Children and Families Bill
Baroness Walmsley Excerpts(10 years, 5 months ago)
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Baroness Walmsley (LD)
My Lords, my name is attached to the amendment of the noble Baroness, Lady Hamwee. Our intention in paring this down to background and characteristics is to force people to look at the guidance. The Government tell us that they are strengthening the guidance considerably and will emphasise the need to understand that a child’s ethnicity is an important aspect of their identity. What concerns me particularly about taking ethnicity out altogether is that we will continue to have a large number of trans-racial adoptions. Hurrah to that, I say, as long as the child is going to a family who can love them, bring them up in a caring way and, if there are differences in background, ethnicity, culture and so on, understand how that affects the child. Whether through the Bill or in the guidance, we need to ensure that local authorities, when dealing with prospective parents, are able to investigate whether they are the kind of parents who would understand the importance of that characteristic of the children. I fear that taking “ethnicity” out will not fix the problem.
As my noble friend Lady Hamwee said, there is a mismatch between the cohort of children waiting for adoption and the size of the cohort of parents prepared to adopt them. There is also a difference in the ethnicity of those two groups and that is why, until we can balance the ethnicity of the one group and the other, there will continue to be those trans-racial adoptions. That is why we need to make quite sure that, among all the other wonderful characteristics of those prepared to take the step and adopt a child who needs a home, there is that sensitivity and understanding of the child’s ethnic background. Whichever way we do it, it has got to be done well.
Baroness Whitaker (Lab)
My Lords, following the intervention of the noble Baroness, Lady Walmsley, with which I agree absolutely, I warmly support the amendment in the names of the noble and learned Baroness, Lady Butler-Sloss, and my noble friends on the Front Bench.
The noble and learned Baroness, Lady Butler-Sloss, has unrivalled expertise. I have only personal experience—I am speaking as the parent of an adoptive child of Asian background—and it is my conviction that any child of a different racial background from the parents is deprived if it cannot identify easily, almost unconsciously, with someone close to it in the way children do. A baby first learns visually to recognise faces. A teenager depends very much on confirmation of his or her identity to develop confidence. A loving home is, of course, all important. I am speaking not only as a parent, but as a member of a support group for adoptive parents, so I am also aware of their experiences. You impose a burden and a cause of stress on a child if ethnicity—as far as is possible—is not respected.
Children survive all sorts of things and I hope we have had a happy family. But that in no way alters my conviction that the Government should pay attention to this need of children and accept this amendment.
Baroness Eaton
My Lords, I support the amendments in my name and those of the noble Baroness, Lady Hamwee, the noble Lord, Lord Storey, and the noble Viscount, Lord Eccles. I do not wish to rehearse all the points that my colleagues have already made but it is important to say that part of what we need is a cultural change of collaboration and working together in local authorities to create a climate where adoption happens with ease for all the children needing a loving home.
The word “direction”, which hangs over local authorities, is not conducive to a working, productive relationship. It is dictatorial and does not create the atmosphere that we are all looking for. As the noble Lord, Lord Storey, said, we need the Secretary of State to have the absolute power at the end, if it is required, but the amendment ensures that there is justification for anything that is taken before both Houses of Parliament, and I am sure that we will all be more comfortable about such scrutiny. The idea that, with the direction, the Secretary of State merely has to give his reasoning but does not give anyone the chance to fully debate the matter and make changes would not be helpful in this process.
I support these amendments and I hope that they will take us much further forward in obtaining the co-operation we need and the adoption system that we are looking for.
Baroness Walmsley
My Lords, I support the amendment in the name of my noble friend Lady Hamwee.
A point was made by two earlier speakers that the Secretary of State could use successive orders under new Section 3A(3)(b) to achieve what new subsection (3)(c) provides for—in other words, to wipe out all local authorities from these various functions. Given the fact that new subsection (3)(c) is in the Bill, any Secretary of State who were to try that would, I am sure, be challenged for an abuse of process. I cannot see any Secretary of State trying to do that. It would be eminently challengeable. To colleagues who fear that scenario in the future, I suggest that it is not likely to happen. We have in my noble friend’s amendments a process—which I think the Government will be able to accept—to bring about parliamentary scrutiny if the powers in new subsection (3)(c) were used. That is the right level of parliamentary scrutiny required.
Lord Nash
My Lords, I am grateful to those noble Lords who have contributed to this debate. I am acutely aware of the concerns Peers have raised about this clause. I thank particularly my noble friends Lady Hamwee, Lady Eaton, Lord Storey and Lord Eccles for helping me to understand the nature of those concerns.
Following constructive discussions, I am persuaded that the Government’s amendment and the commitment to report to Parliament do not provide for the parliamentary scrutiny that many noble Lords would wish to see. I am therefore very grateful to my noble friends for tabling their Amendments 4A to 4D and 6A. I am persuaded that it is right for a direction to all local authorities to be subject to full and rigorous scrutiny by Parliament. I therefore confirm my support for their amendments and, if they are accepted, I will not of course need to move my Amendment 6.
Before I address Amendments 4 and 5 I remind noble Lords of the rationale of the clause as set out in the recently published policy statement. The clause is intended as a backstop should the current and significant efforts of local government and voluntary agencies prove insufficient. Unfortunately, we have to accept that this is a possibility as adoption agencies have to work within a flawed system. The fundamental problems are the structure of provision, based around local boundaries, and the unhelpful incentives associated with this structure. This constrains the ability to recruit adoptive parents in sufficient numbers. As a result, the system fails to deliver enough adopted parents to meet national demand, as we have already discussed.
However, let me be quite clear: it is the system that is failing to meet national demand, not the individual local authorities and voluntary adoption agencies that make up the system. The distinction is important and can be demonstrated by statistics. Recently published Ofsted data showed a 34% increase in adopter approvals in 2012-13 compared to the previous year. This is a huge achievement on the part of individual agencies. Local authorities have delivered a 32% increase in adopters recruited and approved and voluntary adoption agencies a 53% rise, and they should be congratulated.
Impressive though these numbers are, the sad truth is that this is still not enough to meet the needs of the number of children waiting for a loving home. At the end of March 2013, there were 6,000 children approved by the courts for adoption, waiting to move in with a permanent family. This is 15% higher than the year before. Furthermore, we estimate that we need around 3,100 additional adopters to meet the existing demand of the children who were already waiting with a placement order.
So we face a real challenge to recruit more adoptive parents. To meet it, we need to transform the system and tackle the underlying structural problems. I feel that we are well placed to do so. After welcome and constructive discussions with colleagues from local government and the voluntary sector, we have an agreed proposition for a national adoption leadership board. This is a significant milestone and demonstrates a collective commitment to take nationally driven action to close the adopter recruitment gap. The board’s members will be senior figures from the core organisations within the adoption system in England. I therefore see this board as the principal forum to deliver significant improvements in the performance of the adoption system.
Under the board’s leadership, we expect to see significant changes in the shape and structure of the providers available, including increasing consolidation and scale among local authority adoption agencies; growth in the capacity of the voluntary sector and an increase in the proportion of adopter approvals for which it is responsible; and more partnership working between local authorities and voluntary adoption agencies, local authority employees, spinouts into mutuals and the entry of some new providers.
These sorts of things are already happening. For example, I was pleased to see from the recent Ofsted publication that, as my noble friend Lady Hamwee referred to, 12 local authorities now provide adoption services under joint arrangements. These are Bedford borough and Central Bedfordshire; the west London tri-borough; Leicestershire and Rutland; Shropshire and Telford; and, as the noble Baroness, Lady Hughes, referred to, Warrington, Wigan and St Helens.
I also welcome the partnership arrangements that exist between local authorities and voluntary adoption agencies—for example, those operating in Harrow, Kent, Cambridgeshire and Oxfordshire. We just need to see these types of arrangements happening more quickly and more often.
Clause 3 therefore provides levers of last resort. It is the backstop to a number of things that Government are doing to support local authorities and voluntary adoption agencies. I have already mentioned the Government’s support for the new national adoption board. We have invested £150 million through the adoption reform grant to support local authorities in 2013-14. We are also investing £16 million to build the capacity of the voluntary sector.
We know that these investments are having an impact. We expect there to be a number of new voluntary adoption agencies in the near future and we know that many local authorities have made good use of the adoption reform grant. For example, they have recruited additional staff, provided staff training and development and funded a range of marketing activities to recruit more adopters. I was particularly interested in the work the Southwark area is doing, as I have already mentioned. It used some of its funding to develop an innovative recruitment campaign to target harder-to-reach prospective adopters using a reward scheme. Southwark is also working with Lambeth to fund an outreach worker to promote the recruitment of adopters from the BME community.
I will now explain the government amendment, which tries to address some of the concerns raised in Grand Committee. Amendment 6 delays the implementation of new subsection (3)(c) until March 2015 at the earliest. It therefore provides more time for current reforms to embed and for the new leadership board to have an impact. The Government also commit that the Secretary of State will report to Parliament before issuing any direction under new subsection (3)(c).
This report would set out an updated analysis of the state of the adopter recruitment market. It would cover both the local government and voluntary sectors and analyse their current structure and effectiveness. It would also include the latest estimate of the adopter recruitment gap. In essence, it would justify the requirement for a direction under new subsection (3)(c). Any such direction would provide sufficient time for new arrangements to be put in place. This is an important point as structural change cannot happen overnight.
Children and Families Bill
Baroness Walmsley Excerpts(10 years, 6 months ago)
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Baroness Walmsley (LD)
My Lords, the Committee is about to hear from the Lib Dems because I was delighted to add my name to that of the noble Baroness, Lady Massey, in support of her amendment. I am delighted to see her in her place and congratulate her on the quality of her introductory speech. If she can do that after a bang on the head, what on earth could she do without one?
Current legislation in relation to PSHE and SRE is very confused. I agree with the noble Baroness, Lady Jones, that making PSHE, including SRE, a statutory part of the national curriculum would make schools much more accountable for what they delivered. Young people all say that they want a comprehensive, high-quality programme of PSHE. Teachers themselves are campaigning for it, a large percentage of parents want it and most of the children’s organisations are also campaigning for it. That is why I also support the amendment of the noble Baroness, Lady Jones, to make PSHE part of the national curriculum and, indeed, to put an expert group together to look again at the guidance. An enormous amount of expertise is available to the Government on this subject and they should listen to it.
The amendment of the noble Baroness, Lady Massey, is very clever as it builds on a duty that schools already have. I am sad to say that this Government have already made clear their position on making PSHE part of the national curriculum. In my view, a few warm words in the preamble to the national curriculum is not enough but the Government have stated what they want to do or rather what they do not want to do. The noble Baroness, Lady Massey, has considered a duty that schools already have. Hardly anyone could disagree with the wording of her amendment. Frankly, it occurs to me that no school could comply with this amendment without teaching a comprehensive programme of high-quality PSHE.
I wish to comment on two of the five important paragraphs in proposed new subsection (1) of the noble Baroness’s amendment. As regards a school’s ethos, she mentioned rights-respecting schools. It is very important for children’s own protection that their personal self-respect is built up by a programme of PSHE and by everything which happens to them within the school. I have visited a rights-respecting school where I saw some of the most mature young people that I have met in any school. The pleasant, relaxed and respectful relationship that existed not only between the young people themselves but between the young people and their teachers was outstanding. That is the sort of relationship that is conducive to high-quality learning. Paragraph (d) in the amendment refers to the duty of schools to promote,
“a school curriculum from which pupils gain the information and skills to support their academic, emotional, moral, physical and cultural well being and which prepares them for adult life”.
