Children and Families Bill

Debate between Baroness Benjamin and Lord Storey

Monday 18th November 2013 Grand Committee

[Lord Storey (LD)]

I will speak to Amendment 246, which I have also put my name to, and I thank my noble friend Baroness Walmsley for the detailed way in which she spoke to the amendment.

We were probably all watching Children in Need on Saturday. We saw young children in all sorts of situations. The idea that you respond to children who misbehave with corporal punishment beggars belief. I was teaching— in 1987, I think it was—when corporal punishment in schools was abolished. There were all sorts of dire warnings about what would happen. In fact, nothing happened. It made schools focus on proper child behaviour approaches.

I did not know, at that time, that the 1987 legislation did not include part-time institutions. I think that beggars belief. Any hitting of children, any corporal punishment, is child abuse. There is no other way to describe it. Like the noble Baroness, I would be interested to know, when the Minister replies, why we cannot take that next step, to make sure that corporal punishment is banned, outlawed, not allowed, in any establishment, whether part-time or otherwise.

[Baroness Benjamin (LD)]

My Lords, I, too, strongly support the amendments of my noble friend Lady Walmsley.

I will speak first to Amendment 243. For many years I was a school governor. One of my roles was that of child protection officer, for which I had to undergo training provided by the local council. These training sessions were attended by people across the borough, with responsibilities not just in schools but in community centres, Saturday schools and churches. At one such session I realised the worrying extent of superstition in these latter environments, involving children who, it was believed, were possessed by evil spirits.

The protection officers who also attended the training asked for better policies and advice to be put in place in establishments other than schools. They highlighted the need for training to protect children from what they believed was serious physical and mental abuse, driven by traditional superstition and sometimes religious beliefs. This abuse punished children who showed strong will or who misbehaved, perhaps because of learning difficulties, or because of conditions such as autism or dyslexia, or undiagnosed conditions which parents and families might not have been aware of or familiar with.

I also support Amendment 246. It has been brought to my attention, for some years now and from people across the country, that many children have had to endure corporal punishment and beatings in part-time educational institutions if they do not remember or learn work set for them, or achieve what is expected of them. This cruelty has to stop. We must not ignore any plea to safeguard all children, no matter where they are, what communities they live in, or where they come from. I therefore wholeheartedly support these amendments and hope that the Minister will put in place measures to protect these unfortunate children who have had to endure such awful and highly illegal abuse and cruelty.

Children and Families Bill

Debate between Baroness Benjamin and Lord Storey

Monday 11th November 2013 Grand Committee

[Lord Storey]

First, I welcome the very clever amendment in the name of the noble Baroness, Lady Massey. Sometimes we have to remember the journey we have come on and how we have created some of these problems ourselves. We had a national curriculum with core and foundation subjects which was, if you like, the bible of schooling. At the time it was very progressive and a great deal of thought went into it. There might have been disagreements about what the subjects should be, but it laid down clearly what every pupil would be taught. It was easy for trainers to train teachers because they knew what the national curriculum was.

As the noble Lord, Lord Cormack, knows, the legislation laid down clearly that every school should have a daily collective act of worship. That does not happen in schools any more, although it is still the law of the land. Ofsted, when it reports, has concerns about how schools try to get round it by having a quick prayer in the classroom or whatever. So that was covered, and inspectors came to schools knowing what they were inspecting. It was not just a very narrow definition of inspections. They would look at the whole ethos of a school, and in their reports would actually use the phrase—mentioned by the noble Baroness, Lady Massey, and the noble Lord, Lord Cormack—“feel the ethos”. They would shadow a pupil for a whole day to see their experience in the school. Then as a society we thought, “Hang on a second, we are being too prescriptive here. We need to let schools be free and decide what they want to do. Perhaps the national curriculum is a bit too much for them; perhaps the type of school is all a bit too organised and bureaucratic”.

The previous Government went down the route of academies, particularly for schools that were failing pupils. Academies had slimmed-down curriculums where they did not have to teach the national curriculum so they did not have to do some things which they did not think important, whether that was PSHE or sex and relationship education or whatever. We have built on that tradition and, as political parties have coalesced round it, we have said that we want a slimmed-down curriculum. There is a lot of merit in that because in the past more of society’s concerns have been pushed on to schools, which could not cope. We now have a slimmed-down curriculum so that schools can breathe and build on their strengths. Certain schools, such as free schools or academies, do not have to follow it. What is more, we will move to being more flexible on who can teach.

We have got to a situation with the national curriculum where it is not actually a national curriculum. It does not have to be taught in Scotland and Wales, in academies or free schools. It is not a curriculum for all, so I do not know why we still use that phrase. However, we are now realising that children have a right to learn and teachers have a right to teach. Pupils have a right to be respected and understood. We suddenly realise that some of the pillars of our educational establishments are in danger of being taken away or need to be developed again.

