Educational Trips and Exchanges

Baroness Bull Excerpts

Thursday 25th April 2024 Grand Committee

[Baroness Bull (CB)]

My Lords, last month I spoke at the launch of the European Economic and Social Committee’s opinion on youth engagement, and, as my noble friend Lady Coussins has already noted, educational exchange was a key theme. The opinion represents the views of young people across Europe, and there was universal and overwhelming support for UK reintegration into Erasmus+, with 86% of young people believing that educational exchange has been negatively impacted since we left. They spoke of its benefits in broadening horizons, connecting across cultures, enhancing career prospects, personal growth, and the learning of new languages. This lent a grim irony to the comments of the UK’s deputy head of mission to the EU, who, on the same platform, justified the UK decision to leave Erasmus+ on the basis of our

“inability to speak languages very well”.

The UK Young Ambassador to the European Youth Forum, a wonderful young man named Maurizio Cuttin, spoke of a less well-recognised casualty of the exit from Erasmus+: the British Youth Council. It relied on Erasmus+ for some 40% of its budget and is now closing after 75 years. Can the Minister say whether the Government have any plans to fill the gap left by the British Youth Council, which had such a key role in engaging young people in the process of democracy?

I sit on the Parliamentary Partnership Assembly, where there is a shared appetite across all its parts—MPs, Peers and MEPs—to address youth opportunities. At its last session, it formally recommended to the Partnership Council that the UK and the EU negotiate a comprehensive and reciprocal youth mobility initiative, which would allow young people to live, work and study across our shared continent. Your Lordships’ European Affairs Committee has recommended the same, so it was briefly thrilling to hear the EU open this conversation last week and devastating to hear it closed so peremptorily by the Government and, indeed, the Opposition. A mobility programme is not a return to free movement and there are precedents: the UK has such an arrangement with Australia. Does the Minister not agree that a mobility arrangement with a block of countries on our doorstep would be far more inclusive of all young people, not just those who can afford long-distance air fares?

Young people had the least voice in the UK’s decision to leave the EU, but they will feel its impact for the longest time. When the TCA review comes around in 2026, I hope that the Government of the day will listen to what future generations want and be willing to think again.

--- Later in debate ---

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

My Lords, I share the noble Baroness’s reflections on the tragic events in Ammanford in Carmarthenshire. I will not try to attempt her expert Welsh pronunciation. I too congratulate the noble Baroness, Lady Coussins, on securing this debate and thank noble Lords for their contributions.

A number of noble Lords, including the noble Baronesses, Lady Coussins, Lady Stuart and Lady Garden, and the noble Earl, Lord Clancarty, focused on the importance of modern foreign languages in our curriculum. Of course, the Government absolutely agree. Rather like the noble Viscount, Lord Stansgate, I agree with everything that has been said and is about to be said. That is why we have made modern foreign languages part of the EBacc. The Committee is well aware of the recruitment challenges in that area, some of the reasons for which were explored in speeches this afternoon.

If I may, I will start with a bit of good news and reflect on some of the achievements of the Turing Scheme, which is backed by £110 million of funding for the next academic year. The scheme allows schools, colleges and universities to provide students from across the UK the chance to develop new skills, gain international experience and boost their employability by undertaking a study or work placement.

The Turing Scheme has funded tens of thousands of UK students to gain international experience. It is currently funding more than 41,000 participants—including nearly 7,000 school pupils—to undertake placements in more than 160 countries. Around 24,500, or 60%, of these opportunities are for students from disadvantaged backgrounds—something that was raised, rightly, by my noble friend Lord Effingham. An application assessment for the fourth year of the scheme, which will begin in September, is currently under way. The appetite for the scheme is clear, for the reasons that your Lordships set out, with an increasing number of applications every year that the scheme has been available; the number has risen from 412 applications across all sectors in the first year to 619 applications for the current academic year.

The Government recognise the difficulties that schools, colleges and universities have faced in recent years when it comes to organising international visits and exchanges. We are taking steps to address this. Although we are, sadly, not yet in a position to have a Minister directly responsible for this issue—I thank the noble Baroness, Lady Coussins, for her kind words—we are working closely with the Foreign, Commonwealth and Development Office and the Home Office to make sure that we have a joined-up approach; that was, I know, the spirit of the APPG’s recommendation.

The noble Lord, Lord Storey, said that some institutions have found the administration of the scheme particularly cumbersome. This is something that we are aware of and have heard from stakeholders about. We will take the administration of the scheme in-house—that is, back into the department—in the next year to make sure both that we have the most streamlined experience and that the new online application process is as user-friendly as possible.

