Technical and Further Education Bill

Lord Aberdare Excerpts

2nd reading (Hansard): House of Lords
Wednesday 1st February 2017 Lords Chamber

[Lord Aberdare (CB)]

My Lords, I will confine my contribution to the part of the Bill dealing with the Institute for Apprenticeships and Technical Education. I have heard it called both IFATE and IATE, so I think I will just stick to “the institute”. As a member of the Parliament choir, I am pleased to join the chorus of welcome for the Bill and for the extended role granted to the institute.

The Bill takes forward the development and oversight of high-quality, employer-led apprenticeships, with funding from the new apprenticeship levy. It marks a significant move in the direction of establishing technical and professional education as a real alternative to academic education, with comparable validity—something that we have been aiming for and talking about for so long. It aims to make a significant contribution to meeting the UK’s current and future skills needs in line with the Sainsbury review and the Government’s Post-16 Skills Plan.

I hope that the Minister will forgive me if I focus on specific areas where I have questions or concerns, mostly relating to lack of clarity on some of the Bill’s proposals and on how its aims will be delivered. Most of those concerns have already been raised by other noble Lords more eloquently than I could do, and with added anecdotes. My thoughts reflect helpful input I have received from organisations including City & Guilds, the Joint Council for Qualifications, the National Union of Students, Semta and the University and College Union, together of course with some of my own prejudices and predilections.

I am pleased that the membership of the institute’s board has now been announced, although not yet its chairman. This gives rise to some governance-related questions. Will the 15 technical education panels responsible for developing technical education standards also be employer led? The Bill describes them only as “a group of persons”, with no indication of how their membership should be made up. They surely need to include a good representation of the different interests involved, including a strong presence from employers.

What provision is there for the involvement of SME representatives as regards apprenticeship standards? I believe that more than 50% of apprentices are employed in small and medium-sized enterprises and I assume that the availability of jobs is similar. How will the institute relate to other bodies in the field such as Ofqual and how will it be held to account and its performance assessed? What can the Minister tell us about the involvement of apprentices and learners themselves in its governance? The Minister in the other place, Robert Halfon MP, said that an apprentice panel would be in place by April, and told MPs that he was confident that the institute would set up a similar panel for technical education students in due course. Why could such arrangements not be provided for in the Bill?

Several organisations and noble Lords have expressed concerns about the proposed single-supplier franchise model, whereby only one awarding organisation will be licensed for each of the 15 routes. This seems to run the risk of leading to entrenched monopoly incumbents in each area, unfettered by competitive pressures, and is an approach that has always previously been rejected, including in the general qualifications market, as the noble Lord, Lord Lucas, mentioned. What is the Government’s reason for preferring this approach to a more competitive, multi-supplier model, albeit with sufficiently rigorous entry requirements to assure quality and reliability?

Clarification is also needed on the requirement for copyright in all relevant course documents to be transferred to the institute, which could be particularly problematic for awarding organisations that compete outside England, in the devolved nations and/or internationally, based on their own intellectual property in qualification and assessment materials. There appears to be some confusion about the intention behind the power given by the Bill to the Secretary of State to issue technical education certificates, and how such certificates would complement and add value to rather than duplicate other recognised technical qualifications.

The most significant of my own hobby-horses, shared by several other noble Lords today, relates to the regrettable absence from the Bill of any reference to careers education. Both your Lordships’ Digital Skills Committee, on which I served, and more recently the Social Mobility Committee, highlighted the inadequacy of current provision in this field. I shall certainly watch with interest for the amendment of the noble Lord, Lord Baker, in this area, which I will expect to support.

Significant improvements are being made, with the development of the National Careers Service and especially through the work of the Careers & Enterprise Company, which is potentially the best thing to have happened in careers education for a long time. I was really encouraged by what I heard at a breakfast last week held in this House and hosted by the noble Lord, Lord Young of Graffham. Are they getting all the support they need from government? When will the long-awaited careers education strategy, promised imminently by Robert Halfon, be published?

One of the mantras during my time in business was, “What gets measured gets managed”. Does the Bill not offer a good opportunity to ensure that schools are rigorously measured in this area—for example as the noble Lord, Lord Storey, suggested, by requiring that no school could achieve an “outstanding” or even “good” Ofsted rating without delivering good-quality careers education?

I look forward to hearing about other issues in relation to the Bill. Will it help to raise the level of not only STEM skills, as the noble Lord, Lord Baker, mentioned, but also digital skills? They are essential to our future competitiveness. What will be its impact on the important work of commercial training providers, many of which play a vital role in meeting otherwise unfulfilled needs? Having run a business in this field myself, I was somewhat taken aback by the Sainsbury review’s statement that,

“ideally, all publicly-subsidised technical education … should be delivered under not-for-profit arrangements”.

Might the Minister make some comment on that?

In closing, I say that I strongly welcome the Bill and wish the Minister well in taking it forward in this House and pursuing its ambitious and important aim of helping to bring about a real and much-needed step change in the quality, perceived value and attractiveness not just of apprenticeships but of technical and professional education in general.

