products to support our own hard-pressed farming community?

[Baroness Barran (Con)]

I think that I in part addressed that point in response to my noble friend earlier. We absolutely are supporting our domestic farmers and food production industry, but equally it is important that we give flexibility to schools to respond to opportunities in their local markets. They understand their needs and can deliver for the children in their care.

[Lord Storey (LD)]

My Lords, the Minister will agree that we want all children to have a nutritional hot dinner, particularly at lunchtime. She will also be aware that, when the coalition Government introduced free meals at key stage 1, there was a massive take-up of young people having a hot school dinner. Now we see a large and increasing number of families coming to school with a packed lunch, which in many cases is not nutritional and certainly is not warm. What steps are the Government taking to ensure that packed lunches are of nutritional value to the children who bring them into school?

[Baroness Barran (Con)]

There is obviously a limit to the extent to which the Government should direct individual parents on the food they provide for their children. We are ambitious for our children’s understanding of the importance of nutrition and for their own opportunities to cook at school and become more confident in how to cook nutritious and affordable food. Again, I am aware of a number of examples of schools working closely with parents to equip them with those skills not just for lunchtime but for the evening.

School Buildings: Risk of Collapsing

Baroness Barran Excerpts

Tuesday 7th February 2023 Lords Chamber

[Lord Watson of Invergowrie]

To ask His Majesty’s Government what steps they intend to take in response to the risk status of school buildings collapsing being raised to “critical – very likely” in the Department for Education’s Consolidated annual report and accounts, published on 19 December 2022 (HC 918).

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

My Lords, safe, well-maintained school buildings are a priority for the Government. We have allocated over £13 billion since 2015, including £1.8 billion this year, to keep schools safe and operational based on their condition need. Our new school rebuilding programme will transform buildings at 500 schools, prioritising core condition and evidence of potential safety issues. Where the department is alerted to significant safety issues with a building that cannot be managed locally, we provide additional support.

[Lord Watson of Invergowrie (Lab)]

My Lords, I thank the Minister for that reply but with respect, parents are not interested in what has been spent since 2015, because the DfE’s annual report shows that it is quite inadequate to make the school estate safe. Between 2010 and 2022, political decisions have meant that there has been a 25% decrease in cash terms in schools’ capital spend. In the next few years, the Government may not be in a position to put their plans into place.

Parents need answers now on the safety of the schools their children are going to daily. It is shocking that the Government feel able to withhold information from them, as they did 10 days ago when they reneged on the promised publication of data showing the schools most in danger of collapse. What do the Government have to hide?

[Baroness Barran (Con)]

The Government do not have anything to hide: they have been proactive in reaching out to schools and engaging with them to understand the condition need of the school estate and the structural issues they face. The noble Lord refers to the publication of the condition data collection reports. I remind him that all the data from those surveys has been shared directly with the schools and responsible bodies concerned, so they have been able to act on the information from those reports.

[Baroness Berridge (Con)]

My Lords, no noble Lords will want to see any of the risks outlined by the department materialise, but we have to prepare for them. Can my noble friend outline whether there have been meetings at the department, walking through what would happen if we had an issue with building material? In particular, have disaster response experts and insurers such as Zurich been included in those meetings? Also, have they taken legal advice on what happens to the personal liability of trustees under health and safety legislation if we should have a building material collapse in one of our schools?

[Baroness Barran (Con)]

My noble friend asked about some very detailed aspects in that question, and I am happy to respond to her in writing. The department has regular exercises through which we test out a number of different scenarios, including the one my noble friend outlines.

[Lord Storey (LD)]

My Lords, many children are taught in temporary accommodation—portakabins, or, as they are known in the trade, demountables, many of which are in the most appalling condition. In reply to a question from my right honourable friend Ed Davey, the Secretary of State could not say how many demountables or portakabins there were, or where they were placed. We need to know where this unsuitable temporary accommodation is, and a programme for replacing it. Will the Minister look into this?

[Baroness Barran (Con)]

I am more than happy to write to the noble Lord with the details of where those portakabins are. We do have a programme for replacing them and, more broadly, schools that are in poor condition. That programme has been accelerated very significantly: 100 new schools were approved for rebuilding in 2021, and 300 in 2022.

[Baroness Bray of Coln (Con)]

My Lords, will my noble friend explain to the House what her department is doing to understand the condition and safety risks in our school buildings and how the department plans to address these?

--- Later in debate ---

[Baroness Barran (Con)]

I thank my noble friend for her question; I hope I heard it okay. The department works very closely with responsible bodies—academy trusts and local authorities—in managing the school estate. We undertook the first comprehensive survey—the condition data collection survey, known as CDC1—which gave us a picture of the state of every building. I reassure the House that 94% of buildings were found to be in a good condition. We are currently running the follow-up survey, which will allow us to compare the two results and target our condition funding further. We work very closely with schools on advice. The department has now launched a scheme of capital advisers, who go out to schools and support them, and we will be scaling that up in the current year.

[Lord Watts (Lab)]

My Lords, the Minister seems to believe that more research needs to be done in this area, but we have heard that there are schools falling apart in the UK now. Will the Government accept personal responsibility for any schools that cause problems and endanger children and staff?