What are we doing with children in schools if we are not preparing them for adult life?
Children who have self-respect and confidence and feel comfortable and happy in their school environment are good learners and that will help them to achieve academically as well. We are not talking about a soft subject here; we are talking about a very important underpinning for all the academic subjects and the high-quality qualifications which we hope all young people will get in their schools, given good-quality teaching. The noble Baroness, Lady Massey, is absolutely right that it is important that this issue is in the curriculum but it is also important to understand that this is not just about the curriculum but about the development of the whole child across the whole school. Many schools put PSHE right at the very heart of everything they do. They do not just teach it as a subject; it is a fundamental underpinning of everything that the children do. However, it is also important to teach them all the things they need to know to help them develop into well balanced, confident adults and to protect them from all the dangers that there are out there for them.
The Earl of Listowel
My Lords, I am one of the Peers who is concerned about the government proposals to change the ratios and I tabled an Oral Question on this which the Minister answered. I admire the work that the Government have been doing through Iain Duncan Smith, working in partnership with Graham Allen, on recognising the importance of the earliest years of a child’s life and ensuring a good attachment between the child and the parent. Andrea Leadsom MP is the chair of the All-Party Parliamentary Group on Sure Start Children’s Centres and a leader of the 1001 Critical Days campaign, which looks at the period covering pregnancy and the first two years of a child’s life. It is thinking about how that time can be made into the best possible experience for both the parent and the child.
I was therefore very worried about the proposal to change the ratios for babies in baby rooms, particularly because one tends to have the least experienced and least educated young women working in them. I recognise that the Government are concerned about affordability, and we all want children to have the benefit of both good quality group care and childminding. In terms of affordability, three or four months ago an interesting editorial piece in Nursery World looked at the various factors that contribute to making childcare expensive or affordable. One of the things the editor emphasised was that the Government need to fund the entitlement properly—the entitlement that had been available up to three years old but has now moved down to two year-olds. The Government should come up with the full whack, and that is an aspect that needs to be addressed. The editorial highlighted that several different factors make this a complicated issue, which means that it is difficult to make childcare profitable.
I was very relieved when the Government decided not to go ahead with the changes in the ratios, and I hope that the Minister can now assure us that, for the foreseeable future, we will not see them changed, particularly for the very youngest children.
Baroness Walmsley
My Lords, not for the first time the noble Earl, Lord Listowel, has hit the nail right on the head. There is more than one way of making childcare more affordable for parents; properly funding the free entitlement is one of them while increasing the ratios is not. I was also concerned about the proposal and I am very pleased that the Government did not go ahead with it. It is not appropriate to put these ratios into the Bill. But, having said that, if the Government come up with another proposal to increase the ratios between now and 2015, I will be writing to Nick Clegg.
Baroness Northover
My Lords, I can assure the noble Baroness, Lady Hughes, that as a mother I would never regard child/staff ratios as being a dry subject. No doubt other noble Lords have had the same experience as she of what it feels like to look after three under-fives. However, coming home to find a childminder reading Captain Pugwash to my two spellbound little boys while at the same time spooning food into my baby girl, and everything being peaceful and quiet, demonstrated that some considerable skills are required. That was not quite how I managed it.
These amendments seek to set out ratios and minimum qualifications in primary legislation. As the noble Baroness and my noble friend Lady Walmsley have pointed out, staff/child ratios are currently set out in the Statutory Framework for the Early Years Foundation Stage and are made under powers in the Childcare Act 2006. Ratios are currently linked to other welfare requirements which are also set out in secondary legislation. To put this into primary legislation would separate it from all the other welfare requirements covering child protection and the suitability of staff. These include health, the safety and suitability of premises, the environment and equipment. These are all equally important and interrelated areas concerning the well-being and safety of young children. In our view, all aspects of the welfare requirements are intrinsically linked and should stay together in secondary legislation.
As my noble friend pointed out and the noble Baroness, Lady Hughes, will know extremely well, the ratios were in secondary regulations under the previous Government. It may very well have been the noble Baroness who took this through as Secretary of State.
Baroness Morgan of Ely (Lab)
I will speak, on behalf of my noble friends Lady Jones and Lady Hughes, to Amendments 237, 239 and 240 in their names.
I have listened patiently for weeks to the deliberations of this Committee and have been very impressed with the standard of expertise and knowledge. I have been asked to speak to these amendments relating to childminders and childcare agencies because, when we started to discuss this, I became very animated. I felt that noble Lords were all at the grandparent stage while I am still at the mother stage. Having served as an MEP, rushing off to Brussels every week while my children were very young, and now abandoning them again to come to your Lordships’ House, I confess that I am utterly dependent on my childminder, Margaret. There are hundreds of thousands of other parents in the same situation. We all, of course, want the best for our children. We need to feel confident that they are in a safe and secure environment, especially if we are not there to protect them. Getting this right is critical, not just for the well-being of the children, but for the peace of mind of countless parents throughout the land and to ensure respect for the profession.
I will focus on the issue of childminder agencies, as mentioned in Clause 74. It is essential that a high standard of care is maintained and important to note that there have been many improvements over the years. In 2008, the early years foundation stage was a welcome development in the professionalisation of childminders, leading to increasing standards and better qualifications. However, I remember watching my own childminder despair at the paperwork that mounted up; a new and challenging part of her job. The purpose of this clause is the introduction of agencies which would take away the paperwork burden and allow childminders to concentrate on what they do best. At first, encouraging childminders to join agencies might seem like a sensible suggestion, as these agencies can give advice, share best practice and provide a useful network as well as lessening the burden of paperwork. The problem is that, however competent the agencies are, much of the paperwork involved is about observation, assessment and planning for the individual child. So I am not quite sure what they will bring to the party, other than an extra tier of bureaucracy and significant additional cost. This goes directly against the Government’s recently published paper More Affordable Childcare.
These costs will, inevitably, be passed on from childminders to parents, adding to their burden. Childcare costs are one of the key issues causing the cost of living crisis under which so many are currently suffering. In addition, as this is a dramatic departure from the current system, it would make sense to wait until this proposal has been properly piloted and consulted on, prior to putting it in the Bill. We seem to be putting the cart before the horse here. This is the general gist of what we are trying to address with Amendment 237.
On inspection, childminders are currently inspected by Ofsted, operating under the early years foundation stage statutory guidance. I want to probe further what the Government are suggesting in new Section 51D of the Childcare Act 2006:
“Inspections of early years childminder agencies”.
The new system would allow childminders to register with, and be inspected by, a childminder agency, rather than by Ofsted. Ofsted would not be responsible for assessing the quality of care of the individual childminders registered with the agency; rather, it would inspect the quality and support provided by the agency.
My concerns are threefold. If the nature of your private business—the agency—is to attract more people to use your service but you are at the same time policing the people who pay you on the quality of the service that they provide, there is a clear conflict of interest. Paid, privatised regulation should be regarded with a degree of suspicion. Is there not a chance that standards of care will be reduced if agencies are inspecting their own people? How can the Government ensure standards when individual childminders are not inspected? We all know the pressures that Ofsted is already under. In time, it is likely that fewer and fewer individual childminders, signed up to agencies, will be spot-checked.
Under the current system, the costs of inspection are borne by the local authority. In future, these costs will inevitably and dramatically fall on parents. The costs of childcare are already seriously impeding many from returning to the workforce, in addition to putting immense pressure on already hard-pressed families. Is the Government seriously suggesting that, in future, they will have to cough up significant extra money to pay for childminders to register with an agency? We are creating a two-tier system, and a lack of reference in new Section 51D to individual childminders being inspected seems to underline this. Amendments 239 and 240 draw attention to this two-tier system, and ensure that all childminders are treated equally, with no temptation for the agencies to cherry-pick which childminders they inspect.
The introduction of a two-tier inspection system could dramatically increase the cost of childcare for already hard-pressed families. Before launching into such dramatic changes which have not been well tested or consulted upon, surely we should see if they work through properly constructed pilot programmes which are endorsed by the profession and by the parents they impact on. I beg to move.
Baroness Walmsley
My Lords, I have considerable concerns about this clause, which is why I have given notice of my intention to oppose the Question that the clause stand part of the Bill, to initiate a probing debate. As I understand it, the Government’s objectives are to recruit more people to childminding, to improve quality and to make childcare more affordable for parents. Those are all laudable objectives with which I have no argument. I am yet to be convinced that these objectives will be achieved by setting up for-profit childminder agencies. I realise that it would be voluntary for childminders to sign up to an agency. If that was where it ended, that would be all very well. However, I fear that the existence of these agencies could affect non-participating childminders, parents and children. That is of great concern to me. I am aware that pilots are being carried out, but this measure will be in place before they have reported. In addition, when the pilots are assessed will that assessment cover just the agencies themselves, how many childminders they sign up and how satisfied the parents are, or will it go wider than that and study whether there has been any adverse effect on other early years provision in the area?
Baroness Walmsley
Can my noble friend the Minister answer my question about whether the assessment of the pilots will include looking at the effect on the rest of the childcare provision in the area of the pilot?
Lord Nash
I will attempt to answer that question in a minute. All the organisations I mentioned are getting involved to explore new and innovative ways to deliver the quality childcare that parents and children need. There will be a full evaluation of the trials with a first report early next year, including the difference they make in the local markets. Moreover, key requirements for registration will be set out in regulations and subject to parliamentary scrutiny in the usual way.
Amendments 239 and 240 seek to make all childminders registered with early years childminder agencies subject to individual inspection by Ofsted. However, we believe Ofsted will have sufficient powers to inspect early years providers registered with an agency. First, the Bill contains provisions that will enable Ofsted to inspect early years provision by those registered with an agency, as part of its inspection of an agency. Secondly, Ofsted retains its existing powers of entry to any registered childcare premises to determine whether providers are complying with requirements imposed by the Childcare Act 2006. If there are concerns about an agency-registered childminder, Ofsted will have the power to go in and investigate.
That is not dissimilar to the process for other organisations subject to Ofsted inspection. School inspections do not observe every teacher but instead observe a sample, although they pay close attention to the arrangements in place to secure good safeguarding. That is the approach we wish to see. We are working closely with Ofsted to develop a robust registration and inspection regime for childminder agencies to make sure that agencies are providing a high-quality service to childminders and parents. We expect Ofsted will consult on its inspection framework later this year.
A key feature of the agency model is that the agency rather than Ofsted is responsible for monitoring the quality of provision and compliance with registration requirements for its childminders. It is the agency that is responsible for communicating the outcome of monitoring evaluations to parents. The intention is for agencies to help remove some of the burdens that childminders currently face. It does not make sense for agency childminders to be subject to two separate inspections by different organisations. Agencies will be required to monitor the standards of care being delivered by the childminders they register and will be able to help childminders with training, business support and advice, and in finding parents needing childcare. They will also be a valuable service for parents who want to find a high-quality childminder. I therefore urge the noble Baroness, Lady Morgan of Ely, to withdraw her amendment and the other noble Baronesses, Lady Hughes and Lady Jones, not to push their other amendments.
I turn to government Amendment 240A. The Bill gives the Secretary of State a power to make regulations about the suspension of a childminder’s registration by a childminder agency. Amendment 240A seeks to make clear that those regulations must provide for a right of appeal to the First-tier Tribunal for any childminder whose registration is suspended and should be included in the Bill.