Education: Henley Review

Lord Aberdare Excerpts

Tuesday 15th March 2016 Lords Chamber

[Lord Nash]

I think that noble Lords sometimes forget the appallingly low base we started from in 2010 where fewer than one in five pupils in comprehensive schools were doing any kind of cultural course. The EBacc has within it two very well-known cultural subjects: history and English literature. Moreover, many pupils study drama, music, art and dance without taking exams in them. That is all part of a broad and balanced education.

[Lord Aberdare (CB)]

My Lords, in July 2013 the Government defined six ambitions for world-class cultural education. Can the Minister tell us something more about how they are monitoring progress towards achieving those ambitions and what has actually been achieved, particularly, for example, in targeting young people from disadvantaged backgrounds?

[Lord Nash]

I think that in order to answer all six points, I will have to write to the noble Lord, which I will happily do. Our pupil premium awards have been particularly focused on the arts. They have involved the Royal Shakespeare Company, the royal schools of music, the Royal Society of Arts and the Arts Council.

Education: English Baccalaureate

Lord Aberdare Excerpts

Thursday 4th February 2016 Grand Committee

[Lord Aberdare (CB)]

If the noble Baroness, Lady Pinnock, had the problem that some of her best points had already been made, mine is even worse. While I, too, congratulate the noble Earl on obtaining this debate, I am sorry that he should have had to do so. When the EBacc was first proposed in 2010, there was widespread concern over its omission of arts and cultural subjects. In 2012, as we have heard, the Bacc for the Future campaign was launched to argue for the inclusion of a sixth pillar of creative subjects, including music. As we have heard, most of the EBacc proposals were subsequently dropped in favour of new progress 8 and attainment 8 measures which allow room for creative subjects to be included and were rightly described by Michael Gove as more balanced and meaningful.

Therefore, it was disappointing that last year the Government changed tack once more and announced their intention that the EBacc should be made virtually compulsory for all pupils and be used as the basis of two of the five headline key stage 4 performance measures for schools. Bacc for the Future is indeed back again. With more than 170 supporting organisations, it has had to gear up all over again.

The Government’s motives are excellent. They claim that a compulsory EBacc will enhance the prospects of pupils, particularly disadvantaged pupils, by ensuring that they receive a core academic curriculum that allows them to retain options in subsequent education and in the employment market. I heartily endorse this aim, but I am concerned that the proposals will not work for pupils or for the wider economy.

They will not work for pupils because the curriculum is too limited. The message, although unsupported by the evidence, seems to be that, although all pupils should have opportunities to study the arts and creative subjects, they are less important, less rigorous or less valuable than the EBacc subjects—as the noble Baroness, Lady Morris, said—whatever the particular abilities, interests and skills of individual pupils. As a result, many may be left with much-reduced choice and with their potential talents largely untapped.

The Government claim that the EBacc leaves room for other subjects, but it requires at least seven GCSEs against the average number taken of just over eight, and fewer than that taken by low attainment pupils. Other subjects are likely to be frozen out for more disadvantaged pupils, and that will widen the gap between their schools and the highest performing schools which give proper focus to the arts and creative subjects. I share the view of the noble Lord, Lord Young, that, if anything, schools seem to be too focused on an academic rather than all-round education. For example, hardly any of the many talented apprentices I have met were steered into the apprenticeship route by their schools.

Nor do I think the current proposals will work for the economy by better meeting the UK’s skills needs. Employers increasingly say they want and cannot get enough of skills such as creativity, innovation, entrepreneurship, teamwork, communication, self-discipline, problem solving and the ability to cope with uncertainty. To quote the headmaster of Rugby School:

“We know that, in the world of work, creative vision, entrepreneurial skills and artistic flair are key transformational advantages that derive from studying the arts”.

I am also struck by the lack of focus on digital skills in the EBacc proposals. The report published last February by the Digital Skills Committee, on which I served, argues that digital literacy should be taught as a core subject alongside numeracy and literacy and be embedded across all subjects and throughout the curriculum, but it seems to appear in the EBacc only in the guise of computing as an optional science subject.

I applaud the Minister’s clear commitment to providing a balanced and rounded education for all pupils, but I urge him to listen to the concerns expressed by the Arts Council, Bacc for the Future, the CBI, the Design Council, Edge and numerous others—I could, but will not, go on through the alphabet—and to think again about how best to achieve his laudable aims, both for pupils individually and skills in general. To meet the evolving needs and challenges of the future we need an education system that not only sets high standards and expectations but does so across a broad enough range of subjects to allow all pupils to develop their unique talents, including in the arts and creative subjects, not least music.

Creative Sector: Educational Provision

Lord Aberdare Excerpts

Wednesday 22nd July 2015 Lords Chamber

Asked by

[Lord Aberdare]

To ask Her Majesty’s Government how they plan to ensure that the United Kingdom retains its global position in the creative sector in the light of plans announced in June to require all state secondary school pupils to study five English Baccalaureate core subject areas, which exclude any music, arts or culture element.

