Schools: Admission Policies
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Baroness Bakewell
To ask Her Majesty’s Government whether they have plans to encourage religiously selective schools to adopt more open admission policies.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, the coalition supports inclusive admission arrangements. New faith academies and free schools may admit only half their intake based on faith where they are oversubscribed. The Government also remain strongly committed to faith schools, which play a long-established role in our diverse education system. They allow parents to choose a school in line with their faith and they make a significant contribution to educational standards in this country.
Baroness Bakewell
I thank the Minister for that Answer. However, in the light of the government announcement last week of a funding initiative for 6,000 new schools, and given that this year the Department for Education has already accepted 16 new Christian schools and six Muslim schools, and that the Cantle report into the 2001 riots cited religious and ethnic fragmentation as an underlying cause, will the Minister tell us whether this Government believe that the children of this country should be integrated or segregated?
Lord Nash
This Government believe strongly that one of the secrets for success in this country is that children should be integrated and that all schools should teach a balanced all-faith curriculum, even if they have a particular faith-based thesis. We will not make a long-term success of this country unless we can succeed in doing what the noble Baroness has mentioned.
Baroness Cumberlege
My Lords, my interests are in the Lords’ register. Is my noble friend aware that Catholic schools are ethnically diverse—more diverse than community schools—that they serve some of our most deprived areas, that they make a major contribution to community cohesion and that they often have higher academic standards? Does my noble friend agree that it would be a mistake to tamper with a system that has served us so well and for so long?
Lord Nash
My noble friend is quite right. According to the five A* to C statistics, including English and maths, 65% of pupils at Catholic schools achieve five A* to C grades, as opposed to non-faith schools, where the figure is 58%. At level 4 of key stage 2, 85% of pupils at Catholic schools achieve a pass mark, as opposed to 78% for non-faith schools. I agree that Catholic schools and all faith schools contribute strongly to our diverse education system.
Baroness Whitaker
Will the Government ensure that the duty to promote community cohesion works in religiously selective schools now that that responsibility has been taken away from Ofsted and the governors themselves may not value it?
Lord Nash
All state-funded schools are required to promote community cohesion. Under the draft citizenship curriculum, pupils will be taught about diverse national, regional, religious and ethnic identities in the UK and the need for mutual respect and understanding. Schools are also free to teach pupils about such issues in PSHE. All state-funded schools are also required by law to teach a broad and balanced curriculum that promotes the spiritual, moral, social and cultural development of pupils, and Ofsted’s inspection framework includes a focus on this.
Baroness Richardson of Calow
Is the Minister aware that not all schools of religious character select on faith grounds? The Methodist Church has 65 primary schools that are state-funded and 17 independent schools, none of which select according to the faith of the parents, although all are organised on Christian principles, but they are offered to society for the good of society as a whole.
Baroness Brinton
My Lords, I am grateful to the Minister for confirming earlier that some religious free schools can select up to 50%. How does the department monitor the percentage of admission by faith in schools, particularly in those previously independent religious schools that are now free schools.
Baroness Massey of Darwen
May I ask the Minister about the curriculum? In every Education Act that I can remember, certainly in the past few years, it has been stated that children should be permitted or encouraged to have a broad and balanced curriculum. How will faith and free schools enable pupils to have such a broad and balanced curriculum?
The Lord Bishop of Birmingham
Does the Minister agree with the Secretary of State that Church of England schools are most often found in very challenging areas in our communities and provide excellent education? Would he encourage the expansion of religious schools of that kind in oversubscribed areas?
Lord Nash
Where we have areas of basic need, we are keen to encourage all comers to help us. I entirely agree with the right reverend Prelate about the performance of Church of England schools. Again, in respect of achieving five A* to C grades, including in English and maths, they score 62% versus 58%, and at level 4 of key stage 2 they score 82% as opposed to 78%. We would welcome expansion of these schools as they provide an excellent education.
Lord Cormack
My Lords, does my noble friend agree that throughout this country church schools, Church of England schools in particular, make an enormous contribution to the cohesion of their local communities, and that Church of England clergy play a big part in this, both by what they teach and by serving as governors on the boards of such schools?
Lord Nash
I agree with my noble friend. A 2009 independent report commissioned by the Church of England analysed Ofsted’s judgments on schools’ promotion of community cohesion. The report found that for secondary schools, faith schools contributed more highly to community cohesion than community schools and had higher average grades than community schools for promoting equality of opportunity and eliminating discrimination.
Lord Dubs
My Lords, will the Minister look at the situation in Northern Ireland where more than 90% of the children are in schools that are segregated on religious lines? Whereas that is not the only factor contributing to the historic difficulties in Northern Ireland, there are ominous lessons for us. Surely, the right way is to move, as in Northern Ireland, towards integrated education, which is what the majority of people in Northern Ireland want and what I believe most people in Britain would want.
Education (Amendment of the Curriculum Requirements) (England) Order 2013
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Schools: National Curriculum
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, with the leave of the House, I shall now repeat a Statement made in another place yesterday by my right honourable friend the Secretary of State for Education on the national curriculum. The Statement is as follows.
“With permission, Mr Speaker, I should like to make a Statement on the future of the national curriculum.
Our children are growing up in a world where the pace of change—economic, social and technological—is constantly accelerating. These changes promise wonderful new opportunities for future generations, but they also create immense challenges.
We are learning more every day about how our world works and how our minds work, how we can develop our civilisation and extend opportunity, and how we can improve learning and extend knowledge.
At the same time, however, we are also discovering just how competitive this new world is. As other nations modernise their economies and education systems, we cannot afford to be left behind in the global race.
That is why, when the coalition Government were formed, we asked officials in the Department for Education to analyse the best performing education systems in the world. They examined the curricula used in the world’s most successful school systems, such as those of Hong Kong, Massachusetts, Singapore and Finland.
Informed by that work and in consultation with subject experts and teachers, the department produced a draft revised national curriculum which we put out for public consultation five months ago. We received more than 17,000 submissions to our consultation and we have given them careful consideration.
Today, we are publishing a summary of the comments received and the Government’s response. The publication of our proposals has provoked a valuable national debate on what is, and what should be, taught in our schools. I have very much enjoyed this debate and the passionate engagement of so many great teachers and concerned parents.
It is absolutely right that every member of society should care about the national curriculum. It defines the ambitions that we set for our young people, and I, like the overwhelming majority of parents, want us to be more ambitious than ever before.
That is why we are demanding that children be taught how to write computer code, how to use 3D printers, how to handle more complex mathematical processes, how to appreciate a wider-than-ever range of literature and how to speak, read and write in more than one language.
The updated national curriculum framework that we are publishing today features a number of revisions to the drafts published in February. The revisions have been made on the basis of evidence and arguments presented to us during the consultation period.
In particular, we have revised the draft programmes of study for design and technology and for history. We have included more detail on modern design processes and more coverage of world history.
Among other significant changes are the inclusion of a stronger emphasis on vocabulary development in the programmes of study for English and greater flexibility in the choice of foreign languages which primary schools will now be required to teach.
Perhaps the most significant change of all is the replacement of ICT with computing. Instead of just learning to use programs created by others, it is vital that children learn to create their own programs. By demanding that children learn computational thinking and Boolean logic, we are determinedly raising the bar, but by equipping our children with the tools to build their own algorithms and applications, we are also helping to foster a new level of creativity in our schools.
It is my hope that these changes will reinforce our drive to raise standards in all our schools. I hope that they will ensure that the new national curriculum provides a rigorous basis for teaching and a benchmark for all schools to improve their performance, and I know that it gives children and parents a better guarantee that every student will acquire the knowledge to succeed in the modem world. That is why I commend this Statement to the House”.
My Lords, that concludes the Statement.
Lord Nash
My Lords, I thank the noble Baroness, Lady Jones, for her support for where we have arrived as a result of our consultation, if not for her comments on the journey we have taken to arrive at that point. As far as citizenship is concerned, we confirmed in February that citizenship would remain, along with other current national curriculum subjects.
The Government have reviewed the national curriculum in England since January 2011. In February this year, we published proposals that embodied a vision for a national curriculum that is slimmer, focused on essential subject knowledge and which—especially in the core subjects of English, maths and science—compares favourably with the curriculum taught in the most successful education jurisdictions in the world. Since then, there has been a vigorous national debate on the content and purpose of the national curriculum, which we have welcomed. It is right that every member of society should care about this. Our formal public consultation closed in April; we received 17,000 submissions; and we have published a summary of the consultation findings, as I said earlier. We intend to finalise the new national curriculum this autumn, so that schools have a year to prepare to teach it from September 2014.
The new national curriculum will retain the best elements of the drafts we published in February. We have, however, reflected carefully on the arguments we heard during the consultation period. That has led to some changes. In history, while we are pleased that many eminent historians welcomed the ambition of the draft, we also heard the concerns of history teachers that it was too prescriptive. We also acknowledged concerns that the curriculum was not sufficiently explicit that pupils should be taught about world history. In response, we have revised those proposals. They still set out that pupils should be taught a rich diet of British history within a clear chronological framework. However, the revised version also makes it clear that teachers will have the flexibility to design lessons that fire their pupils’ enthusiasm for history and teach the history of other societies around the world. The response has been very positive, even from those, such as the Historical Association and Professor Richard Evans, who had originally been critical of our plans. Similarly, we have revised the design and technology curriculum to ensure that it properly reflects our ambitions for teaching in this subject. The consequence of this revision will be that children are set on a path to be the next generation of designers and engineers.
We have made other changes, such as, as the noble Baroness mentioned, the inclusion of a stronger emphasis on vocabulary development in the programmes of study for English. We believe that these revisions will only serve to strengthen the national curriculum and ensure that all pupils get the education they deserve.
The noble Baroness, Lady Jones, mentioned SEN. The inclusion statement in the national curriculum framework document emphasises that teachers should set high expectations for every pupil and that lessons should be planned so that there are no barriers to every pupil achieving, including those with special educational needs. Organisations representing pupils with SEN have largely welcomed this statement.
We have discussed PSHE in this House on many occasions recently. The Government launched an internal review of PSHE in 2011 and the outcomes of the review were announced in March this year. After careful consideration, we have concluded that PSHE should remain a non-statutory subject without the addition of new statutory elements, although, as noble Lords know, I recognise that it is a very important subject and should be taught in all schools. We are exhorting all schools to teach PSHE and careers development at every turn.
