Children’s Wellbeing and Schools Bill

Earl of Effingham Excerpts

Thursday 19th June 2025 Lords Chamber

Care leavers, as I have said, are 70% more likely to die prematurely, to be homeless or incarcerated or suffer loneliness and poor mental and emotional health. These amendments seek to strengthen support for them both practically and in our culture and imagination.

[The Earl of Effingham (Con)]

My Lords, I thank all noble Lords for their valuable contributions thus far. Amendment 146B in the name of the right reverend Prelate the Bishop of Manchester seeks to strengthen the duty on the local authority to ensure that it has due regard to that very duty to either remove or minimise the disadvantages faced by looked-after children. In applying this language, the local authority has a stronger legal duty to support the looked-after children in its area. I thank the right reverend Prelate the Bishop of Lincoln for putting the case so well.

Amendment 147A, also in the name of the right reverend Prelate the Bishop of Manchester, builds on the previous amendment in the right reverend Prelate’s name, and would require local authorities not only to be aware of the disadvantages that looked-after children in their area face but also to take steps to avoid and reduce these disadvantages. It is vitally important that local authorities fully support the looked-after children in their area and that they take all the steps and precautions possible to prevent looked-after children from being harmed in any way by the policies they introduce. These amendments seem entirely sensible, and we thank the right reverend Prelate for bringing these issues to the Committee.

Amendment 151 in the name of the noble Baroness, Lady Stedman-Scott, which I have signed, seeks to add Jobcentre Plus to the list of relevant authorities in Schedule 1. This amendment seeks to ensure that the future career opportunities of looked-after children are considered as a priority, which is most appropriate. There are an alarming number of young people who are not in education, employment or training, and this amendment seeks to quite rightly place importance on finding young people who were previously looked-after children appropriate career development opportunities.

I hope all noble Lords would agree that giving disadvantaged young people the best career advice possible and helping them on that route-to-employment journey is absolutely essential. Whether it be assisting with writing CVs and cover letters, preparing for interviews, gaining work experience and job trialling, providing guidance and support for individuals looking to start their own businesses or providing detailed knowledge of the local labour markets to help employers find the right candidates, these are essential foundation stones to help our young workforce.

Our Amendment 152A addresses the concerns raised by the Delegated Powers and Regulatory Reform Committee of your Lordships’ House, which included the noble Baronesses, Lady Chakrabarti, Lady Finlay and Lady Ramsey, regarding Clause 24:

“we recommend that the guidance is made subject to parliamentary scrutiny, with the draft negative procedure offering an appropriate level of scrutiny”.

His Majesty’s Government’s Amendments 148 to 150 in the name of the noble Baroness, Lady Smith of Malvern, are technical amendments and seek only to clarify the reference to integrated care boards and NHS foundation trusts, and His Majesty’s Official Opposition will not seek to oppose them.

We look forward to hearing the Minister’s response on these important amendments and trust that His Majesty’s Government will see fit to acknowledge and incorporate into the Bill these positive amendments.

[Lord Addington (LD)]

My Lords, these amendments go to one of the most important points about just how important the parent is in a child’s upbringing. Many years ago I came across a piece of black humour that never seems to stop giving: the first thing that a disabled child, or a child with special educational needs, must do to be a success is to choose their parents correctly. Without that back-up, you are asking a lot of any system. Making sure that all the systems take that seriously is key.

The situation has got better and there has been progress, but we are not there yet. The statistics—which we all have in front of us and have all talked about—prove that. Still, people who lack that strong body of support tend to fail, and often quite dramatically. Success—even moderate success—within that group is celebrated, so it is important that we go forward with this work.

The noble Baroness, Lady Stedman-Scott—who is my friend—and the noble Earl, Lord Effingham, were right to table an amendment saying that jobcentres should be brought into this. That would expand the web of support and make sure it goes wide and goes through. If people do not have the central drive, we will need a wider net to pick them up when they slip. I hope that the Government will give us some positive response to this approach, because it is needed. They have gone far; go a little further.

--- Later in debate ---

[The Earl of Effingham (Con)]

My Lords, corporate parenting means providing the best possible care, safeguarding and support, ensuring that children thrive and have opportunities to reach their full potential. It involves actively promoting their well-being, health and education, and preparing them for adulthood, mirroring what a responsible parent would do. As such, Amendment 147 seeks to ensure that local authorities must consider the rights of looked-after children to British citizenship, which is exactly what a responsible parent would indeed do. It is important that a local authority is able to focus on the well-being of the child and to consider whether this should apply to citizenship. It is certainly a most relevant issue for the Minister to opine on.

Amendment 152, which seeks to remove Clause 22(1)(a), would extend the local authority duty to take care of looked-after children to the Secretary of State

“exercising immigration, asylum and nationality functions”.

We can see plausible reasons why the Government would choose to include that exemption but it merits further discussion and we look forward to hearing the Minister’s response to a potentially sensitive and complicated subject.

[Baroness Smith of Malvern (Lab)]

I thank noble Lords for their contributions in this group, which relates to corporate parenting and, in particular, to immigration functions. I particularly thank my noble friend Lady Lister for introducing her amendments.

Amendment 152 seeks to apply corporate parenting duties to immigration, asylum and nationality functions. As we discussed in the previous group, our new corporate parenting measures will place an important responsibility on each Secretary of State and relevant bodies to support and seek to provide opportunities for looked-after children and care leavers, which in turn will improve their long-term outcomes. This means that Secretaries of State, including the Home Secretary, and relevant public bodies are required to be alert to matters that might negatively affect the well-being of looked-after children and care leavers, regardless of their immigration status, when exercising any functions other than those relating to asylum, immigration, nationality or customs. To be clear, children and young people in the immigration system will absolutely benefit from the additional care and support that new corporate parents will provide. The exemption is to a set of functions, not to a set of children.

This Government recognise the importance of safeguarding and promoting the welfare of children in the UK. As my noble friend identified, this is already reflected in Section 55 of the Borders, Citizenship and Immigration Act 2009. Section 55 requires the Home Secretary to make arrangements for ensuring that immigration, asylum and nationality functions are discharged

“having regard to the need to safeguard and promote the welfare of children who are in the United Kingdom”.