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

My Lords, all pupils should study a foundation of core subjects, including opportunities to study the arts and creative subjects. The best schools know how to deliver this combination. The creative industries continue to play a major role in our global economy, with the value of services exported totalling £18 billion in 2013 and 1.8 million people employed, which is up by 16% since 2011. EBacc qualifications support the growing creative sector, helping schools to develop well-rounded young people.

[Lord Aberdare (CB)]

My Lords, the creative sector is indeed a UK strength and a key driver for improving productivity, as evidenced by the growing business demand for creative skills. But the Government’s focus on EBacc subjects is already causing some schools to reduce their provision of creative and cultural subjects, and making the EBacc compulsory is likely to lead to more doing so. Moreover, the take-up of these subjects is often significantly lower among the most deprived students. Why do the Government appear to have moved away from the broader and more balanced Progress 8 approach, which measures schools in eight subject areas, including up to three outside the EBacc subjects? Further, what steps will the Minister take to ensure that students, especially disadvantaged students, do not miss out on studying creative and cultural subjects which are so vital for social mobility and UK productivity?

[Lord Nash]

We will continue to use Progress 8 as the main accountability measure. GCSE entries in arts subjects in 2014 are actually up 5% on 2012, while the performing arts have nearly doubled. Of course we want all pupils to study a broad curriculum, and in particular the focus should be on enabling disadvantaged children to have access to a wide range of studies. Ofsted will inspect on this.

School Curriculum: PSHE

Lord Aberdare Excerpts

Thursday 19th March 2015 Lords Chamber

[Lord Nash]

My noble friend makes a very important point about deaf and disabled pupils. I am sure that the PSHE Association is focused on this, but I undertake to her to discuss it with the association personally.

[Lord Aberdare (CB)]

My Lords, the Government argue that schools should have the flexibility to determine their own curriculum outside core subjects, but the result is that most schools are not teaching essential skills such as first aid, which not only gives students valuable life skills and confidence but would save many lives, as shown by countries where such training is mandatory. Does the Minister not agree that making PSHE statutory, including subjects such as first aid, and indeed citizenship, would result in students emerging much better prepared for their lives as citizens?

[Lord Nash]

The national curriculum creates a minimum expectation for the content of a curriculum in maintained schools. Quite deliberately, it does not represent everything that a school should teach. It would not be possible to cover all that when there are so many groups wishing things to be included in the curriculum, but many schools already choose to include CPR and defibrillator awareness as part of their PSHE teaching. We will work with the British Heart Foundation to promote its call push rescue kit to schools, including through our social media channels and the summer term email.

Schools: Arts Education

Lord Aberdare Excerpts

Thursday 27th November 2014 Lords Chamber

[Lord Aberdare (CB)]

My Lords, I join in the congratulations to my noble friend the Earl of Clancarty on obtaining this excellent debate, and to the noble Baroness, Lady Evans of Bowes Park, on her splendidly well judged maiden speech. I declare my interest as a member of several music-related all-party groups, including the Parliament Choir; my membership of the latter may mean that I have a rather limited amount of voice left after the concert last night. Apart from that, I could probably have outdone the noble Lord, Lord Bichard, in terms of my total lack of artistic talent in my schooldays.

At this stage in the debate much of what I planned to say has already been said, which I regret may not prevent me from repeating it, probably a good deal less eloquently. I share the concern expressed about the recent words of the Secretary of State for Education, which I will not repeat again but with which I profoundly disagree. STEM subjects are vital, not least in developing skills needed for employment, and we need more young people to study them to a higher level. However, they are not alternatives to arts and humanities subjects but complementary to them. We need from our education system rounded individuals with not just STEM-based skills but the sorts of skills better developed by arts subjects including creativity, imagination, innovation, team work, discipline, self-esteem and entrepreneurship. I agree entirely that the emphasis should be on STEAM, not STEM.

There is no shortage of evidence, both anecdotal and research-based, for the beneficial effects of arts education. Much of that was set out in a very helpful Library note produced for this debate. The list of benefits cited in research is a long one. Beyond those skills that I have just mentioned, it includes reading skills, general literacy, language acquisition, maths, visual and spatial intelligence, working memory, brain plasticity—whatever that may be—thinking skills, personal and social development, confidence and motivation to study. That is just a selection that I took from the literature. Many of those skills are recognised, not least by employers, as key skills for the digital economy of the future.

Perhaps in the absence of the noble Lord, Lord Lipsey, I might remind noble Lords that the Trinity Laban Conservatoire of Music and Dance, which he chairs, is ranked third of 154 higher education institutions in the country for employment, with 98.8% of UK-domiciled students in jobs or further study six months after graduating. Of the two institutions ahead of that one, both with a score of 100%, one is the Royal College of Music. So much for arts and humanities not helping to enhance employability.