On the advice of the expert panel set up to advise the national curriculum review, we have decided that levels and level descriptors should be removed. We have also borne in mind the feedback that we heard from many teachers that levels are unhelpful in that they distract teachers from ensuring that pupils master essential subject skills and knowledge and instead require assessments of progress to be made against vague, best-fit judgments. They are subjective and open to manipulation.
Our new national curriculum is designed to give schools genuine opportunities to take ownership of the curriculum. The new programmes of study set out what pupils should know and be able to do at the end of each key stage. This is particularly true at primary level for English, maths and science, and therefore assessments can be directly based on that rather than on vague level descriptors. Levels were designed as an assessment tool to summarise progress at the end of an entire key stage; they were never intended to be broken down into sub-levels and used to grade each piece of work.
I agree with the noble Baroness that it is time that we ended the circular debate about knowledge versus skills. We accept that it is essential that our pupils learn both these things. Our national curriculum is based on the latest cognitive thinking and practice around the world, including the work of Dan Willingham, whose book, Why Don’t Students Like School?, I recommend to anybody interested in this matter. It is also based on the experience in jurisdictions such as Massachusetts, where a knowledge-skills-based curriculum —although it is more knowledge-based—is followed. In recent years, this has led to what has become widely known as the “Massachusetts miracle” in terms of the turnaround in schools’ performance.
So far as the timetable is concerned, this Government are ambitious for our children and young people. However, international surveys show that in key subjects we are standing still while other countries and jurisdictions overtake us. To allow that situation to continue would be to neglect our duty and to sanction relative decline. We want pupils to start benefiting from the new curriculum as soon as possible. However, it is also the case that the timetable we are working to means that schools have over a year to prepare for its introduction. We are confident that they will use that time to prepare effectively.
We will of course be prepared to offer targeted support to schools when we think that that will be beneficial. We are working with the National College for Teaching and Leadership to identify what help might be required. However, our general approach, as noble Lords will know, is informed by the principle that schools know better than government what support they will need to teach the new curriculum in accordance with their own circumstances—hence our teaching schools and teaching school alliance programmes. Rather than top-down spoon-feeding, we will encourage schools to work with publishers, education suppliers, subject associations and each other to develop materials that respond to genuine need.
We are also providing £2 million in additional funding to teaching schools to build on the excellent work that they are doing. The National Centre for Excellence in the Teaching of Mathematics will be funded to provide improved maths teaching, and our national support schools have also received additional funding to ensure the required CPD. The National College for Teaching and Leadership has established expert groups to support institutions delivering ITT in preparing trainees to teach the new curriculum.
We understand that we are asking a great deal of teachers and head teachers as we seek to make our education system truly world class. However, we also know that we are fortunate to have the best generation of teachers ever and we are sure that, supported by a national curriculum that is stretching and focused on teaching essential knowledge, they will rise to the challenge. We want schools to see the full picture of GCSE reform, A-levels, curriculum and the accountability framework at one time. It means an intensive programme of reform but we have slipped so far down the international league tables that we cannot afford to wait. Each year that we wait leads to more children being insufficiently challenged and educated. We believe that this curriculum will equip our children and young people with the knowledge and skills they need to compete in the world and enable them to have the education they deserve.
Lord Quirk
My Lords, I am grateful to the noble Lord for repeating the Statement that was made in the House of Commons yesterday. As one who studied the February draft in excruciating detail, I am happy to congratulate all concerned at the DfE on the quite striking improvements to be seen in this new version of the national curriculum, especially in the very lengthy English section. For example, in that section there is a far greater emphasis on spoken English and a far deeper recognition that continuous vocabulary development is central to the whole of education.
However, I have a couple of questions for the Minister. Can he assure us that teachers, confronted now with a good deal of extra excellent material and ideas to bring to life in the classroom, will, wherever necessary, be brought fully up to speed so that they can deliver on the new demands required of them? It is a big task and the curriculum will come to life only in the classroom.
Secondly, the importance of English and maths is obvious in their needing more space in the voluminous curriculum document than all the other 10 subjects put together—rightly so, since English and maths not only possess the precious content which is peculiar to them but also comprise the tools, as the Minister has just said, for shaping all else in education. Therefore, can the Minister assure us that English and maths will remain the sine qua non throughout school life from the ages of five to 18?
Lord Nash
I am grateful to the noble Lord for his comments, particularly about English. We are focusing heavily on ensuring that teachers have the resources to deliver this new curriculum, largely in the way that I outlined earlier. English and maths will be essential right the way through the curriculum until the age of 16, and grammar, punctuation and spelling will feature much more across the curriculum than they have done in the past. They will not be essential beyond the age of 18, although we have said that all pupils who have not achieved grade C in English or maths will go on studying English and maths until they are 18 and have reached that standard.
Lord Storey
My Lords, first, I welcome my noble friend’s Statement on the curriculum. These Benches have argued for a long time that we should have a shorter and more focused curriculum that prioritises essentials. It is interesting to note that the national curriculum has been reduced from 468 pages to 281. I do not see it as a U-turn; I see it as a reflection of the consultation process, particularly on the issue of speaking and listening and on climate change.
I have a number of questions. One of them resonates with the comments of the noble Baroness, Lady Jones, and concerns continuing professional development. How do we make sure that schools are fully equipped? In some areas, for example, there are no training schools. Are we going to see resources go directly to those schools? What is the position on equipping non-teachers? As we know, in free schools and some academies non-teachers are taking classes. We also know that in all schools teaching assistants are covering PPA time and taking lessons. Therefore, what continuing professional development will be provided for those staff?
There is one area of great concern. I am delighted that a modern foreign language will be taught, but in primary schools there is often no one on the staff with that ability. What resources will be given to primary schools?
Lord Nash
I am grateful for my noble friend’s comments; I know that they are well based on his 25 years experience of primary education in Liverpool.
On CPD, we believe that we now have about an 89% coverage of the country on teaching schools and the teaching school alliance, but, as I said, our belief is that teachers are best placed to develop best teaching practice through teaching in schools and school support by modelling good practice. An increasing number of products are emerging on the marketplace to help teachers, including MyMaths and Ruth Miskin’s phonics materials. Those are particularly suitable for primary schools.
Baroness Massey of Darwen
My Lords, I thank the Minister for repeating the Statement. The document is sprinkled with references back to the Education Act 2002, with its emphasis on promoting spiritual, moral, intellectual and cultural development of pupils and developing a balanced and broadly based wider curriculum. I agree with that, but I am not sure that the document fulfils it. I agree with my noble friend Lady Jones that ICT—computing—spoken skills in English and the subject of climate change are welcome. As a former foreign language teacher, of course I would say that foreign languages are welcome. I will come to PSHE later, but I hope that the Minister realises that some pupils need a basis of interpersonal skills and self-confidence to be able to learn anything. They cannot simply be filled with facts and knowledge.
I am pleased that there was consultation on the original document. I know that some concerns were expressed there. For example, 36% said that the curriculum was then too focused on knowledge and that there should be greater recognition of the value of skills. I reflect on last Thursday’s debate in this House, instigated by the noble Baroness, Lady Shephard, to which the Minister responded, in which across the House we expressed concern about careers education and the development of soft skills such as teamwork, communication and so on. I am not sure that that is sufficiently covered in this document. I am also concerned about the space for creativity and the prescription and progression between stages.
It does not seem to be recognised that citizenship and personal education are taught in a cross-curricular way, with certain formal inputs. I note that in the document there are 20 lines on citizenship but nothing on PSHE; there is reference only to sex and relationship education. Sex and relationship education is part of PSHE; it should not be given overemphasis. Things such as obesity, alcohol, drugs and smoking are equally important.
Is the Minister confident that this curriculum will deliver skills of communication and encourage self-confidence in pupils? Is he confident that culture, arts and sports are given sufficient emphasis? Is he confident that personal, social and health education and citizenship education are given sufficient reference in the document? Perhaps he can briefly respond.
Lord Nash
I know that the noble Baroness shares my concern about PSHE being an essential part of any school, particularly interpersonal skills and self-confidence. I do not think that we are apart at all on the necessity for all schools to teach that. Indeed, that is what good schools do; it is all part of a good education. The difference between us is that we do not feel that we should legislate for every ingredient of such education to be statutory.
For instance, on career education, I was in Norfolk today, where we were whipping up support for schools in Norfolk, which have consistently been below national standards. One of our meetings was with business leaders. There is no shortage of enthusiasm from the business community to engage with schools to help them with careers advice, work placements and so on. I then visited Wymondham College, one of our top state boarding schools, where we got into a conversation about careers. I said that I was constantly being asked whether careers advice should be more consultancy-based in schools and whether that was sensible for schools. It was absolutely clear. Everybody in the room—the top eight teachers in the school—said that a careers session of 50 minutes at the end of your school life was a very poor substitute for a good education and that they engaged widely with businesses for careers advice. They already practise the suggestion from my noble friend Lord Cormack of career panels.
That is the best practice, which we should encourage all schools to do, so that all schools fulfil the ambitions of the noble Baroness. As I said, however, what is between us is that we think that to legislate for it in a box-ticking way would lower expectations rather than encourage all schools to aim for the highest.
Lord Phillips of Sudbury
My Lords, I should declare an interest as the founder and president of the Citizenship Foundation. I, too, would like to congratulate the Government on the outcome of their consultation and a lot of hard work all round. To have 17,000 people respond to a consultation must be a high response compared to some that we have had recently and it reflects the intense concern of people across the social spectrum—of course, including teachers and parents. I also recognise the dilemmas that the Government have in arriving at a curriculum, because so many subjects today call for inclusion, and there has to be some point at which you say, “Sorry, no more space”.
I particularly congratulate Michael Gove on resisting the advice from his expert panel and keeping citizenship education in the core curriculum at key stages 3 and 4. It has always seemed to me—and, probably, everybody in the Chamber—that the democratic world of today is unbearably complex. The work of this House is often beyond the ability of its Members to grapple with. It is irresponsible of us to the point of being hypocritical not to give our school leavers the chance, through a minimum level of competence, to take their part in this hyper-complex society—in particular, their democratic part. I fully endorse the conclusions reached that citizenship is part of the essential knowledge that we have to give our citizens, no less than teaching them the Highway Code before they get into a motor car.