Statutory guidance linked to this sets out the key principles. This includes that the best interest of the child is a primary consideration when making decisions affecting children. Children should be consulted, and their wishes and feelings taken into account wherever practicable, when decisions affecting them are made. Children should have their applications dealt with in a way that minimises the uncertainty that they may experience. The guidance also emphasises the importance of interagency working.

My noble friend made the point about the requirement to speed up asylum decision-making processes and questioned whether this exclusion would mean that asylum decision-making for these children was not as quick as possible. Applying the duty to the asylum functions of the Home Office would not require it to decide asylum claims for young people in care as soon as possible on its own; that would not be the impact of applying that particular responsibility to this function. The Home Office is committed to ensuring that vulnerable claimants, such as children and care leavers, have their claims decided at the earliest opportunity. However, there are many factors, some beyond the control of the Home Office, that can delay and contribute to the length of time taken to process children’s asylum claims, such as age disputes and the availability of legal representation.

The Home Office works continuously to improve the speed of decision-making—I have to say that, under this Government, it has had some success in doing that—and reduce the number of outstanding claims for children. However, there will always be complex cases, and it is right that the Home Office takes the time to consider those carefully.

Also, unaccompanied asylum-seeking children looked after by local authorities are already subject to the general corporate parenting duties. They will be covered by the specific duties on the local authorities that care for them and by the broader duties this Bill will bring in.

The Government are reflecting on the requirement to support children in gaining certainty about their legal status, in particular in gaining citizenship, and taking further steps to consider looked-after children’s and care leavers’ interests as we reform and manage the immigration system, as set out in the White Paper Restoring Control Over the Immigration System, published on 12 May. That White Paper contained proposals to ensure that children who have been in the UK for some time and who discover, when they turn 18, that they do not have status are fully supported and able to regularise their status and settle. This will include a clear pathway for those looked-after children and care leavers. I hope that responds to the point made by the noble Lord, Lord Storey, on the previous group. The Home Secretary will set out further details about how progress will be made on that objective.

Amendment 147 also deals with this issue and seeks to ensure that new corporate parents consider the right to British citizenship of looked after children and care leavers, and how that entitlement can be secured to avoid adverse effects on their well-being. Local authorities already follow a separate set of corporate parenting principles, as I have suggested, and are best placed to take steps to consider whether a young person in their care needs support to seek British citizenship.

I know from experience, and from having seen some of the practice, that considerable care is already being taken to ensure that unaccompanied asylum-seeking children and other children subject to the immigration system in care are receiving from local authorities the care and attention that they specifically need because of their needs. In fact, I can remember, when I was chairing Sandwell Children’s Trust, being asked to help a social worker assistant who was trying to ensure that two of the children for whom we were responsible were able to get the passports they needed in time to be taken on holiday by the foster parents who were caring for them.

A lot of day-to-day work is going on in this area. As I have already suggested, all that work and support for those children is not exempted by this provision in the Bill; it is only with respect to the functions that I have already talked about. The White Paper that I touched on earlier also sets out the Government’s intent to consider measures to reduce the financial barriers to accessing British nationality for young adults who have lived here through their childhood. The previous Government already removed some fees in those circumstances, back in 2022.

That the Home Secretary is bringing forward proposals in this area I hope makes clear the Government’s commitment to ensuring that children, as we seek to regularise their status in this country, are getting the necessary support, and that it will be improved by this Government. Given the assurances I have provided, I hope that the noble Baroness feels able to withdraw her amendment on this point.

--- Later in debate ---

[The Earl of Effingham (Con)]

My Lords, I shall speak to the amendments in this group relating to child employment. Amendment 154 in the name of the noble Lord, Lord Lucas, seeks to remove the ability of a local authority to require medical examinations of children for their employment. This seems like an eminently sensible amendment, and we will be most interested to hear from the Minister in what circumstances His Majesty’s Government expect this power to be necessary.

Amendments 155, 168, 228, 376 and 377 in the names of the noble Baroness, Lady Benjamin, and the noble Lords, Lord Lucas, Lord Parkinson and Lord Storey, relate to child performers and seek to protect their ability to perform. We see them often on our screens and on our stages and there can be no doubt that child talent plays a truly integral role in creating excellent productions, whether in film, television, theatre or music, so it is really important that this well-intentioned clause does not inadvertently negatively impact the creative industry but allows child performers to continue to play an active role in the industry where they choose to do so.

Amendment 156, in the name of the noble Baroness, Lady Stedman-Scott, who sends her apologies, seeks to probe His Majesty’s Government on the definition of “development” in relation to the definition of “light work”, which cannot include anything that is

“likely to be harmful to the safety, health or development of children”,

as just referenced by the noble Lord, Lord Meston.

Our amendment seeks to question how technology will be considered within this definition. There is considerable evidence that suggests that technology and the use of screens hinders children’s development and, as such, we ask the Minister whether children will be able to interact with technology in their employment. By way of an example, many restaurants and public houses use technology devices to take orders. With this definition, would it be possible that any workers under the age of 18 would not be able to use such devices?

Government Amendments 157, 158, 503, 506, 507 and 510 to 514 clarify the scope of this clause in relation to the devolved Administrations in both Scotland and Wales. His Majesty’s Official Opposition will not seek to oppose them.

Amendment 176, in the name of my noble friend Lady Stedman-Scott, which I have signed, seeks to require an impact assessment on weekend jobs. There are many children, including my own, who work at the weekends in order to save money for clothes, their first car or a multitude of other reasons. Without wanting to state the obvious, working is brilliant. It is the first step towards understanding the value of money and saving for something. It facilitates interpersonal skills, which are so critically important in an age that is now dominated by smartphones and online conversations. It promotes punctuality, time-keeping and, to a certain extent, stability. So when Clause 26 potentially reduces the number of hours that can be worked over a weekend, we believe it is important that the impact of this should be fully assessed—hence our amendment. I thank all noble Lords for their contributions thus far on such an important topic and look forward to the response from the Minister.

--- Later in debate ---

[Lord Storey (LD)]

My Lords, I always enjoy the sports love-in we get in these debates. I admire the support we have for each other.

I was a great fan of the Blair Government in so far as, on the curriculum, they ensured that in primary schools there was at least two hours of physical education a day—and that happened. They also encouraged swimming and after-school activities, with the setting up of after-school clubs. That was really important but, as the noble Lord, Lord Moynihan, suggested, since those days we have gone backwards.