I move on to where I shall, perhaps, disappoint your Lordships. The DfE is not currently exploring the possibility of adding a reciprocal element to the Turing Scheme. We believe that it is right to use taxpayer money to prioritise international opportunities for students, learners and pupils at UK education providers over placements in the UK for students from other countries. Of course, it has always been the case that other countries and their students make their own arrangements to support study and work in the UK. We have seen a strong appetite across the globe for placements, which indicates that the Turing Scheme’s focus on outward mobility funding has not inhibited its success.

I turn now to some of specific issues raised by the noble Baroness, Lady Coussins, from the All-Party Parliamentary Group’s recommendations. We are grateful to the APPG on Modern Languages for its work. The noble Baroness referred to the paperwork and costs for both outgoing groups and groups coming into the UK. For incoming students, the standard visa route allows individuals to come to the UK and take part in either educational exchanges or visits with a state-funded school, be it an academy, a maintained school or an independent school. All of that is permitted activity under the Immigration Rules.

Regarding group travel paperwork, since October 2021, the EU, the EEA and Swiss nationals have required a passport to travel to the UK. We provided almost a year’s notice for this change, allowing people to plan ahead and obtain a passport if they needed to do so. On the same date, we ended the use of the list of travellers, which was in the EU scheme.

Similarly—to respond to some of the points raised by the noble Lord, Lord Hannay—the European Commission ceased to accept the list of travellers from the UK from January 2021, although some EU countries have since decided to allow visa-free travel for visa national children on their trips to the UK.

The noble Lord, Lord Hannay, asked about trends in trips from France, particularly following the agreement between the Prime Minister and President Macron. We do not have detailed data on that yet but, if that emerges, I will be very happy to update the noble Lord.

The noble Baroness, Lady Coussins, said that schools needed clear and consistent guidance. Of course, this is not something that the FCDO provides, as the noble Baroness knows, but schools should contact the Department for Education or their partner school’s travel forum to get specific information and guidance when taking school groups overseas.

I thank the noble Baroness for acknowledging the flexibilities around the use of DBS checks from other organisations. The example she gave of the Duke of Edinburgh scheme is absolutely appropriate.

A number of noble Lords, including the noble Earl, Lord Clancarty—almost all noble Lords, in fact—mentioned issues about Erasmus+. The Government do not intend to negotiate resuming participation in any aspect of Erasmus+ with the EU, as a programme country; that includes e-twinning. We just do not believe that it is necessary to do that to facilitate education exchanges between the UK and the EU.

We are working beyond the Turing Scheme. We have opportunities such as our Mandarin Excellence Programme trip to China this summer, when 1,300 pupils are expected to visit the country—most, I imagine, for the very first time. We also continue to work with the British Council on the annual language trends survey, to make sure that we incorporate further school trip data and promote the work of the British Council, particularly its international school award, to all schools.

A number of your Lordships, including the noble Baroness, Lady Bull, asked about an EU-wide youth mobility scheme. We are not planning to introduce such a scheme. Free movement within the EU has ended. We have successful schemes with 13 countries, and we remain open to agreeing them with more.

The noble Baroness, Lady Coussins, asked about proactive bilateralism. We understand the arguments for that, and, as I said, we are open to negotiating similar agreements with other countries.

The noble Baroness, Lady Bull, discussed the importance of the fact that disadvantaged children might be prevented from making long-distance trips. In the company of so many foreign language aficionados and advocates, I hesitate to say this, but the evidence suggests that, for some children from disadvantaged communities, going to a country where English is spoken is a help in seeing the wider world. It is not just about languages; it is also, as noble Lords said, about taking children out of their comfort zone and seeing the way that other communities live.

I thank the noble Baroness again for securing this debate. I will write to noble Lords, including the noble Viscount, Lord Stansgate, on musical exchanges. The Government absolutely recognise the importance of educational trips and will continue to work to promote them.

[Baroness Bull (CB)]

As we are slightly under time, can the Minister say something about the closure of the British Youth Council, particularly the resulting loss of international exchange and the young voice in the democratic process? The British Youth Council was responsible for the UK Youth Parliament.

[Baroness Barran (Con)]

As the noble Baroness is aware, the responsibility for the British Youth Council relationship sits with DCMS. I met and worked with the British Youth Council many times when I was a Minister in that department. I am not aware of whether there are plans to address the gap—I do not think that the noble Baroness used the word “replace”—left by its closure. From the perspective of the DfE, I can say that having a youth voice at the centre of our policy and its development is absolutely critical.

