Education: Climate Change Science
Lord Watson of Invergowrie Excerpts(5 years ago)
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Lord Agnew of Oulton
The noble Lord makes a very interesting suggestion, which I shall pass on to the Foreign Office.
Lord Watson of Invergowrie (Lab)
My Lords, the noble Lord commented on science and geography being taught in schools. Clearly that is not effective enough, because students in Oxford have started a national petition to make climate change a core part of the curriculum. So far it has attracted 71,000 signatures. So young people are getting the message, and it seems that MPs are as well, because two weeks ago a Labour Motion in another place to formally declare a climate and environment emergency was endorsed without a vote. I should add that the Environment Secretary responded to that debate by saying that the situation we face is an emergency. That endorses the Minister’s point about this not being party political; I very much welcome that. Given Mr Gove’s wise words, perhaps I might build on the point made by the noble Lord, Lord Singh. Does the Minister know whether Mr Gove will raise with Donald Trump during his visit the fact that climate change is a very real threat and that ignoring international agreements and action on the climate crisis is something that he can no longer do?
Lord Agnew of Oulton
My Lords, I am not sure whether my right honourable friend Michael Gove will be meeting Mr Trump, but I am sure that he would raise those issues with him. I want to put a slightly different slant on things. We are making enormous progress in this country to combat climate change. As I mentioned, we are leading the world in offshore wind power generation, the cost of which per kilowatt hour has dropped dramatically in the past five years. We have created a Green Finance Institute. A record proportion of our energy is generated by low-carbon sources. In the past few weeks, we have had the first evidence of generation of electricity without any use of coal at all. We have dramatically reduced the role of coal-fired energy in generation. So we must remember that we are doing an enormous amount. My priority on climate change is that we should adapt to deal with its consequences.
Schools: Adopted Children
Lord Watson of Invergowrie Excerpts(5 years ago)
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Lord Watson of Invergowrie (Lab)
My Lords, I pay tribute to my noble friend Lord Triesman for initiating this debate and for his powerful opening speech which, as he said, was informed by his personal experience as an adoptive parent.
There are over 40,000 children in England who have left care as a result of being adopted or finding a guardian. Many of them will have suffered loss or trauma and therefore require special support. For too many, that is sadly not what they experience. Last year, Adoption UK’s report entitled Bridging the Gap, which has been referred to by several noble Lords, explored the powerful links between well-being and attainment in school. It revealed that adopted children struggle more than their peers at school in several ways and that there are several gaps as a result.
The first is the understanding gap. The report found that almost three-quarters of adopted children said that they did not feel that their teachers fully understand or appreciate their needs and how to support them. Teachers are already underpaid and overworked, so it is essential to ensure that they get the support and training necessary to enable them to bridge this understanding gap. It is also important to inform and educate children about this. Two-thirds of adopted children surveyed had experienced bullying or teasing because it had become known that they were adopted. Under the new regulations on teaching relationships education, pupils will learn about the variety and diversity of modern families. They also need to be taught about families where one or more of the children do not live with their birth parents. An increased understanding of adopted children among their peers is necessary to counter that type of bullying.
Related to this is the empathy gap, which was stressed by my noble friend Lord Triesman and the noble Earl, Lord Listowel. It is key to giving adopted children a chance of receiving an education that will enable them to make their way in the world. It should be a matter of great concern to the Department for Education and Ministers that the Bridging the Gap report found that 60% of adoptive parents do not feel that their child has an equal chance at school. This needs to change, because every child deserves an education that allows them to develop their talents to the full. Yet adopted children are much more likely to be excluded from mainstream school than their peers, on which I shall say more later.
Many of the challenges that these traumatised children face are often exacerbated by an educational environment and culture which, it seems, cannot accommodate their needs. The third gap concerns resources. Schools in England are facing real-terms funding cuts leading to a decline in teaching assistants and specialist support, the very people needed to support looked-after and previously looked-after children. Cuts typically disproportionately affect the most vulnerable, and it is no different in schools.
Finally, there is the attainment gap, which results from the early traumas experienced by many adopted children. DfE statistics on adopted children’s attainment shows that they perform only half as well as the general pupil population at key stage 2 and in their GCSEs, so it should be no surprise that they are also more likely to leave school with no qualifications. The attainment gap will be meaningfully reduced only when the other three gaps of understanding, empathy and resources are addressed.
It is now 10 months since Adoption UK’s report was published, and I would like to think that its recommendations will have been studied carefully by DfE officials. I hope that the Minister will be able to point to actions that the Government are taking or will take to address the gaps referred to in the report and how they can at least be narrowed, if not closed.
In June 2018, a DfE official was quoted in Schools Week as saying that, from September of that year, schools would be required to appoint a designated teacher for children adopted from care to help them at school. In addition, to gain their qualified teacher status, trainee teachers would be required to show that they understand how a range of factors such as social and emotional issues—and how best to overcome these—can affect a pupil’s ability to learn. Can the Minister say what monitoring of progress in these two areas has since taken place and what that monitoring shows?
This feeds into the issue of exclusions, where the figures concerning adopted children are extremely worrying. In November 2017, Adoption UK’s Schools & Exclusions Report found, as my noble friend Lord Triesman said, that adopted children are 20 times more likely to be permanently excluded from schools. Official DfE statistics also show that looked-after and SEND children are more likely to receive exclusions than their classmates. Adopted children share many of the same issues as looked-after children and are disproportionately represented within the SEND cohort.