I agree with my noble friend Lord Addington that you can link after-school provision and breakfast clubs to activities as well, and that happens all the time. We have talked about the 400 breakfast clubs, or however many there are, but for years many schools up and down the country have been providing breakfast clubs, either for free or sponsored by a local business or provided by the school itself from its pupil premium or at very little cost. There are probably more breakfast clubs in that category than the current pilot has to offer. We should thank those schools for what they have been doing.

I also have a great deal of time for the coalition Government’s decision to bring in free universal meals for all of key stage 1—that is years 1 and 2. The independent results from the provision showed that providing free meals improved attendance and learning, helped children who were in poverty and improved social interaction between children, because when you have breakfast together, you talk and relate to each other, and that is hugely important.

The amendments that have been tabled have to be thought through very carefully. They all have something that adds to what we understand. I do not understand, for example, why the Government never consider automatic enrolment. Is it to try to save money? Surely not. I also think that we have got to a stage now where we have the 300 or 400 pilot schemes in the breakfast clubs, and I would like to know when the next phase is going to happen and how many schools we think we will want to encourage. There will no doubt be a question about the provision of kitchens and all those sorts of things. I would like to know the answer to that.

We have that. We have the free meals for key stage 1, which have been extended with the Government’s announcement. Presumably we will look at after-school provision at some stage because providing meals for children after school is important as well. There is the issue of meals in holidays. All those have a cost to them. I understand why the Government do not want to do things straightaway, because you have to find the money to pay for them, but we could have a road map of where we want to go—what do we want to do first? What are the next things we want to do?—so that the points made in Committee can be clearly thought through.

We started this debate with the amendments in the name of my noble friend Lady Walmsley. I was fascinated by the information that she gave us, which was picked up, of course, by the noble Baroness, Lady Boycott. It is not just about provision; it is about the quality of the provision and how healthy that provision is for children. It is easy to give a plate of toast or whatever, or a soft drink, but that is not necessarily healthy. It is easy to give Kellogg’s—and yes, Kellogg’s would want to sponsor various schools, would it not?—because it is filled with sugar. That is not the breakfast I think children should be having. Those are really important issues and when the Minister goes away from this Committee stage, I hope she will reflect on these amendments, because I think they are potentially life-changing for our children and young people.

Finally, let us just remind ourselves that, as of 2023, over 4 million children across the UK live in food-insecure households, with the cost of living crisis creating further problems in terms of access to nutritious food. The absence of school meals during holidays has been linked to cognitive decline, poor nutrition and a rise in child hunger-related hospital admissions. That is independently verified. I thought the amendment from the noble Lord, Lord Watson, in relation to special schools was hugely important; again, the Minister should think very carefully about that. I thank noble Lords for the amendments, which, if enacted, will make a huge difference to our children and young people.

[The Earl of Effingham (Con)]

My Lords, the amendments in this group relate to the provision of food in schools. It is essential that children have a balanced diet to ensure that their development can progress as it should. As such, this is an incredibly important group of amendments, as a balanced diet is the cornerstone of ensuring that our children grow up healthily.

I will speak first to the amendments in the name of the noble Baroness, Lady Barran, which I have signed. Amendment 186B is a probing amendment that seeks to understand why the Secretary of State would not be able to exempt a school from the duty of providing free breakfast clubs without a prior application from the school. It seeks to question how this application system will work in practice. Can the Minister say what the process will be and whether there will be a time by which the Secretary of State must respond?

Amendment 186C probes the same area but seeks to clarify the consultation process that a school authority must take before making such an application. It seems important that teachers are also involved in the process, so will the Minister give greater detail about the process and explain why the teachers are not included?

Children’s Wellbeing and Schools Bill

Earl of Effingham Excerpts

Thursday 12th June 2025 Lords Chamber

[The Earl of Effingham (Con)]

My Lords, I shall speak to Amendment 79, in the name of my noble friend Lady Barran and the right reverend Prelate the Bishop of Manchester, and Amendment 80, in the name of my noble friend Lady Stedman-Scott. While we are of course positive towards efforts that support children with a social worker, those currently and previously looked after and those in kinship care, we question why adopted children are excluded from His Majesty’s Government’s plans to strengthen the role of the virtual school head.

Our Amendment 79 would clarify the role of the virtual school head to ensure that those children in the care of the local authority who are then adopted receive the same support as children with a social worker or those in kinship care. Section 23ZZA of the Children Act 1989 puts a duty on local authorities to

“make advice and information available in accordance with this section for the purpose of promoting the educational achievement of each relevant child educated in their area”.

Clause 6 of the Bill introduces a duty on a local authority to take

“such steps as it considers appropriate”,

which is a much broader role but one that currently does not appear to include adopted children.

As the helpful briefing from Adoption UK sets out, almost half of adoptive parents surveyed for its 2024 Adoption Barometer had sought advice from their local virtual school in the preceding year. The report highlighted the variability in support that they received and the value they placed on the advocacy that a virtual school head could provide with their child’s school. Their exclusion from the Bill appears inconsistent, and we would be grateful if the Minister could confirm either that adopted children will be included or, if they will not be, why not.

Amendment 80 seeks to include career and employment opportunities for children as part of educational achievement. The number of young people who are unable to find employment or further training when they finish their education is alarmingly high. The ONS estimates that 923,000 individuals aged 16 to 24—12.5%—were not in education, employment or training in the period January to March 2025. Although that is down on the previous quarter, I think all noble Lords would agree that the number is way too high and we must act to reduce it.

Amendments 78 and 81, in the name of the noble Lord, Lord Lucas, seek to require that authorities publish the steps they have taken to promote the process undertaken that has resulted in the educational achievement of the children in need or in kinship care, and that the Secretary of State may specify how this is reported. It is important for successful practices to be shared, and the amendment would ensure that performance can be more accurately measured.

Amendment 82, in the names of the noble Lords, Lord Agnew and Lord Farmer, seeks to provide boarding school places to children in kinship care. The noble Lords raise a most interesting point. It clearly worked very well for the noble Lord, Lord Farmer. Where it works for a child—and that is obviously critically important—it can be a hugely positive experience. That child may have the ability to immerse themselves in education, sports, arts or drama, away from the distractions or dangers that they have previously experienced in their outside school life. It would lessen the time pressures on kinship carers, who we know do an amazing job but often find there are simply not enough hours in the day. We would welcome the opportunity to learn more about the work done by Norfolk County Council, the issues it encountered and how it addressed them. We look forward to discussing this further, and hope the Minister will do so also.