I will now focus more specifically on music and ask whether our schoolchildren are getting what they deserve in music education, and indeed what they are promised by the Government’s commendable and visionary national plan for music education. There are many excellent and inspiring music education activities and initiatives around the country. On Monday I attended an outreach programme supported by the Worshipful Company of Musicians at Argyle Primary School in Kings Cross, one of 84 outreach programmes this year. Two groups of children listened in thrall to a young violinist from Estonia talking about and demonstrating her instrument. Many of those children, mostly either Bangladeshi or Somali, were themselves learning to play the violin, while others were learning the tin whistle. Apparently, that reflected the interests of the previous teacher with a passion for the ceilidh.

The pianist James Rhodes’s “Don’t Stop the Music” campaign on Channel 4 included an instrument amnesty, which led to more than 3,000 instruments being pledged for donation to 150 schools so that their students could learn on them. This morning I visited the Royal Opera House Thurrock, which is involved in an impressive range of education programmes, including the new Thurrock Trailblazer project initially involving 21 local schools, with plans to extend to all 52 schools in the borough.

I have heard about numerous other brilliant initiatives backed by the BBC, the Mayor of London, the City of London, Sistema England, the Paul Hamlyn Foundation and many more, not forgetting the DfE itself and the Arts Council. There are lots of good news stories, yet the whole seems somehow to add up to less than the sum of its parts. A review published in July for the Paul Hamlyn Foundation found that,

“the quality and reach of schools-based music education is still unacceptably variable and inconsistent—at both primary and secondary”.

As we have heard, the numbers taking music GCSEs are down from almost 54,000 in 2007-08 to about 42,000 in 2013-14. A recent ABRSM report states that:

“Sustained, progressive music education tends to be the preserve of children born to wealthier parents … 40% of children from the lower social grades who have never played an instrument said they had no opportunity to learn at school”,

yet Arts Council research shows that students from low-income families who take part in arts activities at school are three times more likely to get a degree. I have a number of questions to ask the Minister focusing on the music education plan, but also relevant to other arts education more widely.

First, what can he do to ensure that Ofsted takes music and arts education more formally into account in its inspections? We know how important Ofsted inspection results are in determining priorities for schools, so why can it not be made a requirement for a school to offer good or outstanding music and arts provision in order for it to be rated good or outstanding overall? That might also help to convince some of the more sceptical head teachers and governors about the merits of arts education.

Secondly, what steps will he take to improve the availability of teachers with the necessary training and skills to teach music or art? The shortage of skilled, confident music and arts teachers is a constant refrain, yet I understand that, for example, the primary teaching module that was developed as part of the national plan for music education receives no funding from the department.

Thirdly, what can be done to improve the availability of information about what is actually happening in schools across the country to identify areas of weakness and to disseminate and promote good practice? The monitoring board originally set up as part of the national plan has been redesignated as a cultural education board, but nothing has been published on its actual views about the progress being made.

Fourthly, what can the department do to broaden the impact of schemes such as “Don’t Stop the Music”, so that more schools benefit from them? The national plan needs to embrace such initiatives, so as to enhance its effectiveness in reaching those parts that have so far proved difficult to reach.

Lastly, what can be done to ensure that the available funding addresses the challenges posed by geographical areas and categories of students that are currently not getting the benefits that they should, and also to reassure music education hubs that they can plan ahead in the confidence that their funding is likely to continue at its current level beyond 2016? I look forward to the Minister’s response and, following his encouraging answers to the first Question this morning, which I was sorry to miss, perhaps he should consider giving it in Latin.

Music Education for Children with Physical Disabilities

Lord Aberdare Excerpts

Wednesday 30th July 2014 Grand Committee

[Lord Aberdare (CB)]

I am delighted to speak in this short debate and I congratulate the noble Lord, Lord Lipsey, on obtaining it and on introducing it so well. A number of the points that I was planning to make have already been made, so I will try to adapt my remarks accordingly. The Government’s national plan for music education, which was launched in November 2011, provides an excellent blueprint for maintaining and building on this country’s strong position in the world of music and the many advantages that that brings for our economy, culture and national well-being.

As we have heard, delivery of the plan is the responsibility of the music education hubs, which have four key roles. They must ensure that every child has the opportunity to learn a musical instrument; to make music with others; to learn to sing; and to be able to progress to further levels of achievement. In England, the bulk of funding for these hubs has been provided by the Department for Education, totalling £171 million for the three years 2012-13 to 2014-15. In addition, hubs are expected to draw in further support from local authorities, cultural organisations, businesses, trusts, foundations and philanthropists. I believe that they have been quite successful in doing that.

As we have heard, until last Tuesday, there was considerable concern over the future of government funding for the hubs beyond 2015. In addition, a consultation document issued in March suggested that local authorities should not be using any of their education services grant funds to support music activities. Since support from local authorities amounted to more than £14 million in 2013-14, these two issues cast a worrying shadow over the future prospects of the national plan.