Despite this, official figures on adoptees being excluded are not currently collected and analysed by the DfE. Why would the Government not collect and analyse full data on attainment, special needs, exclusions, truancy and NEET status for adopted children? It is essential that the Government collect and analyse exclusion and performance statistics for adopted children, as they do for other cohorts, and I hope the Minister will be able to announce today that this will change. If he is not able to do so, I trust that he will be able to explain why. How will educational outcomes for adopted children improve without measuring them? The short answer, of course, is that they will not.
The 2017 Adoption UK report that I referred to revealed that the true extent of adopted children who have been excluded from school is being masked because schools are regularly asking adoptive parents to keep their children out of school without recording them as exclusions. Some 12% of parents said their child’s school had advised them that the only way to avoid permanent exclusion was to remove their child voluntarily—generally referred to as a “managed move”. If true, that is shocking. Can the Minister say what he intends to do to address this behaviour by certain head teachers which, if not unlawful, certainly ought to be?
Another means by which adopted children can be induced by head teachers to disappear from school records is through home education—or, more accurately in many such cases, so-called home education. We welcome the recent announcement by the Secretary of State that it will become mandatory not just for all parents taking their children out of school to register that fact but for head teachers to inform local authorities when a child leaves a school register, for whatever reason. Adoption UK found that 12% of adopted children were being home educated. That is appropriate when parents opt for home education as a first choice, often as a conscious contribution to the development of the child whose life they are determined to make as rewarding as possible. But no less than eight out of 10 home-educating adopters said they would prefer their home-educated child to be in school if the right school place were available. Many of these parents have had no training in educating children and are doing so solely because their children have been permanently excluded or off-rolled and no quality alternative provision is available locally.
Yesterday, along with the noble Earl, Lord Listowel, and the noble Lord, Lord Russell of Liverpool, I attended one of the hearings conducted by the All-Party Group for Adoption and Permanence as part of its inquiry into the adoption support fund. I heard some very powerful evidence from both practitioners and parents and, although it is not directly related to this debate, I have to say to the Minister that the view was very clearly articulated that the adoption support fund simply must be continued beyond March 2020, when its funding is due to come to an end. Those giving evidence to the all-party group told us that it would have catastrophic effects if that were not the case.
I understand that the Minister will be unable to do other than repeat the response made by his fellow Minister Nadhim Zahawi, in a Written Answer to my colleague Rachael Maskell MP two weeks ago, that until the spending review has been concluded, the Government are unable to say anything about the future of the adoption support fund. However, the Minister can—and, I believe, should—give a commitment to noble Lords today that he will undertake to make the case in strong terms to Treasury colleagues that the adoption support fund provides essential therapeutic support for children and families and therefore must continue beyond next year.
Finally, the disparity in education provision between children adopted from local authority care in England and those adopted from overseas is stark. This was referred to by my noble friend Lord Triesman and the noble Lord, Lord Storey. Indeed, in December 2017, the Schools Minister Nick Gibb wrote to all school admissions authorities recommending that they give second priority to children who have been adopted from overseas. That represents discrimination involving vulnerable children who are legally adopted by UK citizens. I understand that Mr Gibb had a re-think and has now committed to righting this wrong with new legislation, although given the suffocating blanket of the Government’s attempts to leave the EU, just when overseas adopted children and their parents will finally receive equal treatment is anyone’s guess. What I do not understand is why the Schools Minister cannot simply tell admissions authorities as an interim measure to treat overseas adopted children as they treat domestic adopted children. Can the Minister provide an answer to that?
There appears to be no such change planned in respect of pupil premium plus, which sees £2,300 per year allocated to each domestically adopted child but not those adopted from overseas. Again, why the difference? Must we assume that it is simply the cost? If so, it is unacceptable for the interests of overseas adopted children to be regarded as dispensable in that way. Pupil premium plus should be paid in respect of all adopted children and should be ring-fenced to ensure that it meets the needs for which it is intended.
It is vital that adopted children, wherever they come from, are not hindered by their past and are given hope that they will be able to create a better future for their own children than they themselves experienced. Education is the number one issue for adoptive parents and, as this debate has highlighted, there is much to be done before they will be convinced that the Government are fully on their side in bringing about an educational environment that meets their needs.
Apprenticeships
Lord Watson of Invergowrie Excerpts(5 years ago)
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Lord Agnew of Oulton
I will write to the noble Earl with the exact figures, but there is good news; I have come reasonably prepared for this question. The percentage of BAME apprentices—black, Asian and minority ethnic —went up from 9.9% in 2011-12 to 11% last year. Importantly, the number of apprentices with learning disabilities has gone up from 7.7% to 11.9%.
Lord Watson of Invergowrie (Lab)
My Lords, one of the causes of the Government falling so far short of their laudable target of 3 million apprenticeship starts by next year is that not enough young people are directed towards apprenticeships in schools. A recent survey showed that only 9% of current apprentices found out about theirs through their teacher, and just 6% through a professional careers adviser. That is totally unacceptable. When will the Government start enforcing the requirement introduced last year for all schools to have a designated careers leader and—under the Baker clause of the Technical and Further Education Act—for head teachers to allow outside speakers to come in and inform young people of the rewarding alternatives to the academic route after they leave school?
Lord Agnew of Oulton
The noble Lord is right that schools are still not engaging enough to encourage apprenticeships. I accept that as fair criticism, but we are improving. We have just had the Youth Voice Census back for 2019, which shows that the percentage of children learning about apprenticeships has gone up. For example, specifically for engagement at FE level, “meaningful encounters” with sixth-form colleges have gone up from 52% to 60% and with FE colleges from 52% to 58%, and independent training provider engagement has risen from 29% to 34%. The work is ongoing.