Government Amendments 240B to 240Q seek to amend the disqualification regime set out for childminder agencies in the Bill. Safeguarding will be paramount, and agency-registered childminders will be subject to the same checks as independently registered childminders. However, agency staff who are involved in marketing support, for example, will not be caring directly for children. These amendments are required to ensure that the Government can make appropriate disqualification provisions for those who apply to register as, or work in, childminder agencies, which are in line with the roles that they will play and mirror the approach taken by similar bodies.
Amendments 240B and 240C will therefore amend the Bill so that the consequences of disqualification from registering as a provider relate solely to the delivery of childcare or any direct concern in the management of childcare provision. Amendments 240D to 240L will make corresponding amendments to the Bill so that the consequences of disqualification from registering as an agency relate solely to the running of an agency, in the sense of being involved in the management of an agency or working in an agency in a capacity which involves visits to childminders’ homes. Amendments 240M to 240Q are technical amendments which are consequential on those I have outlined above. They amend provisions concerning powers of entry to the premises of a childminder agency and offences by corporate bodies. Amendments 240B to 240Q should be included in the Bill.
Baroness Walmsley
My Lords, before the noble Baroness, Lady Morgan, withdraws her amendment, as I assume she will, I will just make a point about the Minister’s analogy that not every schoolteacher is inspected by Ofsted, but a sample from the school. We have a very different situation here. Childminders are working on their own, behind closed doors and on their own premises. Teachers in schools are all on the same premises and their work is quite visible and open to everybody to see. When I did my teaching practice, I was in an open-plan laboratory and my supervisor was the other side of the bookcase. It was terrifying. The fact is that it is very easy to know, in a school, if a teacher is not doing the right thing or is just not up to standard. It is not the same thing at all and I really would not accept that analogy.
Baroness Morgan of Ely
My Lords, I thank the Minister for addressing some of those issues. I would like to pick up on a number of them. First, he suggested that childminders working together makes sense. Yes, absolutely that makes sense, but informal networks exist already. Local authorities are doing a lot of this work already. It also seems very odd that we are still in the middle of a pilot and are putting something into the Bill when we have no idea whether it will work. Even if it does, the sample we have is just six private companies out of 20. When the whole point of this is the suggestion that we move to a private sector approach, having just six out of 20 does not seem to make much sense.
The Minister mentioned that Ofsted can inspect any of these childminders. The question is: will it? The cost of inspection according to Ofsted is £701 per childminder visit. That is quite a lot when Ofsted is already under pressure financially. I am very disappointed that the Minister did not address the issue of the conflict of interest, because that is absolutely fundamental. If a private provider inspects childminders who are paying it, there has to be a conflict of interest. At this time of austerity, when people are really up against it financially, to suggest that costs will come down is fairy-tale land. The assumption that the Minister makes is that a childminder does not have enough children, and that they can go to an agency that will have a whole pool of children they can pick up. That is unlikely to be the case because we know that there is already a shortage of childminders. The probability is that costs will increase for childminders and they will pass that cost directly on to parents. That concerns me but—
Baroness Walmsley
My Lords, this is a probing debate because we now have a very new and different Ofsted framework for early years settings. Local authorities will no longer inspect them, although they will retain their duty to help improve quality, based on the Ofsted verdict. There is some confusion as to whether Clause 75, which allows settings to pay for an additional Ofsted inspection, only applies to early years providers operating on non-domestic premises. That would exclude childminders and, I think, Sure Start children’s centres. I hope that the Minister can clarify this point because I have received two different interpretations from the sector.
Referring back to our debate on Clause 74, it occurs to me that childminders who are signed up to agencies but who are not chosen in the sample of those to be inspected by Ofsted when they inspect the agency, may wish to ask and pay for an individual inspection in order to establish their own standards. Can this be done? I am doubtful about how many childminders would want to pay for an inspection if the Government decided to extend the provision to them. They are not highly paid and may not be able to afford it. A small nursery setting might also find it a burden. How much are the inspections likely to cost? We do not want to add to the running costs of settings, in order to avoid them putting up the price of childcare for parents. Could settings that did not previously have a “good” Ofsted rating make quick improvements and ask for another inspection? This might give them an advantage over other settings, since normally the inspectors turn up without notice. However, if you have just made improvements, ask to pay for another inspection and then the inspector comes along exactly when you are expecting to see him, that gives an advantage.
How often can settings ask for a paid-for inspection? Can they keep on going until they get to the quality they are looking for? The Secretary of State is against multiple GCSE entries; is he also against multiple Ofsted inspections?
Baroness Northover
My Lords, the aim of this clause is to enable early years providers to request and pay for a reinspection from Ofsted outside the normal inspection cycle. We are aware of the impact an Ofsted inspection rating can have on a provider. Both reputation and the ability to offer funded early education for two, three or four year-olds will be affected. This could, in turn, have a dramatic impact on the viability of childcare provision, as much early years provision is run by private, voluntary and independent organisations.
We need to ensure a balance between maintaining high standards of provision and encouraging providers to make swift improvements in quality. While we recognise that Ofsted has introduced changes to its inspection framework for group providers from 4 November 2013 so that providers who receive “requires improvement” or “inadequate” ratings will be reinspected in six to 12 months, there are a number of providers, for example those judged “satisfactory” prior to 4 November, who will not benefit from these changes immediately and may wait a number of years for the opportunity to be reinspected, regardless of having made improvements much sooner.
The intention behind this clause is to enable providers to request a paid-for reinspection at an earlier date, should they wish to do so. This opportunity to demonstrate improvement sooner provides an incentive for providers to make improvements at a swifter pace. We appreciate that it would be unworkable if every provider requested and was given an early reinspection. That is why the Secretary of State, working closely with Ofsted and others, will set out in a remit letter the conditions under which such reinspections can take place. For example, we intend to have a minimum time between inspections to ensure that the provider has had an opportunity to make the necessary improvements. The situation will be kept under review and further conditions will be introduced if necessary.
My noble friend asked about costs. The fees will be set out in secondary legislation and the amount will be decided based on further negotiation with Ofsted and in the light of any consultation with the sector. Ofsted has indicated that the cost of childcare inspections is likely to range from around £700 for an individual childminder to £1,500 for group settings. Individual providers would need to decide for themselves whether or not paying for an early reinspection is worth it financially in terms of generating future additional income. I remind my noble friend that it is of course entirely voluntary. On her analogy with endless GCSE resits, I would say that costs could be a factor.
My noble friend also asked about the scope. It will include childminders and childcare within a Sure Start children’s centre. It does not include inspection of children’s centres’ wider functions. Childminding agencies could request reinspection, but not the childminders registered with them. If that does not sufficiently clarify, I am happy to write to my noble friend in answer to any of her questions. I hope that she has been reassured as to the intention of the clause and that she will be happy to allow it to stand part of the Bill.
Baroness Walmsley
I thank my noble friend for her reply. As I said at the outset, this is a probing debate. The Minister has clarified one point about the scope of the application of this power to request another inspection. As I say, I have had briefings from two different groups, one of which said that childminders were not included and the other that they were. Having said that, I cannot imagine many childminders forking out another £700; they just cannot afford it. Of course, I am sure that we would agree that it is far better to provide a high-quality service and get a good inspection rating in the first place. My noble friend has clarified some of the issues and I am satisfied enough to withdraw my opposition to the clause.
Children and Families Bill
Baroness Walmsley Excerpts(10 years, 6 months ago)
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Baroness Walmsley (LD)
My Lords, I wholeheartedly support the passionate plea of my noble friend. I do not believe that, when the Labour Government brought in the original Bill, their intention was to totally exclude young people with dyslexia from the possibility of ever completing an apprenticeship. I do not believe that it is the intention of this Government either. I accept that it may be a little tricky to sort this out and that this is probably the first legislative opportunity to change the legislation that inadvertently produced this situation, so we must make use of it.
I am very proud of this Government’s record on apprenticeships but they must not exclude talented young people who are able to get through all the practical side of the apprenticeship, often with flying colours, and show tremendous commitment, hard work, conscientiousness and all those qualities that we are looking for, but simply need a little help with written material. That help, once given, will enable them not just to get through the exam but to move on into a career. If we can sort this out, it will also send a message to employers that says, “There are a lot of talented people here who have gone through their apprenticeships with a little bit of help and they will prove to be very worthwhile employees to you if you take them on, post-apprenticeship, as long as you give them a little help”. I think that many local authorities can help employers to do that. What is the alternative? As my noble friend said, they end up with “NEET” on their foreheads. That is what we do not want. It causes the young people and their families a great deal of distress and, in the end, there can be long-term costs to young people from not being in employment, education or training.
These young people have a chance and we must make sure that they get it. It is soul-destroying when they start the apprenticeship, get through all the rest of it, and then find that they cannot complete it and get that important certificate because they cannot complete the written part. We really have to sort this out and we have to do it now.
Baroness Butler-Sloss (CB)
My Lords, several members of my family have varying degrees of dyslexia. All are able and intelligent, and have talents. My daughter-in-law, who has moderate dyslexia, has an excellent degree from the University of Bristol. It can be done but these people must have extra. That group of young people who want apprenticeships will be a loss to the country if they cannot get through the necessary exams. It is a major advantage for the country to make sure that they get through. The noble Lord, Lord Addington, and the noble Baroness, Lady Walmsley, have put this case extremely well. It is a relatively simple matter and I endorse the excellent work done by this Government in many respects, particularly on apprenticeships, but we should not leave out this important group. The funny thing about this is that it is often not properly appreciated that an enormous number of young people are dyslexic. Let us get out there, find them, help them and make them really useful members of society—without, as the noble Baroness, Lady Walmsley, said, “NEET” across their foreheads.
Baroness Howarth of Breckland
The Minister lost me for a moment. I am trying to follow him carefully but if we have such good practice as the noble Earl is describing, and all this is now possible, why can we not simply accept the amendment and move on?
Baroness Walmsley
I may have misheard my noble friend but when he gave a list of all the different kinds of exams for which these assisted technologies are available, I do not recall hearing him mention apprenticeships.
Lord Addington
My Lords, perhaps I may clarify the situation. It is the functional skills test and, before it, the key skills tests that are the problem. There has always been a much better attitude towards GCSEs, A-levels and degrees. I should draw noble Lords’ attention to my interest as chairman of a firm that provides some of the kit for the DSA, which for a dyslexic is voice-operated technology—the stuff that I use that was initially provided by the House of Lords authorities. So there is an establishment. The problem is with this one set of exams, which are crucial to getting this qualification, in which the dyslexics—who are 10% of the population in this country and 20% in America—should be overrepresented. Even if this would be appropriate for only half those dyslexics, that would still represent a hell of a lot of people.
Earl Attlee
My Lords, I understand how passionate my noble friend is about the use of technology. I am not opposing it. I applaud the development of these technologies. But if we were to introduce an additional duty, it would increase the regulatory burden on many hundreds of private businesses, which goes directly against the considerable efforts of the Government to reduce red tape for businesses. Finally, good practice guidance from the 16 Diversity in Apprenticeship pilots is now available on the National Apprenticeship Service website. The Government commissioned an independent report on creating an inclusive apprenticeship offer, and their response, the apprenticeships action plan for learners with learning difficulties and/or disabilities, is currently being implemented. Action includes: use of the Equality Act definition of “disabled” for the apprenticeship offer, employers being able to signal willingness to recruit more disabled apprentices on apprenticeship vacancies online using the “two ticks” scheme, which guarantees disabled applicants an interview if they meet the basic requirements for the role; and work to improve the reporting of data.