Amendment 83, in the name of the noble Lord, Lord Bellingham, seeks to review virtual school heads and their role in improving educational outcomes for previously looked-after children. There is not yet sufficient evidence to fully analyse the extent of the improvement from the introduction of virtual school heads. As such, this review would certainly help to understand the impact that virtual school heads have had before full implementation. We very much look forward to hearing from the Minister.

In line with what the noble Lord, Lord Storey, said, these all seem entirely sensible and well thought out amendments.

[Baroness in Waiting/Government Whip (Baroness Blake of Leeds) (Lab)]

I thank noble Lords for their thoughtful contributions to this important area of the Bill. I think, hand on heart, we all know that children who need a social worker and children in kinship care experience significant difficulties. Many of them have poorer educational outcomes than their peers as a result, across all key stages. The noble Lord, Lord Storey, is absolutely right that it is important that everyone shares their experience. In Leeds, we always made sure that the scrutiny of children’s services was held by an opposition member; that seems to make absolute sense. We all want the best for these young people, and we must make sure that every area is fully scrutinised.

Clause 6 aims to confer statutory duties on local authorities to promote the educational achievement of such children, increasing their visibility, as we have heard from many noble Lords, and ensuring that they receive consistent expert support to improve their outcomes. In practice, these duties will be discharged by the virtual school head, who will have strategic oversight of the outcomes of these children, raising awareness and improving visibility of their needs—for example, through the delivery of training to schools in effective strategies for improving outcomes. We have just received more information about why this information is so important. For example, it will mean having a real understanding of the numbers of young people who experience school instability, placement instability or social work instability—all of which contribute to their experience in learning and their ability to achieve going forward. As well as this, virtual school heads will have a duty to provide information and advice, upon request, to kinship carers with special guardianship or child arrangements orders, regardless of whether their child spent time in care. We know that virtual heads were first introduced on a non-statutory basis, and we recognise the need for a much stronger basis. I echo the noble Earl, Lord Dundee, about the importance of local authorities in making sure that this moves forward successfully.

As I say, I welcome the spirit of the amendments tabled, which would ensure that virtual school heads work on behalf of all children, while ensuring that local authorities are rightly held accountable for the delivery of their duties. They would also ensure that previously looked-after children adopted from state care are not inadvertently disadvantaged as a result—I will come back to say more on that later. We are confident that the measures in this clause meet these aims and that, as a result, these amendments are not necessary. I will go into more detail later.

Amendment 77, in the name of the noble Lord, Lord Lucas, seeks to enable discussion on which children are eligible for local authority support and how virtual school heads will promote their educational outcomes. Providing clarity on the children to whom the virtual school head role is extended is important. New Section 23ZZZA(2), to be inserted by Clause 6, provides a clear definition of these children. Specifically, they are children for whom the local authority is

“providing or has provided services”

under Section 17(10)(a) or (b) of the Children Act 1989, as well as children

“in the authority’s area who live in kinship care”.

Amendments 78 and 81 from the noble Lord, Lord Lucas, seek to place a statutory duty on local authorities to publish a report on how they perform in promoting the educational outcomes of these children, and to specify through regulations what local authorities must report on. Transparency and consistency in local authority support are essential for driving improvements, and for ensuring that decisions are made in the child’s best interests and that every child receives support, wherever they live or are educated.

Statutory guidance already requires virtual school heads to publish an annual report summarising strategies for supporting children in their care, while local authorities are held to account through inspections of local authority children’s services. It is vital that we continue to ensure local authorities are held accountable for all children they are responsible for, and that this support is transparent. We will reinforce this accountability by updating statutory guidance to include reporting on strategies for supporting educational outcomes of children in need and children in kinship care. This will ensure greater consistency across all local authorities, enabling continuous improvement in the support provided while allowing for local and regional variations. This Government are committed to ensuring that previously looked-after children who have left care through adoption are supported to succeed in education.

Amendment 79, tabled by the noble Baroness, Lady Barran, seeks to ensure that children adopted from local authority care benefit from the same support that the clause extends to children in need and children in kinship care. I thank the noble Lord, Lord Hampton, for his statistics; it is always useful to have that level of granularity in our discussions.

To repeat, local authorities already have a statutory duty under Section 23ZZA of the Children Act 1989 to promote the educational achievements of all previously looked-after children who have left care through adoption, special guardianship or child arrangements orders. I hope that satisfies the questions that the noble Earl, Lord Effingham, raised on behalf of the noble Baroness, Lady Barran. In addition, subsection (3) of Section 23ZZA allows the local authority to

“do anything else that they consider appropriate with a view to promoting the educational achievement of relevant children educated in their area”.

I would suggest that that level of flexibility adds a great deal in the particular circumstances of each individual child.

The proposed amendment is therefore unnecessary, as the existing legislation sufficiently covers these children’s educational needs. However, we are committed to reviewing and revising the sections on promoting the educational outcomes of previously looked-after children in statutory guidance for virtual school heads. There is no room for complacency here; we have to keep revisiting, refreshing and relooking on behalf of all the children we are talking about. This will present an opportunity to further strengthen sections on support for adopted children, and we will work with the adoption sector on this, including by clarifying and reinforcing the interpretation of the duty and incorporating examples of good practice.

--- Later in debate ---

[Baroness Finlay of Llandaff (CB)]

My Lords, the noble Lord, Lord Meston, has highlighted the problem of large sibling groups. I want to draw attention to a very specific group, which is bereaved children. Sometimes there are several children in a single-parent family and, when that one parent dies, often the children left behind are half-siblings—sometimes several of them. The amendment is incredibly important because those children are grieving for the parent who has died and then for the sibling or half-sibling that they are separated from.

The noble Baroness, Lady Tyler, has reminded me of a family that I was involved with where the mum died and the father had been abusive so had no contact at all with the children, and the oldest child was a few months away from being 16. We managed, with the help of a schoolteacher and various other people, to keep those children together. Many years later, I still have some contact with them, and all the children have done well. I am convinced that, if we had not struggled to keep them housed together, then one of them in particular would probably have gone off the rails, yet they have all pursued good careers and have all done well.