Children’s Rights
Lord Watson of Invergowrie Excerpts(5 years ago)
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Lord Agnew of Oulton
My Lords, I will have to seek advice from the Home Office and write to the noble Lord on that.
Lord Watson of Invergowrie (Lab)
My Lords, the 2017 Conservative manifesto said:
“Britain should be the best country in the world for children”.
Yet, as other noble Lords have said, today the UNHRC’s recommendation on the child’s rights action group or strategy still remains unfulfilled. The same manifesto also said that child poverty would be reduced but, despite what the Minister has just said, it is going in the opposite direction. Adding insult to injury, last year the role of Minister for Children and Families was diminished from Minister of State to Parliamentary Under-Secretary. In the circumstances, how can the Minister come to this House and tell us that the Government are committed to the interests of children?
Lord Agnew of Oulton
My Lords, I respectfully disagree with the noble Lord about child poverty. A child growing up in a home where all the adults are working is five times less likely to be in poverty than a child in a household where nobody works. In 2010, under the old Labour national minimum wage a person would have taken home £9,200 after tax and national insurance. Today, under the national living wage that person would take home £13,700. That is a dramatic increase for that family.
Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019
Lord Watson of Invergowrie Excerpts(5 years ago)
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Lord Watson of Invergowrie (Lab)
My Lords, I thank the Minister for introducing these regulations. Noble Lords have contributed to what I can fairly say has been a wide-ranging debate, and certainly a very interesting one.
These regulations relate to issues that I believe are fundamental for the human rights of everyone in the UK, both adults and those young people who have yet to achieve that status. As my noble friend Lady Massey said, they are overdue and we welcome their introduction, although they could be more robust in one important respect, as I will mention.
As the right reverend Prelate the Bishop of Durham said, a major change in the world that young children are growing up in since the sex and relationship guidance was last updated two decades ago is the development of the internet and the spread of social media. Of course social media has benefits, but it can also have a genuinely detrimental effect on the lives of children.
Another instrumental factor in the legislation that provided for these regulations was the growing realisation and acceptance that LGBT people have human rights too and that it is not for the state to dictate the dynamics of family life. It is poignant to remember this on the day of the funeral of the murdered journalist Lyra McKee, whose life stood for treating LGBT people equally, especially in a part of the United Kingdom where those rights are currently often denied.
Many noble Lords will recall the progress two years ago of the then Children and Social Work Bill though your Lordships’ House. The key change to the Bill was made in another place, when a new clause was tabled by Maria Miller MP with the cross-party support of almost 50 other MPs, most notably my colleague Stella Creasy, who had long campaigned on the need for LGBT education. The new clause was given enthusiastic support by several children’s organisations and the Terrence Higgins Trust, which, allied to the broad base of support from MPs, led the Government to table their own amendment. So, from September next year, relationships education will be compulsory in all primary schools in England, and relationships and sex education will be compulsory in all secondary schools, with health education compulsory in all state-funded schools. That is an appropriate response to the identified risks that children and young people might face and the need to support them to be safe, healthy and manage their academic, personal and social lives positively.
By that same deadline all schools must have in place a written policy for relationships education and relationships and sex education. Schools are meant to work closely with parents when planning and delivering these subjects, but therein lurks a potential problem. There is a real concern that the Government’s structural reforms to the school system have made it more difficult for parents to have their concerns heard at a school level. The shift to academies and the removal in many cases of local parent governors gives the impression, I fear too often borne out by fact, that decisions are made by managers rather than educationalists in academy trusts that are remote from schools and their communities. That not only damages the relationship between parents and schools, but surely works against early and effective engagement in framing relationships and sex education. It matters if the person in charge of each school is not accessible to parents; that person has to have sufficient stature to carry out the consultation sought by the Secretary of State under these regulations. The Minister is very much an academies man, so I invite him to set out how the remoteness felt by many parents from those running some academies will be addressed in the context of the close working with parents when planning and delivering the subjects covered by these regulations.
We accept the need for parental choice, and understand the provision for parents having the right to withdraw their child from the sex education element of relationships and sex education—in what are still rather ill-defined exceptional circumstances—up to and including three terms before a young person turns 16. I accept what the Minister said in his introduction—that there were likely to be only a small number of occurrences of that—but in terms of contributions from other noble Lords, who can say how many parents will be either willing or equipped to fill the void in providing the sexual knowledge that a young person needs to enable them to make informed choices in their lives? In relationships education in primary schools, the focus should be on teaching the fundamental building blocks and characteristics of positive relationships, which will create opportunities to ensure that children are taught about positive emotional and mental well-being and how friendships can impact on that.
Children should also learn about different types of family make-up. The guidance falls short of requiring schools to teach the acceptance of LGBT people and lifestyles, and gives encouragement to those few schools that might wish to omit LGBT content completely, which is unacceptable. A school’s role is surely to set out different views and approaches in society, with an overall duty to tackle prejudice and foster good relations between people of different characteristics. Teachers should be actively supported in this regard, not undermined, as has happened in those schools that have recently suspended the No Outsiders programme. While the guidance is stronger on LGBT inclusivity at the secondary school stage, it nevertheless advises that sexual orientation and gender identity “should”, rather than “must”, be explored by secondary schools in a,
“clear, sensitive and respectful manner”.
I do not think that comes close to the proselytism referred to in the powerful contribution by the noble and learned Lord, Lord Mackay. There is obviously a need to reassure parents about these regulations, not least in some faith communities. However, it must be stated unequivocally that there can be no opt-out from the Equality Act 2010. We have to ensure that all schools understand their legal obligations. It is essential that they work with their wider communities and resist any attempts to push back from the gains that we have made—often with great difficulty—over recent years.