Schools and Colleges: Special Educational Needs

Baroness Bull Excerpts

Monday 15th April 2024 Lords Chamber

[Baroness Barran (Con)]

The national funding formula is structured, as the noble Baroness is aware, to make sure that funding is targeted towards pupils who need additional support. In 2024-25, over £4.5 billion, or about 10% of the formula, is allocated according to deprivation factors, and £7.8 billion, almost 18%, will be allocated for additional needs factors. Both those elements correlate with the prevalence of SEND.

[Baroness Bull (CB)]

My Lords, the Minister will know that there are many thousands of individual special needs teachers who go that extra mile in meeting the very individual needs of young people with special needs. What is the department doing to ensure that, where people have come up with innovative ways to address needs, learning is both retained within the institution, as in the original Question, and shared with other schools across the sector?

[Baroness Barran (Con)]

That is precisely what we are aiming to do through our practitioner standards. The noble Baroness will be aware that we are starting with the biggest areas of additional needs: speech, language and communication; autism; and mental health and well-being. We have a twin approach; we partly have academic researchers looking at the evidence base, but we are also working very closely with practitioners to make sure we capture the best practice, and then publish and share it.

Pupil Mental Health, Well-being and Development

Baroness Bull Excerpts

Thursday 22nd February 2024 Lords Chamber

[Baroness Bull (CB)]

My Lords, it is a pleasure to speak in this debate and I pay tribute to the noble Baroness, Lady Bennett, for focusing her seemingly inexhaustible energies on this important topic. It is a complex topic that invites multiple approaches. I intend to focus narrowly on one area, and, given that intended focus, I must start by declaring my interests as noted in the register. Of particular relevance to this debate is my role as chair of an expert advisory panel convened by government to offer non-binding advice to the DCMS and DfE on the development of their plan for cultural education.

My own education was far from usual in that I entered professional training at the age of 11 as a student at the Royal Ballet School. I will always count myself fortunate to have been educated in a place where there was never any sense that art was an extra, a “nice to have”, or peripheral to the main purpose. Art and arts-based approaches were integrated throughout a broad-based education that would equip us with a set of skills as important in life as they are in dance: curiosity, courage, perseverance, confidence, teamwork, personal responsibility and a creative hinterland on which to draw. Over the years, my increasing awareness of just how effectively that arts-enriched education prepared me for life beyond the stage has inspired an ongoing quest to better understand the role of the arts, culture and creativity in personal and social development, educational attainment, and health and well-being.

It is a field of research that has blossomed over recent decades. In 2016, the AHRC published a landmark report, Understanding the Value of Arts & Culture, which analysed, among other things, how arts engagement contributes to community cohesion, civic engagement and educational attainment. Three years later, the World Health Organization published the largest report to date on the underlying evidence base for the contribution of arts and culture to health and well-being. Of particular relevance to this debate is that the report found strong evidence of a positive correlation between arts engagement and the social determinants of health, child development and healthy behaviours.

Alongside evidence that childhood engagement in arts activities can predict academic performance across the school years, the report’s authors also found that it promotes pro-social classroom and playground behaviour, enhances emotional competence and reduces bullying. The behavioural benefits are shown to extend to groups with diverse needs. Children from less advantaged backgrounds, those with social, emotional and behavioural difficulties and those with physical or learning disabilities experienced reductions in anxiety, depression or aggression, with associated improvements in self-esteem, confidence, communication and personal empowerment. The authors also report a sizeable literature on the arts’ role in building social and community capital, fostering co-operation across different cultures, reducing prejudice, enhancing social consciousness and increasing civic behaviours such as voting and volunteering.

Dr Daisy Fancourt, one of the authors of the report, has worked forensically over many years to investigate the ways in which these outcomes occur: how the component elements of arts activities trigger psychological, physiological, social and behavioural responses that are themselves causally linked with positive health and well-being outcomes. In addressing the question that the noble Baroness, Lady Bennett, has introduced today, it is worth considering each of these in turn.

Fancourt’s work points to how the aesthetic and emotional components of art provide opportunities for understanding and exploring emotions. They allow opportunities for emotional regulation and stress reduction, and all these are key to how we manage mental health. The cognitive stimulation in art supports learning and skills development, which is beneficial in itself but is also interrelated with mental illnesses such as depression. Group interactions through arts activities improve social capital and reduce prejudice and discrimination between different groups. The physicality of arts activities reduces sedentary behaviours, improving fitness, flexibility and bone health and linking to reductions in depression. This is what the research tells us.