As an investment for the long term in the lives of all these children, the amendment is important. I hope the Government will adopt it. I cannot see that it would cost anything in financial terms, but not adopting it probably would, because of the emotional trauma to the children who are separated from the people with whom they cannot share memories and remembrances about whomever it is they are separated from.

Another issue regarding that group of children is that sometimes there is a grandparent, an aunt, an uncle or someone who can provide them with some stability but is not in a position to provide kinship care. Keeping all those links going, and enabling them to link to cousins as well, can really support them.

[The Earl of Effingham (Con)]

My Lords, Amendments 101 and 102 in the name of the noble Baroness, Lady Tyler, seek to promote familial relationships for looked-after children.

Amendment 101 seeks to include a duty to promote a child’s familial and social relationships alongside the existing duties for local authorities to promote the child’s welfare and educational achievement. This amendment emphasises the importance of maintaining relationships for children in care, which would have a positive contribution to their health and well-being. It is vital that the success of children in care is both child-led and child-centric and, as such, ensures that local authorities promote familial and social relationships.

Amendment 102 focuses on the relationships between looked-after children and their siblings. Currently, the relationship with parents is emphasised, and the relationship with siblings does not receive the same focus. As was highlighted by the noble Lords, Lord Storey and Lord Meston, establishing a bond between siblings, which can be lifelong, should be a top priority for looked-after children so that, whatever challenges they may or hopefully may not be facing, they have someone to turn to whom they can trust and confide in.

These appear to be sensible amendments, and we look forward to hearing the Minister’s response to these important points.

Primary Schools: Swimming Lessons

Earl of Effingham Excerpts

Tuesday 21st January 2025 Lords Chamber

[Baroness Smith of Malvern (Lab)]

My noble friend is right. I have already identified the decrease in the number of public pools, as others have. He also makes an important point about ensuring that there is access to public leisure facilities on a fair basis. The responsibility for that lies at the local authority level. We are continuing to encourage local authorities to invest in leisure facilities, notwithstanding the considerable pressures on their funding that they have faced over recent years.

[The Earl of Effingham (Con)]

My Lords, unfortunately, sport in schools has been described as in “crisis”, with a “Covid cohort” of children not returning to physical activity. The neglect of sport is leading to catastrophic effects on childhood obesity and mental health, and evidence suggests that many children are now addicted to their phones. Can the Minister please deliver on what her Prime Minister said, which was that children are being

“locked out of emulating their heroes”

because of a lack of PE provision? Will she commit to focusing on there being no mobile phones in schools and more physical education in the curriculum?

[Baroness Smith of Malvern (Lab)]

I am trying not to be grumpy in answering this Question today, as I was a bit grumpy yesterday. However, the noble Earl has a bit of a cheek talking about the crisis in PE provision in our schools. This Government have acted quickly, but have been in government for only six months. The 6.7 percentage point decrease in those able to swim 25 metres unaided, compared with 2017-18, cannot be laid at the feet of this Government.

Having said that, there is a range of ways in which we want to reinvigorate sport, PE and other opportunities for children in our schools, whether by increasing the number or teachers, by increasing the funding that we have provided or by ensuring that the capital funding is there for provision. We take seriously the responsibility to ensure that every child has access to the sporting activities that are so important for both their health and their future opportunity.

Education (Values of British Citizenship) Bill [HL]

Earl of Effingham Excerpts

3rd reading
Friday 15th November 2024 Lords Chamber

[Lord Harries of Pentregarth (CB)]

My Lords, I would like to thank the long list of speakers who supported the Bill at Second Reading, as well as the Public Bill Office which helped to facilitate. The long list of speakers is an indication of how necessary it is.

Since Second Reading there are two factors that have increased the importance of the Bill. First, with the move away, in so many countries in the world, towards autocracies, dictatorships and managed democracies, it is more and more vital that pupils in our schools leave school with a sense of why British values, democracy, the rule of law, freedom of religion and the equal worth and dignity of every person matter. It is absolutely crucial that pupils should leave school with a sense of those values and why they need to be supported.

Secondly, I have heard, sadly, that there are moves afoot to subsume citizenship education into what is called spiritual, moral, social and cultural education. That, of course, is absolutely vital, but one of the main recommendations of The Ties that Bind—the report from the committee of which I was a member and from which the recommendation for this Bill came—was that this should not be subsumed in that way but should be taught in its own right. Citizenship education is, at the moment, taught so weakly in so many schools and we need to give it a clear focus. I very much hope that the Government will take this Private Member’s Bill seriously.

[The Earl of Effingham (Con)]

My Lords, again I thank all noble Lords who gave their time and effort to make their valuable contributions to the Bill. I briefly flag the input of my noble friend Lady Shephard of Northwold who drew on her extensive experience in this area, both as former chair of the council of the Institute of Education and, most notably, as former Secretary of State for Education.

His Majesty’s Official Opposition believe that mandating specific values through education risks undermining parental rights and local autonomy. We support the rights of parents and communities to instil their own values, and we fear that a one-size-fits-all approach could impose a government-defined set of values that may not reflect either local or parental preferences. The Bill could be viewed as overreach into the lives of young people, and we advocate for smaller government and less interference in individual choices, especially when it comes to personal beliefs and family matters.

By introducing mandatory teaching on values, time and resource could be taken away from core subjects. Rigorous academic standards should be the focus, with schools lasering in on traditional teaching to ensure that students are prepared for both the workforce and society, rather than on mandated values.

Finally, the term “British values” has been defined differently by many people and may lead to inconsistent interpretations. The Bill could leave room for varied, potentially biased, teaching, depending on who defines these values and how they are implemented in practice, potentially creating division rather than unity.

Higher Education Reform

Earl of Effingham Excerpts

Tuesday 5th November 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The noble Lord is right in his demand and his expectation that universities need to improve the information that they provide for students about the course and about potential progression. That is an important area that we will want to work with the sector on improving.

On international students, I would strongly support anything that enables international students to maintain their contact with the university and with the country. One of the big benefits of our ability to attract international students is precisely that, for example, nearly 60 world leaders are former students at UK universities. That is an enormous amount of soft power, as well as very strong relationships that have been built up, and I would support any initiative that ensures that continues.