For all the positive change that has been achieved, as my noble friends Lord Cashman and Lord Liddle said, nearly half of all lesbian, gay, bisexual and transgender young people are bullied at school because of their sexuality, and half of them do not tell anyone about it. More than three in five lesbian, gay and bisexual young people have self-harmed, and the figure rises to more than four in five among trans students. We have a duty to ensure that all young people are provided with the tools they need to navigate a course through situations and events that are at best confusing or challenging, and at worst frightening. As the noble Lord, Lord Scriven, said, schools should offer a safe space.
At the point at which schools decide that it is appropriate to teach pupils about LGBT issues, they should ensure that this is fully integrated into their programmes of study, rather than delivered as a standalone unit, a fact that I was pleased to see supported by the Government, who articulated it succinctly in their response to the consultation on these regulations:
“Pupils should be able to understand the world in which they are growing up, which means understanding that some people are LGBT, that this should be respected in British society, and that the law affords them and their relationships recognition and protections”.
Ensuring that parents are involved in planning what is taught in their children’s schools as part of these regulations is important, but parents must not be allowed a veto on school policy, particularly when that policy is following the law. Recent events at schools, particularly in Birmingham, related to the introduction of the No Outsiders content in the curriculum have attracted a disproportionate amount of attention. In response to these events, the Secretary of State has written a helpful letter to the National Association of Head Teachers, stating that:
“What is taught, and how, is ultimately a decision for the school. We trust and support head teachers to make decisions that are in the best interests of their pupils”.
The only slight issue I have with Mr Hinds’s letter is that not many parents outside school gates will read a letter of three and a half pages to the general secretary of a trade union. A well-publicised visit by the Secretary of State to Parkfield school in Birmingham, standing in support of the head teacher, would have said much more than the letter.
My colleague Wes Streeting MP spoke powerfully when these regulations were debated in another place last month. He suggested that when schools are talking about the importance of having no outsiders and celebrating diversity and difference, the parents need to ask themselves who they think the teachers are talking about. As he said, it is not just the gay child at the front of the classroom. It is the Muslim children in the playground, the Christians who are still persecuted—horrifically in Sri Lanka, as we saw just three days ago—and the Jewish people who are subjected to a rising tide of anti-Semitism. I echo his pointed question:
“How dare people, in defence of their own difference, seek to stifle the freedoms and equality of others?”—[Official Report, Commons, 20/3/19; col. 1162.]
I want to finish on a practical point that I raised with the Minister when these regulations were discussed in your Lordships’ House in February. I did not get an answer then, so I am returning to the subject. We agree on the need for these reforms, but we must ensure that they are properly implemented. The Government have said that there will be £6 million budgeted for school support, training and resources. However, if that were to be spread across all of England’s 22,000-plus schools, it would amount to around £250 per school. I agree with the noble Lord, Lord Russell, that the Minister cannot believe that such a paltry amount will enable schools—let us not forget that many are already under huge financial pressures—with the resources they need to deliver this new curriculum. That figure simply must be increased. This is emphatically not political point-scoring. At the heart of relationships education, relationships and sex education and health education, there is a focus on keeping children safe, informed and prepared for life. We are united in wanting that aim to be fulfilled. It must not be frustrated by a lack of resources.
Lord Watson of Invergowrie
I thank the Minister for that interesting description of the complaints procedure, but it was not the point that I raised. I was talking about the means available to parents of children who are in an academy as part of a multi-academy trust which has its own governing body. Often, the schools within that do not have their own board of governors or even a committee—call it what you like—to which individual parents can feed in. In the context of these regulations, if we are deciding what is taught in a particular school, that is important. If parents do not have that link—because it is perhaps a manager at the academy trust headquarters making the decision—it is a gap that needs to be filled.
Lord Agnew of Oulton
I am certainly happy to write to the noble Lord to clarify that, but I reassure him that each academy school will have a governing body. There may be some instances where a governing body operates over two or three schools if they are small schools, and they may be called academy councils rather than governing bodies, but there is a representative body beneath the academy board—there may be instances that I do not know about, but I would be very surprised. To link back to my opening comments, academies as well as local authority schools will be required to consult parents in their construction of these curricula.
The noble Lord raised the budget issue. I understand that £250 a school sounds somewhat derisory. We will be looking at training for newly qualified teachers and at how we can provide more training as part of that preparation for teaching. We will of course keep a weather eye on the quality of the online materials made available and will gain experience from the pathfinder schools that start teaching this from September this year.
I believe that we all share an ambition to ensure that our children and young people have the knowledge to help keep themselves safe, to be prepared for the world in which they are growing up and to respect others and difference. These regulations give us the opportunity to build a consistent foundation across all schools so that children and young people have the knowledge they need to manage their academic, personal and social lives in a positive way. For the reasons that I have set out, I commend the regulations to the House.
Schools: Staffing
Lord Watson of Invergowrie Excerpts(5 years, 1 month ago)
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Lord Watson of Invergowrie
To ask Her Majesty’s Government what assessment they have made of the decision by some teachers to take a 20 per cent pay cut in order to prevent staff redundancies in their schools.
The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)
My Lords, it is for schools to make their own decisions about investing their funding and their staffing. The department publishes pay ranges and all maintained schools must follow these in setting pay. Although there is more money going into our schools than ever before, we recognise that there are some budgeting challenges. That is why we have introduced a wide range of practical support to help schools and local authorities economise on non-staff costs.