The noble Baroness, Lady Perry, was absolutely right to say that it is not just about looking at what needs to be taught, it is how you teach it and the quality of the people who teach it. I can tell noble Lords from bitter experience that there are hundreds of schools that proudly say in the school prospectus that they teach PSHE. You go in and it is a tick-box exercise; they do not teach it. The same is true of sex and relationship education. We have got to realise that. It is all very well sitting in Committee and saying, “This is what we believe in; this is what we want”. It will not change unless we change the foundations of how things happen.

I say to the noble Baroness, Lady Massey, that I do not know what has gone wrong here. I had always thought that schools produce a school prospectus that sets out the aims and values of the school and states clearly what it does. I remember my vision and the phrase we used. We said that we wanted to, “Ignite the imagination of pupils”. We listed everything we did in the school, and why we have lost that, I do not know. Parents should be able to look through a school prospectus and see exactly what the school is doing and how it is done.

This debate is absolutely fascinating and I will make just one other point. When I first started teaching we had sex education. We followed the BBC “Merry-Go-Round” radio and television programmes and we starting teaching it at the age of seven. If you leave it until children are aged 11 and 12, it becomes a bit of a joke. They get embarrassed and giggle, but if you do it when they are six and seven, it becomes a natural progression. I hope that we realise in our deliberations, and in how we build on this debate, that other fundamentals have to be put in place as well.

[Baroness Benjamin (LD)]

My Lords, I, too, support these amendments and congratulate the noble Baroness, Lady Massey, on her persistence on these matters and issues. Like my noble friend Lord Storey, I believe that the right teaching for vision and delivery can make a difference and change lives in schools. I know this from personal experience, because I often visit primary and secondary schools across the country and always speak about philosophy to children; some as young as four years old but right up to 18 year-olds. I tell them to practise the philosophy of what I call my three Cs.

Consideration is about having respect and empathy for other people and being able to put yourself in the place of others without being judgmental. The more privileged you are, the more consideration you need to show others. The second C is for contentment, which is about having a happy, contented heart and not being jealous and envious of what other people have. The more contented you are, the more ready you are to receive what is right for you. The third C is for confidence, which is about having high self-esteem and high self-worth. If others do wrong to you, it is not your fault. It is about feeling worthy and being able to love and give unconditionally, and practising that at that very young age. I teach children how to deal with temptation and to learn to say no, whether that is to joining a gang, having sex, drinking or bullying others.

This philosophy really empowers children. It makes them feel worthy and gives them the spiritual guidance that children crave in the materialistic world in which they live today. It helps them to cope with adversity; to feel as if they belong. Children need that feeling deep in their souls. It gives them the confidence to face the world: it opens up their minds to the world. I have been doing this for the past 30 years or more and I have seen the results. However, more needs to happen: children need to feel as if they are somebody.

Every single day of my life I receive a letter from someone or meet someone in the street who tells me: “What you did for me in school saved my life. What you did showed me I could be somebody. You showed me how to lead my life the way I wanted to, to be who I should be”. I met a woman who said: “I was a crack addict when I was a young teenager. When you came into school and spoke to me, you saved my life. You showed me I was worthy. You made me look at it and see it in a different way”. We need to give that kind of philosophy to children in school: they desperately need that help.

I also agree that we need to have meaningful sex and relationship education as part of PSHE, to demonstrate what loving, respectful relationships are. Too many of our young people are learning from, and being influenced by, online pornography. Girls think they have to behave like porn stars to be liked by boys. Boys expect the girls to behave in a sexually explicit way. They both think this is what love is. Some young people are even raping and sexually abusing very young children—five year-olds are being raped—because teenagers are putting into practice what they have witnessed in online pornography. Children need to have a balanced influence about sex and to learn what love and respect are.

After one school visit, when I spoke to 13 year-old girls, I received several letters from girls who said that no one had ever told them that they were loved unconditionally. Years later, I met one of these girls who told me that she had not got pregnant and was going to sixth-form college. She wanted to be somebody: she felt worthy. We must not assume that children know how to cope or deal with the hard slog of life. We have to teach them so that they can lead the happier life that some are so desperate for. They can then pass that knowledge on to their children. It all starts at school, where they spend most of their early life. They do not always receive that guidance from home, so let us make sure that those who do not get it do not miss out. That is why I support these amendments.

Education Bill

Debate between Baroness Benjamin and Lord Storey

Monday 4th July 2011 Grand Committee

[Lord Storey]

My Lords, I want to talk about Amendment 47, and then make some general comments on the other amendments. Amendment 47 is clear and concise: it is about the £4,000 fine, which is a blanket fine for all schools. For some schools, that might not seem a lot of money; for others, it is a considerable amount. For a small school—a rural village or a small urban school—it is a significant sum. In my area, there is a secondary school with 10 forms of entry. Next to that is a small Roman Catholic primary school with 101 pupils on roll, I think, and £4,000 equates to that school’s entire literacy and numeracy budget. Down the road, there is a small maintained school, for which £4,000 equates to its entire special needs budget. For a large secondary school, £4,000 is perhaps its promotion budget. We might need to link the sum in a fair and equitable way. On this occasion, one size does not fit all.