The National Apprenticeship Service is offering additional one-to-one support for young people who have been unable to secure an apprenticeship due to competition for a place. The DWP is working with the Joint Apprenticeship Unit to promote additional support, such as access to work payments.
Ministers are not deaf. We have listened to what noble Lords have said in Committee. We will look very carefully and consider what steps we need to take to meet the concerns of noble Lords. Primarily, we will have further meetings outside the Committee to look at this further but I suggest that government officials and noble Lords carefully read Hansard to see where we are. I hope that noble Lords will not press their amendments at the appropriate points.
Baroness Walmsley
My Lords, I have a quick word to say before my noble friend withdraws the amendment. The Minister has obviously been given a very long brief by officials but I can probably say that the Committee is not bamboozled by it. I do not think that that was the intention and I have been reassured by hearing about how much support can be given to young people with dyslexia as they go through their apprenticeships. But the point that my noble friend is making is that all this is to no avail if they cannot get that piece of paper at the end of the course. The fact is that without some technical help with their written English to enable them to express what they have learnt, those young people cannot get that piece of paper, and that means they cannot move on. It really is as narrow as that. All that good stuff that the Minister has been talking about is welcome but does not cover getting the piece of paper—in other words, passing the functional skills test. That is the problem. There have been lots of meetings but no progress has been made. I appeal to my noble friend to have further meetings with those of us who are concerned about this, if that is what is needed, but something has to be done. This issue is much narrower than what is in the vast majority of my noble friend’s briefing.
Lord Addington
My Lords, to give the noble Earl, Lord Attlee, a rugby analogy—good players catch bad balls and take the tackle. The noble Earl has been tackled, stood on and everything else—it has all happened—but I congratulate him on being man enough to stand up to it in the first place. The subtext that I take from the response is, “Oh, it can happen but it does not”. I am afraid that that is not good enough; it is more of the same with regard to what I have already spoken about. Technical assistance is provided in the Access to Work programme; it is not just a question of DSAs. The thinking appears to be that we help dyslexics by providing them with a government grant from another department to enable them to go to work but we do not let them take a qualification. We provide that metal box with those little gadgets on the side of it to allow someone to function after they have obtained a qualification, but not before. The point about English and maths just does not stand up for anybody who requires minor assistance, and never did. I will, of course, withdraw the amendment but I do not want to come back in two or three years’ time, or wait for another Bill, to correct the position. I do not think that anybody’s interest, including that of the Minister, would be served by going through this again.
Lord Addington
My Lords, I shall endeavour to be quicker on this issue, which concerns the training of those who deal with pupils with disabilities, or hidden disabilities, such as dyslexia. I apologise to the Committee for having rather overdone the “misspelling mafia” scenario in the past few minutes. Unless a teacher is trained to deal with pupils with very different learning patterns, he or she will not be able to teach them well. That is the underlying philosophy running through these two amendments.
A great deal of work has been done. Indeed, under the previous Government, a lot of the foundation stones for this approach were put down, and we had Rose and Lamb looking at this issue. If teachers do not know how to spot why somebody is failing to learn, or is learning in a different and slower way, they cannot give the appropriate assistance. Why is dyslexia mentioned here? It is the most frequently occurring condition. It may not be the biggest educational problem, but—the noble Lord, Lord Ramsbotham, is not in the Room—with certain aspects of speech and language, I will bet that there is a high degree of comorbidity.
If we are dealing with something this important, then we have got to make sure that a degree of training is instilled in those people who have got to deal with it on a day-to-day basis. The people who will start to notice that somebody is working differently will also be able to go to that person and say, “This is why you are not learning quickly”. One of the most standard conversations in dyslexia is this: a parent comes in and says, “My child needs help” and it is then discovered that the parent is also dyslexic but has manfully struggled through without assistance. We have got to try to get the identification going properly. One, help the child; two, enable them to open up and access assistance so that the coping strategies that we have just discussed can be put in place.
When it comes to making sure SENCOs get better training, it is a no-brainer. If the administrative structure of a SENCO is fine and everybody teaching is fine, they should also know what they are talking about. Dyslexia is the most common but there are other conditions out there. I am merely saying that this is where we are coming from but that we are not the whole story. Please will the Government give me an idea about what they are going to do to make sure that there is better training and awareness among teaching staff so that those with these needs can get into the school population and open themselves up to receive the help that is there? We end up doing it slowly, later on and then encountering problems, as we indicated just a few minutes ago. I hope that my noble friend has something positive to say on this. This is very much a probing amendment, so how are the Government thinking about getting better awareness and training about this particular problem, and special educational needs generally, into the teaching profession and particularly, those in charge of it? I beg to move.
Baroness Walmsley
My Lords, I support my noble friend in these two amendments. Amendment 195 seeks to put what sort of qualifications a SENCO should have in the Bill, because currently it just says:
“The appropriate authority must designate a member of staff at the school (to be known as the “SEN co-ordinator”)”.
Clause 63(3) says that regulations may,
“require appropriate authorities ... to ensure that SEN co-ordinators have prescribed qualifications or prescribed experience”.
Looking at the draft SENCO code of practice, I was reassured to see that it says on page 78 that governing bodies,
“must ensure that there is a qualified teacher designated as Special Educational Needs (SEN) co-ordinator (SENCO) for the school. The SENCO must be a qualified teacher working at the school”.
Newly qualified SENCOs,
“must achieve the National Award in Special Educational Needs Coordination within 3 years of appointment”.
That is very reassuring, but what I do not understand is why that cannot go in the Bill. That is what my noble friend is looking for in Amendment 195.
Amendment 196 goes further and suggests that all teachers in their initial teacher training should have some proper training in how to identify special educational needs. The fact is that all teachers know that they are teachers of SEN because in every class there are children with special needs. It is crucial that every teacher has some idea of how to spot that and make sure that the appropriate, additional and more specialist skills and provision are made for them if the teacher cannot give it themselves. There is something in these two amendments which requires a little more reassurance and explanation from the Minister.
Baroness Howarth of Breckland
My Lords, I rise to speak to Amendment 214. My name is attached to it and I particularly wanted to speak to it because it is the continuation of an old story of detained young people missing out on all the privileges that other young people have. In particular, when they have been in care and then find themselves detained, the local authority no longer continues to look after them in the new institution in which they find themselves. In the past, we tried very hard to ensure that that care continued, but as the noble Lord, Lord Storey, has pointed out, that has not really been carried forward and certainly is not working at present.
We should remind ourselves that children who are detained are the most vulnerable in our society, particularly if they have a range of special needs resulting in an EHC plan. We all know the statistics for children who have been in care, so I will not repeat them, and those for the most troubled families and young people with mental health problems who find themselves in some kind of detention. Because there is a plan in place, and because of the difficulties faced by these young people, they are probably known to their local authority, and are likely to have a social worker and an existing programme to meet their needs. It is therefore absolutely essential that the plan is maintained and for the child or young person with special needs to have the services in that plan continued.
Anyone who has been to any of these institutions, or talked to any young people from care who have found themselves dropping out of the care system and into the offender system, will know that they lack that continuity and their education ceases. How much more difficult it is for children with special needs whose families have often struggled anyway to get them the services that they need so far. It seems perverse, therefore, that they are deprived of this continuity. Often they are detained due to behaviour that has stemmed from their learning difficulties: the fact they do not always comprehend what is going on around them; the fact that they cannot read instructions; or the fact that they are sometimes easily led because they do not have the same intellectual grasp of what is going on as others. Those young people who are seen as the offenders and the difficult young people in our society are not seen as “the deserving”.
I contend that the opposite should be true. Having already been failed by their family, often by their education and usually by social care, what these young people need most at the time of crisis is stability and continuity. They need a programme to take them through their detention and re-establish them in their community. If their programme is continued—and their education and health plans, as they often have complex health needs—then it is clear to me that they would have a much better chance of a new start.
I know that there are young people—I have run large institutions—who are detained for their own safety, so I am not suggesting that all young people are in this category. However, many—especially those with these learning needs and dyslexia and often undiagnosed conditions—may well have found themselves in trouble because of their lack of understanding. If the plan is to have any meaning, it should identify the areas of concern wherever the child is; it should have portability, particularly into custodial facilities. I am very pleased to support this amendment.
Baroness Walmsley
My Lords, my name is attached to Amendment 212. I will just make a couple of short points. I, too, am familiar with the work of Jackie Hewitt-Main and have read her very inspiring book. I am a great admirer of the work that she has done in prisons. One story that she told really struck me: some young people in custody were not getting the help they needed with their dyslexia for the following reason. When they went in, they were given a form to fill in to say what sort of educational provision they wanted. They could not read it—it is a simple thing, is it not?—so they did not get any help at all. They did not get any courses because they had not ticked any of the boxes because they could not read what it said next to them. It has to be said that some prisons are very good, but the majority fall by the wayside in a very bad way.
I absolutely agree with the noble Baroness, Lady Howarth, that very often the reason why those young people are there in the first place is because they cannot read. They could not get a job and they could not get a driving licence because they could not read the Highway Code. They were at a great disadvantage. In the current economic situation, we have to ensure that money is spent as wisely as possible. I can think of no more effective way of avoiding reoffending and the great expense that it puts on the public purse than spending money on addressing the special educational needs of young people in custody. There really is a very good investment to be made there and we ought to be making more of it.
The Countess of Mar
My Lords, I will just follow up on the comments from the noble Baroness, Lady Walmsley. This is when online and blended education can come in very useful, because it is not expensive, compared with person-to-person education. I hope the Minister will consider it.
Baroness Walmsley
“Inspection and review of local authorities in England
In section 136 of the Education and Inspections Act 2006 (inspection of local authorities in England), after subsection (4) insert—“(5) The Chief Inspector must inspect the performance by an authority in delivering and commissioning specialist support services for children with special educational needs.””
Baroness Walmsley
My Lords, the Government argue that the local offer will improve transparency. However, in one area there is virtually no information available to parents: that is, information on the quality of specialist SEN support services. As drafted, the Bill misses an opportunity to improve outcomes for children with SEN by requiring Ofsted to inspect specialist SEN support services. We believe that this move would improve the overall accountability of the Bill.
This is another area in which the SEN Green Paper recognised the vital role that specialist SEN services have to play. Parents are therefore often surprised that these same SEN educational services are subject to no real formal scrutiny in the same way that schools are. The absence of any reliable data on the number of children with sensory impairments and the outcomes they achieve also means that parents have no way of comparing local offers and SEN provision. Let me illustrate this with an anecdote. A head of a service for deaf children said to the National Deaf Children’s Society:
“I wholeheartedly agree that specialist services should be inspected by Ofsted. All teaching should be inspected to ensure high quality, rigour and recognition of the specialist nature of the work that specialist teachers do as well as raising the profile of deaf education and provision. This would also contribute to narrowing the gap between deaf children and mainstream children attainment”.
As we know, Ofsted has already identified that local authorities are very weak on evaluation of SEN provision. The 2012 Ofsted report on effective practice in services for deaf children said:
“There was limited strategic overview and no systematic approach across all services to evaluate the quality of services and their impact on improving the lives of deaf children”.
In another place, the Parliamentary Under-Secretary of State for Children and Families stated that he was exploring with Ofsted how concerns about SEN provision could be covered under Ofsted’s existing programme for inspecting local authority school improvement functions. This statement was made in spring this year and no update has been provided since. I believe that there needs to be greater certainty on the local offer and accountability before the Bill progresses further.