Lord Watson of Invergowrie (Lab)
My Lords, I thank the Minister for that reply, but it is the usual mantra about more funding going into schools. That is, frankly, sophistry, because 91% of schools have suffered real-terms cuts in per-pupil funding since 2015. My question highlights just one example of school budgets being stretched beyond breaking point, leading to situations where parents are asked to buy essential items such as books and stationery. Some schools now close on Friday lunchtimes to save money. Is it not a disgrace that, in one of the richest economies in the world, head teachers are forced to beg for funding in some situations? The very principle of free education is being undermined by Conservative cuts to our schools. The Government’s latest school workforce statistics show that, in 2017, there were 137,000 more pupils in England’s schools, yet there were 5,400 fewer teachers and 2,800 fewer teaching assistants. How can the Minister possibly justify that?
Lord Agnew of Oulton
My Lords, I think that the school which has come to the noble Lord’s attention is Furzedown School in Wandsworth. The challenge which that school faces is declining pupil numbers. They have declined every year for five years, which is why it needs to keep an eye on its staffing levels. That is its problem. It is a well-funded school, receiving £4,900 per pupil, which is well above the national average of £4,166. On the bigger point of overall funding, the IFS has said, independently, that per-pupil funding for five to 16 year-olds by 2020 will be 50% higher than it was in 2000.
Knife Crime: First Aid in Schools
Lord Watson of Invergowrie Excerpts(5 years, 2 months ago)
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Lord Watson of Invergowrie
To ask Her Majesty’s Government what assessment they have made of the number of schools offering pupils advice on what first aid to deliver, and how to communicate clearly with emergency services, when someone has been stabbed.
The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)
My Lords, we know that first aid saves lives. That is why life-saving skills are part of health education, which we are introducing in all state-funded schools. Pupils will be taught first aid, how to make efficient calls to the emergency services and, in secondary schools, CPR. We are also introducing relationships education in all schools. That will help pupils to form and maintain healthy relationships, manage conflict and get help when it is needed.
Lord Watson of Invergowrie (Lab)
I thank the Minister for that reply. Children are learning in school how to deliver first aid to knife crime victims because they increasingly find themselves affected by violence. I commend the important work being done in schools by the charity StreetDoctors. Last week, the Prime Minister denied that there was a direct link between reduced police numbers in communities and increased knife crime and, although that was widely refuted, not least by the Metropolitan Police Commissioner, many usually linked causes contribute to knife crime. One of them is permanent exclusions from school, which have risen sharply in recent years; there is a shortage of registered provision for excluded children, some of whom are thus unsupervised. Exclusions are a necessary and important sanction, but does the Minister agree that it is not acceptable or indeed legal to exclude without due regard for the impact on and risks to the child being excluded?
Lord Agnew of Oulton
My Lords, the noble Lord raises a very important point on exclusion. It is always a last resort to use a permanent exclusion for a pupil. Just to give some context, the percentage of permanent exclusions last year was actually less than it was 10 years ago. In 2006-07, it was 0.12% and last year it was 0.10%, so we need to keep that in perspective. We are pretty confident that there is no causal link between permanent exclusions and knife crime. However, we are alert to the need to provide better specialist provision for children who are permanently excluded. That is why we announced a number of initiatives in October, including an extra £100 million in capital for special provision for schools.
Schools: Swimming and Life-saving Skills
Lord Watson of Invergowrie Excerpts(5 years, 2 months ago)
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Lord Watson of Invergowrie (Lab)
My Lords, we are indebted to the noble Lord, Lord Storey, for initiating this debate on the very important—though often underreported—subjects of swimming and life-saving skills. All primary-aged children should learn to swim. It is a basic life skill and a life-saving skill, whether it involves developing the ability to save themselves—and possibly others as well—in difficult circumstances, or learning particular life-saving skills, such as CPR and how to get help in a medical emergency.
The Government seem to be clear on the additional action required to achieve this, as evidenced by the announcement in October 2018 that primary schools were to receive extra support and improved guidance to help make sure that all children can swim confidently and know how to stay safe in and around water. It is to involve the provision of more swimming lessons, extra teaching and improved guidance, supported by the PE and sport premium. All this is to be welcomed.
What was not spelled out was how much of the PE and sport premium would be dedicated to this extra support for swimming and life-saving skills. The premium has around £300 million available to it, so can the Minister say whether the swimming initiative is to be taken from that, or have new resources been allocated to fund the enhanced activity?
Presumably, the intention is to build on the 2017 Review of Curriculum Swimming and Water Safety, published by the National Water Safety Forum—an association of bodies with a range of interests and responsibilities. As the noble Lord, Lord Storey, said, their review contained 16 recommendations to the Government. Almost two years later, how many of those recommendations have been met or are in the process of being met?
The Local Government Association has called on the Government to do more to raise awareness of water safety issues. It stressed that there needs to be greater emphasis in the school curriculum on water safety, drowning prevention and messages around cold water shock and what that can do to those who unexpectedly find themselves in water. The statistics that most resonated with me in the LGA briefing were that more people in the UK die each year from drowning than from fires at home, and that more people drown while out walking or running than while swimming.
These facts underline the need for young people to be prepared for the dangers that can await them. This is why the initiative announced by the Government in October last year is to be welcomed. It will be delivered in partnership with Swim England, as part of the Government’s sport strategy, Sporting Future, committed to ensuring that every child leaves primary school able to swim. This is a very necessary objective.
The measures were announced days after a government-backed review of swimming and water safety in primary schools, entitled Swim England Parents and Curriculum Swimming Research 2018, was published. That survey found that swimming standards vary in schools—as noble Lords have mentioned—despite it being compulsory in the national curriculum. Following its recommendations, the Government was said to be,
“working with Swim England to provide extra guidance to help schools deliver safe, fun and effective swimming lessons”.