I should like to ask my noble friend four questions. The framework document issued this week starts by saying, of citizenship, that the purpose of study is a high-quality citizenship education. I would be grateful if my noble friend would consider the extent to which we need rather badly to have a much greater quantity and quality of teacher education for that difficult subject. Secondly, I agree with my noble friend Lord Storey that this is a subject where you could bring in people from outside the world of formal teacher qualification. Very quickly, I think—
Lord Phillips of Sudbury
I would be grateful if my noble friend would consider extending the Ofsted inspection to cover citizenship education. If it is not within the compulsory Ofsted inspection, that lowers its status. That is certainly not needed. Finally, I do not see why this subject should not be as necessary, compulsory and essential for non-maintained schools as for maintained schools.
Lord Nash
I am grateful to my noble friend Lord Phillips for his comments. I believe that we have greatly improved the citizenship curriculum, not least with the helpful advice from noble Lords such as him that it should be a much less issues-based curriculum, with greater focus on the political systems in this country. So far as Ofsted is concerned, I will look at that point in the context of what Ofsted already inspects for in terms of a rounded conversation and whether we can do anything further on that. As far as the core subject is concerned, I rather refer back to my earlier point that some independent schools teach citizenship very effectively in a much wider way. As far as teaching quality is concerned, we are doing all that we can to improve the quality of teachers. I may want to discuss with my noble friend further his specific points about citizenship teachers to see whether we cannot do more in this regard.
Education: Sex Education
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Baroness Gould of Potternewton
To ask Her Majesty’s Government which organisations and individuals have challenged their proposed changes to sex education.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, as part of the national curriculum review, the Government received representations from organisations and individuals on the draft curriculum for science, which includes information on reproduction and the human life cycle. A number of organisations, including the Sex Education Forum, were signatories to a letter to the Times on 15 April outlining concerns that the science programme of study omitted detail on reproduction and growth. I assure noble Lords that we have taken their representations on board, and revised programmes for study have been published this morning.
Baroness Gould of Potternewton
I thank the Minister for his reply. I have some inkling of what is in the Statement, although I look forward to reading the document in full. Does he accept that the proposed watering down of the biological sex education content within that document means that many pupils will leave primary school with little knowledge of the human life cycle? Within that context, does the document state explicitly that the menstrual cycle shall be taught without details of hormones? Can the Minister indicate how that is going to be monitored in schools? If a teacher does in fact mention hormones, are they likely to be disciplined?
Lord Nash
My Lords, in the new curriculum there is as much, if not more, about reproduction and the life cycle as in the previous curriculum. Key stage 2 science includes changes experienced in puberty, but this Government believe that it is right that teachers should make the final decision about when and how that content is covered. Of course, Ofsted inspects to ensure that pupils receive the right cultural, moral and social experience.
Baroness Walmsley
How many young people themselves have been consulted about the content of this curriculum? If a lot of young people had been, I am sure they would have told the Government that they want to know the information in time, before the hormonal changes take place. Timeliness is related not only to puberty but to contraception, sexual health and the prevention of unwanted teenage pregnancy.
Baroness Massey of Darwen
Have comments by the National Youth Parliament been taken into account? Could the Minister give us a hint as to the Government’s response?
The Earl of Listowel
What progress are we making in terms of how our closest neighbours deal with teenage pregnancy? What are we learning from them in their teaching of sex education?
Lord Nash
Our teenage pregnancy rates are now at their lowest level in more than 40 years, and data for 2011, released by the Office for National Statistics in February this year, showed a continuing decline. The Government believe that the best protection is a good education, and we believe that our curriculum reforms will strike the right balance to allow all schools to improve their focus on the issues that are relevant to the circumstances.
Baroness Brinton
My Lords, I am sure that the House is pleased that the Government have put more about sex and relationships into the curriculum, but surely some concerns must remain if academies can choose not to teach it. How are the Government going to ensure that academies teach young people about sex and relationships?
Lord Nash
My noble friend is quite right that academies are not obliged to teach sex education, although, if they do, they have to have regard to the Secretary of State’s guidance on these matters. I repeat the point that Ofsted inspects for all social, moral and cultural provision in schools, and we will be ensuring that it focuses on this point.
Children and Families Bill
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Lord Nash
That it be an instruction to the Grand Committee to which the Children and Families Bill has been committed that they consider the Bill in the following order:
Clauses 1 to 6, Schedule 1, Clauses 7 to 12, Schedule 2, Clauses 13 to 72, Schedule 3, Clauses 73 and 74, Schedule 4, Clauses 75 to 87, Schedule 5, Clause 88, Schedule 6, Clauses 89 to 98, Schedule 7, Clauses 99 to 112.
Education (Amendment of the Curriculum Requirements) (England) Order 2013
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, I am grateful for the opportunity to debate the Government’s proposals for replacing the national curriculum subject of information and communications technology with computing in schools in England.
As noble Lords will know, the study of information and communications technology—commonly referred to as ICT—is a compulsory national curriculum subject in maintained schools in England at key stages 1 to 4. In February, my right honourable friend the Secretary of State for Education announced his intention to replace the national curriculum subject of ICT with computing. The report on the consultation on this proposal, published on 3 May, showed significant support for such a change, with the largest single group of respondents being in favour. I will outline the reasons why we think that this change to the name of the subject is necessary.
In spite of the revolution in how we use digital technology in society and in work, decreasing numbers of young people are obtaining computer science qualifications beyond age 16. Between 2003 and 2012, the number of students taking A-level computer studies fell by 60% and is now fewer than 3,500 entrants per year. Similarly, the number of entrants to undergraduate computer science degrees fell by 23% between 2002-03 and 2010-11, at a time when undergraduate enrolments grew in all other STEM—science, technology, engineering and mathematics—areas.
This is a major problem, since the UK’s long-term economic prosperity depends on our ability to be world leaders in developing digital technologies and understanding how they can transform all sectors of the economy. It is estimated that, over the next seven years, around 2 million new jobs will come from sectors that rely on technology, mathematics and science.
Lord Nash
I am grateful to the noble Baroness, Lady Jones, and the noble Lord, Lord Knight, for their excellent speeches and their broad support for the name change and the need to revitalise the ICT curriculum. The noble Baroness asked the very important question of what steps the Government are taking to ensure that the professional development of teachers keeps pace with the curriculum change. In addition to the points I mentioned in my opening speech, and to provide more detail on one of them, the National College for Teaching and Leadership has established an expert group to signpost schools, teachers and trainees towards existing high quality curriculum resources. We will consider the group’s recommendations carefully as we prepare for the implementation of the new national curriculum from September 2014. The £2 million funding for the computer science CPD runs until 2015. By then, we will ensure that teachers in approximately 16,000 primary and secondary schools are capable of teaching computer science. We think that this number is very adequate.
Secondly, the noble Baroness asked what the Government are planning in order to ensure that we attract new specialist computer staff to teach in schools. We have made available bursaries of up to £9,000 for suitably qualified candidates to help ensure that computer science undergraduates consider teaching as a career option. Furthermore, there are up to 100 scholarships worth £20,000 each for exceptional applicants. Initial teacher training providers are also offering subject knowledge enhancement courses to graduates from non-computer science courses which have a significant technology component. These courses will provide candidates with the computer science knowledge they require to go on to study the computer science PGCE.
Thirdly, the noble Baroness, Lady Jones, asked me to confirm that the change in name does not represent a narrowing of the curriculum and that pupils will be taught e-safety. I can confirm that the name change represents a rebalancing rather than a narrowing of the curriculum. The purpose of the study statement for the new computing curriculum states that pupils should become digitally literate—as the noble Lord, Lord Knight, stated was so important—through this particular curriculum subject. There is content on digital skills at key stages 1 to 3. Keeping our children and young people safe on the internet is a top priority for this Government and the noble Lords know that it is an area in which we are doing a great deal of work. This is why for the first time children will be taught in primary school how to stay safe on the internet, to keep personal information private and to use technology respectfully and securely. We have also strengthened the requirements around e-safety at key stages 3 and 4. Throughout their schooling, pupils will be taught to recognise inappropriate contact and conduct as well as to know each appropriate way to report concerns. We have been advised on this by leading e-safety experts, including the Child Exploitation and Online Protection Centre, the UK Safer Internet Centre, the NSPCC and Professor Sonia Livingstone.
Fourthly, the noble Baroness asked whether the teaching would be successful. It needs to be supported by sufficient funds to modernise ICT facilities and keep them current. Evidence from the British Educational Suppliers Association shows that school spending on digital technology, hardware, software and services is increasing annually. Schools are choosing to make this expenditure—there is no ring-fenced capital or revenue funding for digital technologies. I agree with the noble Lord, Lord Knight, that if it were true that there was only one official focusing on this in the department, that would be too few. I understand that there is one leading official who is supported by the STEM team. However, I undertake to investigate the position further so that we can consider whether we have enough support.
We will work with the Design and Technology Association, the Royal Academy of Engineering and others on support for the new design and technology curriculum, including 3D printers. We are working with teachers to identify the resources that schools can use to teach computing and design and technology. I was delighted to hear that the noble Lord, Lord Knight, recently visited the Isle of Portland Aldridge Community Academy and thereby celebrated the success of the sponsored academy programme initiated by the previous Government. The noble Lord asked about the pupil premium and whether it can be used for purchasing personal devices. I know that some schools provide iPads and I am sure that it will become a growing trend. It is a scenario that I would be grateful to discus with him further because his expertise is clearly greater than mine and I would welcome the opportunity of doing so.
The noble Baroness, Lady Jones, asked whether, given that computing skills and equipment are increasingly integral to the teaching of all subjects, the Government have given sufficient thought to what computing skills should be taught. As she knows, this Government are keen to trust teachers to use their own discretion. Together with the training that we will be providing, it is up to schools to determine where and how they teach computing skills in the context of other curriculum subjects, although clearly some areas of the curriculum have strong affinities with the content of the computing programmes of study, most notably maths and design and technology. The noble Baroness pointed out that this subject will need to be refreshed constantly. I hope that this is the start of that process so that in future all Governments keep it constantly under review, which is so important in such a fast-moving world.
In addition to the publication today of the new curriculum for computing, I look forward to the implementation of the new national curriculum in its entirety and, in particular, a return to its intended purpose: a minimum national entitlement organised around subject disciplines across core and foundation subjects. The new national curriculum will provide schools with a set of expectations that match those in the highest-performing education jurisdictions in the world and will challenge them to realise the potential of all their pupils in an increasingly competitive global marketplace.