Schools taking part in the Artsmark programme show us what this looks like in action. Artsmark offers schools a framework and support to embed creativity across the curriculum, addressing school improvement priorities, and 89% of Artsmark schools report improvements in pupils’ well-being and resilience. They point to positive impacts on mental health, enhanced intercultural understanding and stronger connections forged between staff, pupils, families and local communities. Schools also report improvements in punctuality, student engagement and attendance, underlining the important point noted earlier by the noble Baroness, Lady Bennett, about creating environments that encourage children and their parents to engage with school.

Partnership working is key to success and, in the best-case scenarios, a network of commissioners, providers and agencies across education, culture, voluntary and faith sectors, as well as local authorities, work together to provide children with rich, culturally diverse and locally connected arts opportunities. I urge the Minister to follow the progress of Culture Start, a three-year city-based cross-sector partnership launching this year in Sunderland, which will span social housing and the voluntary, cultural and youth sectors, as well as education, to provide young people with cultural experiences that help to mitigate some of the impacts of growing up in poverty.

Research and lived experience demonstrate how arts activities and experiences can support schools in caring for the mental health and well-being of children and in fostering family and community connections. The evidence is clear, the outcomes evident. There are, of course, other routes for children to access arts activities, at home and in the community, but if we want all children to enjoy the developmental, educational and social benefits associated with arts engagement, school—a universal experience—is surely the best route to ensuring universal access.

I know that, in responding, the Minister will reiterate her commitment to ensuring that all children have access to these opportunities through education. I will finish by welcoming that commitment in advance.

Ofsted: Pupil Absence Rates

Baroness Bull Excerpts

Tuesday 13th February 2024 Lords Chamber

[Baroness Barran (Con)]

I would be delighted to meet with the charities and families to which my noble friend refers. She makes an important point, and it goes back to the point made earlier by the noble Baroness—that parents need to feel that the response they are getting from their school is about their child. To every parent, their child is very special.

[Baroness Bull (CB)]

My Lords, we know that children with profound and multiple learning difficulties, physical disabilities and social, emotional and mental health special educational primary needs have the highest rates of school absence. In spring 2023, 384,202 children with some form of identified special educational need were persistently absent. Given what we know about the link between persistent absenteeism and life chances, does the Minister agree that this risks widening the gap between the more advantaged and the less advantaged in our society? What are the Government doing to support children with special educational needs and disabilities to succeed in school?

[Baroness Barran (Con)]

The Government are doing a great deal, starting with their investment in a dramatic increase in the number of specialist places for children with the kinds of special needs and disabilities the noble Baroness refers to, through our attendance hubs programme in particular. I met a group of chief executives of specialist multi-academy trusts which are working with children with special educational needs and those in alternative provision. We are seeking to identify best practice and making sure it is a shared peer to peer.

Schools: Special Educational Needs

Baroness Bull Excerpts

Monday 12th February 2024 Lords Chamber

[Baroness Barran (Con)]

The noble Lord will be aware that our whole approach is about meeting the needs of the child and not requiring a diagnosis to get support. That is incredibly important for our focus on intervention and support at the earliest possible stage. All that comes before the online testing, and it is critical that we get it right.

[Baroness Bull (CB)]

My Lords, around 6% of UK children are affected by dyscalculia: a learning disability impacting numerical processing and the ability to learn, understand and perform maths. It has a similar prevalence and impact on education and employment as dyslexia, yet there is no official government recognition of dyscalculia. Does the Minister share my concern that specialist maths teachers are under no obligation to learn about dyscalculia unless they opt for additional modules? Given that the Government intend for maths to be taught to everyone until age 18, surely learning about dyscalculia should be standard for maths teachers?

[Baroness Barran (Con)]

I understand well the point the noble Baroness makes, but I refer again to the very recently published changes that we are making to the initial teacher training and early career framework, which is bringing much more on identification of special educational needs and specific learning difficulties such as dyscalculia into the early career framework. We are also making sure that teachers get the support from their mentor to develop those skills throughout their career.

Teacher Shortages

Baroness Bull Excerpts

Wednesday 6th September 2023 Lords Chamber

[Baroness Barran (Con)]

My noble friend makes an important point. We are extremely concerned about the specific issue of children missing from education and, more broadly, about the impact that Covid has had on school attendance. Yesterday, the Secretary of State and the Minister for School Standards met the Attendance Action Alliance, trying to address exactly these issues and learning from best practice around the country.

[Baroness Bull (CB)]

My Lords, given the shortage that we heard about earlier of specialist teachers in subjects such as physics, what is the department able to do to broker partnerships with independent schools where teachers are available perhaps to enable pupils to study these subjects remotely so that they can gain the qualifications they want and enter the professions where these roles are so badly needed?

