Educational Opportunities: Working Classes

Baroness Wilcox of Newport Excerpts

Thursday 5th March 2020 Lords Chamber

[Baroness Wilcox of Newport (Lab)]

My Lords, I have almost 35 years’ front-line experience as a classroom practitioner teaching in the state sector. I thank the noble Lord, Lord Baker, for the introduction of training days during my career—the start of teachers doing it for themselves—and my noble friend Lady Morris, not just for an excellent speech setting out all the priorities but for the threshold she introduced for teachers and the significant pay rises that brought to the profession after 20 years of stagnation. I have a lifetime of working in comprehensive schools far away from leafy suburbs but containing some of the UK’s finest teachers and many incredibly talented and clever youngsters.

When I began researching and writing this speech, it became obvious that two words were missing from the debate’s title: “lack of”. As many noble Lords have expressed, education is a solution for disadvantage: the route to skills and learning, well-paid jobs and opportunities. But at its worst the education system merely replicates and perpetuates the class inequality that already exists, pushing advantage to the already wealthy and locking disadvantaged pupils into poverty.

The odds are not simply stacked against low-income young people at birth but made worse by this Government. The Government talk about social mobility, but the academy and free school movement has made things worse for working-class children, with more segregation and polarisation. Despite free schools and academies receiving more funding per pupil than state comprehensive schools, they typically educate fewer children in receipt of free school meals and have a more advantaged intake than comprehensive schools.

Wales, with a Welsh Labour Government, is an academy-free zone and Welsh schoolchildren do not have this immediate disadvantage in funding, although lack of funding for education in England has a disproportionate effect through the Barnett funding formula.

England does not appear to have an education system that is serious about realising the potential of all children. Those on free school meals and receiving the pupil premium are 27% less likely to achieve five or more GCSEs at grades A* to C, or 9 to 6 as we have in England now.

Research suggests that the wealth and inclination of parents, rather than the ability and efforts of the child, have the most bearing on a child’s educational success today. A working-class child starts the race half way around the track, behind the middle-class child whose parents do an awful lot via extra resources and activities. Government money that has gone into the academy and free schools programme has been taken out of the comprehensive school system. Free schools receive 60% more funding per pupil than local authority primaries and secondaries, and the £96 million originally intended for improving underperforming schools was redistributed to academies.

Research from University College London found that the average spending on a privately educated primary pupil is £12,200 a year, compared with £4,800 on a state pupil. For secondary, it is £15,000 per pupil, compared with £6,200. The gap between rich and poor is greater than it was 30 years ago. Austerity continues to punish the poor and the limits on educational opportunities for working-class children continue to contract. It is an unsustainable position. We leave so much talent and ability untapped in our schools. I and many like me did our best to address the inequalities, but there is a limit to how much individual teachers can do to fight the system that is so patently skewed in favour of the better-off in our society.

Children and Families: Early Years Interventions

Baroness Wilcox of Newport Excerpts

Thursday 27th February 2020 Lords Chamber

[Baroness Wilcox of Newport (Lab)]

I thank the right reverend Prelate the Bishop of Gloucester for securing this debate. It gives me a great opportunity to share with your Lordships the excellent work being undertaken in Wales on early years education and care. As a classroom teacher with more than 35 years’ experience in the secondary sector, I saw all too often that if only issues had been addressed earlier on in a child’s life, the problems that surrounded them in their teenage years could have been solved.

Last October, the Welsh Government launched a new approach; the reform of the provision is aimed at creating a single, child-centred approach to early childhood education and care. The early years are defined by the Welsh Government as the period of life from prebirth to the end of the foundation phase, or nought to seven years of age. These years are a crucial time for children. They grow rapidly, and both their physical and mental development are affected by the environment in which they find themselves.

The first three years of life are particularly important for healthy development, due to the fast rate of neurological growth that occurs during this period. There is an abundance of research showing that investing in the first years of a child’s life improves outcomes for them throughout the rest of their life. A mentally healthy child has a clear sense of identity and self-worth and the ability to recognise and manage emotions, to learn to play, enjoy friendships and relationships, and deal with difficulties. A wide range of interrelated factors play a role, such as individual, family, wider society and of course environmental issues.

Co-ordinated interagency action at national and local level is required to improve the health of children and young people and its determinants. It is hoped that this will reduce the attainment gap between children from disadvantaged backgrounds and their peers and will allow parents and children better access to education and childcare in ways that meet their differing needs and circumstances. The six outcomes the Welsh Government are looking at are that children: feel safe are cared for; feel supported and valued; are resilient and capable; are coping; are healthy while they learn and develop; and are not disadvantaged by poverty.

We know that adverse childhood experiences play an important role in lack of future development, and development is the start of a good life. We know that by the age of just three children from poorer backgrounds start to fall behind. This gap then widens as they start school, and the self-fulfilling prophecy of under- achievement and underattainment is set in motion, with a lifetime’s impact.

With this renewed approach, the Welsh Government are determined to redress the imbalance and close the gap. They want to ensure that every child has access to the same, high-quality support, and early childhood education and care are key to this. In Wales, we have managed, despite a decade of crushing austerity and lack of funding of public services, to extend excellent childcare provision across the early years. We have a long-established and well-regarded offer for three and four year-olds, with the delivery of the innovative foundation phase of education.

The foundation phase is the developmental statutory curriculum for three to seven year-olds in Wales, and it is based on the principle that early years education provision should offer a sound foundation for future learning through a developmentally appropriate curriculum. It brings more consistency and continuity to children’s education in this all-important period. It places great emphasis on children’s learning by participating in practical activities. Young children are given opportunities to gain first-hand experience through play and active involvement rather than by more formal education and completing exercises in books. It encourages children to be creative and imaginative and to have fun, and places the child at the centre of their learning. They are given more opportunities to explore the world around them and understand how things work by taking part in practical activities that are relevant to their developmental stage. They are challenged with open-ended questions and given opportunities to explore and share ideas for solving problems.

This latest approach will be built on those foundations, and at its core is the aim that all children will have a high-quality, stimulating learning and care experience in any education and care setting that they attend, whether in Welsh, English or bilingually. Putting child development at the heart of early childhood education will ensure that the principle of quality is clear to all who work with children and will underpin the provision in every setting in Wales.

Who is eligible? Working parents of three or four year- old children can claim 30 hours of free early education and childcare in Wales a week, for up to 48 weeks of the year. Local authorities will be a key player in this delivery, and there is investment in innovative solutions that will enable more parents and children to have better access. It is particularly important to ensure that children with additional learning needs or physical disabilities can access this provision without any inequalities.

It is an ambitious change and full implementation will take the next decade, but it will include a plan for developing a quality framework that enshrines the principles supporting it by setting out the quality required. This will be the guide for practitioners to use, for parents to understand and for inspectors to assess, thus linking those elements together.

I commend the Welsh system of early years education and care to the House and hope that Ministers in the UK Government will look carefully at what Wales is doing, learn from that embedded good practice and those future ambitions, and develop similar excellent systems of care for young children across England.