This is necessary because, as the RNLI reported in its excellent briefing for this debate, and has been mentioned already, today around 1,000 schools in England do not teach swimming, even though it is a statutory requirement.
I hope the Minister will confirm that schools failing to meet their legal requirements will quickly and decisively be brought into line. These include academies, which may not have to follow the national curriculum but have a duty to see that their children are properly trained to ensure their safety. Children who attend schools that do not provide swimming lessons—and their parents—are being failed. This cannot be allowed to continue.
The problem may be much greater than this. There are around 18,000 primary schools in England. When the Swim England survey asked parents of children in reception, year 3 and year 6 about their child’s swimming provision—as the noble Lord, Lord Storey, said—it emerged that a mere 53% of primary school children in England have swimming lessons, just over half. For the figure to be 33% for reception children is perhaps not too much of a surprise, but for year 3 the figure was only 63%, with an even more disappointing 64% receiving lessons in year 6—that is, children aged 10 and 11. To say that there is much room for improvement would be an understatement.
Access to pools may be an issue, although that should not be used as an excuse, because timings can be flexible. The Local Government Association highlighted that 72% of primary schools use publicly owned facilities for their swimming activity, but access can be compromised as a result of issues of cost, availability and transport. Quite a few independent schools with swimming pools work in partnership with state schools to provide access, and I hope that that can be increased.
Swimming comes under physical education, and the narrowing of the curriculum since the introduction of the EBacc has reduced opportunities as a result. Recent research in secondary schools by the Youth Sport Trust found that timetabled PE time is decreasing, and the reduction is greater as students get older. At key stage 4, 58% of schools had reduced timetabled PE in the past five years, and nearly a quarter had done so in the past year. By the time young people are in sixth form, they are doing barely half an hour a week.
The same survey found that nearly 40% of teachers said that their provision had declined because core or EBacc subjects had been given additional time, with students taken out of timetabled PE for extra tuition in those subjects. Those results were cited last week by her Majesty’s chief inspector, who said that the result,
“chimes with our own two-year research programme on the curriculum”.
PE is likely to be a subject that has been affected by that curriculum narrowing, and it would appear that that is not contested by the DfE, because I found Amanda Spielman’s speech on its website. Children learning about water safety cannot be treated as an optional extra and must not be squeezed out of the curriculum.
Life-saving skills are equally important, and we welcome the announcement by the Secretary of State in January that all secondary school-leavers in England are to be taught cardiopulmonary resuscitation and general first aid for common injuries, including defibrillator use, from 2020. The British Heart Foundation described the plans as a decisive moment in attempts to improve on the less-than-10% survival rate for people in the UK with cardiac arrests while not in hospital. It is surely no coincidence that in countries that teach CPR in schools, cardiac arrest survival rates are more than double those in Britain. There are 30,000 out-of-hospital cardiac arrests every year and, each day, people needlessly die because bystanders do not have the confidence or knowledge to perform CPR and defibrillation. It is absolutely appropriate that all schoolchildren should be given the opportunity to learn these skills. Introducing CPR lessons in health education in all state-funded secondary schools is a significant step that could lead only to increased survival odds for countless people.
Of course, schools alone are not the answer. The responsibility for ensuring that children have enough opportunity not just to exercise and live healthier lives but build the skills that may save lives ultimately rests with parents. The combination of parental awareness and good-quality, consistent learning options in school will lead to future generations being better able to keep themselves and others safe.
The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)
My Lords, I am pleased to answer this Question for Short Debate, and thank the noble Lord for raising the important issue of swimming and life-saving skills in schools. Swimming is a vital life-saving skill. This is why pupils are taught to swim and about water safety at primary school. I am delighted to be able to update the House today on the work the Government are doing to improve swimming and water safety skills in schools. Being able to swim and learn about water safety, including the dangers of open water swimming and cold water shock, can prevent accidents and drowning fatalities.
The noble Lord, Lord Addington, asked how many sports are impacted by one’s ability to swim. It opens up opportunities to participate in a wide range of water-based activities, such as canoeing, rowing and sailing. I cannot get to the figure of 20 that he mentioned, but he is correct that it impacts on many opportunities, which is why all pupils should have the opportunity to learn to swim.
The Government support the view of the noble Lord, Lord Storey, that no child should leave primary school unable to meet a minimum standard of capability and confidence in swimming. This is reflected in the national curriculum, which includes swimming and water safety as compulsory elements at primary level. It also provides a frame of reference for academies in deciding what to offer as part of the broad and balanced curriculum. We know that too many pupils leave primary school unable to meet those expectations. We are working closely with colleagues in government and the sport and education sectors to raise attainment.
In 2015 the Government asked the Swim Group to submit an independent report setting out recommendations for improving curriculum swimming as part of the Sporting Future strategy. The Swim Group includes representatives from across the swimming and education sectors. The report demonstrated the need to do more to support schools in delivering swimming and water safety lessons to all pupils.
The noble Lord, Lord Watson, asked about progress in implementing the recommendations. To date we have implemented four of them. Sport England is also updating its facilities guidance for local authorities. We have increased the flexibility of pupil premium funding, and we are including a communications strategy, which was recommended, for educational stakeholders. For secondary schools we are also including an updated communications strategy. We took the recommendations very seriously, and we are endeavouring to implement as many as possible.
All primary schools in receipt of PE and sport premium, including academies, have to report on how many of their pupils meet the swimming expectations. We have increased support for schools to use their PE and sport premium to increase training and provide additional top-up swimming lessons. New free guidance is available from the Swim England website, which covers everything schools need to know about how to provide high-quality swimming and water safety lessons to all pupils.