[Baroness Barran (Con)]

I am not sure but I think the noble Lord used the word “complacency”. We are far from complacent. There are elements of the school estate that require further exploration. For example, the CDC survey was not a structural one, so where it identifies issues the responsible body, where appropriate, is beholden to carry out a structural survey. The department is absolutely being proactive and supportive. I meet with trusts and local authorities very regularly regarding these issues. The tone of those meetings is always one of collaboration and working together to address the issues they identify.

[The Lord Bishop of Southwell and Nottingham]

My Lords, the latest guidance from the DfE on reinforced autoclaved aerated concrete requires regular visual surveys of school buildings. In my diocese in Nottinghamshire there are many smaller, mainly rural schools that are unable to employ site managers who can undertake these surveys. They have to rely on head teachers and staff to make the necessary ongoing visual inspections. Can the Minister say what assistance can be provided to the teaching and leadership teams, particularly in smaller schools, where the budget is already under considerable pressure?

[Baroness Barran (Con)]

The right reverend Prelate raises a very important issue, on which we wrote proactively to all schools last year. I followed that up in the autumn with a letter asking them to tell us whether they believed they had RAAC in their school buildings. That questionnaire closes at the end of this month, and I would be very grateful if any noble Lords who have influence over these thingsencouraged the responsible bodies. Over two-thirds have responded, and it is really important we get that last third. When we get that information, we will send out technical advisers to support the schools. I invite the right reverend Prelate to write to me directly; we are really keen to work with the schools in his diocese.

[Baroness Chapman of Darlington (Lab)]

My Lords, awareness of the aerated concrete issue is growing, and with it so is anxiety among parents. It is good to hear that the Minister understands why, but in December the Department for Education raised the risk of school buildings in England collapsing to “critical—very likely”. A big part of this is school roofs made of aerated concrete, which is weaker than traditional concrete. That is why the Government intend to remove it from all hospitals, but if it is the right thing to do for hospitals, why is it not the right thing to do soon, quickly or now for schools?

[Baroness Barran (Con)]

In some cases it will be the right thing to do, but there are definitely examples of RAAC that has been properly maintained and does not pose a risk. We are endeavouring to identify as quickly as possible those schools that believe they have RAAC. Based on our experience to date, a number of schools believe they have it but then it turns out that they do not. We need to find out exactly where it is and whether it has been properly maintained, and then take action. I absolutely assure the House that where we identify any building material that poses a risk to children and staff, we act immediately.

Children: Bereavement Support in Schools

Baroness Barran Excerpts

Monday 6th February 2023 Lords Chamber

[Baroness Warwick of Undercliffe]

To ask His Majesty’s Government what assessment they have made of the adequacy of support for bereaved children in schools.

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

My Lords, losing a loved one is a devastating loss for any child. Schools can play an essential role in supporting a pupil through grief and preventing longer-term emotional distress by providing effective pastoral support and ensuring there is a supportive school culture. It is for individual schools to decide what pastoral support each pupil needs. We have invested £10 million in senior mental health leads training to help schools put informed support in place, drawing on specialists and working with families as needed.

[Baroness Warwick of Undercliffe (Lab)]

I thank the Minister for that helpful and sympathetic reply. There is clearly a lot of good practice. But recent research has found that bereavement support in primary schools is varied and inconsistent. My own family experience reinforces that. There are long waiting times for counselling, and how schools deal with anticipatory grief is particularly neglected. One in every 29 children will be bereaved of a parent: that is one in every classroom. The research shows that teachers and schools are crying out for guidance and training. Is it not time for DfE to have national bereavement policy, including a mandatory requirement for each school to have such a policy? Will the Minister agree to meet the Ruth Strauss Foundation and other charities who are doing such formative work on this issue?

[Baroness Barran (Con)]

The noble Baroness will be aware that there is a cross-government bereavement working group. This issue, as the noble Baroness understands well, cuts across both education and health, as well as other government departments—hence our cross-government group. I would be delighted to meet with the Ruth Strauss Foundation and hear about its work. This is something we take extremely seriously, hence our focus on ensuring that schools provide a truly compassionate culture for whatever is going on for the children within them.

[Lord Storey (LD)]

One hundred children every day are bereaved of a parent. From my own experience, I remember my two nephews losing their dad when they were seven and nine. There was little to no support from their primary school, and that is quite endemic to the problem we now face. Would the Minister agree that we need, as we have heard, every school to have a policy on bereavement, staff to have training on bereavement and, thirdly, a commitment to every school having full-time or part-time professional mental health support in the school?

[Baroness Barran (Con)]

I am sorry to hear of the noble Lord’s nephews’ personal experience of this. Of course, many of us in this House have been touched in different ways by the issues raised by the noble Baroness’s Question. The Government are doing many of the things the noble Lord points to. I mentioned training; every state school is being offered a grant, as are colleges, to train a senior mental health lead so that we have an effective response to these issues. Of course, education staff are not mental health staff in general, and nor are they bereavement or trauma specialists, but they are very well placed to observe the behaviour of children day to day and respond to that.

[Lord Lexden (Con)]

Are the improvements to training to which my noble friend referred being overseen by officials at the highest level, with just the right kind of approach to these deeply sensitive and important matters?

[Baroness Barran (Con)]

I am happy to share with my noble friend in a letter more detail of the training, but it is something the department takes extremely seriously.

[Baroness Blower (Lab)]

My Lords, when I was still teaching, I was privileged to be able to attend bereavement training in order to be able to deal with that in primary schools—although I was part of a peripatetic team rather than attached to an individual school. Can the Minister say whether she believes that, actually, there is a need for peripatetic teams? Not all teachers will be able to be trained to the same level and, increasingly, they are trained in schools where the training might be of a variable standard.