I join other noble Lords who have spoken in welcoming very strongly the announcement last Tuesday that the department’s funding for music education hubs would be increased for 2015-16 to a total of £75 million. At the same time, the advice to local authorities not to use education services grant for music services was withdrawn, not least because of the efforts of the Protect Music Education campaign led by the Incorporated Society of Musicians, which was responsible for the great majority of the responses received. It would be wonderful, of course, to have some commitment on the level of funding for a longer period, say up to 2020, but I appreciate that, with a general election coming up, that might be unrealistic to expect.

The focus of today’s debate is to ensure that the national plan indeed extends to all children, as it aspires to, specifically including children with physical disabilities—although I would add children with special educational needs or in other circumstances of disadvantage.

The helpful briefings that I have received, including from the House of Lords Library and from the One-Handed Musical Instrument Trust, which my noble friend Lord Lipsey mentioned, have highlighted many impressive and often inspiring and heart-warming musical education initiatives for children with special needs. I have watched moving videos about the delivery of Drake Music’s introduction to music course at Treloar school for physically disabled children in Hampshire, and about singing activities at the Stephen Hawking School for children with severe learning difficulties in Tower Hamlets. According to the DfE, nearly 80,000 disadvantaged and more than 30,000 special needs students took part in instrumental ensembles and choirs in 2012-13.

However, it seems—for example, from a 2012 Ofsted report—that students with disabilities or special needs or who are eligible for free school meals are considerably less likely to be involved in musical activities than others. Some of the reasons cited include shortage of teacher time, absence of suitable spaces and facilities in schools, low expectations of what such students can achieve musically and lack of suitably adapted instruments and technology. Perhaps some of the extra funding from the Government could help the hubs to address those needs, as the noble Lord, Lord Lipsey, mentioned.

I believe that a smaller proportion of special needs children take music GCSEs. The national plan raised the issue of whether music technology could help to address that issue. Perhaps the Minister will comment on whether there have been any developments in that direction.

On its website, the One-Handed Musical Instrument Trust lists a remarkable range of resources to help children and others with physical disabilities to take part in musical activities, including specially adapted instruments, such as those which the noble Lord, Lord Lipsey, mentioned, electronic aids, organisations providing help in this area and performers with disabilities. The latter provide some quite remarkable role models to demonstrate what levels of music-making can be achieved by people with disabilities, such as Nicholas McCarthy, the only one-handed pianistic graduate from the Royal College of Music and the extraordinary horn player Felix Kleiser, who has no arms but plays the French horn to world-class standard entirely with his feet. The website does not state who turns the pages for him.

My question today is: how can the Government built on their very welcome provision of extra funding for the national plan to support and extend those activities and others like them so that it achieves its laudable goal of being available to all schoolchildren, whatever their circumstances and abilities? What can they do to monitor and increase the participation of children with special needs in musical activities and to assess its effectiveness? How can they help schools to obtain the special instruments needed; have access to technological solutions for music learning or composition; raise awareness of what can be and is being achieved for and by children with disabilities; share good practice through facilitating production of the sort of videos that I have been watching; train teachers to work with such children; or provide opportunities for young people with disabilities to experience live music?

I have another question. In March 2012, the Government set up a monitoring board for the national plan, which was to meet three times a year to review the overall performance of the plan and of the hubs. Have those meetings been taking place and, if so, what have been the views of the board on the progress of the plan so far, particularly in relation to disabled and special needs students?

There are some excellent organisations doing fine work in this field. The Government have already given a lead by setting up the national plan and giving commitment to its funding. What more will they do now to help to join up the work that is going on, to leverage its effectiveness and to ensure that young people with disabilities or other disadvantages are at the forefront of those taking part in and benefiting from the plan?

Education: Citizenship

Lord Aberdare Excerpts

Thursday 27th June 2013 Lords Chamber

[Lord Aberdare]

My Lords, I spoke in April in a short debate on personal, social and health education—PSHE— in schools, arguing that first aid and emergency life-saving skills should be made mandatory in schools, possibly as an element of the PSHE curriculum. So my case today essentially boils down to, “If not PSHE, why not citizenship?”. The citizenship curriculum would be at least as appropriate a home for emergency first aid training. The Department for Education’s draft programmes of study for citizenship at key stages 3 and 4, included in the Library’s helpful briefing pack, are intended,

“to provide pupils with knowledge, skills and understanding to prepare them to play a full and active part in society”

and include the aim of developing,

“an interest in, and commitment to, volunteering that they will take with them into adulthood”.

What greater,

“contribution to the improvement of their community”

could there be than developing practical skills to help fellow citizens in emergency situations, even to the extent of saving their lives?

I declare an interest as a trustee of St John Cymru-Wales, the leading first aid, youth and volunteering charity in Wales. I congratulate the noble Lord, Lord Cormack, on obtaining this debate and introducing it with his characteristic eloquence and persuasiveness.