The amendment would substantially improve the Bill by requiring Ofsted to inspect specialist SEN support services. On day seven of Grand Committee, the Minister—my noble friend Lady Northover—stated that the department has asked Ofsted,
“to study and report on how best to identify best practice in preparing for SEN reforms … and to consider particularly whether there is a need for an inspection framework to drive improvements”.—[Official Report, 30/10/13; col. GC 640.]
The Minister indicated that it would be next spring before that report would be published. That commitment was made in response to Amendment 111, tabled by the noble Lord, Lord Low, which would have required Ofsted and the CQC to inspect local offers.
Amendment 215 has a complementary but slightly narrower focus on inspection of specialist support services for children with SEN. The Minister's announcement is to be welcomed. However, it does not go far enough. There is already a strong and clear case for inspection of specialist support services for children with SEN. I believe that the case is especially strong for low-incidence SEN, including sensory impairments, because many local authorities and schools are unlikely to be as familiar with the specialist support needed by these children. Surely, the department should require Ofsted to begin inspecting these services now rather than delay any further.
Therefore, I ask the Minister the following questions. First, will he set out in more detail the terms of reference and timescales for Ofsted’s study? Will it also explicitly consider the case for inspection of specialist support services for deaf children? Secondly, although Ofsted’s inspection framework for schools already has an SEN focus, does he accept that Ofsted inspectors are unlikely to pick up on issues on the quality of support being received by a school from specialist support services for children with sensory impairment as there is often only one child with that need in the school?
Thirdly, does the Minister accept that because sensory impairment is a low-incidence need requiring targeted and specialist support, local authorities and schools are more reliant on specialist support services for children with sensory impairment? Does it follow that there is a case for more detailed scrutiny of these services?
Finally, given the scale of underachievement experienced by children with sensory impairments, is there a need for more urgent action to drive improvements? Will any new inspection framework be in place before this Bill comes into force? I beg to move.
Earl Attlee
My Lords, I am grateful to my noble friend for moving this amendment on the importance of inspection and review of the new system. Before turning to the specifics of the amendment tabled by my noble friend Lady Walmsley, it would be helpful to set out some of the details of the inspection and review system.
Local authorities and clinical commissioning groups are already held to account for the services that they provide in a number of ways. Ultimately, local authorities are accountable to local people through the ballot box. Clinical commissioning groups are held accountable by NHS England, which has powers of intervention where a clinical commissioning group has failed, or is at risk of failing, to meet its statutory obligations. The local health and well-being board also provides a local focus for accountability to the local population.
Local authorities must consult on the local offer and publish comments received from children and young people with SEN and the parents of children with SEN, which is another way of encouraging the local population to hold their local authorities to account for implementing the local offer. It is important for noble Lords to note that local authorities and clinical commissioning groups can already be held to account for their actions through individual complaints. The local offer will make the local complaint routes more transparent, so that families will be clearer about how to complain if they need to do so.
However, I understand the case for inspection, given the importance of these reforms. I turn now to Amendment 215, which, as set out by my noble friend, requires Ofsted to inspect local authorities on their commissioning and delivery of specialist SEN services. The SEN reforms are new. We therefore need to baseline best practice and use that analysis to identify whether a full inspection regime is necessary. On that basis, as my noble friend Lady Northover said in a previous debate, we asked Ofsted to undertake a study of how local authorities are preparing to implement the SEN reforms, working with the Care Quality Commission as they need. The work will consider how effectively local authorities and clinical commissioning groups will fulfil their responsibilities and how they will monitor improved outcomes for children and young people who have special educational needs. This study will help us to identify whether a new inspection framework would add value, and I or my noble friend would be content to discuss this further with noble Lords, if that would be useful. I think my noble friend Lady Northover has already made that offer. On that basis, I hope that my noble friend will feel able to withdraw her amendment.
Baroness Walmsley
I thank my noble friend for his reply. Obviously, we all look forward with great anticipation to the study that he referred to, and I think that for the moment, we will just have to be satisfied with that. We will be looking for particular focus on low-incidence needs and how they will be covered. I accept that it is a good idea to get a baseline of best practice and then see how it rolls forward from there, but Ofsted is the expert in this so I look forward to hearing what it has to say about it. I beg leave to withdraw the amendment.
Baroness Wilkins
My Lords, I will speak briefly to support the amendment moved by the noble Baroness, Lady Howe. She has made a strong and clear case for action. This issue has been raised elsewhere several times and the fact that it continues to be raised must show the Minister the strength of feeling on it. The current approach of asking voluntary bodies to support improvements in individual local areas is just too piecemeal. The progress being made is far too slow, and deaf children are suffering because of it. Access to communication support for families with deaf children and young people is fundamentally important; the Government must send a clear signal to local authorities that it should be provided where needed. Otherwise, we will be here in 10 years’ time, still having this debate about the lack of sign language provision for families. I beg the Committee to support this amendment.
Baroness Walmsley
My Lords, I, too, rise to support the amendment of the noble Baroness, Lady Howe, and agree with the points that she has already made. In July 2011, the Prime Minister said in response to a Question from my right honourable friend Sir Malcolm Bruce MP:
“We do a lot to support different languages throughout the UK. Signing is an incredibly valuable language for many people in our country. Those pilot schemes were successful”.—[Official Report, Commons, 13/07/2011; col. 308.]
The scheme that the Prime Minister was referring to was the I-Sign consortium, which has piloted family sign language classes in two regions. NDCS, with support from the Department for Education, continues to work to support the development of sign language courses. However, local authorities cannot be compelled to provide sign language support because there is no duty to do so. As has already been outlined, a very high percentage of deaf children are born into hearing families who have no previous first-hand experience of deafness. These families really need support to communicate with their child, particularly where sign language is chosen.
It has been estimated that where deaf children need to communicate in sign language, eight out of 10 parents of deaf children never learn how to communicate with their child through sign language. Without the right support from the start, deaf children and young people are vulnerable to isolation, abuse, bullying, poor self-esteem and low levels of attainment. We have already heard from the noble Baroness, Lady Howe, how local authorities are very patchy in their provision of sign language services.
The SEN reform in this Bill offers the potential to generate a step change in the provision of sign language courses for families. For example, personal budgets may enable families to pay for this support themselves. However, while SEN reform might generate more demand for sign language courses, it really will be useless while local authorities can walk away, which is very damaging to deaf children and their families.
The Earl of Listowel
My Lords, I rise briefly to support this amendment so eloquently moved by my noble friend and to ask two questions. I support it particularly because of the work done by the right honourable Iain Duncan Smith MP and Graham Allen MP, among others, on the importance of early attachment between infants and parents. Clearly, it is crucial that parents can communicate with their young child in order to make a strong bond with them.
I particularly want to emphasise the importance of that. We may have already covered this elsewhere in the Bill, but the two questions are: how is assisting parents to communicate with their blind children dealt with and, on the broader point about all children with some disability or another, how are parents enabled to communicate with them, for instance, those with dyslexia? There may be less of an issue in those particular cases.
The point that I would like some clarity on, and the Minister is welcome to write to me on these points if he thinks that would be appropriate, is that we do not see children on their own; we see them as part of a family and a set of relationships. I imagine that has probably been dealt with elsewhere in the Bill, and I probably have not followed that part closely enough. I hope that that is helpful.
Children and Families Bill
Baroness Walmsley Excerpts(10 years, 7 months ago)
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Baroness Howe of Idlicote (CB)
My Lords, sadly, I was not able to go to the gathering of young people. However, what one has seen and read is appalling. The most appalling aspect of it is that the children’s voices are not automatically heard in situations such as these on every occasion when they are of an age where their voices could be heard. Their rights should be protected, and if they do not wish to go home there is no question that they should be sent home under those circumstances. We have seen and read so much evidence from so many organisations that I hope the Minister will be able to give us a great deal of reassurance about the changes that are clearly needed.
Baroness Walmsley (LD)
My Lords, I make the point that if you want to know what a child needs, you should ask the child. If you want to know what the child’s parents need, it is also often quite a good idea to ask the child. People who are addicted are not always totally candid with the social workers, but if a child goes home for visits or is sent home—apparently permanently but that turns not to be permanently—he or she knows exactly what is going on in that home and can help the services in assisting the parents so as to ensure that the child can eventually go home if the parent is genuinely rehabilitated.
I also add my support to what the noble Baroness, Lady Massey, said about special guardians. They perform an invaluable public service at very little cost. Some of them break down because of lack of support and help, and we ought to do something about that.
Baroness Hamwee
My Lords, this is Committee: I was rather carried away by reading the notes and I meant to ask the noble Earl a question on his drafting in Amendment 26. In proposed new subsection (1)(a), he provides for,
“any person who has contacted the authority to request information”.
I suspect that he does not quite mean “any person”. I can imagine circumstances where it would be entirely wrong for information to be given out. Perhaps he can give the Committee some assurances about that, particularly if he is going to come back with this at a later stage.
Baroness Walmsley
My Lords, I very much agree. As we have talked about the last three groups of amendments, it has occurred to me that we appear to be living in a parallel universe. Ministers stand up and, quite correctly, read out the situation as it should, theoretically, be. Although Ministers tell us in good faith what the situation is in theory, it is not happening.
The noble Baroness, Lady Hughes of Stretford, made a point which struck me as a little odd. She said that 60% of those siblings who are both in care and who are not together or seeing each other are in children’s homes. I understand that it might be quite difficult to get foster carers to take pairs of siblings because they might be prepared to take only one child, but it should not be that difficult to put sets of children together in children’s homes where there are multiple places. Might the Government consider doing some research to find out why that is? I would have thought that was the very place where you could keep groups of siblings. Could that be looked into?
Baroness Howarth of Breckland
My Lords, I support this very strongly. We should not have reached the position we have, but I have some understanding of how we have reached it.
I have talked to many young people over the years, and particularly remember two groups I saw, with the Children’s Rights Director, who talked about the way conflict in their families was relieved by the fact that they had siblings to share their sojourn and be a comfort when things were really grim. They were the people who were their in-group when all this was going on, so were even more important to them than their parents, who were often the enemy and doing the destructive things, while siblings were their protection. That is not always so: there are siblings who are damaging to each other. Professional decisions to separate siblings may be quite right, but they must be made properly, not by accident. I fear we have reached the position where it is by accident because of the way we arrange placements and the shortage of good ones. We have young people in adolescent groups because they are easier to manage with staff who can manage them and small units with small children, but many fewer family group homes than there were, so you do not have the mix of youngsters together. Managing a unit of very difficult young people is about training, and confidence.
I sincerely regret this, because I have heard heartfelt pleas, similar to the ones outlined by the noble and learned Baroness, Lady Butler-Sloss, from young people—particularly in court—saying, “Whatever happens do not separate me from my siblings”. It is the siblings, not the parents, who mean everything to them.
It is a serious practice issue. I am not sure how legislation would make it right, but this amendment might be a step towards it. I hope the Minister will assure us that Ofsted might look at this when they look at the organisation of residential care in various authorities and how families are planned for. I am a social worker so I know how easy it is, under pressure, to delude yourself that it is the best answer for the child when it is actually the best solution for you.
Baroness Hamwee
My Lords, Clause 8 is also about contact: contact post-adoption. Subsection (5) sets out the points which a court must consider when there is an application for an order for contact by any person who has obtained the court’s leave to make that application. The court must consider: any risk of the application disrupting the child’s life to the extent that he or she would be harmed; the applicant’s connection with the child; and representations made to the court by the child or any person who has applied for, or been granted, an adoption order. I am quite prepared to be told I have misread this, because the amendment comes out of my own head: it has not been raised by anyone else with me. If I have got it completely wrong, I apologise to my noble friend who has put her name to it.