Schools: Absenteeism

Baroness Bull Excerpts

Thursday 20th July 2023 Lords Chamber

[Baroness Barran (Con)]

The noble Lord knows we are working extremely hard, and in our latest publications—both in relation to the commissioning of schools and our description of what a really strong trust looks like—there was a very big emphasis on inclusivity and making sure children with special educational needs are well supported in mainstream education. To give the noble Lord a specific example, we are aware that in some areas children with education, health and care plans have high attendance as a specific objective on that plan. That is not the case in all, and many schools have suggested to me that it should be.

[Baroness Bull (CB)]

My Lords, children with some form of special educational needs and disabilities accounted for 24.9% of all persistently absent children in the year to 2022. Having 100% attendance may not be possible for them, yet some schools offer awards and prizes to children who have a full attendance record. Does the Minister agree this is discriminatory? It not only impacts their well-being but perhaps impacts their longer-term view of how they will be valued in the workplace. What are Government doing to ensure schools tailor their approach to take into account the needs of young people who cannot be there all the time?

[Baroness Barran (Con)]

I understand where the noble Baroness’s concern comes from. Obviously, the children I meet tend to be hand-picked for perfection, but when I talk to children and suggest to them that not all their friends are in every day, they tell me they need incentives to come in, whether that is fun at the end of the day such as extracurricular enrichment activities or reward schemes. Some of the best reward schemes I have seen are run on a weekly basis, which addresses the point the noble Baroness raises: no child feels they have fallen behind so far they can never catch up.

Higher Education: Arts and Humanities

Baroness Bull Excerpts

Wednesday 28th June 2023 Lords Chamber

[Baroness Barran (Con)]

I absolutely agree with the noble Baroness that modern foreign languages are critically important; hence our emphasis on the EBacc in schools to create a pipeline of students who are confident in exploring another language and the bursaries we offer teachers to deliver them.

[Baroness Bull (CB)]

My Lords, in its recent inquiry, the Communications and Digital Committee of your Lordships’ House heard that the OfS introduced a measure of low-value courses that failed to take into account the earnings profile in arts and creative careers, which often start on lower salaries or in freelance roles. Does the Minister agree with the committee that what it called a “sweeping rhetoric” about low-value courses needs to change, to reflect not just the realities of work in the sector but also the important point that individuals can and do choose to pursue careers that earn lower salaries but have vital social and cultural value?

[Baroness Barran (Con)]

The Government of course recognise the points that the noble Baroness makes, but it is also important that students are really well informed and understand the choices they make when they opt for one qualification or another, particularly in relation to the debt that they might take on. That is why we are so keen to encourage degree apprenticeships in the creative industries, for example, because of all the opportunities that offers.

Performing Arts: GCSE and A-level Qualifications

Baroness Bull Excerpts

Wednesday 26th April 2023 Lords Chamber

[Baroness Barran (Con)]

If I may, the Government like “both/and”. We have the arts clearly in the national curriculum and over half of children in schools are doing either GCSE or a vocational technical qualification —but, in terms of the richness of children’s education, the opportunity to engage outside brings a great deal of added value.

[Baroness Bull (CB)]

My Lords, when might we see the arts premium that was promised in the Conservative Party manifesto?

[Baroness Barran (Con)]

I was hoping the noble Baroness might ask when we were going to see the cultural education plan, which I know she is keen to get on with—and I take this opportunity to thank her for agreeing to chair the expert advisory panel for that. We absolutely remain committed to cultural and music education and the arts but, with the impact of Covid on children’s learning and the importance of focusing on their recovery, sadly we have had to reprioritise education recovery within this spending review period.

Special Educational Needs: Employment Support

Baroness Bull Excerpts

Monday 24th April 2023 Lords Chamber

[Baroness Bull (CB)]

My Lords, work experience is an important window on the world of work for all young people, but the figures we heard from the noble Lord opposite suggest that it is particularly important for young people with learning disabilities and autism in raising their expectations of and aspirations in the workplace. Are the Government confident that students with learning disabilities have the same work experience opportunities as their peers? What steps are they taking to encourage employers to make the necessary adjustments to provide placements for young people with learning disabilities and autism?

[Baroness Barran (Con)]

The noble Baroness makes an important point. The guidance on the support for young people with disabilities in relation to the Gatsby benchmarks, and on the support the National Careers Service offers, tries to address some of the issues she raises. However, without question, if we look at the evidence on employment rates for young people with disabilities, there is more to be done.