My case for mandatory first aid training in schools is, like Gaul, in three parts: first, there is a real need for it; secondly, it works; and, thirdly, it is eminently doable. Every year in the UK, up to 140,000 people die in situations where first aid might have given them a chance to live. Some 60,000 people suffer cardiac arrests outside hospital, two-thirds at home and the other third in a public setting. Almost half of those which occur in public are witnessed by other people, quite often children. With every minute that passes, the chances of survival decrease by about 10%, so it can be literally a matter of life and death whether there is someone on the scene trained in the necessary skills; for example, to get the person into the recovery position, or to provide CPR, or to control bleeding, at least until professional help can arrive. That is why there is a need for first aid training.

There is also clear evidence that it works. Such training is already compulsory in many countries, including Norway, Denmark, France and 36 US states. The survival rate in Norway from shockable cardiac arrest is 52%; in the UK it varies between 2% and 12% depending on where the heart attack occurs. In Seattle, where 50% of the population is trained in emergency lifesaving, the survival rate is two and a half times ours.

It makes sense to teach these skills in schools. The basic training can take as little as two hours, and several organisations offer well designed teaching packages to deliver it, including the British Heart Foundation—BHF—and the Red Cross, as well as St John itself. St John Cymru-Wales’s Young Lifesaver scheme offers training covering 11 different aspects of first aid, including choking, asthma, bleeding, fractures, burns, poisoning, heart attacks and others. The whole course takes about eight hours, and is offered at both primary and secondary school levels, from age seven upwards. There are numerous examples of young people putting their skills into practice to save lives. The BHF estimates the annual cost of offering such training as no more than about £2,200 per school, or even less after the first year.

The argument for making training mandatory in schools rests principally on the lives that could be saved as a result, but there are other valuable benefits to be gained. Students enjoy and value their training. A review of BHF’s Heartstart programme in Northern Ireland found that 98% of students had enjoyed it, and 68% had shared their learning with family and friends. It provides a pathway towards continued volunteering. Emergency life-saving can provide a first step for young people to go on to volunteer roles, such as becoming community responders later on.

Teachers report improved confidence among students receiving first aid training. A typical quote from a teacher is:

“They have gained in confidence and are certainly a better team, as well as having vital knowledge. This is their favourite aspect of the citizenship course, as it is practically based and obviously progressive. They also talk to their parents about the scenarios”.

There is a real need to teach first aid in schools. It would produce significant results and it is realistically achievable. Although I share the view frequently stated by the Minister that schools should have as much control as possible over their own curriculum, in the case of first aid skills this is not working. Only 13% of students leave school with any life-saving training, even though a BHF survey in 2011 found that 78% of children want it, as do 86% of teachers and 70% of parents. I certainly had no such training at school, but I have now remedied this by completing just this week the training programme organised by the All-Party Parliamentary Group on First Aid, of which I confess to being an officer and recommend to any of your Lordships who may be interested, in partnership with St John Ambulance.

We should ensure that our younger citizens acquire these skills as a matter of course at school. I urge the Minister to look at how to make this happen and to recognise that the citizenship programme would be a good place—if not necessarily the only place—to include it, but as a mandatory element.

I should like to add a brief post-script. I received this morning, as, evidently, did the noble Lord, Lord Storey, a briefing from the Cabinet Office about the campaign for youth social action which is being launched today by the Prince of Wales and which was based on work done by Dame Julia Cleverdon and Amanda Jordan. This has strong cross-party support and aims to increase volunteering by 10 to 20 year-olds from 29% to 50% by 2020. Trial programmes will be funded in four areas from October. From my own experience of running social action programmes with schools in Southwark some years ago, I believe that this is a splendid initiative deserving of strong support, especially, of course, if community and school first-aid programmes are among those funded.

Education: Personal, Social and Health Education

Lord Aberdare Excerpts

Wednesday 24th April 2013 Grand Committee

[Lord Aberdare]

My Lords, I shall address just one topic; the need for first aid and life-saving skills to be a mandatory part of the curriculum, ideally as an element of PSHE. I hope to do so without repeating too many of the excellent points made by my noble friend Lady Masham of Ilton. In doing so, I declare my interest as a trustee of St John Cymru Wales, the leading first aid, youth and volunteering charity in Wales.

Every year in the UK, some 60,000 people suffer cardiac arrests outside hospital; two-thirds at home, and the other third in a public setting. With every minute that passes their chances of survival decrease by about 10%. Therefore, whether there is someone on the scene trained in the necessary skills, such as providing CPR or to use a defibrillator if available, can be a matter of life and death. By the way, nearly half of the cardiac arrests that occur in public are witnessed by bystanders who are not infrequently children.

There is clear evidence that first aid training works. It is already compulsory in many countries including Norway, Denmark, France and 36 US states, and 80% of residents in Scandinavia and Germany have first aid skills. The survival rate in Norway from shockable cardiac arrests is 52%; in the UK it varies from between 2% and 12% depending on where you are unlucky or lucky enough to be. In Seattle, where 50% of the population are trained in emergency life saving, the survival rate is two and a half times ours.