There must be a place for considering the welfare of the child. Section 1 of the 1989 Act states that when the court determines any question with respect to a child’s upbringing, the child’s welfare is the paramount consideration. Is that the answer in the sense that it would apply in any event? If so, why do we have the new subsection (5)(a) about the risk of disruption to the child’s life, because welfare of the child would clearly cover that? It seems to me that the balance of the clause as drafted, the presumption, is that if the risk of disruption to the child’s life is slim, you should not take account of it. I am curious—to use a term used earlier in a different context—about what has and what has not gone into the clause. I beg to move.
Baroness Walmsley
My Lords, I am happy to support my noble friend Lady Hamwee’s amendment, because it is never a bad thing to draw attention to the paramountcy principle in the 1989 Act and the fact that the welfare of the child must be pre-eminent. What she is suggesting is really nice, because it is positive. What we have in Clause 8(5)(a) is negative: that you should not do it if there is any risk. My noble friend is saying that you should do it if it is to the benefit of the child. I am a very positive person and I should like it that way round.
Baroness Northover
My Lords, I hope that I can reassure my noble friends Lady Hamwee and Lady Walmsley on this point. We are very concerned to ensure that when the child has contact, it benefits the child. There is both the positive side, when contact benefits the child; and the negative side, to protect the child where such contact is not regarded as being in their interest. It is striking that research has shown that the proportion of children suffering negative consequences from contact after adoption is twice the proportion for those for whom contact had a positive effect. In the light of that, this must obviously be weighed up extremely carefully.
My noble friends are clearly well aware that the paramount consideration of the court must be the welfare of the child throughout his or her life. Section 1(2) of the Adoption and Children Act 2002 states that the paramount consideration of the court when coming to a decision relating to the adoption of a child must be the welfare of the child throughout his life. I hope that that gives the reassurance that my noble friend is looking for. If it does not, I am more than happy to write to clarify, but I hope that she can be reassured that the balance is right and that the protections that she wants are indeed here in both directions, as it were.
Baroness Hamwee
My Lords, the meeting arranged by the noble Earl brought a number of comments about Staying Put. It was clear that there is a shortage of accessible information—particularly because not all authorities are operating the system—and that there are real complications when there are cross-boundary considerations. That follows on from the point made by the noble and learned Baroness.
Some things were mentioned which really took me aback. When a young person becomes 18, if he or she does stay with the foster parents a tenancy agreement has to be signed. As a couple of the young people we met said, “This does not reflect our relationship. They are our foster parents; they are not our landlords”. It is necessary, I understand, to have a tenancy agreement in order to qualify for housing benefit and income support. I asked how the total income compared to fostering allowances and I was told by the foster carer we met that the total income had reduced by about 50%. He was very enthusiastic about his foster daughter remaining with him. That foster daughter also said—she was part of a sibling group—that she had to be CRB checked in order to stay with her sisters. Something has gone wrong with the system.
Baroness Walmsley
My Lords, I, too, have my name on the amendment and support it wholeheartedly. The noble Earl, in his introduction, used the word “normalising”. We are trying to normalise the relationship between the young people and their foster carers because, as my noble friend Lord Storey pointed out, most young people who grow up in their birth family do not leave home at 18. They stay on.
I was interested in what the noble Baroness, Lady Young, said about the pilots. It did not have an adverse effect on the recruitment of foster carers; indeed, it had a beneficial effect. It occurs to me that the Government might be a little concerned that if we make it a right for young people, if they and their foster carers wish it, to stay on until 21, it will take away foster parenting places for other children coming into the system. Frankly, I think that we should be putting more effort into turning the tap off and giving more support to families so that children can safely stay with their birth parents, but that is an argument for another day. That might be the case, but I have a suggestion that might fulfil some of the need without the problem of taking away a foster-caring place for some other child. I have promoted this idea to successive Children’s Ministers over the past few years, who all say, “That sounds like a good idea”, but nothing ever gets done.
Many children go off to university or college, or to work somewhere else when they are 18, but they maintain a close and supportive relationship with their birth families. Why not allow foster parents, if they so wish, and the young person wishes, to have a sort of little stipend or retainer to act as a supporter and adviser to the care leaver for the next few years when they have left the bedroom in the house? That bedroom would then be freed up. A lot of young people who get on very well with their foster parents go back and visit them and ask for advice anyway. But many of them, knowing that the parents may have taken on another foster child and will be busy, would be hesitant to go back to the foster parent and ask for help and advice when things go pear-shaped, such as their accommodation or education plans going wrong, or they have trouble with their employment. Whatever it is, they would have somebody officially who was being paid a little bit by the state to help them and stop new arrangements breaking down. It is when they break down that the state has a great deal more cost liability to try to put things right. There is an existing relationship of trust, understanding, knowledge and emotion. If the Government cannot accept the noble Earl’s amendment—I very much hope that they will—perhaps the Minister will consider my suggestion of a sort of halfway house. The parent could retain that relationship formally and, one hopes, the care leaver would have no hesitation in going back to that person for advice if things went wrong.
Baroness Massey of Darwen
My Lords, I strongly support this amendment. I have heard the noble Baroness, Lady Walmsley, talk about this halfway house before. It is not a bad idea, but I hope that we can go the full way, for two reasons. First, there is the cost-effectiveness, which one or two people have mentioned. We sometimes forget that early intervention can actually save money in the long run; we should not forget that. Early intervention is not just about babies or children but older people. This example applies and it can be effective in this case. Cost-effectiveness was the first thing that I wanted to mention.
The second thing is the incredible importance of education, which has also been mentioned. Young people in education tend not to get pregnant when they are 15 or 16, they tend not to misuse drugs or alcohol, and they tend to do better if they are encouraged in that education. Like the noble Lord, Lord Storey, I was very impressed by the young woman at the meeting we had last week, who talked about the importance of education to her. As we know, education is such a key thing for all children, but particularly for these children. Therefore for me, cost effects on education swing this towards the Minister accepting this amendment.
Literacy
Baroness Walmsley Excerpts(10 years, 7 months ago)
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Lord Nash
The noble Baroness is quite right that we allow unqualified teachers in academies. There are some remarkably good success stories of teachers in academies. We will continue with this programme because we have many examples of people coming into the teaching profession after successful careers in other industries. We need all the talent we can get in our teaching profession.
Baroness Walmsley (LD)
Is my noble friend aware that many of the young people in custody have these hidden disabilities? In many cases, indeed, that is part of the reason that they are there in the first place. There is wonderful work being done in prisons by charities such as the Cascade Foundation, but the problem is that their funding is not secure. Will my noble friend work with the Ministry of Justice to address this problem?
Children and Families Bill
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Baroness Hamwee (LD)
My Lords, we have two amendments in this group. As we are starting in Committee, I begin by declaring an interest as a patron of PAC, which deals with both pre and post-adoption support and care and the Intercountry Adoption Centre. I am joint president of London Councils—of course, local authorities have adoption responsibilities—and I have other interests that are well in the past. I have been informed by the directorship of an adoption agency, membership of a local authority adoption panel and membership of the legal group of the British Association for Adoption and Fostering.
I enjoyed both the subject and the process of serving on the Select Committee on Adoption Legislation under the chairmanship of the noble and learned Baroness, Lady Butler-Sloss. Fostering for adoption is a concept much supported by members of that committee, although we all recognised that it may be of quite limited application. The Select Committee urged the Government to widen the scope of the duty to include it in options for all children for whom adoption is the permanent plan. I appreciate that that is why the Government made an alteration to the original draft clauses, although not the alterations that the Select Committee suggested.
I appreciate that my Amendments 5 and 7 would be pre-empted if the Committee accepts government Amendment 1. However—and I say this for clarity and not too aggressively—if we are not persuaded by the response to the other points raised in this debate, I for one will want to return to the matter on Report to deal with the equivalent issues in the clause that, if we accept the government amendment, will then have been amended.
My first amendment is to probe both the meaning and the weight of the term “consider”. It is not a technical term. When I first saw it, thinking very much as a non-professional, I wondered where on a spectrum of thinking about something—from something casually crossing one’s conscience all the way to making a decision—“consider” comes in terms of considering adoption. I then discovered that many professionals were also concerned. BAAF and the Family Rights Group, endorsed by other organisations, say that there is a wide spectrum between adoption considered as one possibility when all options are open and a formal decision that a child should be placed for adoption. Things follow automatically, step-by-step, when one is in the formal process. This suggestion is made that unless we link this provision to the statutory review process, we are not centring it properly as part of that step-by-step sequence. In defining a more precise trigger point, they suggest it when the local authority considers that adoption is the likely permanence plan. I accept that I have failed to bite the bullet by not offering an alternative.
I wondered whether I was fussing unnecessarily because if one looks at new subsection (9A)(a) of Section 22C, all that will be required is for the local authority to consider placing the child with a foster parent approved as an adopter. However, and this is very central to my point, I worry that a lack of clarity or agreement across the sector as to what is meant by “considering for adoption” may lead to inconsistencies in practice between agencies. That cannot be a good thing.
Given that the Government’s amendment proposes new subsection (9ZA)(b), I am even more unclear now about the local authority being satisfied that the child should be placed for adoption. Why is paragraph (b) required if being satisfied, in the terms set out there, is different from “considering adoption” in paragraph (a)? I hope that in reply the Minister can explain the distinction between the two paragraphs in the first part of his Amendment 1.
Amendment 7 would require the matching process to have been carried out; the noble Baroness referred to this and to issues coming to light which are not necessarily initially obvious. It is a very careful process which should be reflected in the legislation. I was not reassured by what the Minister said in the Commons about this. He said that fostering for adoption should,
“be used where the local authority has not … decided”,
on a “permanence option” and that it is,
“not … appropriate … formally to match the child and carers”.—[Official Report, Commons, Children and Families Bill Committee, 12/3/13; cols. 183-195.]
He also said it would be “premature” because a fostering for adoption placement was generally before adoption was the definitive plan. If permanence is the objective, I do not follow the logic of that.
There is of course an important place for guidance in all this. I thank the Minister for distributing the indicative guidance but it does not seem to deal with this. Surely it should at least be included as an issue, even if one does not go as far as the amendments that I have tabled. What a lot of this comes down to is taking all reasonable steps to avoid placing a child in a situation where disruption or a breakdown of the placement has not been considered adequately.
I know that my noble friend Lady Walmsley will say a word about Amendment 10. I absolutely take the point about work with families being difficult. On the drafting—this is a detail—I was not sure that it was necessary for an emergency to preclude the steps which are spelt out. I also wonder how this would relate to Section 47(5)(a) of the 1989 Act, which requires the ascertainment of a child’s wishes and feelings. I suspect that everything else in that section is subject to that anyway but perhaps the noble Baroness might say a word about that.
I finish by putting on record my huge admiration—and not just mine—for both foster parents and adopters. Above all, to be prepared to foster with a view to adoption, and therefore necessarily with a view also to not adopting, is particularly admirable. In the somewhat technical approach that we may have to take to some of this, it is appropriate that we should not lose sight of the enormous contribution that these families, which are sometimes a family of one, will make.
Baroness Walmsley (LD)
My Lords, I want to add a couple of comments to those of my noble friend Lady Hamwee, with whose words I totally concur. I have a great deal of sympathy with Amendment 10, and I urge the Minister to consider it and perhaps come back to us at a later stage with some further thoughts about it.