Employment: Young People
Lord Nash Excerpts(10 years, 10 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, I thank those who have taken part in this debate, particularly my noble friend Lady Shephard for securing this debate on such an important issue. I know that she is committed to ensuring that young people leave their education prepared to enter employment or higher education.
High-quality vocational education delivers the knowledge and skills that employers need and is an essential part of a healthy economy. My noble friend Lady Shephard raised the question of equitable access, and the noble Baroness, Lady Massey, also touched on it. My noble friend Lady Tyler raised the question of social mobility. A very fine young man, David Johnston, who used to run the Oxford Access Scheme and then my wife’s and my charity, and who now runs the Social Mobility Foundation, tells me that the foundation recently organised work experience for state school pupils with JP Morgan, Whitehall and Linklaters solicitors. They have achieved a high take-up rate, but not without a good deal of encouragement to schools, many of which saw this programme as not for them and too posh. They had no one to engage with the programme and, indeed, some were actively hostile towards it.
This is a question of attitude and mindset. Our children are capable of far more than we have previously asked of them. As my noble friend Lord Norton said, we need to raise their aspirations at every turn. I was appalled when—thanks to the noble Lord, Lord Adonis—we arrived at Pimlico Academy and I saw how the school had really not engaged at all with the business and professional communities. We installed a Raising Aspirations programme and have a full-time Raising Aspirations co-ordinator. We have had 400 speakers to the school over the past five years and our RA co-ordinator organises work experience, visits to companies, hospitals, universities and so on. It has had a remarkable effect on our students’ ambitions. I am delighted to tell my noble friend Lady Fookes that we have a gardening club, and I look forward to going to Shoreditch with her.
We want to send a message to all schools that they should actively engage with a programme like Raising Aspirations. I invite the noble Baroness, Lady Jones, to actively encourage the unions also to send this message to their members. We are working to make available more and better work experience opportunities by funding post-16 work experience at the same level as qualifications, giving providers more opportunities to develop closer links with employers. We are removing the bureaucratic barriers that employers tell us deter them from offering these opportunities. We recently published long-awaited simplified health and safety guidance, busting many of the myths which surround work experience placements. Ministers recently wrote to employers confirming that the insurance industry has committed to treat work experience students as employees so that they will be covered by their existing employer’s liability compulsory insurance policies.
My noble friends Lady Shephard, Lady Tyler, Lady Fookes and Lord Cormack, and the noble Baronesses, Lady Massey and Lady Jones, raised the question of careers guidance, which I accept is not good enough by some way. We have transferred responsibility for this to schools because, frankly, the previous regime was acknowledged by just about everybody, including Alan Milburn, as not working. We have established the National Careers Service. This provides a focus on clear information and high-quality advice. Since its launch in April 2012, the service has handled almost 68,000 helpline calls, e-mails and web-chats with young people. We have also extended the requirement down to year 8 and up to year 13 from this September, and are extending it to young people in colleges. This will ensure that more young people can access the support that they need when they need it.
However, good schools seek to identify their students’ aptitudes, interests and passions at an early age and work with them to develop their knowledge of career paths while keeping their options open. Good schools engage with their local businesses and professional communities to organise careers advice, speakers, visits, work experience, mentors and so on. This is all part of a good education and we will seek to encourage all schools at every turn to emulate the practice of good schools. One face-to-face interview late in a young person’s school career is a very poor substitute for a good education.
My noble friend Lord Cormack mentioned the idea of a careers panel, which I have seen adopted in a number of schools, including my own. It is an excellent idea. In my discussions with schools about how they can substantially beef up their careers advice, I will be mentioning it whenever I can.
Business of all size has an important role to play in the development of young people’s employability skills. We have seen some excellent good practice from organisations such as Business in the Community through its business class programme, which now has 253 partnerships, planned to rise to 500 by 2015. Our guidance is very clear that we expect schools to establish and maintain links with other education and training providers to ensure that they are aware of the full range of options open to them. Ofsted’s thematic review of careers, reporting in September, will assess progress to date on careers guidance, but it has already said that it will give greater priority to the inspection of careers in schools from September.
The noble Baroness, Lady Massey, asked if I was tired of hearing her saying that PSHE is vital. I am not, because I agree with her that it is a vital part of what good schools should be providing. As she knows, however, we are apart on the point of whether or not it should be statutory. We trust teachers to deliver it because they know the needs of their individual pupils, which vary widely. As she mentioned, gang issues are sadly prevalent in many schools. In others, in leafy suburbs, the issues may be different. We feel that teachers must be free to adjust their provision accordingly.
All good schools focus on the character of their pupils, which my noble friend Lady Tyler mentioned. We expect all schools to do this. The Government are passionately committed to the plight of more disadvantaged pupils, and we are sharpening the way in which schools are held to account for the achievement of their disadvantaged pupils. We are doing this by ensuring that a clear and consistent set of measures are used throughout the accountability system, including Ofsted inspection. We are also increasing the coverage of the accountability system, so that even schools with small cohorts of disadvantaged pupils will be included.
There is no doubt that the UK’s 16 to 19 year-olds face tough transitions into the labour market, and this is particularly true for those young people who leave education without the necessary employability skills that employers cry out for. Since 2010 we have made progress in strengthening our skills system. As my noble friend Lady Shephard mentioned, in 2011 we commissioned Professor Alison Wolf to review vocational education. We accepted all 27 of her recommendations and I am delighted to report that we have now either implemented, or are well on the way to implementing, all of them. We are establishing a system of vocational reform that is rigorous and responsive to employers’ needs.
The most recent study from the CBI makes it very clear that 50% of employers consider literacy and numeracy one of the most important factors when recruiting school and college leavers. Major changes in the way that post-16 education is funded and the type of education offered are therefore being introduced in September. Students aged 16 to 19 will be offered a study programme which will include either a substantial vocational or academic qualification, or an extended programme of work experience.
The noble Baroness, Lady Brinton, talked about the importance of English and maths. At the heart of 16-to-19 study programmes will be the requirement for all students who have not yet achieved an A* to C in English and/or maths by the age of 16 to continue to study towards achieving them. This will either be through a GCSE or other “stepping-stone” qualifications, such as functional skills. This requirement will be enforced by making it a condition of student funding, and education providers who fail to meet this condition will have their funding withdrawn.
The noble Baroness, Lady Jones, is correct that education is not about schooling young people to pass exams by cramming them with facts, but the current system of controlled assessment and bite-size assessments fails young people. It reduces teaching time and encourages rote learning and overmarking. Learning how to speak confidently, articulate an argument and listen with interest are particularly important. That is why we have included these skills in our proposed GCSE English language content.
Because we want to ensure that more young people can access high-quality education and training provision, later this year we will raise the participation age in England. From the new academic year all 16 year-olds will be required to continue studying or training for at least a further year. From 2015 that will be extended until at least their 18th birthday. Our reforms mean that young people will be able to choose to go to school, college or work-based training to take a study programme or traineeship. They can also enter an apprenticeship or study part-time alongside full-time work or volunteering
We know that many young people are highly motivated by the prospect of work but are not ready or able to secure an apprenticeship. That is why the Government are launching a high-quality traineeship programme within study programmes for 16 to 19 year-olds from August. This will better prepare young people for direct entry into an apprenticeship or a job. Employers will be at the very centre of traineeships, running the programme or offering high-quality work placements in partnership with a trusted provider. Traineeships will last a maximum of six months. The core content will be a high-quality work placement, work preparation training and English and maths. Providers and employers will have the freedom to bring these elements together in the best way to engage and support individual trainees.
My noble friend Lord Roberts mentioned Germany. A great strength of the German style is how apprenticeships are seen by young people, parents and employers as high quality and high status. This is supported by very serious investment by industry in apprenticeships. That is exactly why we have committed to pursuing the reforms recommended by the high-tech entrepreneur Doug Richard in his excellent report last year. Our reforms will put employers in the driving seat of apprenticeship standards and apprenticeships funding, just as they are in many other European countries with successful apprenticeship programmes. The number of apprenticeships has doubled since 2010 and applications are up one-third over the past year.
We are increasing the quality and rigour of apprenticeships. Doug Richard’s recent review recommends that employers play a more central role in setting standards, overseeing testing and becoming more demanding purchasers of training. There will be a clear assessment standard at the end of an apprenticeship. Most importantly, we have a broad programme to improve standards. From 2013 we plan to report academic and vocational qualifications and apprenticeships separately, giving equal public recognition to vocational education.
We have established the accountability, financial monitoring and regulatory framework that will underpin the 16-to-19 curriculum reforms and the introduction of study programmes. Ofsted will inspect 16-to-19 study programme work experience provision under the common inspection framework and the results of these inspections will help to identify effective and less effective provision in meeting the needs of students. Reform to the 16-to-18 performance tables and the publication of employment destination measures from this summer will make schools and colleges more accountable for their students’ achievement and progression into employment. We are also reforming vocational qualifications. We are repairing the broken link between the qualifications that students take and the training that employers need. Employers, universities, parents and students must have confidence that their vocational qualifications are of the highest standard.
We have already reformed vocational qualifications taught to pupils at 14, with effect from last September. We have just completed a consultation on reforming 16-to-19 vocational qualifications and plan to set out rigorous new standards that the qualifications will need to meet if they are to count in future performance tables. The outcome of the consultation was published this morning. We are introducing two new categories of vocational qualifications from 2014: technical level qualifications or “tech levels” for students wishing to specialise in a recognised occupation; and applied general qualifications for students wishing to continue their general education at advanced level through applied learning.
Our new technical baccalaureate measure will recognise the achievement of students who take the highest value occupational qualifications, alongside maths and an extended project. The tech bacc will provide a mark of achievement for young people who achieve a recognised standard of technical training. We propose this be endorsed by employers and their representative organisations as a strong grounding for entry to an apprenticeship, skilled trade or technical degree. We have also approved 39 new UTCs and 26 studio schools. I am sure that my noble friend Lord Eccles will be pleased to hear that a number of car manufacturers are engaging with these projects.
The noble Baroness, Lady Massey, mentioned the work of the Amos Bursary. For many years I have been personally committed to the plight of young black boys, through my involvement with the Eastside Young Leaders Academy and other organisations. I wish the Amos Bursary good luck tonight with its event and auction. My noble friend Lady Shephard asked whether we had yet appointed the FE commissioner. We have not. We are recruiting widely to secure an individual of the highest calibre and have already begun to recruit a team of advisers to assist the FE commissioner in his or her role.