[Baroness Barran (Con)]

I do not think we would want to be prescriptive about peripatetic teams. The point the noble Baroness makes is that schools need to be aware of what resources are available in their communities to support a range of issues, including bereavement. Your Lordships have focused a lot, rightly, on primary school, but I should add that the department is extending the early years professional development programme, with the aim of reaching up to 10,000 early years practitioners. That includes a module developed in partnership with the Anna Freud Centre, which allows them to identify acute stress and trauma in the children in their care.

[Lord McLoughlin (Con)]

My Lords, would my noble friend agree that every case will be different as to how this comes about? While certain guidelines from the centre would be useful, it is absolutely essential that there is no straitjacket for how schools feel they should act on this particular subject, and that there is discretion allowed, so that head teachers and teachers can best judge how to approach each individual case, which will not be identical.

[Baroness Barran (Con)]

My noble friend is spot on and has probably put the Government’s position rather more eloquently than I have. It is critical that the school creates a culture where children feel able to talk about what has happened to them and what their feelings are, and that it can use its discretion and judgment in responding to that and accessing specialist resources. The Government are supporting this through our work, and signposting to the Childhood Bereavement Network, Hope Again and a wide range of other resources.

[The Lord Bishop of Southwell and Nottingham]

My Lords, the Church of England educates over 1 million children in its schools and has produced highly accessible guidance and training for its school leaders on supporting students and families through grief, bereavement and loss. Recognising in particular the barriers to learning and flourishing that trauma may cause, would the Minister meet with the Church of England’s education team to see whether these outstanding resources could in fact help other students, teachers and families across the country?

[Baroness Barran (Con)]

I thank the right reverend Prelate for the invitation; I would be delighted to meet with them.

[Baroness Wilcox of Newport (Lab)]

My Lords, as the Minister will know, the Government’s £8 million Wellbeing for Education Return training programme was launched in 2020, with the aim of helping children to process the impacts of the pandemic. What is the Government’s assessment of equality of access to this programme between deprived and affluent areas across the United Kingdom?

[Baroness Barran (Con)]

I do not have the breakdown that the noble Baroness refers to. She referred to the 2020 return programme, which was followed by the recovery programme in 2021. Looking at those two years, I am aware that 14,000 schools and colleges, out of roughly 22,000 nationally, got those resources.

[Lord Laming (CB)]

My Lords, the Minister well understands that teachers are faced with a range of very human situations. Could she use her good offices to ensure that Ofsted inspections place an emphasis not just on learning but on the pastoral responsibilities that schools have, particularly in these very emotionally disturbing situations?

[Baroness Barran (Con)]

I hear what the noble Lord says. I am slightly surprised, because I think there has been a real focus by Ofsted on safeguarding in its broadest sense and the important pastoral role that schools provide—but I will, of course, take what he says back.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, the noble Baroness’s answers, and indeed the questions, have focused, understandably, on the impact on individual bereaved children. What is the Government’s view of the impact on the classes of which those children are part? Very often, the distress exhibited by one child can be transmitted to others, who often do not fully understand what they are witnessing and sometimes have great difficulty in managing it.

[Baroness Barran (Con)]

The noble Baroness makes a good point. Indeed, in thinking about this, I was also thinking about situations which affect the whole class—for example, where a member of the class tragically is killed. The very valid point she raised also affects teachers, not just pupils. I come back to the fact that schools need to implement a strong, pastoral approach across their school community, balancing their own insight and the relationships and trust they have with pupils and colleagues with the resources in their local community and the national resources that we signpost and provide.

Education (Non-religious Philosophical Convictions) Bill [HL]

Baroness Barran Excerpts

2nd reading
Friday 3rd February 2023 Lords Chamber

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

My Lords, I offer my congratulations to the noble Baroness, Lady Burt of Solihull, on securing a Second Reading of her Bill. As we have heard from your Lordships, high-quality religious education is an important part of a rich curriculum and supporting pupils to understanding the value and traditions of Britain and other countries. I thank the right reverend Prelate the Bishop of Southwark for eloquently making that point about our culture.

While I welcome the noble Baroness’s continued commitment to ensuring that RE remains at the forefront of discussions in this House, I must express reservations about this Bill on behalf of the Government. In doing so, I would like to clarify for your Lordships the Government’s policy on RE and how current provision already addresses, in the main, the Bill’s principal intentions.

The Bill seeks to introduce, as we have heard, an explicit requirement for schools in England, with the exception of voluntary aided schools with a religious character, to teach non-religious worldviews as part of their RE curricula. This is only right. As the noble Baroness, Lady Wilcox, said, there has undoubtedly been a shift in belief over the last decade. The 2021 census showed a 13 percentage-point decrease in the number of people who describe themselves as Christian, and a 12 percentage-point increase in the number who describe themselves as having “no religion”—although I must say that I am rather drawn to the definition given by the noble Lord, Lord Cashman, from Sister Christine, of religion being about love, but perhaps that is for another debate.

Nevertheless, Christianity remains the most common response in the census, and it is therefore appropriate that religious education in schools without a religious designation should continue to be, in the main, of a broadly or wholly Christian nature. The Government consider the Bill to be an unnecessary amendment to that, given that RE may already include the concepts of both religious beliefs and non-religious worldviews. In many cases, non-religious worldviews are integral to RE, and this is evident when looking at the contents of the department’s religious studies GCSE and A-level subject content specifications.