When we are considering all this, we need to bear in mind that adoption is not the only form of permanence, and we must not lose sight of that fact. It is not appropriate for many children. When it comes to considering placement with family and friends, on whatever basis, in my view you cannot do that early enough. A briefing that I received from the College of Social Work pointed out to me—I had not realised this before—that there is currently no duty on a local authority to consider family and friends before the child is taken into care. Given the 26-week limit that we are about to bring in, it would be very wise for the Minister to consider this amendment. It would mean that family and friends were considered even before the child was taken into care, and the concern that people have raised, that 26 weeks may not give family and friends time to come forward, would be averted if family and friends were being considered even before the child went into care. This amendment has merit, and I hope that the Minister will consider it.
Baroness Massey of Darwen (Lab)
My Lords, I have two brief points. First, like the noble Baroness, Lady Hamwee, I am concerned about the issue of consideration, and I would like to know at what stage this consideration kicks in.
Secondly, I have the greatest respect and admiration for family and friends carers, who do such a remarkable job, sometimes in very difficult conditions, and I take on board the issue that the noble Baroness, Lady Walmsley, raised about timing. I am curious about the dropping of the preference for looking first at family and friends carers as appropriate to a child. I am surprised that that is not being strongly supported by the Government. I believe that something like 86% of kinship care proceedings are initiated by the prospective kinship carers themselves, not by social workers, and surely that is quite the wrong way round.
I am also surprised that the Government do not seem to consider the costs of kinship care and care by friends. I believe that a foster care placement costs something like £40,000, while the average cost of care proceedings is more than £25,000. I hope that the Government will look again at the whole issue of placing family and friends care at the head of the proposals. I am aware that it is not always appropriate and I accept that, but to have dropped the idea of preference, if appropriate, is a mistake.
Baroness Walmsley
My Lords, I would like to make two points. First, I agree with the noble Baronesses, Lady Lister and Lady Jones, about the danger of transgressing the UN Convention on the Rights of the Child. I will address the point made about respect by the noble Baroness, Lady Perry, when I come to my second point.
I am going to give the Committee an anecdote. I am sorry, but this is why I am so passionate about believing that the well balanced solution of the noble and learned Baroness, Lady Butler-Sloss, to the perceived problem is much better than taking the issue out altogether. It is the fact that my son and his wife, in addition to having their own two white, blond boys, have adopted a Chinese daughter. Cathryn is a wonderful little girl and she is much loved by the whole extended family. For the past seven years, she has been very successfully adopted and I very much hope that it continues that way. Of course, when going out in public with her family she might as well have a big sign on her forehead saying, “I am adopted”, because she clearly looks different. It was so important that her adoptive parents were sensitive to difference and its importance, and to the importance of cultural, racial and ethnic identity. They are approaching the adoption of their little Chinese daughter with all that in mind. That is why I agree with the noble Baroness, Lady Perry, that we must ensure that where there is transracial or transethnic adoption, the matching is right. That is more important than the child and the parents having the same skin colour.
I would also say to the Committee that ethnicity really matters; I absolutely agree with the noble Baroness, Lady Young. That is why it is important that you find the right adoptive family. If the race, culture and ethnicity are different, they have to understand, be sensitive to and take account of that as they help the child to develop into a fully fledged grown-up with an understanding of their ethnic and cultural background. To throw it out altogether puts the Government in great danger of the pendulum swinging in the opposite direction and no account being taken at all of the difference in ethnicity. If they did that, they would be in danger of finding adoptive families who, although they were very well intentioned, did not have that sensitivity to difference and to the importance of the cultural identity of the child.
That is so important when you have a transnational, transracial, transcultural or transethnic adoption. The fact is that we are going to have some of those because there is a mismatch between the pool of children of ethnic majorities who are waiting for adoption and the ethnicity of families who are prepared to adopt them. Until we get equal numbers in those two pools, we will have transracial and transethnic adoptions. However, the important thing for the success of the adoption is that the matching is right. The danger is that if you take out reference altogether instead of putting it in the checklist, as has been so sensibly suggested, you will get a mismatch and have unsuccessful adoptions. Alternatively, the adoption will complete until the child is an adult but that adult will be damaged by the lack of consideration having been given to their background.
This is terribly important. I can tell your Lordships that it can be very happy and successful—because I have personal experience of that—and I very much recommend that it happens where a child needs a loving family. Those considerations really matter, though, and we must not throw the baby out with the bathwater.
Baroness Benjamin (LD)
My Lords, I support the amendment. Living in Britain as a culturally diverse person can be very challenging and you need to be well prepared to face the challenges and adversities, which can be never-ending, even if you are living with your birth family. When you are different, you have to be confident about who you are as a person.
Since I spoke about this issue at Second Reading, I have been contacted by those who are for and against my stance that “due consideration” of a child’s religious persuasion, racial origin and cultural background when being placed for adoption should not be removed but should be included as an important part of the Bill.
We all agree that adoption between races adds another invaluable dimension to the adoption experience which cannot be ignored, because living in a loving family is priceless. However, the evidence points to ethnic background being a significant factor which cannot be ignored, and this has been said to me over the past few months by both children and adults who have been adopted. That is why I believe that social workers need to ensure that prospective carers can respond positively to the ethnic background of the child and consider what implications this may have as they grow up, especially during their adolescence, reflecting on their identity and heritage.
The British-Chinese adoption study by the British Association for Adoption and Fostering in 2012 found that this was an important consideration among young Chinese people who were placed with families with whom they could not identify, unlike the story that my noble friend has just told about the little girl whom her family has adopted. If a child experiences racism or rejection because of their religion or culture, they may feel isolated and not able to share this with anyone within the family. Being visibly different from family members can also result in a sense of feeling as though you do not belong, along with a loss of confidence, which I mentioned earlier.
I know that the Government recognise this as an important factor, but I believe that we are in dangerous territory if we remove consideration of it altogether from legislation. Do we really understand what the impact of these changes would be? Do we really understand what would happen and the message that we would be sending out? Nothing that has been said to me can convince me that such consideration by a court or adoption agency when coming to a decision relating to the adoption of a child is not important. Social workers need to be sensitive to this factor and to work with parents, who need to be able to understand the identity of the child they are adopting. This should not be a stand-alone but should be included in the child’s welfare checklist along with religion, culture and language, as so passionately put by the noble and learned Baroness, Lady Butler-Sloss, and as recommended by the House of Lords Select Committee on Adoption Legislation. It should not be the be all and end all, and nor should all the emphasis be placed on it, but it should be considered.
Equally important is the need to encourage more diverse families to become adoptive parents. That is not something that many people from diverse backgrounds consider, but there are ways in which we can make people realise that they can play an important part in our community.
We also need to improve the long-term stability for culturally diverse children by helping to boost permanence for these children beyond adoption, and the consideration of kinship care and long-term foster care. That is why I believe that everyone needs to support this amendment, for the sake of the well-being of the children whom I speak about who feel that they want to be part of this society and feel as if they belong.
Baroness Butler-Sloss
My Lords, I endorse what the noble Baroness, Lady Hamwee, said. I shall read out again one sentence from the conclusion of the adoption committee:
“We strongly encourage the Government to allow sufficient time for the sector to develop viable and achievable alternative proposals, before using the new power”.
Having said that, I have to say that I am not entirely opposed to the Government having this power. However, it should be a power of last resort, not a power that would be up front. The various amendments, if I may respectfully say so, are overly elaborate. I would have thought that it would be a good idea, if the Secretary of State had to give a direction, that such a direction gave the opportunity to the local authority to judicially review the Government if it thought that the direction was out of order under administrative law proposals. So I am not at all happy about these current amendments. I believe that the Government should have some power, but I do not like the way in which the power is framed at the moment. I hope that some sort of compromise might come on Report.
Baroness Walmsley
My Lords, for a number of reasons, I support my noble friends in their Amendment 13 and on clause stand part, failing the amendment—or something—getting through. I think that this is an excellent Bill in many ways, and I am very proud of it and welcome it. It would be a pity if it were spoilt by one particular little bit that, if implemented, would result in complete chaos in the system.
If new Section 3A(3)(c) were implemented, there would be complete chaos in the system and increased delays in the time that it took for a child to be adopted, because the voluntary sector simply does not have the capacity to take up the other 80%, and could not do so in the foreseeable future either. The Government are going too far too fast, particularly in the light of the changes that are currently being made in the adoption system. I would put a caveat next to that comment, because I think that we all believe that an extra month taken to find the “forever family” for a child waiting on the adoption list is a month too long. We do not want to increase delays; indeed, we want to shorten the period as much as possible, while at the same time getting it right. In the light of the fact that so many changes are taking place—local authorities are working together and the Government have already put changes in place—the clause as it stands should not be implemented until those changes have been allowed a reasonable amount of time to bed in. Subsections (3)(b) and (c) need to be taken out.
Education: Sex Education
Baroness Walmsley Excerpts(10 years, 10 months ago)
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Lord Nash
My Lords, in the new curriculum there is as much, if not more, about reproduction and the life cycle as in the previous curriculum. Key stage 2 science includes changes experienced in puberty, but this Government believe that it is right that teachers should make the final decision about when and how that content is covered. Of course, Ofsted inspects to ensure that pupils receive the right cultural, moral and social experience.
Baroness Walmsley
How many young people themselves have been consulted about the content of this curriculum? If a lot of young people had been, I am sure they would have told the Government that they want to know the information in time, before the hormonal changes take place. Timeliness is related not only to puberty but to contraception, sexual health and the prevention of unwanted teenage pregnancy.
Children and Families Bill
Baroness Walmsley Excerpts(10 years, 10 months ago)
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Baroness Walmsley
My Lords, when you are the 45th speaker in a debate, there is a strong temptation to just say, “I agree”, and sit down, but I am not going to do that because I want the opportunity to welcome the Bill and to echo my colleagues’ tributes to my honourable friend Sarah Teather, because it is to her that we owe the many good things in it.
As a member of the ad hoc Select Committee that looked carefully into Part 1 and earlier legislation on adoption, I will say only on that part that I agree with the views of my noble friend Lady Hamwee and I know that I will agree with the views of our chairman, the noble and learned Baroness, Lady Butler-Sloss, from whom we are about to hear.
Part 2 is about family justice, and the most controversial part of it is Clause 11, which is about what the court might order in relation to parental involvement when parents split up. Normally, it is in the best interests of the child to be able to make a relationship with both of his parents. However, when there has been domestic violence, it is for the court to decide whether contact with both parents is indeed safe and in the best interests of the child, but it is also for the court to ensure the pre-eminence of the best interests of the child presumption. The child has the right to family life under the UN Convention on the Rights of the Child, and the state should facilitate that unless there is danger to the child.
Clause 11(2) mentions a presumption about contact with each parent. There cannot be two presumptions. I am somewhat reassured by the caveats in subsection (3), but I would like assurance from the Minister that the judiciary will be well trained to understand what the Government really mean by that. It is not equal parenting. I trust the good judgment of the noble and learned Baroness, Lady Butler-Sloss, who I think will suggest some amendments to the wording. I hope that the Government will listen to her wise counsel on this matter as the Bill proceeds through your Lordships’ House.
I have several concerns about Part 3. First, I agree with my noble friend Lady Sharp that in the light of the removal of school action and school action plus, it is all the more important that schools are well prepared to identify children’s problems and either provide appropriate help themselves or buy it in. That means, as my noble friend Lord Addington said, a strong SENCO and proper training at both initial teacher training level, wherever that may take place, and in CPD.