In order to meet their career aspirations, young people need to be equipped to compete in a global market that demands ever higher and more technical knowledge and skills. The package of reforms that we have instituted will mean that more young people will have access to the highest quality academic and vocational education and training, on which, I assure noble Lords, we place equal weight. This will give them the qualifications, skills and confidence to take their place in the workplace and to enjoy fulfilling careers and sustainable employment. Employers in turn will benefit from a workforce with an increased skill set that will help boost the UK’s economic growth and lead to a more prosperous future for all of us. I thank all noble Lords for participating in this important debate.
Children and Families Bill
Lord Nash Excerpts(10 years, 10 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, it is my great privilege to open the Second Reading debate of the Children and Families Bill. When I came into this job, I swore that I would do what I had successfully done over the previous 30 years: keep control of my diary. I gave that idea up at lunchtime on my first day. A visit that I had asked to make some time ago appeared serendipitously in my diary yesterday—I say serendipitously because it had been fixed a long time before we knew that the Second Reading of the Bill would be today. This visit was to the Avenue School, a special school in Reading run by Dame Sue Bourne, and was a very moving experience. They do wonderful work at this school with children with severe SEN, many of whom are severely disabled. It was a privilege to see the wonderful ways in which they are improving the lives of those children—substantially, to judge by the smiles on many of their faces. As I left, Sue gave me the dragonfly pin that I am wearing, which is in memory of all the children who have been at the school and who have died, so I said that I would wear it today. The memory of that visit will stay with me throughout this debate.
The Government are determined to make sure that we put the needs of children at the heart of everything we do so that, regardless of background, every child has the chance to fulfil their potential and succeed. Too often we hear stories of services failing children and families who need their help the most, trying to get them to fit in with the system rather than the other way around. It is crucial that we get the legislative framework right, so that services transform the way in which they work for children and families, focused keenly on their needs. That is what the Bill seeks to do.
The measures in the Bill will have a direct and significant impact on the lives of children and families across the country, so it is right that it is subjected to the most thorough scrutiny and debate. In the other place, the debate has been constructive and comprehensive. Every part of the Bill has been scrutinised thoroughly by a standing committee and has been passed with the blessing of the whole House. This is in part due to extensive pre-legislative scrutiny of the majority of the Bill. This process, as I am sure noble Lords would agree, clearly improved the legislation. I offer my gratitude to Members in this House for their scrutiny of Parts 1 and 5 of the Bill as part of their work on the Joint Committee on Human Rights and the House of Lords Select Committee on Adoption Legislation. I also thank members of the JCHR for their more recent report across the Bill, which I am sure will inform scrutiny in your Lordships’ House.
Perhaps the most significant improvement that the Bill has seen to date is the amendment brought forward by the Government to introduce a duty on health bodies to provide what is set out in an education, health and care plan. This amendment to Part 3 of the Bill was widely welcomed and will make a real difference to the lives of children and young people with special educational needs and their families. It is my ambition that the scrutiny in this House builds on that progress in an open and constructive way.
I turn to the provisions of the Bill in more detail. Delays in the current adoption system mean that it currently takes on average 21 months to place a child, and a child’s chances of adoption reduce by almost 20% for every year of delay. This is clearly indefensible and needs to change. The Government’s adoption reforms will sweep away barriers that have stood in the way of finding children stable, loving homes earlier. The Bill contributes to this by requiring local authorities to consider a fostering for adoption placement as soon as they are considering adoption for a child; by removing the explicit requirement to have regard to a child’s religious persuasion, racial origin and cultural and linguistic background when matching a child and prospective adopters; and by enabling the Secretary of State to require some or all local authorities to outsource their adopter recruitment and assessment function.
The Bill would also better support approved adopters by piloting greater access to the adoption register, by improving the information on offer about adoption support services and by introducing personal budgets to give adopters more choice and control over the help that they receive.
In addition, the Bill puts the role of the virtual school head for looked-after children on a statutory footing. This is just one important step that we are taking to ensure that every local authority redoubles its efforts to drive up the educational attainment of children in their care.
Children also face unnecessary delays in the family courts, something that the family justice review recognised as part of its work to consider radical reform of the current systems for family law. A child waits over 42 weeks on average for their care or supervision case to be resolved. This is not acceptable and we agree with the review’s recommendations that more needs to be done to address delays and ensure that a stable placement for a child is found as quickly as possible. To that end, the Bill includes measures to introduce a maximum 26-week time limit for completing care and supervision proceedings, to ensure that expert evidence is used in children’s cases only when necessary and to remove bureaucracy and focus a court’s consideration of a care plan primarily on those issues that are essential to its decisions.
Part 2 also includes proposals to ensure that the needs of children remain firmly at the centre of the private family law system. The Bill, through the parental involvement clause, will make it absolutely clear that both parents should be involved in their child’s life after separation, where it is safe for the child. I wish to be clear that this change does not affect the existing principle that the welfare of the child must be the court’s paramount consideration in all cases. In addition, we hope that mediation, information and assessment meetings will encourage more parents to agree arrangements for their children outside court. The introduction of the child arrangements order will help ensure that arrangements are focused on the child’s needs.
The reforms to special educational needs in Part 3 are ambitious and present us with a once-in-a-generation opportunity to transform the lives of children and young people with SEN. The reforms put children, young people and their parents at the heart of the system, strive for higher aspirations for children and young people, and have a stronger focus on improving their prospects in life. The new system will provide, for the first time, one system from birth to age 25 by promoting earlier identification of needs and extending comparable rights and protections to all young people over 16; require local authorities and local health bodies to work together to plan and commission services for children and young people with SEN, bringing a real commitment to working together across agencies; and introduce a local offer so that parents can find, in one place, clear and accessible information about the local support that is available to them.
At the end of the new, more streamlined and co-ordinated assessment process for those with the most complex needs, the Bill introduces education, health and care plans from birth to age 25. These plans will have a new and important focus on outcomes, including employment and independent living, with joined-up support from education, health and social care.
The Government are committed to reforming childcare and supporting working families by boosting quality, increasing the affordability of provision and removing obstacles for providers where this does not impact on quality and safety. Part 4 plays a part in achieving this. It introduces childminder agencies, allows childcare providers to request a paid-for re-inspection by Ofsted and seeks to remove current bureaucratic requirements on local authorities and governing bodies. On Report in the Commons, the Government also brought forward a new clause to introduce tax-free childcare paving legislation, as was included in Her Majesty’s gracious Speech.
Part 5 covers the Office of the Children’s Commissioner. It will clarify the power and remit of the Children’s Commissioner, empowering the commissioner to stand up for the rights and interests of all children, particularly those who are vulnerable. For example, it will give the commissioner a statutory remit to promote and protect children’s rights, and will introduce changes to make the commissioner more clearly independent from government.
Parts 6, 7 and 8, which are led by the Department for Business, Innovation and Skills, introduce greater choice for employees, ensuring that employment law meets the needs and wishes of modern families. The Bill will give working parents more choice and flexibility in how they share leave and pay in the early months of their child’s life. This is a radical new system of leave that will support fathers in getting more involved in their child’s life and enable working parents to take leave together and better manage their caring responsibilities and work commitments. The last section of the Bill supports family life by providing a right for all employees to request flexible working.
Before I conclude, I draw noble Lords’ attention to some commitments made by my honourable friend the Minister for Children and Families on Report in the Commons. Most notably, with regard to adoption, we wish to clarify that local authorities must consider placing the child with a relative or friend before they consider a fostering for adoption placement. Also, to provide further reassurance on this measure, we will introduce new safeguards through regulations to make sure that a local authority notifies the child’s birth parents when considering a fostering for adoption placement.
In Part 3 of the Bill, the Minister has listened closely to the debate to date on the support available to young offenders with SEN. On Report, the Minister undertook to identify further improvements to the support that this vulnerable group of young people receive while in custody to complement the trans- formational reform of education in custody being undertaken by the Ministry of Justice.
A number of noble Lords, while welcoming the intentions of the Care Bill which is currently before this House have raised concerns about the situation for young carers. The Government have heard these concerns. As my honourable friend the Minister also indicated, we intend to look at this issue in detail with noble Lords during the passage of the Bill.
I know that Members of this House have views, and considerable expertise, on how we should be addressing the issues that I have mentioned and others. I look forward greatly to discussing them over the coming months. The Bill demonstrates this Government’s commitment to making a real and enduring difference to the lives of all children and families, an ambition that I am sure is shared by all here today. I commend it the House and I beg to move.
Lord Nash
My Lords, the debate this evening has been constructive and heartfelt, and I thank all noble Lords who have contributed, particularly the noble Baroness, Lady Jones, for her comments about working forward on a cross-party basis. Many noble Lords have spoken based on extensive experience and expertise, and it would be a privilege to discuss this Bill further in this manner when we move to Committee stage. The Bill is detailed and wide-ranging, and this evening’s debate has clearly shown that the principle that the need to improve children’s services and that the needs of all children, especially the most vulnerable, is central to all we do, is something on which we all agree.
As noble Lords have kindly acknowledged, this is my first piece of legislation as a Minister. I will do my best to respond to the key points made tonight but, in view of the number of speeches, I undertake to write to all noble Lords who have spoken this evening to ensure that I address all the points made in full. I again recognise the work of the Adoption Legislation Committee, particularly its chairman, the noble and learned Baroness, Lady Butler-Sloss, for the authoritative and considered reports that helped to shape these legislative proposals on adoption. Many noble Lords will have built on the committee’s scrutiny in their comments this evening.
The noble Baronesses, Lady Hughes, Lady Howarth and Lady Gibson, and my noble friends Lady Hamwee, Lady Benjamin and Lord Eccles have all raised important points. Everyone involved in the debate today agrees that all children deserve stable, loving homes to thrive. Adoption is the right option for some children; for others, returning home to live with their parents, wider family or friends in long-term foster or residential care will be the right option for them. The Government have a significant programme of reform under way in all these areas, which aims to ensure that children are able to benefit as early as possible from a permanent home that meets their needs, whichever option is right for them. I am grateful to the noble Earl, Lord Listowel, for highlighting the good progress that we are making in this area. Where adoption is the right option, however, we are uncompromising in our efforts to reduce damaging delay. Noble Lords have expressed heartfelt views about the best way of doing this, and I am sure that we will return to the issues of ethnicity and adopter recruitment, as well as many other issues, as the Bill progresses. I am pleased that noble Lords have welcomed the Government’s commitment to clarifying the position with regard to kinship care and fostering for adoption, and I look forward to sharing our progress on that in Committee.