While the Government’s view is that RE is an important subject, we think it equally important that parents and older students are free to exercise their right of withdrawal. As such, a child or young person can be withdrawn for all or just part of their school’s RE curriculum without having to give a reason. It is permissible, therefore, for pupils to be withdrawn from all or some religious aspects of RE, while continuing to attend lessons on non-religious worldviews. For that reason, the Government do not think it appropriate or necessary to enforce the production and delivery of a discrete, parallel curriculum on non-religious worldviews for those who have been withdrawn from RE. A number of your Lordships raised the very important issues of individual liberty and tolerance of those of different convictions. Of course, that is covered in the wider school curriculum.

A number of your Lordships, including the noble Baronesses, Lady Burt and Lady Wilcox, and the noble Lord, Lord Griffiths, referred to the situation in Wales. Let me clarify a couple of points that distinguish the situation in Wales from that in England. First, as noble Lords are well aware, Wales does not have an established church—in other words, a church recognised by law as the official church of the state and supported by civil authority. Secondly, my understanding—noble Lords will correct me if I am wrong—is that the Welsh Government, through the new legislation implemented in, I think, September last year, have removed the right for parents to withdraw their children from that education.

The Bill also represents a significant departure from the current Government policy on curriculum design and implementation. The Government believe that RE curricula should continue to be designed at a local level, for many of the reasons your Lordships raised earlier in this debate, whether this be through locally agreed syllabuses or by individual schools. Continuing with this model ensures that local demographics can be appropriately accounted for, including where this relates to non-religious worldviews.

It is the opinion of this Government that there is no need to amend the legislation surrounding the provision of religious education in schools, especially where this relates to the inclusion of non-religious worldviews in the curriculum, the provision of an alternative non-religious worldviews curriculum for those who withdraw from RE or the membership of SACREs. We know that most schools are already integrating non-religious worldviews into their RE provision, and that non-religious representation already exists on many SACREs across the country. We will continue to trust our schools to deliver high quality religious education that is reflective of all beliefs and inclusive of the local demographic.

Secondary Schools: Autistic Pupils

Baroness Barran Excerpts

Thursday 26th January 2023 Lords Chamber

[Lord Touhig (Lab)]

My Lords, in begging leave to ask the Question standing in my name on the Order Paper, I declare an interest as a vice-president of the National Autistic Society, an honour I share with my noble friend Lady Browning, who unfortunately cannot be with us today.

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

My Lords, we want to give all children and young people, including those with autism, the opportunity to thrive. The SEND and alternative provision Green Paper published last March set out

“proposals for an inclusive system, starting with improved mainstream provision”

with

“early and accurate identification of needs, high-quality teaching … and prompt access to targeted support”.

We are committed to publishing a full response to the Green Paper in our improvement plan early this year.

[Lord Touhig (Lab)]

I thank the Minister for her Answer. Some 130,000 autistic youngsters are educated in mainstream schools. According to figures from the Minister’s department, they are twice as likely as non-special needs children to be excluded from school. What is worse, a report by Ambitious about Autism revealed that more than half the exclusions are unofficial or unlawful. The Autism Centre for Education and Research at the University of Birmingham has produced an excellent report on these matters. The authors were due to meet officials from the Minister’s department, but unfortunately the meeting has not yet taken place. Will she personally intervene to ensure that this meeting takes place? It will make a difference.

--- Later in debate ---

[Baroness Barran (Con)]

I commend the noble Lord; I know he has worked tirelessly on this extremely important and complex issue of children and adults with autism. I would of course be delighted to go back to the department and talk to my ministerial colleagues to make sure the meeting takes place. I absolutely hear his concerns in relation to exclusions. He will be aware that the department updated our behaviour guidance last summer and stressed the importance of anticipating triggers of behaviour for children with special educational needs, including autism, and making sure provision is available for them.

[Lord Bellingham (Con)]

My Lords, the Minister will be aware that a significant number of education, health and care plans for autistic children are being delayed by the failure of councils to recruit enough educational psychologists. Indeed, some EHC plans have been issued without the child in question seeing an ed psych either remotely or in person. What does the Minister plan to do about this problem?

[Baroness Barran (Con)]

I would be grateful if my noble friend could share details of these cases, so that we make sure we understand them properly. The House will be aware that a diagnosis of autism needs to be a medical diagnosis. We will publish our improvement plan for provision for children with special educational needs. That will clearly cover how we want EHCPs to work better in future; it will be before the House shortly.

[Lord Addington (LD)]

My Lords, I thank the Minister for the Answer she gave earlier and remind the House of my interests in the general field of special educational needs. Does she agree that if you are determined to get a medical diagnosis, you are slowing down the process of recognition and help? If we get teachers better trained to give a suspicion—it might be just a suspicion—or some knowledge about the autistic field, we will have a chance of getting better help. If noble Lords think that does not have an effect, look at the numbers of autistic people identified in the prison system.