On the noble Lord’s final point, one of the first things that we did in government was to ask the Office for Students to focus more clearly on identifying the financial situation of universities. I cannot say that, at this point, we have the metrics around the value for money that the noble Lord is asking for, but that is one of the areas where, in terms of the efficiency work, we need to have much better transparency within the sector about how money is being spent, how it is being allocated, for example, between research and teaching and how that then results in student experience. That will be one of the things we expect to see.

[The Earl of Effingham (Con)]

My Lords, the Statement said:

“We have paused the commencement of the last Government’s freedom of speech legislation”.


It also said that

“universities must be home to robust discussion and rigorous challenge”.

How will the Minister guarantee appropriate freedom of speech, robust discussion and rigorous challenge in those universities?

[Baroness Smith of Malvern (Lab)]

Yesterday’s Statement was less about freedom of speech than about the funding of universities but, to reiterate the point I made when we covered this issue previously, I and the Government are absolutely committed to ensuring freedom of speech and academic freedom within our universities. That is why we continue to consider the way forward, to ensure that this can happen without some of the disproportionate burdens and impact on minority groups that the Act in its totality would have brought to our higher education sector. I will return to the House with a way forward on that in the near future.

Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [HL]

Earl of Effingham Excerpts

2nd reading
Tuesday 22nd October 2024 Lords Chamber

[The Earl of Effingham (Con)]

My Lords, I look forward to hearing the maiden speech from the noble Lord, Lord Beamish. The apprenticeship model is a win-win that builds a skilled labour force while at the same time stimulating local economies and creating jobs. There are surely few better ways to foster innovation, enhance productivity and drive growth. IfATE was part of our commitment to deliver employer-led apprenticeship standards.

Since 2010, 5.7 million people have started an apprenticeship—our system is working, and we were on track to building a skills and apprenticeships nation. We would have increased investment in apprenticeships to £2.7 billion per year by 2025. Leading companies agree with our policy: Amazon, Specsavers and Premier Inn all make the most of their levy funds to recruit talent. In fact, 98% of the apprenticeship budget was spent over the last two years.

More than 690 apprenticeships are now available for a broader variety of jobs than ever before. We train nurses, lawyers and scientists, with around 750,000 people currently on apprenticeships. These apprenticeships are all designed by employers, so apprentices can be confident that they are learning skills valued by businesses. A national survey of apprentices revealed that 92% of respondents felt that the employer-defined knowledge, skills and behaviours they are required to learn through their apprenticeship would equip them to succeed in the future, while 80% said they felt empowered to have successful careers in their industry.

One has only to look to Preston in Lancashire, where BAE Systems has a vast college in which it trains apprentices on its fighter programmes, or to Barrow-in-Furness in Cumbria, where they train on submarines. BAE’s number of apprenticeships has nearly tripled since 2017. Higher apprenticeship levels 4 to 7, from foundation degrees to master’s level, increased from 27,000 to 112,000. These levels give apprentices the opportunity to earn a degree, combined with enjoying many years of work experience at top UK firms, and the benefit of avoiding taking on significant student debt.

In February this year, BAE Systems and the University of Portsmouth launched the UK’s first ever degree apprenticeship in space systems engineering. Not content with stopping at space systems, IfATE is also helping heritage industries such as stonemasonry. In 2020 just one person took up an apprenticeship. Last year, that number jumped to 53. In March this year, we pledged to create a new £60 million investment fund to enable up to 20,000 more apprenticeships, including for young people and small businesses.

Our record speaks for itself, so we have concerns around various proposals in the Bill. It is not yet clear whether Skills England will be established in statute as IfATE was, which raises questions about its independence from the Department for Education and its ability to galvanise other government departments. How will it be able to pitch for the money needed from the Treasury to fund the skills gap that we know we have? Can the Minister please enlighten the House on this?

Clause 4 gives the Secretary of State the power to prepare apprenticeship standards either herself or to commission others. It would therefore technically be possible for an apprenticeship standard to be prepared without the input of employers, providers or industry groups. The Secretary of State could even close down or fundamentally change Skills England without the consent of Parliament. Can the Minister explain what failsafe measures will be put in place to avoid this happening to the detriment of employees, employers and the many people who currently benefit from the apprenticeship programme?

There are concerns that the Bill may decrease the standards of technical qualifications because Clause 6 removes the IfATE requirement that reviews of approved technical qualifications should happen at regular intervals. The reason given in the Explanatory Notes is

“to enable flexibility to review standards according to priorities and employers’ needs”.

But how can the Government guarantee to maintain the high standard required if this clause is left in place? A regular review process significantly improves performance via proactive feedback, identifying areas for improvement and setting clear and achievable goals. We designed an apprenticeship programme to encourage personal and professional growth, which ultimately leads to enhanced productivity and job satisfaction. Will the Minister please explain whether there will be a guaranteed minimum amount of reviews per annum?

The Bill’s impact assessment states that there may be a drop in apprenticeship starts while IfATE’s functions are transferred to the Secretary of State and, ultimately, Skills England. It states that this will disproportionately impact adult apprentices and disadvantaged learners and regions. AI and technology are transforming the nature of work and the skills people need to be successful. Many older people need help to be better with technology. We have more than 5 million older workers in the UK who are thinking of retiring early and, of those, circa 500,000 said that they could not keep up with the skills needed. These are the people who will be hit, according to the impact statement. What assurances can the Minister give us that this negative impact will be mitigated as much as possible?

There are also concerns that the unions will have a disproportionate influence over Skills England, to the detriment of employers. The senior deputy general secretary of Prospect welcomed the launch of Skills England, but argued that it

“won’t achieve its objectives without engaging and involving trade unions at every level”.

What reassurances can the Minister give the House that there will not be undue involvement of the unions, to the detriment of employers and learners?

The Government have said that they will build 300,000 new homes every year, but we do not have the electricians, plumbers, bricklayers or roofers needed to build that number of homes every year. Their skills cannot be conjured up; they need training and apprenticeships, which take time.

In March this year, the current Secretary of State for Work and Pensions announced that Labour would fund 1,000 new careers advisers in schools and a number of employment advisers in new young futures hubs. The Government committed to 1,000, but what is the timetable for getting them all in place?

In the Government’s manifesto, they set out plans to reform the levy and allow businesses to use 50% of their funds for non-apprenticeship training. But analysis has shown that, if you allow employers to use half the funds for other skills training, you materially reduce the number of apprenticeships. Are the Government still taking this course of action and, if yes, why?