I turn briefly to family justice and particularly to the question of parental involvement, as addressed by Clause 11 and in this debate by the noble Baronesses, Lady Hughes and Lady Howarth, and my noble friends Lady Perry, Lady Tyler, Lady Hamwee and Lady Benjamin. As has been recognised in the debate, this issue is a balance that it is essential to get right. The Government are clear that the provision in Clause 11 does not change the principle that the welfare of the child must be the court’s paramount consideration. We believe that it is important to make clear, especially to parents, how court decisions are made. Wherever possible, parents should work together to resolve disputes about their children’s care. This clause will encourage them to do so by making clear that unless there is a good reason, children should have a relationship with both their parents. Of course, however, it will not achieve this by itself. That is why we are putting in place a wider package of measures to help parents, including better information, advice and support outside the court system. DfE and MoJ officials will be working closely with the NSPCC and others to achieve this.
I turn to Part 3 on SEN. It is clear that noble Lords have a wealth of knowledge and expertise in SEN and disability issues which is long-standing in many cases. I will cover a number of key points raised by noble Lords and write more fully. Almost every noble Lord has spoken on this issue and they will forgive me if I do not pause to list them all. The noble Baronesses, Lady Morris and Lady Howarth, and the noble Lord, Lord Judd, emphasised how achieving the ambitions of Part 3 will depend on a change in culture and approach and in ways of working on the ground. That is a crucial point to recognise. The Bill provides a framework for these changes to happen. We will build on the work of the local pathfinders to take the measures forward sensibly and carefully from September 2014 onwards.
I believe that opinion across the House is behind the principle of the SEN provisions. However, questions have been asked about their scope. It is important to be clear that the purpose of the new approach set out in Part 3 is to reform and bring much-needed improvement to the support for children and young people with special educational needs. This rationale was first set out in the Green Paper and has been followed through to the Bill. However, the reforms are enabling. Local areas can apply the principles behind them to a wider group of children, including to those who are disabled but do not have SEN. Some pathfinder areas are already taking such an approach.
The noble Lord, Lord Patel, spoke passionately about supporting children with health needs, specifically children with cancer. I would like to reassure him that the Minister for Children and Families recently met with CLIC Sargent, where he gave a commitment to see what more we can do through the SEN code of practice and other means to provide the additional support that we all want to see whereby no child, particularly a child with cancer, misses out on the opportunity to fulfil their potential.
Noble Lords, including the noble Lords, Lord Rix, Lord Low and Lord Patel, and the noble Baroness, Lady Hughes, while welcoming the new duty on health bodies, have raised the issue of a specific legal duty on local authorities to deliver the social care provision in EHC plans. Existing duties in Section 17 of the Children Act 1989 and, in the case of disabled children, the Chronically Sick and Disabled Persons Act, already provide important protections, and we expect authorities to provide care services to meet assessed needs. However, prioritising children with EHC plans as a matter of course over all other children in need of social care would risk other groups being marginalised—for example, children suffering neglect.
My noble friend Lord Addington and the noble Lord, Lord Rix, raised the very important issue of access to apprenticeships. Young people with SEN should have access to the same opportunities as their peers. That is why we amended this legislation following pre-legislative scrutiny to enable young people on apprenticeships to receive support through an EHC plan. Of course, it is also essential that apprenticeships are stretching and prepare individuals for sustained employment. Work is currently under way to reform the apprenticeship programme, following an independent review by Doug Richard. The recent consultation included questions about English and maths requirements and accessibility. We will be publishing an implementation plan for apprenticeship reform in the autumn.
On dyslexia, my noble friends Lord Storey and Lord Addington mentioned the need for teachers to be sufficiently trained in supporting children with SEN. Teachers’ initial training must enable them to meet national standards. This includes their ability to adapt their teaching to meet individual needs. My department has worked with the National College for Teaching and Leadership to develop specialist resources for ITT and new advanced-level online training resources in dyslexia and other types of SEN to support teachers in developing their skills in these important areas. I am also pleased to say that currently 39 special schools are designated teaching schools that are investing their particular skills and specialisms in developing the next generation of teachers.
The noble Baroness, Lady Hughes, the noble Lord, Lord Ramsbotham, and my noble friends Lord Storey and Lord Addington spoke with expertise and passion about young people with SEN in the youth justice system. I agree with noble Lords that all young offenders, including those with SEN, need to receive the right support and access to education, both in custody and when they return to their communities. I have listened to the debate this evening and echo the undertaking given by the Minister for Children and Families to identify further improvements to the support that this vulnerable group of young people receive while they are in custody that will complement the transformational reform of education in custody being undertaken by the MoJ.
My noble friend Lord Storey raised the issue of children with health conditions in schools. His concerns were echoed passionately by the noble Lord, Lord Rix, the noble Baronesses, Lady Gibson and Lady Young, and my noble friend Lord Addington. There are already strong legal duties on schools to support children with long-term health conditions such as asthma, diabetes and epilepsy, including in the Education Act 2002 and the Equality Act 2010. Schools must make reasonable adjustments to their practices, procedures and policies to ensure that they are not putting those with long-term health problems at a substantial disadvantage. However, simply giving schools additional legal duties would not tackle the root cause of poor practice. The DfE will issue revised guidance to school leaders, local authorities, staff and governing bodies later this year to replace the Managing Medicines in Schools and Early Years Settings guidance, which dates back to 2005.
The noble Baroness, Lady Grey-Thompson, spoke with extensive knowledge and passion about the choice for parents of disabled children when it comes to placing their child in school. The vast majority of children with SEN have always been taught in mainstream schools. Our policy on inclusion recognises that. The Bill will change the general principle that children with SEN should be taught in mainstream settings and will extend it to young people in further education. I look forward to discussing her specific concerns about disabled children without SEN further.
The Bill also improves choice for parents and young people by giving those with EHC plans the right to ask for a place at any mainstream school, FE college, academy or free school, non-maintained special school, independent specialist college or independent special school organised to make provision for children with SEN that is approved by the Secretary of State under Clause 41. The local authority will be obliged to name the preferred school or college unless it would not be suitable for the child’s age, ability, aptitude or SEN needs, not compatible with the efficient education of others or an inefficient use of resources.
As recognised by my noble friend Lord Lingfield and the noble Lord, Lord Rix, successful local implementation planning will be key to the smooth introduction of reforms. Feedback suggests that general awareness of reforms is already high, including in non-pathfinder areas, with many areas already starting to establish or planning to establish new systems and processes. We have established the pathfinder champion programme and are funding the Council for Disabled Children and other voluntary and community sector organisations to ensure that local areas have access to a comprehensive package of support. We know that a number of non-pathfinder areas are already preparing to implement the reforms and working with pathfinder champions, and we are currently looking at what additional support might be needed. However, I know the noble Lord, Lord Rix, speaks with extensive expertise in this area, and I would welcome the opportunity to discuss the questions he has raised with him and with other noble Lords who would be interested in more detail ahead of Committee.
Tonight’s debate has universally welcomed the fact that the new system will be from birth to age 25. However, the right reverend Prelate the Bishop of Leicester, my noble friends Lord Lingfield and Lady Sharp, and the noble Lord, Lord Touhig, asked specific questions on the post-16 aspect of the new system, which I will seek to address now. We all recognise that some young people with special educational needs require more time to complete education beyond the age of 18. The Bill rightly enables them to do so, but we want to avoid the expectation that every young person with SEN will have an entitlement to education up to the age of 25 regardless of whether they are ready to make, or have already made, a successful transition into adult life.
I assure noble Lords that no young person who needs an EHC plan to complete or consolidate their learning can be denied one just because they are over 18. I should like to reassure the noble Lord, Lord Rix, specifically that supporting young people into employment is very much one of our ambitions. Chapter 6 of the indicative code of practice makes it clear that EHC plans should be focused on achieving outcomes and helping children and young people to make a positive transition to adulthood, including paid employment. We have also developed supported internships, which can be delivered by all colleges from this September.
My noble friends Lord Storey and Lady Sharp, among others, asked about the inclusion of higher education in the new SEN framework. Securing a place at university is a positive outcome for any young person. The higher education sector has its own very successful system of support in the form of the disabled student’s allowance and we should not seek to duplicate or replace it. However, we will look to improve the transition to university in the regulations and the SEN code of practice.
A number of noble Lords, including my noble friend Lord Storey and the noble Baroness, Lady Hughes, asked about our proposals for childminder agencies. This proposal is a small but significant part of the Government’s childcare reforms, which must secure higher-quality parental choice and affordability. We expect that Ofsted inspections will focus on ensuring that agencies are adept at assessing the quality of childminding and putting in place arrangements to drive up quality, ensuring that agencies provide proper support, training and guidance to their childminders and that parents can have confidence in their quality. Ofsted will bring forward specific proposals for inspection arrangements in due course and consult on them.
I am pleased that the House has welcomed the provisions in Part 5 on the Office of the Children’s Commissioner. I am grateful for the comments of the noble Baronesses, Lady Massey, Lady Gibson and Lady Lister, the right reverend Prelate the Bishop of Truro, the noble Lord, Lord Northbourne, and my noble friends Lord Eccles and Lord McColl. I look forward to further discussions about how the commissioner’s new powers will operate in practice. Meanwhile, I refer the noble Baroness, Lady Massey, to the note that my honourable friend the Minister for Children provided to the Standing Committee in the other place, which explains how the appointment process will work in line with the office of public appointments principles and code of practice.
I welcome the comments made by my noble friend Lady Perry and echoed by the noble Baroness, Lady Morris, who rightly pointed out the importance of the measures in the Bill for women. The introduction of shared parental leave and the extension of the right to request flexible working will help to balance the roles and responsibilities in relation to childcare across the genders. I agree with my noble friend Lady Perry about the importance of these measures for fathers. This is about achieving real cultural change, which undoubtedly will take time. Families need and demand the changes in the Bill that will enable this cultural change to happen. As the noble Lord, Lord Stevenson, rightly said, the Modern Workplaces consultation included consideration of a “daddy quota”—leave and pay reserved exclusively for fathers—although economic restraints mean that it is the wrong time to take this forward. I believe that the additional flexibility that shared parental leave will give families will provide far more choice and opportunities for fathers to take on more childcare responsibilities and to play a full role in their children’s lives.