[Baroness Barran (Con)]

The noble Lord raises two connected issues. Formal diagnosis of autism in this country needs to be done by a medical professional—a doctor. The noble Lord is absolutely right; that does not need to slow down interventions to support a child where there is apparently autism, even before it is confirmed. The Government announced a contract with a number of leading charities in this area to provide universal training across the teaching workforce in both schools and FE, and 60,000 people have been trained so far since April 2022.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, on this question of diagnosis, which the Minister has referred to, I am sure she is aware that it can take quite a long time before it is even seen to be necessary to seek a diagnosis, that this is particularly true with girls—children and young people up to teenage years—and that, once the need for a diagnosis has been identified, it can take a very long time to get it. Even if you are prepared—some people are, but not everybody can—to go for a private route to secure that diagnosis, it can sometimes be a year or two, three or four years before that diagnosis can be made. Can she see any way forward to changing that situation?

[Baroness Barran (Con)]

The whole strategic focus of the improvement plan that we will be publishing in response to the SEND and AP Green Paper consultation is to address the problem we see today of late diagnosis, late intervention and needs escalating; that is absolutely our aspiration. On the diagnosis of girls, we are running two pilots at the moment, one testing new screening tools and the other seeing whether we can adapt existing ones, because we are all aware that four times as many boys are diagnosed as girls.

[Lord Shinkwin (Con)]

My Lords, I congratulate the noble Lord, Lord Sewell of Sanderstead, on his introduction. A more diverse House is a stronger house. I also commend the noble Lord, Lord Touhig, on his long-standing work on autism. Will the Minister ensure that guidance for schools on transgender issues takes into account the Cass interim report finding that approximately one-third of children and young people referred to gender identity development services have autism or other types of neurodiversity?

[Baroness Barran (Con)]

I thank my noble friend for his question. The data he cites underlines the importance of having a truly skilful and expert diagnosis of the full range of issues a young person is facing before finalising any diagnosis of gender dysphoria. I cannot yet comment on how that will be addressed in the guidance because obviously, we are going to publish the draft and then consult on it.

[Lord Weir of Ballyholme (DUP)]

My Lords, I think it will be widely accepted that the key to providing the appropriate level of support throughout a school career for a pupil with autism—indeed, it needs to be tailored for the individual—is early diagnosis and early educational intervention, leading to sustained support for the pupil. What specific actions will the Government be taking to improve early educational intervention and what additional resources are they prepared to commit to improve it?

[Baroness Barran (Con)]

I have referred to some of the interventions. I talked about the three-year universal training contract in schools and colleges, which began in April last year. We have funded work on transition—£18 million for supported internships for those with the most complex needs. In addition to that early intervention, we also want to bring clarity to parents, teachers, local authorities and commissioners about what the nationally expected standards of provision are so that it feels like a clear, transparent and fair playing field.

[Baroness Wilcox of Newport (Lab)]

My Lords, while I understand and indeed respect the Minister’s previous responses on this Question, nevertheless the Government continue to delay the publication of their SEND review consultation response. Children, many of whom will be autistic, will be unable to reach their full potential and thrive in appropriate educational settings. These children are being let down. Minister, how much longer will they have to wait?

[Baroness Barran (Con)]

I think I have already said that the implementation plan will be published early this year.

[Baroness Tyler of Enfield (LD)]

Does the Minister agree that some children diagnosed with autism are also experiencing mental health difficulties, and that that is a complex interaction? What training is being given to mental health professionals working in mental health support teams in schools to understand and support autistic children who also have mental health problems?

[Baroness Barran (Con)]

I may need to write to the noble Baroness on the specifics of the training, but she is correct that we are supporting those professionals to respond and help identify mental health issues early among children in schools.

Vulnerable Teenagers

Baroness Barran Excerpts

Thursday 26th January 2023 Lords Chamber

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

My Lords, I too express my thanks—and, although I do not come from the north-east, I join the north-east admiration and respect club—to the noble Baroness, Lady Armstrong of Hill Top, for securing the debate and for her knowledgeable and insightful comments, and to Anne Longfield and her team for the work they have done on the Commission on Young Lives.

Tackling challenges such as criminal exploitation, gangs and serious violence underpins the Government’s commitment to improve the educational prospects and life chances of vulnerable teenagers. Today, I will highlight the ongoing work and planned reforms the Government are undertaking to address some of the challenges rightly identified in the report. I hope that the noble Baroness, Lady Chapman, will find that I have something substantive to say, not just today but, as she knows, when we publish our response to The Independent Review of Children’s Social Care—including the national panel reviews of the terrible murders of Arthur Labinjo-Hughes and Star Hobson and the CMA report into children’s homes—and our response to the consultation for children with special educational needs and alternative provision. I will also try to paint a slightly different and, I hope, less bleak picture, without in any way diminishing the problems that your Lordships have highlighted. I can absolutely reassure the noble Baroness that all our policy is made in consultation with practitioners, with those with experience of using services and with those who have experienced some of the issues raised in the report but perhaps have not had access to services.

I would also like to respond to the challenge from the noble and right reverend Lord, Lord Sentamu, about keeping children front and centre. That is what we are all striving to do, not just those in central government but those working throughout local government, our schools, the voluntary sector and beyond.

The report talks about the importance of recognising serious violence and criminal exploitation as a national threat. Tackling serious violence is an important priority for the Government. To help prevent criminal exploitation of vulnerable children, we have focused on early intervention—something I heard about from many noble Lords—to steer young people away from crime, investing £64 million in violence reduction units, £300 million in the Youth Endowment Fund and a further £5 million through our county lines programme. I know that the noble Baroness, Lady Armstrong, acknowledged this, but she talked about a lack of co-ordination. The Government absolutely recognise the need for co-ordination; we believe that the violence reduction units and the Grip hotspot policing programme —only the police can give names like that—have prevented an estimated 49,000 violent offences in the first two years of their activity.