Apprenticeships and technical qualifications are the engine room of the UK economy. A successful programme leads to innovation, productivity and growth. This must work, so that everyone in the country feels the benefits. We very much look to forward hearing from the Minister on our concerns.

Education (Values of British Citizenship) Bill [HL]

Earl of Effingham Excerpts

2nd reading
Friday 18th October 2024 Lords Chamber

[The Earl of Effingham (Con)]

My Lords, this has been an in-depth and wide-ranging analysis of the Private Member’s Bill from the noble and right reverend Lord, Lord Harries. It is a subject of great significance to the future of the UK and the character of all ages, young and not so young. I am conscious that this is an emotive topic and I will endeavour to do everything I can to treat the subject matter with the respect that it deserves.

Democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs—born out of the 2011 Prevent strategy and further enhanced by the 2014 government guidance—are the British values that both independent and state-maintained schools are currently required to actively promote. In line with the Education Act, they should form one part of a broad and balanced curriculum that

“promotes the spiritual, moral, cultural, mental and physical development of pupils”

in our schools.

But education is about much more than just the transfer of knowledge. It is about passing on the sense of identity of who we are as a people, encouraging all ages to be responsible members of society. We should view the holistic education system as the primary driver of informing and enthusing young people about their country. It is crucial that we get this right. British values existed well before 2011 and we must ensure that the Government strengthen the autonomy of parents, schools and communities to deliver that goal.

The current Administration are seeking to centralise and nationalise Skills England and Great British Energy; we should be wary of a top-down, one-size-fits-all approach to an issue as fundamental as moral education. Will the Minister explain to the House how she plans to ensure that British values are passed on through communities and families, not just via the state?

Regarding the values themselves, the Chief Rabbi has expressed a concern that the average person does not know what British values are. The Catholic cardinal the Archbishop of Westminster has criticised the values as being “a bit rootless”. The chief executive of the Refugee Council asked the next Government to

“rebuild a system based on British values of compassion, fairness and respect”,

while, in the other place, British values have been described as decency, tolerance and the rule of law, as well as decency, respect and kindness.

We are incredibly lucky to live in a diverse and tolerant society, but it is important that we as a nation are aligned on what our values are. Does the Minister believe that there is a need for change, and please can she give us details of exactly what the Government’s British values are and which stakeholders are being engaged to ensure we get this right?

Currently, in the form of citizenship education, the British values are taught in a variety of different ways across different schools. Some schools will teach them via PSHE while others will teach them as a stand-alone subject. This is leading to a wide range of both positive and less positive outcomes. Please can the Minister explain the Government’s approach to the curriculum and educating people on British values? How will schools be clearly told to implement the strategy? Pupils are currently not tested on the values, which means that head teachers are much less focused on this. Will the Government start testing?

The Bill from the noble and right reverend Lord, Lord Harries, elaborates on the definition of “freedom” to include “freedom of expression”. Would the Minister agree that freedom of speech is a non-negotiable universal principle that should apply to everyone in this country? Can she explain to the House how freedom of speech will be taught in our schools to guarantee that the principle is strengthened and not undermined in the future?

The Bill also refers to British values being renamed as the “values of British citizenship”. We look forward to hearing the Government’s stance on that.

Of the UK’s 10 best state secondary schools, based on 2024 GCSE results, Cardinal Vaughan Memorial School came in first place with 57% of GCSEs graded 7 to 9. The report notes that the school

“consistently performs well academically while also placing a significant emphasis on moral and spiritual development”.

The Chief Rabbi believes that tolerance is

“the symphony orchestra in which we have separate instruments, each one making its own unique sound and, under the baton of the conductor, blending together to produce perfect harmony”.

Every successful enterprise has a mission statement. We need to know what mission statement the Government will assign to the education system for “British values”, and how exactly they will benchmark their success to prove that those values are being retained and understood for the benefit of everyone.

King’s Speech

Earl of Effingham Excerpts

Friday 19th July 2024 Lords Chamber

[The Earl of Effingham (Con)]

My Lords, it is a great privilege to participate in this debate on His Majesty’s gracious Speech. I congratulate the noble Baronesses, Lady Monckton and Lady Smith, on their excellent maiden speeches. The noble Baroness, Lady Monckton, is a leading force in her work for children with disabilities, and I am sure they will both make extremely valuable contributions to your Lordships’ House.

The premise of my desire to speak in this debate is that I truly believe we can create life-changing opportunities for all families through simple and inexpensive tweaks to the education system, with the desired knock-on effect into healthcare. The children’s well-being Bill will require free breakfast clubs in primary schools. The phrases “You are what you eat” and “Healthy body, healthy mind” ring true. Food education is critical, so if we can teach children from a young age the necessity of eating well and enjoying a balanced nutritional diet, that will be the cornerstone for them to reach their full potential in every aspect of their lives.

While it is essential for children to have breakfast, they must also learn the difference between what is good and bad for them. Ultra-processed foods currently account for around 80% of calories in packed lunches and 65% of calories in school meals, so providing children with more ultra-processed food at breakfast must be avoided at all costs.

The manifesto also refers to the national curriculum and flags

“protecting time for physical education”.

This is a welcome commitment, as currently only 47% of children and young people are meeting the Chief Medical Officer’s time guidelines for taking part in sport and physical activity, despite every set of medical research proving that the benefits of exercise are huge.

The children’s well-being Bill also refers to one in four children living in poverty, which is a shocking and unacceptable statistic for a developed economy. Generational poverty can be solved. Basic financial education would help and demonstrate that just £6 per week invested from the age of 18 at a 7% annualised return would produce a tax-free lump sum of £135,000 by the age of 68, which could then fund the stability of a home purchase for the next generation.

On healthcare, the Secretary of State has correctly said that the health of the nation and the health of the economy are inextricably linked. If we put into place the right plans for food education, physical education and financial education, the NHS crisis will be over and gross domestic product will increase incrementally.

So I ask the Minister: who will run these breakfast clubs and how can we ensure that the breakfast offered is nutritionally excellent and not high in sugar? Can the current daily mile programme in schools become the daily three miles and made compulsory for every school in the country as part of the curriculum? It would ensure that all schoolchildren meet the Chief Medical Officer’s guideline of 60 minutes of exercise per day. What steps will the Government take to ensure that there is an appropriate element of investment in financial education in the curriculum?