I am also concerned about children with visual impairment, who may not have had statements in the past but whose needs were met by school action or school action plus. It is not clear whether there will be a requirement for qualified teachers of the visually impaired to be involved in assessments under the new single category. Perhaps the Minister can tell us.
Secondly, I should like the Bill to be amended to strengthen children and young people’s involvement in decision-making related to their special needs. Like the noble Lord, Lord Condon, I very much welcome Clause 19 setting out the general principles, which was introduced following pre-legislative scrutiny, but the Government’s good intentions are not reflected consistently throughout the Bill’s SEN provisions. In particular, Clauses 32, 36, 38 and 44 appear to exclude younger children from participation in decision-making by providing for the involvement only of parents and of young people over the age of 16. I will be coming back to that matter as the Bill progresses.
Thirdly, my honourable friend Adrian Sanders introduced in another place at Report a new clause to place a duty for school governors to publish and implement a medical conditions policy in order to support the needs of children with health conditions. The Health Conditions in Schools Alliance has collected compelling evidence of the need for that. As my noble friend Lord Storey said, while many schools provide good support, too many do not. The Minister, Edward Timpson, claimed that,
“the Education Act 2002 already places a duty on the governing body of a maintained school to promote the well-being of pupils and … schools are already under a duty through the Equality Act 2010 not to discriminate against pupils with long-term health problems”.—[Official Report, Commons, 11/6/13; col. 216.]
Despite that, however, it is clear that not all schools take heed of this. He said that guidance on “managing medicines” would be published this year, providing clarification on schools’ responsibilities. However, we need perhaps to put a clear duty in this Bill, because of the extent of the issue. There are 1.1 million children with asthma, 63,400 with epilepsy and 29,000 with diabetes in the UK. When their needs are not properly addressed or understood by their school, these children are unable to reach their academic potential.
Fourthly, despite the Government’s very welcome introduction in another place of a provision that EHCs should be portable, it would seem that they are not to be portable into a custodial setting, despite the fact that a majority of young offenders have special educational needs. I agree with my noble friend Lord Storey on that issue.
Fifthly, there is the issue of young carers. My honourable friend Paul Burstow introduced a new clause in another place to ensure that young carers would have the right to an assessment of their needs and a support plan. I agree with many noble Lords who are hoping for progress on that matter as we go through this Bill.
Part 4 introduces childcare agencies for childminders. These may be a good idea if they improve the quality of childminders as well as making life easier for parents. However, I am concerned about two matters. The first is that some of the money that parents pay will be filtered off in profit for these agencies. How will this achieve the Government’s aim of reducing the cost of childcare for parents? Secondly, several noble Lords raised the issue of inspection, and I agree with them about the dangers of not inspecting individual childminders.
Part 6 makes some very welcome improvements to the powers and duties of the Office of the Children’s Commissioner for England. I have waited many years for this, indeed since the legislation that created the commissioner was first enacted in 2004. I am not surprised that people have been disappointed—as mentioned by the noble Viscount, Lord Eccles—because the powers, duties and resources given to the commissioner by the Labour Government were poor and inadequate. This Government have changed all that. The proposals in Part 6 adhere closely to the excellent recommendations in the Dunford review. At last our commissioner can take her place among the children’s ombudsmen of Europe. Hooray! However, I am concerned by what I heard from the noble Baroness, Lady Massey, about her worries for the independence of future commissioners and I will watch this space closely. As much as I welcome the new powers, I would like to see a few little areas strengthened on the issue of the commissioner to enable her effectively to promote children’s rights. Then, my Lords, I will be truly happy.
Schools: Bullying
Baroness Walmsley Excerpts(10 years, 11 months ago)
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Baroness Walmsley
My Lords, I add my voice to all the requests my noble friend Lady Brinton made to the Government in her excellent speech. I declare my relevant non-pecuniary interests as an honorary fellow of UNICEF and as a patron of Red Balloon, and I pay tribute to Carrie Herbert and all her staff for the wonderful work that they do in getting children back into education.
I will start at the very beginning, which is a very good place to start, especially with bullying, because if there were no bullies there would be no problems with the education and mental health of bullied children. There would be no bullied children. I will therefore address the issue of prevention. Why do children bully others, and how can we stop them before they even start, because all severe bullying starts with mild bullying?
In my view, a bully is often someone who needs help himself or herself. In some cases, the bully has been a victim himself or is simply replicating learnt behaviour. A violent child often comes from a violent home. A child demonstrating inappropriate sexual behaviour may well have been abused. So while we are looking at the causes of bullying and how we can help the bullies to stop doing it, we are of course not ignoring bullied children; we are making life better for them by nipping it in the bud.
Learnt behaviour is a big factor, which is why parents should always be involved by schools dealing with bullies. However, I think many children bully because they lack self-confidence in some area of their lives, so they make up for it and make themselves feel better by making someone else feel worse. They feel powerless so they try to take power over others.
A guide from the Department for Education a few years ago suggested how children might react to bullying. It says:
“stay calm … and … confident … be firm … tell the bully to stop”.
That is easier said than done, but it becomes easier when children have developed their own self-confidence and a belief in their own self-worth. How do they get that? Ofsted identified the answer and published it in its 2012 report No Place for Bullying. It found that the schools that were most successful in preventing and tackling bullying were those that,
“identified the links between personal, social and health education, citizenship, religious education and other curriculum areas”,
and their anti-bullying programme. It is obvious to me that PSHE courses that build up children’s self-confidence and self-esteem will help the bullied students to “stay calm and confident” and will help those who might become bullies not to need to fill the gap in their own self-confidence by belittling others.
Ofsted also pointed to the need for good-quality teacher training and CPD to help staff to deal with situations that might arise. That is quite right, but it is important that staff identify bullying as a child protection issue, not just in relation to the bullied child but so that they will look at the underlying issues in the life of the bully. Domestic violence at home, drug and alcohol problems, neglect and a poor relationship with their parents can all be contributory factors. The child may never have developed the ability to empathise with others, possibly because of attachment problems early in life. For reasons to do with his background, he may have great difficulty forming relationships. Perhaps he has never been loved.
So, apart from good quality PSHE in all schools, which noble Lords know I always advocate, I recommend a programme that has had a great beneficial effect in all the schools that have used it, so much so that it is rapidly spreading across the country, particularly in Scotland. It is called Roots of Empathy and was developed in Canada by a wonderful woman called Mary Gordon, who ought to get an honour. As Mary herself says:
“Roots of Empathy is an evidence-based classroom program that has shown significant effect in reducing levels of aggression among school children while raising social and emotional competence and increasing empathy”.
Her aim is to change the world one child at a time. If a child has empathy, why would he ever bully another child? The strong evidence from schools is that this programme improves behaviour and reduces bullying.
The first Roots of Empathy classes in England began in October last in 14 primary schools in the south London boroughs of Lewisham and Croydon, although it had been going for some time in Scotland. The classes are co-ordinated by the Pre-school Learning Alliance, with support from the WAVE Trust and funding from the Big Lottery. How does it work? The basis of it is that, following preparation by the teacher, a mother or father brings his or her young baby into the primary classroom and the baby becomes the “teacher”. Indeed, he wears a cute little T-shirt that tells us he is the teacher. The children sit around the baby in a circle and are asked to observe his behaviour, interact with him and comment on how he is feeling. The whole thing is very structured and there is plenty of cross-curricular follow-up work. By interacting with a tiny vulnerable child in a controlled environment, the children go back to the beginning and learn how to empathise with others, understand their own feelings and why they sometimes feel sad or uncomfortable. All aggression is taken away and it is often amazing and very touching to discover what the children reveal about themselves and their home backgrounds.
The programme also gives the children a model of parenting which some of them never see at home. In Scotland, the programme is so popular that I believe it has now been introduced in two-thirds of all primary schools. The programme has now been extended to the early years and is called Seeds of Empathy. It is being piloted here in Lewisham, although it has been operating in Canada since 2005 and is being evaluated there. Seeds of Empathy, apart from helping children develop their social and emotional skills, also helps them develop positive attitudes to reading. It does not teach reading as such but uses stories to explore feelings, such as feeling grumpy or happy, and helps the children to be comfortable about expressing how they feel. The children observe how the baby’s capabilities develop from week to week and consider why his or her moods change and how that relates to their own moods.
Mary Gordon believes that the programme helps children develop their executive functioning skills, dealing with impulse, self-control, flexible thinking and decision-making. In this way, these toddlers are being prepared to benefit from their formal education a little way down the road. Having seen these programmes in action, it is hard to believe that any of the children will develop violent or disrespectful behaviour towards their peers. Respect is, of course, a key word in relation to bullying, and there is another programme that is highly successful in developing this, the UNICEF Rights Respecting Schools programme, about which I have spoken before. It is logical, is it not? If a child understands his own rights, he learns to understand that the other children in his school have the same rights and that these should be respected as much as he would wish his own rights to be respected. Therefore, a school that fosters this mutual respect usually does not have a major problem with bullying and has a structure for dealing with it, if it does arise.
Finally, I would like to mention counselling, as was mentioned by the noble Baroness, Lady Massey. When I visited a primary school in Beijing, I was surprised to be told that all Chinese primary schools have access to a school counsellor. Why should we not have that here too? I think that we need it since our children are often under great stress and really need help. Children need someone to talk to who will not be judgmental but will help them work out their own problems or direct them to other help. Some great organisations do this, such as Place2Be. If children are listened to, they feel valued. We know that if children do not feel valued, they sometimes strike out and that is what we want to avoid. It is striking that most of these counselling services help both the bullied and the bully. However, I know that schools struggle to find the money to introduce these programmes, so will my noble friend the Minister confirm that they could legitimately use some of the pupil premium money to do so as long as they can show that the programme helps to underpin the learning of children who attract that money to the school? Of course, I believe that it does. A child in fear is not a learning child and neither is a child who is angry, so again the same service helps both the victims and the perpetrators. Is not that unusual?
This matter boils down to the culture of the school and its duty of care to bullied children to ensure they get an education, but also to its duty of care to bullies to stop them ruining their own lives as well as those of others, because nobody loves a bully.
Education: Sex and Relationship Education
Baroness Walmsley Excerpts(10 years, 11 months ago)
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Lord Nash
I certainly share the concern of the noble Baroness. Young people should not be using pornography to learn about sex. Pornography does not place sex in the context of relationships. I can assure her that the Government are taking a very firm stance on this issue.
We have been working across the department since 2010 with internet businesses, charities and other experts through the UK Council for Child Internet Safety to find the best ways to minimise children’s access to potentially harmful online content and very good progress is being made. Trained teachers should be able to teach issues of internet safety effectively in computing classes, and there will be resources to support them in this. There are also organisations—such as CEOP, the PSHE Association and Teen Boundaries—that can provide resources and advice. However, I agree that we need to improve the focus on this area through teaching, schools and ITT providers, and I agree with her last point that the statutory guidance on sex and relationship education makes it absolutely clear that schools must focus on these areas.
Baroness Walmsley
My Lords, is my noble friend aware of the link that Ofsted identified in its report last year between bullying—in particular, internet bullying—and the success of a school’s PSHE programme? Given that link, and given the duties that schools, as public bodies, have in relation to the Equality Act, does not my noble friend think that PSHE should be compulsory in the national curriculum and not just advised?
Lord Nash
I know that the noble Baroness and I appreciate the importance of PSHE, but it is not this Government’s intention to make it compulsory. This Government trust schools and teachers to tailor their PSHE support to the particular circumstances in a school, which vary enormously. There are plenty of resources to enable them to do this, and all good school have an excellent PSHE programme.