In addition to tough enforcement to get dangerous weapons off the street, in education specifically we have announced a £45 million investment in funding specialist support in areas where serious violence most impacts on the lives of young people. This will enable professionals, including mental health therapists and family workers, to provide support to vulnerable children in alternative provision schools. In mainstream schools, the SAFE taskforces are investing in support such as mentoring to improve attendance and behaviour. Your Lordships talked a lot about exclusions, and I shall address some of those remarks; we know that school is an incredibly important protective factor for children, which is why attendance is so critical and we are so focused on it for all children.

The report talks about reforming the youth justice system to move towards a welfare-based, trauma-informed, child-first approach. In addition to our focus on prevention, where young people end up entering the youth justice system, we ensure that the welfare of those offenders is not overlooked. Much of the work of the justice system’s arm’s-length bodies is trauma-informed and child-focused. The Youth Justice Board, which has oversight of local youth offending teams, has adopted a child-first approach.

I absolutely echo the words of the noble Baroness, Lady Valentine, on the importance of the work of charities in this space. I could be a little biased, having been involved with a few in a former life. I absolutely recognise Esmée Fairbairn and other funders who really provide incredibly valuable, flexible and long-term support to the sector. I also echo the recognition of the work of Place2Be, which I know well. In response to the invitation from the right reverend Prelate the Bishop of Durham to meet some of the charities he works with, I would be delighted to—but I would also be delighted to liaise with colleagues in DCMS. I just want to be sure that they meet the right Minister. I am happy to work with him on that.

The Government are committed to supporting the delivery of the most effective and holistic care to these especially vulnerable children, wherever they are in the system, to give them the best chance to get on in life, while of course protecting communities and reducing reoffending. That is why we are investing £36.5 million in a pilot of a new form of youth custody, which is secure schools. The aim is that it will be a school first, with security, rather than a prison first, with education, and take a trauma-informed approach to rehabilitating children who offend. The Oasis Charitable Trust will run the first secure school in Medway.

The noble Baroness, Lady Chapman, addressed some of the issues around racial bias and race equity. I know that the noble Baroness talked about it in a broader sense. The Government are very sensitive to this, whether it is in the criminal justice system or our mental health services. We are absolutely clear that everyone within the criminal justice system in particular should be treated equally, regardless of their ethnicity or race, which is why we have safeguards in place. As the Inclusive Britain report set out in March 2022, we intend to enhance these safeguards through the development of a national framework for scrutiny of stop and search by local communities, and consideration of any barriers to increased use of body-worn video. We are also working at all stages of the youth justice system to address disparities, including tightening the tests that courts must satisfy to remand a child to custody to ensure such remands are used only when absolutely necessary.

A number of your Lordships talked about the implementation of the recommendations from the Independent Review of Children’s Social Care. Our manifesto committed to reviewing the social care system and providing better outcomes for children. As I mentioned already, three important reviews were published last year, including the independent review. The Government are committed to providing a robust response to these reviews. As I said earlier today, our response to the Independent Review of Children’s Social Care will be coming very soon.

I know that your Lordships are rightly concerned about early intervention, which was a key theme of the review. The noble Lord, Lord McConnell of Glenscorrodale, highlighted the vulnerability of children where the local authority is acting in the capacity of their parent. We absolutely recognise that. Our response will set out a detailed and ambitious strategy to respond to the key issues outlined in the report, including the better use of family networks; ensuring more young people who need care can live in foster care; and improving how we plan, commission and deliver care.

The noble Lord, Lord Davies of Brixton, focused his remarks on young people’s mental health. We are investing a further £2.3 billion a year into mental health services by 2023-24, with funding for children’s and young people’s mental health services growing faster than overall funding. We estimate that this will allow a further 345,000 children and young people to access mental health support. I think that the noble Lord will agree with me that we need targeted mental health intervention but we also, as he eloquently explained, need the earliest possible intervention. That is why we have our Start for Life programme. We have a dedicated £100 million for infant and perinatal mental health services and are putting a further £50 million into parenting programmes, all of which can help to create that resilience for parents and their children which is so badly needed. We are also increasing the rollout of mental health support teams to schools and colleges; they currently cover just over a quarter of pupils but that will increase to around 35% by April.

The noble Baroness, Lady Valentine, and other noble Lords talked about the importance of joined-up services. As the House knows, the Government are a strong supporter of family hubs, which we believe will be the one-stop shops that make it easier for families with children of all ages to get the support that they need and to access the professionals and partners in a local area. That will make it easier for them to work together, with a focus on supporting and strengthening the family relationships that carry us through life. We are committed to investing £300 million, enabling 75 local authorities to create these hubs, the first of which will be opening later this year.

On child poverty, the right reverend Prelate the Bishop of Durham asked me to reassure him that we will be considering both reports that he referred to in his speech. Of course, we will. I think the House knows that the Government believe that the best way of tackling child poverty is by supporting parents to move into work and then progress in work wherever possible. The latest data shows that children in households where all adults work were six times less likely to be in absolute poverty than children where no one worked. With more than 1.18 million vacancies across the UK, our focus remains on supporting people to find work and improve their earnings. We will also continue to work across government, both at ministerial and at official level, to ensure a co-ordinated approach to helping young people out of poverty.