We have worked with the Independent Schools Council to encourage meaningful partnerships between independent schools and their local state primaries. For example, Cheltenham Ladies’ College is working with local partners to provide additional swimming lessons to pupils not able to swim after being taught swimming in their core PE lessons.
The noble Lord, Lord Addington, asked about SEND pupils. We agree that it is most important that all pupils have the ability to learn to swim. The Swim Group reported that not all pupils with SEND have access to swimming and water safety lessons in school. More work needs to be done to understand the current provision, and any barriers to inclusive lessons. We have funded a project to help address this issue—the Youth Sport Trust-led Inclusion 2020 project has identified five local areas to form partnerships to improve swimming and water safety: Durham, Dorset, Milton Keynes, Northamptonshire and West Yorkshire. We will review the evaluation of these local innovation partnerships when it is available in 2020.
The noble Lord, Lord Addington also asked about the resources available for swimming generally, and I can reassure him that, again, there is a lot going on. Sport England is working with nearly 100 local authorities that have plans for additional swimming pool provision. Since 2012 it has invested £67 million in 46 local authority facilities to include pools, which results in about £700 million in investment from those authorities.
We will continue to build on this work across government, working with and supporting schools, county sports partnerships, and swimming and water safety bodies and charities. We are working with Swim England to publish online videos that will support teachers in assessing pupils’ swimming capabilities. These will be available to all schools this spring. Our swimming and water safety communications activity will focus on supporting a water safety awareness week. This addresses part of the question asked by the noble Lord, Lord Addington, about highlighting the dangers of being around water. The awareness week will include information on that subject, and a new guidance pack for parents on school swimming and water safety will be published on the Swim England website by the end of March, including information on how to be safe in and around water.
The noble Lord, Lord Storey, asked some related questions—and one in particular, about drowning following excessive intake of alcohol. The noble Lord is right to highlight this as an important subject. Issues around alcohol will make up part of the health education taught in schools. Combating alcohol-related drowning is a priority for partners such as the Royal Life Saving Society, with its national campaign, “Don’t Drink and Drown”. This campaign reaches out to universities and warns drinkers to steer clear of walking by or entering water when under the influence of alcohol.
The noble Lord, Lord Storey, also asked about the collection of data on drowning. The collection of data on water-related incidents is an important part of reducing the number of deaths by drowning. I welcome the collaboration on data collection through the water incident database, but I will raise the issue with the Department for Transport, which has the overall responsibility for water safety.
County sports partnerships review schools’ reporting of the use of their PE and sport premium and this year we will be looking at those reports in more detail. We will be launching a school sports action plan in the spring of this year. It will have at its heart how sport can assist in the development of character and well-being in pupils. Swim England is involved in its capacity as a national governing body of sport.
My noble friend Lord Dunlop raised several questions. On the sharing of experiences between English and Scottish schools on swimming, Swim England is working closely with Swim Scotland and other swimming national governing bodies. They are sharing the outcomes of the Swim Group report and the government actions to support these national governing bodies to work with their own Governments.
My noble friend asked about data. The Active Lives Children and Young People Survey will provide annual data on swimming following findings on school swimming and water safety in the December 2018 publication of the survey. These annual findings will give us robust information on the swimming and water safety skills of pupils. We have also changed the reporting for primary schools to ensure that the mandatory requirement to report the use of the premium on their school website includes a requirement to publish information on their pupils’ swimming and water safety ability.
Lastly, my noble friend asked whether the picture is changing. Sports England’s Active Lives Children and Young People Survey collected data on more than 100,000 pupils and reported its first findings in December last year. Seventy-seven per cent of year 7 pupils reported being able to swim the 25 metre unaided requirement in that survey.
Life-saving teaching in schools also relates to work that the Government are doing in health education. We are making health education compulsory in all state-funded schools in England and voluntary teaching will begin in September of this year. In doing this we have responded to the sustained calls for mandatory first aid in schools so that pupils can have the access they need to knowledge about life-saving and first-aid skills.
The noble Lord, Lord Storey, asked about the teaching of water safety and rightly highlighted the importance of learning about it. Our guidance on health education encourages schools to look for opportunities to draw links between subjects and integrate teaching where appropriate. There will be an opportunity for schools to bring together what they teach in life-saving with their swimming lessons. The new water safety guidance pack can help them to do that more effectively.
We have proposed in the updated draft statutory guidance that health education will include first-aid and life-saving skills in core content for the first time. This will support whole school approaches to fostering pupil well-being and developing pupils’ resilience and ability to self-regulate. We encourage teachers to draw upon high-quality resources in the classroom, including guidance on first aid and emergencies from the British Red Cross, St John Ambulance and the British Heart Foundation.
As such, health education should complement what is already taught and develop pupils’ core knowledge and broad understanding to enable them to lead healthy, active lives. It will be up to schools to decide whether and how to build on the core swimming expectations in the context of their wider health education provision.
The debate we have had today has highlighted how important swimming and life-saving skills are.
Lord Watson of Invergowrie
The Minister has answered a considerable number of questions but he has not answered one of mine in relation to the funding that supports the announcement in October last year of additional support for schools. The figure of £300 million in the PE and sport premium was mentioned. My question was whether the activities announced in October 2018 are to be paid for through that—and, if so, how much—or is it to be new resources from the DfE?
Lord Agnew of Oulton
Apologies to the noble Lord; I omitted that in my reply. Extra help for schools was announced on 18 October but there was no new funding specifically for school swimming. However, we have encouraged use of the £320-million PE and sport fund, from which all primary schools receive each year to support school swimming and water safety. This works out on average at about £18,000 per single-form-of-entry primary available for sports activity. More broadly, as part of the 2012 Olympic legacy, we have invested nearly £1 billion in sport in aggregate since then.