These are not difficult skills to acquire and the basic training can take as little as two hours. Several organisations offer well designed teaching packages to deliver it, including the British Heart Foundation and the Red Cross, as well as St John itself. I have been on two training courses here at Westminster; one run by the All-Party Parliamentary Group on First Aid, on which I serve along with my noble friend, and the other by the Parliament Safety, Health and Wellbeing service. Luckily, nobody has yet had to depend on my skills, and I hope that they will not have to.

St John Cymru Wales’s young life saver scheme offers training covering 11 different aspects of first aid, from initial assessment to getting the patient into the recovery position, and dealing with issues such as choking, asthma, bleeding, fractures, burns, poisoning and heart attacks, as well as giving CPR. The whole course takes seven to eight hours and is offered at both primary and secondary school levels from age seven upwards.

Since 2005 about 20,000 children have been taught basic first aid by St John in Wales, and there are a growing number of stories of young people successfully applying their skills to save lives, often of a parent, sibling or school friend. In getting myself briefed for this debate, I have been inundated with examples. For instance, a 10 year-old schoolboy at Abercarn primary school, Elliot Dunn, saved his mother from choking on a hazelnut using the technique he had learnt at school.

The British Heart Foundation estimates the cost of offering such training as no more than about £2,200 per school. Not only are these valuable skills to possess, but they are fun to learn, highly practical and can enhance children’s sense of self-worth. A BHF survey in 2011 found that 86% of teachers felt that emergency life saving should be in the curriculum, as did 70% of parents, and 78% of children wanted to be taught it. I am sympathetic to the Government’s desire to give schools as much freedom as possible to determine the details of their own curriculum. However, in relation to first aid skills, and despite what teachers, parents and students want, this approach just is not working. Only 13% of young people leave school with any life saving training, which is less than one in seven.

First aid and emergency life saving skills should be an essential part of

“pupils’ skills and knowledge relevant to growing up in the United Kingdom”,

as stated in today’s Motion. Despite good intentions all round, not nearly enough schools are teaching these skills. We should aim to be up with the field, not lagging behind in giving our students the skills to prevent their fellow citizens losing their lives when they could be saved by prompt and effective first aid.

Schools: Classics

Lord Aberdare Excerpts

Tuesday 6th November 2012 Grand Committee

Asked By

[Lord Aberdare]

To ask Her Majesty’s Government what steps they will take to promote the teaching of classics in schools.

[Lord Aberdare]

My Lords, I did think briefly of making my opening remarks in Latin, but I desisted for two reasons. First, as a distinctly lapsed classicist—despite having studied Latin for at least 15 years and Greek for over 10—I am ashamed to say that my Latin would no longer be up to the task. Secondly, addressing your Lordships as “O Senatores” might take this debate into areas beyond its proper boundaries.

I sought this debate because I myself have benefitted enormously from the opportunities I had to study classics, which I take to include Latin, Greek, ancient history and classical civilisation. I would like to extend such opportunities much more widely. In preparing for the debate, I have been greatly helped by briefing materials provided by Peter Jones, that princeps or primus inter pares of classicists. I nearly said éminence grise, which would have been inappropriate. He is a leading light of the charities Classics for All and Friends of Classics; some of your Lordships might be familiar with his Ancient and Modern column in the Spectator. I was also helped by the excellent briefing pack put together at short notice by Venetia Thompson of the House of Lords Library. I am grateful to noble Lords who plan to speak and much look forward to hearing what they say. I thank them for their patience in coping with the unpredictable timing of business in this place.

I will seek to make three points: that classics is important; that it should be offered in more, preferably most, schools; and that Government should actively support that aim, including by providing for appropriate qualifications and examinations systems and ensuring an adequate supply of trained teachers.

First, to adapt the old Guinness ad, “Classics is good for you”. Surely there can be no other subject area offering such a breadth of learning opportunity and interest encompassing language, literature, history, philosophy, art, technology, culture and others. Latin and Greek are not only helpful in learning languages in general; they can be invaluable aids to improving grammar and vocabulary in our own language, English. Some 60% of English words are estimated to have Greek or Latin roots. In the vocabulary of the sciences, that figure rises to over 90%. As highly inflected languages, with all those conjugations, declensions, cases, tenses, moods, voices and so on—never forgetting the ablative absolute—Latin and Greek are invaluable routes to learning intellectual discipline and logic. My own former skills—in debugging complex programming code as a systems analyst at IBM—owed much to my training in classical languages. The chairman of IBM UK in my later years there, Sir Anthony Cleaver, was himself a classicist.