I turn to some comments made during the debate. I declare an interest as a head teacher of 25 years. I have never excluded a pupil at all. Why? First, we forget that the important thing is not the end of the process but all the things that you put in place beforehand. As I think I said last week, if you have a robust behaviour management policy, you will involve parents at every stage, and the parents are the greatest way of ensuring that a pupil does not have to be excluded from school.

Having said that, my wife is a secondary teacher in a large inner-city school and I have seen teachers’ careers destroyed by disruptive behaviour. We are not talking about teachers who should not be in the classroom but, because of the circumstances—because of poor leadership, because the other issues have not been put in place—their lives as teachers can be wrecked, as indeed can those of the pupils.

Some of you may recall that I said two things last week. I agreed with a noble Lord opposite who said that any exclusion is a tragedy. I also said, however, that teachers have a right to teach and pupils have a right to learn. Pupils also have a right to ensure that a system is fair and just and they are the first to know if something is not fair. In any school it is the pupils who say, “Hey, sir, that’s not fair” or “Hey, miss, why are we doing this?”. If we have an exclusion policy which is not fair and just, pupils will be the first to see that and that is why I support the amendment moved by my noble friend Lady Walmsley.

[Baroness Benjamin]

My Lords, I fully support all the amendments in the name of my noble friend Lady Walmsley and I congratulate her on her tireless efforts to highlight children’s and young people’s rights and well-being. I want to make the case for a group of young people up and down the country, especially in our urban cities, which are littered with potholes of deprivation, low self-esteem and practically no aspiration. As we have already heard, it is a sad fact that many black Caribbean and mixed-race white and black Caribbean boys experience a high number of exclusions. We have heard that 16.6 per cent of all Caribbean boys and 16.3 per cent of all mixed-race Caribbean boys experienced a fixed-term exclusion during 2008-09, in comparison to 8 per cent of their white and 4 per cent of their Asian counterparts.

We have to ask whether society is failing these young people, who in many cases grew up seeing themselves as victims, partly because of the harsh and sometimes abusive lives they encountered. They feel anger and frustration about their situation and their place in society, which becomes overwhelming, and in turn they become aggressive and disruptive.

As part of my charitable work, I once accompanied 100 children from disadvantaged backgrounds with some of their parents to Euro Disney. A 10 year-old Caribbean boy did not listen to what his mother and others told him about jumping over a barrier on a wet marble floor. Not surprisingly, he fell with a hard thump and hit his head. Instead of his mother rushing to comfort him, as you might have expected her to do, she violently kicked him while he lay on the floor injured. Eventually, after the doctor arrived and things calmed down, she had to be persuaded to go into the ambulance with her son but not before she broke down and, in between her sobs, she cried for help. She explained that she was on her own, that her son had been excluded time and again from school and that she could no longer cope because he would not listen to her. Goodness knows what she did behind closed doors.

They were both victims of circumstances. Family life is tough for many but for that family there was a happy ending. They were counselled by trained charity project workers who put the family back together again and helped them to heal. That boy’s behaviour changed in school.

These are some of the types of children that are being excluded from schools. They need to be dealt with by staff who have been properly trained by trained play therapists, who know how to deal with damaged children, and to be shown love, understanding and—yes—discipline too but not exclusion and rejection, which only cause long-term damage way into adulthood.

I welcome the fact that the Government have decided to retain exclusion appeals panels. However, the decision to strip them of the power to order reinstatement of a pupil decreases their ability to hold a school to account. Many believe that appeals panels with powers of reinstatement represent a vital safeguard against miscarriages of justice and offer a chance for parents’ voices to be heard.

As so eloquently stated by my noble friend Lady Walmsley, despite claims from the Government that the reinstatement of pupils subsequently undermines the authority of teachers, evidence shows that only 2 per cent of exclusions are overturned and that approximately 90 per cent of exclusions are simply not brought before appeals panels, highlighting that the situation is not widespread.

We heard the case of our famous Lewis Hamilton. Goodness knows what would have happened if his appeal had not been successful and he had not been reinstated in school. We would not have seen the brilliance of that champion and have felt that pride to be British.

It is crucial that teachers are properly held to account on exclusion decisions, particularly given the massive impact that those decisions can have on a child’s future. Therefore, I believe that the Government should allow appeals panels to reinstate excluded pupils in schools if an appeal is successful, and that the Bill should be amended accordingly.