The noble Lord, Lord McConnell, raised the issue of extending school hours. We absolutely acknowledge that extracurricular activities and wraparound childcare play a crucial role in providing a safe, enriching environment for children which supports their well-being and educational development. The House will be aware that looking at our options to strengthen our childcare offer remains a priority for the Government, but we also encourage all schools to take an active part in their communities. So, for example, the funding agreement for all academy trusts includes a specific clause stating that academy trusts must ensure that the academy

“is at the heart of its community, promoting community cohesion and sharing facilities with other schools and the wider community.”

Many schools already do this and make their facilities available to local community groups and sports teams—including, potentially, rugby union teams, to reassure the noble Lord, Lord Addington—in the evening, at weekends or during the school holidays.

Our youth investment fund aims to create and expand facilities for young people, giving them access to thousands of new positive activities each year. We welcome bids that can show how different groups working with a variety of young people can share the spaces we are creating.

A number of noble Lords rightly raised the issue of exclusions. The Government support head teachers in using exclusion as a sanction where it is warranted, but clearly the priority is to create environments where all pupils and staff can thrive and reach their potential. We are absolutely clear that permanent exclusion should be used only where absolutely necessary as a last resort, and this should not mean exclusion from education. We absolutely accept that being excluded from school does not mean that you should not be kept safe. We are prioritising support to those at risk of permanent exclusion and are determined to eliminate the poor and, indeed, at times illegal practice of off-rolling children.

The special educational needs and disabilities and alternative provision Green Paper set out our national vision and delivery model for the alternative provision system to improve children’s and young people’s well-being and outcomes. As the House knows, we will be publishing our response to that shortly. I think I must let the noble Lord, Lord Addington, judge the level of commitment when he hears those proposals. I absolutely reassure the House that all Ministers, but particularly the Minister for Children and Families, are working tirelessly to make sure that these important reforms are effective and implemented well.

The noble Baroness, Lady Blower, talked about a lack of youth workers and how those numbers had reduced. She will be aware that the Government are supporting youth practitioners in a number of ways. We have developed bursaries for youth work qualifications and funded more than 600 places since 2019. At a national level, the national youth guarantee gives a really clear commitment to young people, backed by more than £500 million investment in youth services, including the youth investment fund, which is building up to 300 new youth centres in levelling up areas.

We absolutely accept the range and value of many different youth services, including the Duke of Edinburgh’s Award and the impact that can have on a young person’s physical and mental health, and we have invested £7 million to expand access to the D of E in community organisations to make sure that every mainstream school in the country is able to access it.

The noble Baroness, Lady Valentine, asked where the responsibility for NEET sits. It sits between the Department for Education, largely in relation to children aged 16 to 18, or up to 25 if they have special educational needs and disabilities—I can write with the details of our responsibilities—and the Department for Work and Pensions when young people become of working age, over the age of 18.

If your Lordships will bear with me for a few seconds more, I would like to finish with an anecdote relating to the stickability idea that the noble Lord, Lord McConnell, raised. I recently visited a school in Sefton that had been in special measures and a new trust had come in to support the school. I was talking to one of the children and I said, “Tell me what it’s like here now”. She said, “Well, at this school we climb mountains.” I looked at her. She said, “Life is about climbing mountains and I am just working out which one I am going to excel at”. So stickability lives on in the minds and spirits of our young people.

I look forward very much to working with your Lordships to make sure that, as we bring forward further proposals to support vulnerable adolescents and make sure they grow up in safe and nurturing environments, we can make that the success that we need it to be. I thank the noble Baroness opposite for the spirit of her comments and, as the right reverend Prelate the Bishop of Durham said, every child is precious, and we absolutely agree that every child deserves and needs to feel loved.

Schools: Transgender Guidance

Baroness Barran Excerpts

Wednesday 25th January 2023 Lords Chamber

[Lord Farmer]

To ask His Majesty’s Government when they intend to publish their official transgender guidance for schools.

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

My Lords, we recognise that issues relating to sex and gender can be complex and sensitive for schools to navigate. That is why we are developing guidance to support schools in relation to transgender pupils. It is important that we are able to consider a wide range of views to get this guidance right, so we have committed to holding a public consultation on the draft guidance prior to publication.

[Lord Farmer (Con)]

My Lords, I thank my noble friend for that Answer, but schools need this guidance now. There is much confusion in schools, children are suffering, and teachers and headteachers are struggling. Also, the experience of NHS gender dysphoria services points towards future class actions, brought by former pupils. Some of those who want to detransition fully will be unable to do so. Will the Minister assure this House, and headteachers and their staff, that this guidance will be definitive enough to protect schools legally?

[Baroness Barran (Con)]

The guidance to support schools in relation to transgender pupils will set out schools’ legal duties and aim to provide clear information to support their consideration of how to respond to transgender issues. However, the guidance will not create new laws or be able to pre-empt the decision of a court on any specific case that might be brought.

[Lord Cashman (Lab)]

My Lords, discrimination is on the rise, and I welcome this Question because it is clear that we have to do something. A YouGov poll commissioned by Gallup and published today indicates that one in five LGBT people has been coerced or face conversion out of their sexual orientation and gender identity. From this, coupled with the staggering rise in hate crime against trans people, it is clear that we need action. No one should feel isolated at school, feel that they do not belong, or feel that their families or parents do not belong. Therefore, does the Minister acknowledge that we need inclusive relationship and sex education, especially for those misrepresented, stereotyped and marginalised groups? Will she ensure that any strategy is both evidence-based and based on the needs of pupils, including trans pupils, and their families?