As my honourable friend the Minister for Children has said, we are considering how the legislation for young carers might be changed so that rights and responsibilities are clearer to young carers and practitioners alike. We will also look at how we can ensure that children’s legislation works with adults’ legislation to support the linking of assessments, as set out in the Care Bill, to enable whole-family approaches. The Minister for Children and Families and the Minister for Care and Support will soon jointly meet the National Young Carers Coalition to discuss the key principles for taking this work forward over the summer, as well as how we can most effectively involve the NYCC during this period. I know that noble Lords will be keenly interested in our progress in this area, and we will be pleased to meet those who are interested to discuss it further.
I shall also address in writing the important issues raised by the noble Earl, Lord Listowel, the right reverend Prelates the Bishop of Leicester and the Bishop of Truro, my noble friend Lord McColl, the noble Baroness, Lady Young, and others concerning issues affecting care leavers and others in the care system, as well as support for unaccompanied asylum-seeking children and care leavers. A number of noble Lords also raised the important issue of trafficked children, a particularly vulnerable group. I will respond to the specific points raised in writing following today’s debate. I will certainly agree to meet the noble Lord, Lord Knight, to discuss bereavement leave, and I will take the noble Baroness, Lady Young, up on her invitation to meet the families that she mentioned.
The later stages of this Bill, Committee in particular, will provide an opportunity to consider the detailed issues that noble Lords have raised today. I look forward to those debates and to engaging with noble Lords outside the House to clarify and discuss the Bill’s provisions. Again, I offer my thanks to all noble Lords who have spoken today. I beg to move that this Bill be now read a second time.
Education: Citizenship
Lord Nash Excerpts(10 years, 10 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, I thank those who have taken part in this debate, particularly my noble friend Lord Cormack for raising this important issue. I know he is committed to ensuring that young people leave school as active and responsible citizens. I strongly agree with my noble friend that young people need to be equipped with the knowledge and skills to prepare them to play a full and active part in society. This is why the Government intend to retain the statutory status of citizenship in secondary schools as part of the review of the national curriculum. The new draft citizenship programme of study includes a requirement that all pupils should be given opportunities to undertake voluntary work for the first time. I believe that that will support one of our key aims, which is to ensure that our young people are committed to volunteering and that they will take that with them into adulthood. All good schools have an active programme of engaging with voluntary organisations and charities, and we shall certainly be encouraging all schools to do that. The Cabinet Office announced a new campaign today, as the noble Lord, Lord Aberdare, noted, to get young people involved in social action. This is in addition to our youth social action fund.
We have revised the citizenship programmes of study to ensure that they direct teaching towards the core knowledge of citizenship: namely, teaching about the way our society is governed and its laws, including those that protect human rights, rather than the more issues-based content that dominates the current programme of study. The shorter programmes of study give teachers greater freedom to define what is taught. However, they require teaching about laws, which my noble friend Lord Phillips said is so important, about rights and responsibilities and about the liberties enjoyed by citizens of the United Kingdom. The new programmes of study are not just focused on the UK; they provide opportunities for pupils to learn about other systems and forms of government in other countries as well as our relations with Europe, the Commonwealth and the wider world. However, I take note of the points made by him.
Our proposed changes to the citizenship curriculum include having a stronger emphasis on teaching about our political system, our democracy and the nature of our laws, so that many more of our young people engage with the political process, as my noble friends Lord Norton and Lord Storey and the noble Baroness, Lady Jones, said. The noble Lord, Lord Parekh, made a point about the importance of teaching political ideology and multicultural literacy and of reference to history and current events and about bringing all this and the teaching of our institutions to life. His speech was one of the best pieces of advocacy that I have heard for a rich cultural curriculum of the kind that this Government are determined to see in all schools for all pupils.
I agree with the right reverend Prelate the Bishop of Oxford about the importance of RE, which is compulsory as part of the basic curriculum. RE GCSE will count towards the “best eight” measure. I am delighted that the dioceses are engaging so actively in the academies programme.
A number of noble Lords, including my noble friends Lady Perry and Lord Storey, said that citizenship is a whole, across-school ethos, and that all good schools should embrace this approach. This is all part of a good education and not part of a prescriptive list. We trust teachers to deliver this.
I am delighted that the noble Baroness, Lady Jones, supports us in making financial education statutory for the first time at secondary level in the citizenship curriculum. Pupils will be taught about the functions and uses of money, the importance of personal budgeting, money management and a range of financial products and services. In addition, the mathematics curriculum has been strengthened to give pupils from the ages of five to 16 the necessary mathematics to prepare young people for making sound financial decisions, for example about mortgages and loan repayments.
The noble Baroness, Lady Jones, asked for an update on the National Citizen Service. As one of the original supporters of this programme when it was just an idea, I am delighted that it is becoming so successful. Our ambition is for this to become a universal programme—a rite of passage for all 16 and 17 year-olds. In 2011-12, 8,500 young people participated. This increased to 26,000 this year and we announced yesterday that we will be expanding the number of places to 150,000 in 2016.
My noble friend asked what the Government were doing to enhance the delivery of citizenship and ensure that head teachers take the subject seriously. We have made our commitment to citizenship abundantly clear by retaining the statutory status of citizenship in secondary schools as part of the review of the national curriculum. Citizenship is one of only six subjects in the new national curriculum to be compulsory at key stage 4. A GCSE in citizenship currently receives credit in the school accountability system through the school performance tables, and will continue to count as part of our proposed—
Lord Phillips of Sudbury
I am grateful to my noble friend for giving way. Will he say something about the impact on the status of citizenship education as a subject which is not inspectable because it has been put into the second tier and is no longer compulsorily part of an Ofsted inspection? Does he not think that that has severe consequences for the subject’s status and standing?
Lord Nash
My noble friend is perfectly right in what he says. Ofsted has to inspect on social, moral and cultural issues and carries out triennial reviews of all subjects, including citizenship. However, he is right and I will take his points back. Citizenship is part of the best eight.
I thank my noble friend Lady Byford for highlighting the excellent work that the House of Lords outreach programme does with young people. Almost 1,000 visits have been made to schools in every region of the UK, and House of Lords Chamber events have brought young people to Parliament to explore and debate a range of issues.
My noble friend Lady Byford also highlighted the fantastic work of the cadets programme. We know about the transformative effect that cadet units can have on schools by increasing attendance, engagement, participation at 16 to 18, self-confidence and discipline. The cadet expansion programme was a key strand of the Government’s Positive for Youth policy. Early work was based on a pilot of between 10 and 15 third-party funded units, but this number was increased following the announcement on Armed Forces Day last year by the Prime Minister and Deputy Prime Minister, who challenged departments to deliver 100 new units by 2015, with a longer-term goal of meeting all school requests for a cadet unit by 2020.
The Government are also committed to promoting the voices of young people at both a national and local level. That is why we are extending the funding to the British Youth Council. This funding supports initiatives such as UK Youth and local youth councils, where youth-led forums represent young people’s views.
In addition to a demanding curriculum, good-quality teaching is fundamental, as my noble friend Lord Norton said. There is strong evidence that links teacher quality, above all other school factors, to pupils’ attainment. The Government’s reform of ITT demonstrates our commitment to recruiting the very best graduates and to giving teaching schools more of a role so that schools close to the needs of particular types of pupils can develop the appropriate training. Teachers have access to a wealth of continuing professional development material and support through their subject associations. There is support on financial education, for example, through specialist charities, such as the Personal Finance Education Group, which are well respected, and private sector experts, such as the banks. Organisations such as the Association for Citizenship Teaching and the Citizenship Foundation also offer a range of support to teachers.
The importance of emergency life-saving skills and first aid were highlighted by the noble Lord, Lord Aberdare. The provision of emergency life-saving skills is not compulsory and is a matter for local determination, but I will take back his observations.
I thank noble Lords for engaging in this debate. I believe our commitment to helping young people to develop as citizens is abundantly clear.
Lord Cormack
As my noble friend seems to be coming towards the end of his speech, will he undertake to give some consideration to the idea of a ceremony for citizenship that I mentioned?
Lord Nash
I undertake to do that. I was about to say that I know that our reforms do not go as far as my noble friend would like, but I listened carefully to what he said and I will take that back. We believe that our reforms of the national curriculum, together with the wider support I have outlined, will ensure that our young people have the support they need to take their place as active and responsible members of society.
Schools: Bullying
Lord Nash Excerpts(10 years, 11 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, I should like to thank my noble friend Lady Brinton for raising this important issue and for her excellent and moving speech. I should also like to thank noble Lords for their contributions. It has been an insightful and productive debate. I should particularly like to congratulate the right reverend Prelate the Bishop of Truro on his maiden speech. His wide experience, including as chair of the Children’s Society, will bring very valuable insights to our debates in future.
I am grateful for the opportunity to set out again the Government's vision in the context of this important group of children. One of the really nice things about this job is that, although we inevitably disagree from time to time on the precise mechanisms for delivery, I know we agree entirely across this House on the determination to provide an excellent education for all pupils, irrespective of background or personal circumstances. This is vital for the success of our young people and it is vital for the success of our country.
The Government have sent a clear message to schools that bullying for any reason is absolutely unacceptable and should not be tolerated in our schools. We will not hesitate to continue to reinforce that message. Schools should tackle bullying at the earliest opportunity and not allow it to escalate, so that pupils suffer emotional or physical distress. Every school is required to have a behaviour policy which includes measures aimed at preventing all forms of bullying among pupils, both in school and, as the noble Baroness, Lady Jones, said in her excellent speech, beyond school as well. My noble friend Lord Lexden referred to some of the measures we have introduced.
I have personal experience of bullying in a number of ways. It is a particularly nasty and pernicious piece of behaviour which can become all the more relentless with the use of modern technology. I can assure the noble Baronesses, Lady Massey and Lady Howe, that we will exhort schools at every opportunity to have a clear vision that emphasises, among other characteristics, compassion for and consideration of others. They must have a clear PSHE policy, which includes an anti-bullying policy, and emulate what good schools do, as my noble friend Lady Walmsley mentioned.
In our drive to tackle bad behaviour and bullying, we have changed legislation to strengthen teachers’ powers to enforce discipline and promote good behaviour in schools. Our guidance published in 2011 sets out schools’ legal duties and powers in relation to bullying. Teachers can search pupils and delete inappropriate images on electronic devices potentially used for cyberbullying. There are now plenty of examples across the country, including in many sponsored academies, where behaviour has gone in a relatively short period of time from being, frankly, pretty awful to good, thanks to strong leadership, a clear behaviour strategy, and the strengthened powers that we have given to teachers.