One only has to list some of those who have gone on from studying classics to distinguished careers to recognise the breadth of opportunities it can open: Mary Beard, Colin Dexter, Stephen Fry, Ian Hislop, JK Rowling, Tom Stoppard, Fay Weldon, and PG Wodehouse. In your Lordships' House—indeed, in this very room in some cases—we have the noble Lord, Lord Butler of Brockwell, the noble Baroness, Lady Greenfield, the noble Lord, Lord Waldegrave of North Hill, the noble Baroness, Lady Warnock, and others. Last year, London was fortunate enough to have both a mayor and a lord mayor who were classicists.

In 2011, Friends of Classics conducted a survey of almost 2,200 people who had studied classics. Well over 80% of them supported classics being taught in schools; over half saw classics as useful or very useful for their own area of work—for example by enhancing language skills, breadth of understanding, and thinking and reasoning skills. Sixty-eight per cent of them thought that studying classics had helped them personally. Perhaps most striking of all, no less than 81% believed their own quality of life had benefited—a view which I wholly endorse.

Secondly, classics is good for schools. Currently, about 70% of independent schools teach classics, but only about 25% of state schools—in many cases mainly to their more talented students. State schools often face problems of timetabling classics lessons and finding staff able or willing to teach it. Despite that, three-quarters of state school classics teachers would like to increase the numbers studying classics and 47% of state schools without any classics teaching would try introducing classics subjects if offered small grants to do so—of the order of £5,000 over three years. The number of state schools which have started Latin in the past 10 years, using the Cambridge Schools Classics Project e-Latin initiative, is over 500.

Burntwood School for Girls in Tooting, despite specialising in science, not only offers Latin to its students, but last year added Ancient Greek as an extended curriculum offering in years 9 and 10. Some 250 girls are doing Latin and 30 girls have now started working towards a GCSE in Greek. This has been achieved largely through the appointment of a single classics teacher, Sarah Brack, and in a school where some 60 languages are spoken at home and 20% of students are eligible for free school meals. Yet its exam performance puts it in the top 10% of non-selective schools in England.

If more schools like Burntwood are to start teaching classics, they need to be confident that appropriate qualifications and examination systems are in place to support them. I congratulate the Government on the fact that Latin, Greek and ancient history are all included in the English baccalaureate, although the number of boards offering them is small. On the GCSE front, the withdrawal of AQA's Latin GCSE exams in 2006 led to a fall in the number of candidates nationally. However, the introduction of a new Latin exam by the Welsh Joint Education Committee in 2010, despite not having full GCSE status, resulted in a significant increase in candidates, from 8,500 to 12,000.

The Government plan to move to a system with only one examination board for any subject. This could present a real challenge for specialist subjects like classics, where there is a wide variation in the needs and attainments of students: for example, between those who study Latin for GCSE for up to 500 hours at independent schools with a long tradition of teaching classics, and those who have no more than 120-140 hours of teaching at a state school new to the subject. If there is to be only one board, the Government should ensure that it can offer examinations with the flexibility to cater for these different needs, without loss of rigour.

Finally, the most crucial factor in successfully teaching classics, as with other subjects, is the quality of the teachers themselves. There must be an adequate supply of properly-trained classics teachers. At present, there is a net loss of something between six and 26 specialist trained classics teachers every year, despite the interest of schools, parents, students and others in increasing the numbers studying the subject.

The various bodies dedicated to promoting classics teaching are actively working on alternative ways of addressing this challenge. For example, they are looking at developing “bolt-on” classical modules for PGCEs, so that someone studying to teach modern languages or history would also receive a month or so of classics training to offer schools employing them the basic skills needed to try out classical subjects. For teachers already in schools, mentoring and support services could be offered to enable them to start classics courses.

Initiatives like these cost money, and the classics bodies have a strong record of coming up with funds to support their subjects. But the Government could help to achieve a great deal more, and to bring the benefits of classics teaching to a much wider range of state students. They might offer small grants to encourage schools to take the first steps into classics teaching: perhaps a few thousand pounds, possibly in the form of matched funding for money raised by the schools themselves. They should ensure that there are suitable exams in place to recognise the achievements of schools and their students in classics subjects; and they must take steps to halt the current downward trend of qualified classics teachers. I look forward to hearing the suggestions of other noble Lords on how the Government could help.

Noble Lords may recall Winston Churchill's statement that,

“I would make them all”—

that is school children, and I am afraid I cannot do Sir Winston’s voice—

“learn English: and then I would let the clever ones learn Latin as an honour, and Greek as a treat”.

I would argue that he was wrong. I prefer to end with a 19th century quote from the Reverend Thomas Gaisford, Dean of Christ Church, Oxford, my own former college:

“Nor can I do better, in conclusion, than impress upon you the study of Greek literature, which not only elevates above the vulgar herd but leads not infrequently to positions of considerable emolument”.

I strongly endorse his recommendation, and would add that even without the considerable emolument, which I regret I have failed to attain, classics teaching offers incalculable benefits not just to those lucky enough to receive it, but to the wider communities in which they live and indeed to the UK as a whole. For that reason the Government should do all that they can to promote, extend and support it.