[Baroness Barran (Con)]

The noble Lord obviously brings extensive experience and wisdom in these areas. As he is aware, the Government will publish a draft Bill to ban conversion practices, and we are committed to protecting all who are at risk of harm from them. On listening to the voices of all pupils, including trans pupils, I stress that the Government are committed to a very full and open consultation so that the guidance we produce reflects the views of all those affected.

[Baroness Fox of Buckley (Non-Afl)]

My Lords, puberty is a difficult time, especially for young women. For example, a dread of sexualised stereotypes can lead to anxiety about the body, sometimes expressed as dressing as a tomboy and sometimes pathologised as anorexia. Therefore, can the Minister ensure that schools do not automatically affirm the fashionable gender dysphoria as a catch-all solution, which is particularly difficult for young lesbians? Can she assure teachers who do not endorse social transitioning associated with gender ideology that their employment and reputation will be protected from false allegations of transphobic bigotry?

[Baroness Barran (Con)]

The noble Baroness raises important points, but she paints a picture that I do not fully recognise. The vast majority of schools realise that these are incredibly sensitive issues for staff, pupils and pupils’ parents, and do their absolute utmost to keep that level of trust with all in their care and for whom they are responsible.

[Baroness Burt of Solihull (LD)]

My Lords, as the Minister says, this is clearly a sensitive and complex issue, and schools are clamouring to know what to do. All kinds of stories abound about “woke policies” and “political correctness gone mad”, but the Cass review said that “doing nothing” for a child in distress is not a “neutral act”. Pending guidelines arriving, will the Minister agree that all school policies should be as sensitive and inclusive as possible?

[Baroness Barran (Con)]

We absolutely want our policies to be sensitive, and we need them to be practical, clear and trusted. The noble Baroness quoted one element of Dr Cass’s report, but I did not hear her also say—forgive me if I missed it—that any decisions about social transition are not neutral either.

[Baroness Meyer (Con)]

My Lords, is not imposing the use of preferred pronouns on teachers and pupils an attack on freedom of speech?

[Baroness Barran (Con)]

As I say, I do not think it is helpful to generalise and talk about imposition of pronouns. We will address these issues in our guidance, and will draw on the widest range of views to inform it.

[Baroness Chapman of Darlington (Lab)]

My Lords, I think most people agree that guidance is needed for schools, and they will welcome the Minister’s comments that this must be done with sensitivity and respect to all pupils, including, of course, trans pupils. But does she acknowledge that the lack of certainty over the timing of this is furthering anxiety and concern and that, notwithstanding what she has correctly said about consultation, the sooner we can get this guidance published and out to schools the better?

[Baroness Barran (Con)]

I agree, and I hope I did not give a sense of foot-dragging on the part of the department. What I wanted to share with the House was a sense of how important we see this guidance being and how seriously we are taking it.

[Baroness Foster of Oxton (Con)]

My Lords, there is evidence that children as young as seven are being asked whether they are male, female, bisexual and trans in schools. Parents appear to have no say in these matters. Does my noble friend agree that this cannot continue? This is now, in my view, bordering on child abuse. Will she look into this matter with the utmost urgency and report back to this House as soon as possible?

[Baroness Barran (Con)]

If my noble friend or any Member of this House has specific examples, it would be really helpful for them to share these with the department so that we are able to respond. Certainly, if one looks at the data on, for example, children who have been referred to the NHS GIDS clinic, it shows that there are very, very few children as young as seven. I appreciate there are a number of other issues involved, but the more we can have practical examples, the more we are able to respond effectively.

[Baroness Falkner of Margravine (CB)]

My Lords, I need to declare an interest as chairwoman of the Equality and Human Rights Commission. I completely endorse the department’s intention to consult widely on this; it is important that it does so. The Minister will also be aware that this matter has been tasked to her department since 2021, and parents, who are incredibly anxious, as well as children affected, really need her department to come to a speedy resolution. It cannot be right to let it stay out there in the ether, year after year.

[Baroness Barran (Con)]

By my calculations, it has been only a year and a bit since 2021. More seriously, I say that one of the important elements in our considerations is the work that Dr Cass is doing in her review. Her interim report did not touch on the implications of these issues in relation to education, but we want to draw on important resources such as her work.

[Lord Sandhurst (Con)]

My Lords, on 5 July last year, the Minister wrote to me saying:

“We are in absolute agreement over the principle that parents should know what their children are being taught, especially in relation to sensitive topics”.


That is an important matter and, in subsequent correspondence and meetings, I was told that a letter would be sent to all schools instructing them to show parents who asked for it the material from which their children were being taught, and not to assert commercial confidentiality or copyright issues. To date—unless it has happened today—no such letter has been written. When will it be sent?

[Baroness Barran (Con)]

I recognise my noble friend’s concerns on this point. The department remains absolutely committed to sending the letter. He will appreciate that, with various ministerial changes, we have to get sign-off from the current ministerial team. There is no block to the letter going, and it will be sent shortly.

[Baroness Hoey (Non-Afl)]

Can the Minister tell us who exactly is being consulted?

[Baroness Barran (Con)]

This will be an open, public consultation in the normal way.