This debate has highlighted how important swimming and life-saving skills are, and the role that schools can play in teaching them. I hope that the range of actions I have set out demonstrate just how seriously the Government take the ambition that all pupils ought to leave primary school being able to swim, and that the new health education requirements can help to build on that. I hope all noble Lords will join me in doing all we can to make sure that schools are aware of the support and take advantage of it.
Relationships Education, Relationships and Sex Education, and Health Education
Lord Watson of Invergowrie Excerpts(5 years, 2 months ago)
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Lord Watson of Invergowrie (Lab)
My Lords, I thank the Minister for repeating this important Statement. We welcome the fact that the Government are introducing the provisions of the Children and Social Work Act 2017 on the introduction of compulsory relationships education for all pupils in primary schools, and compulsory relationships and sex education for all pupils in secondary schools. In addition, health education is being made compulsory for all pupils in state-funded schools, which is also something that we regard as a positive move in preparing young people for an increasingly complicated world. I have a number of questions for the Minister and will be perfectly content if he wishes to respond in writing if he feels unable to answer them immediately.
The Secretary of State announced that he is making £6 million available for training and resources to support the new subjects, but that averages out at around £250 per school. What does the Minister expect schools to be able to achieve with such meagre additional resources? Can he further provide an indication as to whether these are indeed additional resources or whether they are recycled from within the DfE budget? How many teachers will be trained in the new subjects, and how many schools does he expect to be teaching them, by the date that he mentioned, September 2020?
I agree with the Secretary of State that these subjects are of vital importance, but I suspect I am not alone in wondering what he expects schools to teach less of in order to make room for these new subjects in the timetable.
I understand the Government’s position on the parental opt-out for relationships and sex education, but I have to ask why they would not give a child the right to be included in those lessons at any age instead of selecting what appears to be an arbitrary age at which point the child’s voice will be heard. The Statement says that the parental opt-out could be overruled in “exceptional circumstances”. Could the Minister give examples of what he believes would amount to such exceptional circumstances?
Noble Lords will have read of the dreadful bullying and mental health problems that affect LGBT people. The fact that these issues are included in the draft guidance could be a milestone in ensuring that these people and others can grow up understanding more and living in a safer environment. We are certainly glad that the draft guidance says that these topics must be fully integrated into the curriculum and not taught separately. Does the Secretary of State believe that there are any circumstances in which a school should be allowed to simply not teach LGBT issues as part of this curriculum? Obviously, it would undermine the whole thrust of the provisions if that were the case.
It can be only to everyone’s benefit if we better understand the differing issues that face each of us. I hope these regulations will mean that we can work on a cross-party basis to make that a reality for the next generation.
Lord Addington (LD)
My Lords, following on from the questions from the noble Lord, Lord Watson, I would like to say that I agree with virtually every single one of them—indeed, all of them on this occasion. I also congratulate the Government on having done this. Apart from anything else, this is a good thing; there have been very few things from across the House recently which we have been able to say were a good thing, so whatever else, it makes a nice change. Also, it was announced on the radio this morning—I heard it while having my cornflakes—that certain groups were protesting against this activity. Let me congratulate the Government again; if you had not offended somebody when you did this, it would not be worth the paper it is written on.
I have one or two smaller questions, which follow on from those of the noble Lord, Lord Watson. First, on the tools and the £6 million, the noble Lord hit it absolutely squarely; that is a very small figure for the entire education system. How much ongoing training will be given to teachers in delivering this? Will it be worked into initial teacher training or education, whichever one you want to use? How much CPD will be used? This is a new set of skills that has to be worked into lessons. It will not be that easy; there will be mistakes. How will we look at this and review it? I think this is a very valid question. Do not damage a good thing for a ha’p’orth of tar. Make sure you do this correctly.
Also, when going through this process, can we make sure that the entire system comes around and behind it, so that we can deliver this properly? If we push it off into certain departments, or it becomes something which is normally seen in certain lessons, we will always have problems. It would be very helpful, either today or in some later guidance, to have some idea about how the Government will bring the system around this and how they will work this through.
Last, but I hope not least, I have a question about what it says in the Statement about people with special educational needs. What does the Minister mean by this? Of course, this is my own special area. Which groups is he talking about? Is there some style in this? A few people with autism may have some trouble understanding these topics, but only a few. Somebody with dyslexia may well have no problem with this. What do the Government mean by this? If you do not have the answer now, where will it be presented? The phrase about special educational needs takes into account 20% of the school population, so please give some guidance on this.
Universal Credit: Free School Meals
Lord Watson of Invergowrie Excerpts(5 years, 2 months ago)
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Lord Watson of Invergowrie (Lab)
My Lords, the delay in the rollout of UC is surely a recognition by the Government that inter alia they have not offered proper protection to around 1 million children in poverty who would have become eligible for free school meals under the transitional arrangements. They are expected to miss out, at a cost of around £430 per child. As the noble Lord, Lord Addington, said, teachers know only too well that an undernourished child is in no fit state to be taught effectively. I have to say that the current Secretary of State for Work and Pensions is showing signs of a caring approach that was singularly lacking in her predecessor. Will the Government now adopt the policy consistently advocated by Labour and support all children living in poverty by completing the rollout while maintaining the existing rules under which all universal credit claimants are eligible for free school meals?
Lord Agnew of Oulton
My Lords, we debated this almost exactly a year ago. The key thing which may be being misunderstood is that the provisions we have put in place for children with parents on universal credit are for an expanded cohort of children. More children are now entitled to free school meals than were before universal credit.