We believe that the balance is now about right between a statutory framework that requires schools to address behaviour and bullying and is clear about the powers at their disposal, but which also allows schools freedom as to how they tackle bullying. I will come to Ayden’s law shortly. But along with freedom comes accountability. As a number of Lords have mentioned, Ofsted now clearly holds schools to account on how well they deal with behaviour and bullying. Since January 2012, inspectors must consider pupils’ freedom from bullying, harassment and discrimination. The department has also provided £4 million for four anti-bullying organisations to work in schools.
Section 19 of the Education Act 1996 places a duty on local authorities to provide full-time education for children of compulsory school age who, due to illness, exclusion or any other reason, including bullying, may not otherwise receive suitable education. That is what we define as alternative provision education. The Government have shown the importance they place on providing a good quality education to these pupils by asking Charlie Taylor last year to review alternative provision. He stated that it was,
“a flawed system that fails to provide suitable education and proper accountability for some of the most vulnerable children in the country”.
The Government have agreed to all Charlie Taylor’s recommendations and acted swiftly to improve the quality and range of alternative provision by giving existing providers more autonomy through conversion to AP academies and by encouraging new providers such as AP free schools. We now have 14 AP academies and 32 new AP free schools either open or approved. They are providing a range of alternative provision and include such excellent providers as the Bridge Academy, the Complementary Education Academy and Everton Free School.
We are also enabling schools to have greater responsibility and funding for commissioning alternative provision. We have set clear standards for this provisioning and, since September 2012, Ofsted has shone a bright light on mainstream schools’ commissioning of AP. We have asked Ofsted to conduct detailed thematic surveys of this every three years. As part of the wider school funding reforms, since April this year we have ensured, for the first time, that all maintained alternative provision providers such as PRUs, AP academies and AP free schools receive essential core funding of £8,000 per pupil. Top-up funding will then be paid depending on local frameworks agreed between the provider and the commissioner. Schools and local authorities are best placed to decide the appropriate provision for their pupils and, as such, responsibility for commissioning and funding AP has to be at the local level.
We are also trialling a new approach, the “exclusion trial”, built on excellent work previously pioneered in Cambridge, under which schools maintain responsibility for excluded pupils—who stay on their roll—including for placing them in AP settings. This gives a real incentive to schools to intervene early to address behavioural problems before they become entrenched. It also means that schools will ensure that the AP they commission is of high quality and results in pupils achieving good qualifications. The trial includes 11 local authorities.
For the first time, we are utilising effective practice in AP by involving pupil referral units and AP academies in teacher training. Trainee teachers will now be able to teach and gain qualified teacher status in PRUs and AP academies. Eight PRUs are working with 21 trainee teachers for their initial teacher training with seven initial teacher training providers.
I turn now to the mental health support available for children and young people who are bullied. Good head teachers know the importance of supporting young people who are unhappy, unwell or struggling with their family life. Ofsted evidence shows that schools whose pupils do well academically recognise this. In July last year, the cross-government No Health Without Mental Health implementation framework was published. It describes the role that schools and local authorities should play and recommends that schools and colleges have a whole-school approach to this. In his AP review, Charlie Taylor said that the interface between CAMHS and schools does not work as effectively as it should. We are looking at this in some detail.
I can confirm, as requested by my noble friend Lady Walmsley, that my department’s investment in the pupil premium enables schools to invest in pastoral support, therapists and counselling—as in my own school, which has an extensive inclusion programme of therapists and counselling, run by our SENCO. As my noble friend Lady Walmsley said, these are complicated issues and home circumstances often play a very big part. Pupil premium funding is driven by the number of economically deprived pupils, who are more likely to face mental health issues. We also fund a £3 million two-year grant with the Better Outcomes, New Delivery consortium, or BOND.
Helplines also provide a vital source of support and advice for children who are bullied. We have awarded the NSPCC a grant worth £11 million for investment in ChildLine and the NSPCC helpline. In addition, we have awarded a £1.3 million contract to YoungMinds to deliver a helpline for parents whose children are having mental health difficulties. We have also extended the Coram Children’s Legal Centre funding for a further two years to March 2015 and fund Family Lives and Contact a Family. All provide advice and intensive support for parents in relation to bullying and SEN.
As the noble Baroness, Lady Jolly, mentioned, a key strategy for improving services for children and young people is to improve their access to good mental health services, such as the Department of Health’s Improving Access for Psychological Therapies programme. IAPT is a service transformation project, aimed at embedding the best evidence-based practice. It trains CAMHS and other professionals in evidence-based therapies. The programme is being rolled out gradually but, by the end of 2015, the Department of Health estimates that 60% of under-19s will be in an area served by the programme.
The Government have also invested £54 million in the Children’s and Young People’s Improving Access to Psychological Therapies programme to transform mental health services for children. We hope that the service will particularly help children at risk of suicide. The Government have underlined that commitment with a specific reference to IAPT for children and young people in the NHS mandate.
Clearly, a highly trained and qualified workforce is also crucial to providing good outcomes for children with SEN, including those with mental health problems. The school SENCO has a critical role to play in this. Every school, including academies, must have a qualified SENCO. He or she has day-to-day responsibility for the operation and co-ordination of specific provision to support pupils. This could include children who are experiencing psychological distress and who are affected by bullying.
Since 2009, the department has funded more than 10,000 SENCOs to complete the national award. We continue to invest in their development and will support a further 800 SENCOs this year. The department has also made a significant investment in educational psychology training of around £5 million per year since 2010. A further £16 million will be made available to support existing trainees to fund their courses and to support two more cohorts starting this year and next.
These principles drive the Government’s reforms but can succeed only if we allow schools, medical practitioners, local authorities and other professionals the freedom to exercise their professional roles, working closely with parents to seek the best outcomes for each child.
The noble Baroness, Lady Brinton, gave examples of particular cases of child bullying leading to suicide. These cases are tragic. With regard to Ayden’s law, we believe that the behaviour and disciplinary framework that schools are required to have in place should be sufficient to cover most cases of bullying and we are wary about suggestions to make bullying a criminal offence. It is difficult to define, could put head teachers in an invidious position and would risk classifying young people as criminals.
Many noble Lords mentioned the Red Balloon organisation. I have had the opportunity of discussing Red Balloon’s work with my noble friend Lady Brinton. Its outcomes sound most impressive. I have not yet had the opportunity of meeting Dr Carrie Herbert, the chief executive, but I hope to do so soon. I hope that it will be able to make a successful application in September under the free schools programme to expand its provision. However, to do so, it will need to demonstrate value for money, demand from schools and local authorities, and clearly demonstrable outcomes.
I was asked about adding bullied pupils to the SEN category. SEN tends to be a long-term issue and we hope and intend that the consequences of bullying can be resolved quickly. However, the definition is deliberately broad and it must allow local professionals the freedom to make those judgments. I understand the points raised by my noble friend Lady Brinton about the need to provide rapid support for children and young people who have become deeply troubled as a result of bullying. Local authorities can issue a short-term statement or make an emergency placement. Education, health and care plans are intended for longer-term, more complicated needs and can take up to 26 weeks, although we are reducing that to 20 weeks.
A number of noble Lords referred to cyberbullying, which is a particularly insidious and harmful form of bullying. We are working closely with anti-bullying organisations such as Childnet International, social networking sites and other internet companies. We included wide search powers in the Education Act 2011 to give teachers stronger powers to tackle cyberbullying and CEOP has also developed an excellent resource for teachers.
My noble friend Lord Lexden referred to homophobic bullying. The coalition Government have made it clear that tackling all forms of bullying, including homophobic bullying, is a key priority. Stonewall has found that 98% of young gay pupils hear the word gay used as a form of abuse at school. Such language is offensive and unacceptable. I expect teachers to react to this in the same way as an offensive racial slur. My noble friend also made the point about the national college enhancing training. I will investigate what it does now and what more can be done and I will write to him. I will certainly send a message to free schools and academies about inspection and the importance of eliminating homophobic bullying.
The noble Baroness, Lady Massey, and my noble friend Lady Walmsley talked about school counselling. England does not collect data on the number of schools offering counselling. A recent survey conducted by the British Association for Counselling and Psychotherapy estimated that between 61% and 85% of English secondary schools provide access to counselling. School-based counselling is one of the most widely delivered forms of psychological therapy for young people in the UK. The Department for Education has a two-year grant with Better Outcomes and there are some excellent voluntary and community organisations. My noble friend Lady Walmsley mentioned Place2Be, an organisation I know well and been involved with for a number of years.
The right reverend Prelate the Bishop of Truro made an important point regarding advocacy for young carers and children in poverty. The Department of Health has recently started training school nurses to champion young carers and, as he knows, we are working with the Children’s Society to develop policy. He also mentioned child poverty. This Government’s education reforms are driven very much by the needs of children in poverty. As we all know, the best way out of poverty is a good education.
The noble Baroness, Lady Howe, mentioned early prevention. Schools should excel at this by inculcating a culture of respect rather than a rules-based system so bullying is tackled at an early stage and does not develop. This Government have thought hard about early invention, recognising the importance of boosting our children’s social and emotional capability. We have done this through a range of measures such as Graham Allen’s review, the Early Intervention Foundation and George Hosking’s work with Sally Burlington on the needs of children up to the age of two. They identified the importance of evidence-based programmes and practice, such as the internationally acclaimed Roots of Empathy programme mentioned by my noble friend Lady Walmsley. I am very pleased to hear that the Roots of Empathy classes were launched in 14 primary schools in Lewisham and Croydon and I will be very interested to hear about their progress.
I hope I have been able to reassure noble Lords that bullied children are very much not forgotten by this Government and are very much factored into our education reforms and that every reasonable step has been taken to support them and to end bullying in our schools. I restate the Government’s position and the principle that drives these reforms—all children, regardless of circumstances or setting, must be allowed to thrive and prosper in the education system and receive a good education.
Baroness Jones of Whitchurch
May I push the Minister on the issue of whether bullied children can access SEN facilities temporarily? He quite rightly made the point that SEN facilities normally are for longer term ailments, but is there any reason in principle why we could not amend either the existing legislation or the Children and Families Bill to allow for that temporary access? I wonder whether he would look sympathetically at an amendment along those lines when the Bill comes before us later this year.