From a healthcare perspective, for both physical and mental health, prevention is better than cure. If we can instil in our schoolchildren a love of good food, a love of exercise or team sport and the desire to invest for their and their families’ future, the majority of issues that people have to deal with on a regular basis disappear.

I will leave noble Lords with a statistic: a 20% reduction in the six major disease categories that keep people out of work could raise GDP by £26 billion annually within 10 years and produce fiscal savings from increased tax revenues and reduced benefits payments of £13 billion annually, again within 10 years. That is £39 billion saved every year.

Skills: Importance for the UK Economy and Quality of Life

Earl of Effingham Excerpts

Thursday 9th May 2024 Lords Chamber

[The Earl of Effingham (Con)]

My Lords, I thank the noble Lord, Lord Aberdare, for raising this important debate and I congratulate both my noble friends Lord Marks of Hale and Lord Elliott of Mickle Fell on their maiden speeches; I look forward to hearing more of their valuable contributions.

Reading the newspaper headlines this week illustrates the seriousness of the situation in which we currently find ourselves, with regard to the quality of life for many in the country and the real need for skills for the success of the UK economy. We are told that there are a record 2.8 million people off work with long-term illness; that thousands of youngsters appear to have given up on school since the pandemic, with the highest number of so-called “ghost children” being recorded; and, to top it off, that almost a quarter of children aged 10 and 11 in British primary schools are clinically obese and that, for pupils in the poorest areas, the figure rises above 30%. However, with the right life skills for both young and old, this can be turned around.

We need only to look at further headlines to see think tanks calling for a wholesale curriculum and assessment review of the education system to add new topics such as financial education and mental health. The advanced British standard may indeed be an improvement on the current framework, but it is years away. The existing status quo is centred on teaching for exams that students will sit, but that is not necessarily what will help them in real life.

A few weeks ago, I had the privilege to visit a school academy in one of the most deprived boroughs of London. The academy is the envy of its peers in both the public and private sector, boasting an Oxbridge acceptance rate of 15% and a Russell group acceptance rate of 64%. I asked the principal how she achieved these results. Her response was that “Everyone, both teachers and pupils alike, wants to be here”. The same message came across in a business session recently, when discussing culture and values. The adage “If you love what you do, it is not a job” could not be more true. If we can create an environment where people feel good about multiple aspects of their life and in control of their situation, that will give them the confidence and ability to find a job that they love, grow the economy and attain a high quality of life.

The skills that make a difference can be narrowed down to four key pillars: food education, physical education, financial education and social education. Food education is paramount because you are what you eat; your gut is your second brain and what you put into it matters. Physical education follows, as it boosts energy, confidence and sleep quality, as well as reducing anxiety and stress. Financial education will then enable you to live the life that you want within your means. The right basic knowledge and small regular savings can create a potentially life-changing sum over the long term. Lastly, I will concentrate on social education, which is becoming increasingly vital as smartphones take over our lives.

During my visit to the same academy, the principal flagged that one of the few issues that they did experience was poor social interaction, and I noticed that some of the pupils, when they talked to me, did not look me in the eye and had trouble engaging directly. I think about my own career and consider myself extremely fortunate to have worked in the same room, paradoxically, with individuals who left school at 16 with no qualifications, all the way to rocket scientists with PhDs in astrophysics. The glue that bound us together was confidence and self-belief in what we were doing, which was derived purely from real, in-person, human interaction.

However, in the current day, by the age of 11 some 91% of children in the UK own a smartphone. The restaurant chain Prezzo has found that its customers between the ages of 12 and 27 suffer from “menu anxiety” and are too socially nervous to engage in a conversation with a waiter, preferring to order by QR code. The most truly shocking statistic is from a recent survey which found that a quarter of 18 to 34 year-olds have never answered their phone. This surely must be addressed as a top priority.

It will not surprise the Minster to hear me ask the Government how they will increase awareness on food education, physical education and financial education—but I would like to ask something else. Please can she update the House on the expected timeframe for a compulsory ban on smartphones in schools, to address the clear and present danger of in-person social interaction, which is arguably the most important life skill, becoming a thing of the past?

Educational Trips and Exchanges

Earl of Effingham Excerpts

Thursday 25th April 2024 Grand Committee

[The Earl of Effingham (Con)]

My Lords, I thank the noble Baroness, Lady Coussins, for raising this important debate.

It is increasingly apparent from reading the newspapers that our current generation of schoolchildren live in a challenging world. Most recent research from NHS England found that 20%

“of eight to 16-year-olds had a probable mental disorder in 2023”.

Today’s front page of the Times warns us:

“England is worst in the world for under-age drinking”.


It is therefore essential that we do everything we can to help our schoolchildren understand that there is a big world out there that offers amazing learning opportunities away from their smartphones and peer group pressure.

I will offer some examples. Households in India spend roughly double the amount of time cooking at home versus the UK. Some 58% of households in America own listed company shares, versus around 20% in the UK. The Dutch and Germans spend approximately twice the amount of time that the UK does doing physical exercise per week. Food education, financial education and physical education should be three of the four pillars of a child’s learning, so giving our children exposure to how other nationalities operate is key. Learning a language also improves brain and memory functions; it boosts creativity and self-esteem and helps with future career opportunities. Probably most importantly for these trips, social interaction with new people in a fresh environment challenges us to step outside our comfort zones, which is a foundational life skill for the future.

I had the opportunity to visit an academy recently in one of the most deprived parts of the UK. It is achieving 15% Oxbridge entrance and 65% Russell group entrance. However, one focus area that the principal flagged and that I picked up on was that a lot of these pupils did not make eye contact when engaged in a conversation. Thrown into an overseas exchange, however, they would have no choice other than to do that. By giving our schoolchildren this opportunity, they can take away the positives of the experience and build on it incrementally. There will be less pressure on schoolroom disruption and a greater desire to learn, which will rub off on fellow pupils. In later life, with a better education under their belts, there will be less pressure on the NHS and the state.

I look forward to hearing from the Minister how the Government aim to ensure that we maintain the momentum of these overseas trips and exchanges, aside from responding to requests to continue collective passports and to win agreement to replicate the list of travellers scheme.