School Curriculum: Creative Subjects
Debate between Baroness Massey of Darwen and Baroness Evans of Bowes Park(8 years, 3 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Baroness Massey of Darwen
To ask Her Majesty’s Government what assessment they have made of the recent findings of the Girls’ Day School Trust survey on the impact of creative subjects in the school curriculum on pupils’ stress levels.
Baroness Evans of Bowes Park (Con)
The department has seen the preliminary findings of the survey. We believe that every child should experience a high-quality creative education at school. Participation in creative activities helps prepare children for adult life by building confidence, perseverance and the ability to co-operate with others.
Baroness Massey of Darwen (Lab)
I thank the Minister for that positive reply. Is she aware of research indicating that creative activities such as art and music benefit well-being, particularly after trauma and stress? Why are creative subjects in schools not therefore given more status, not only for their own sake but to increase pupil knowledge and self-confidence and to decrease stress, as the report suggests?
Baroness Evans of Bowes Park
I am aware of the research. We certainly believe that every child should experience a high-quality creative education throughout their time at school. That is why we have invested over £460 million in a range of music and arts education programmes designed to improve access for all young people, no matter their background. Of course, schools themselves are leading the way. For instance, Archibald Primary School in Middlesbrough is a local hub for the Royal Shakespeare Company, and this partnership has enabled its children to visit and perform in Stratford.
Schools: Admissions Code
Debate between Baroness Massey of Darwen and Baroness Evans of Bowes Park
Baroness Massey of Darwen (Lab)
My Lords, I understand that there is to be a consultation on a package of changes to the schools admissions code and that there will be measures on fairness and transparency. Will the Minister define what the Government actually mean about fairness and transparency?
Baroness Evans of Bowes Park
Schools obviously have to publish their admissions codes. It is most important that parents understand what they are and what they mean so that, if they want to send their child to a school, they understand the criteria on which it will judge. We want to put parents at the heart of this, which is why we propose to make sure that their concerns are raised by the adjudicator and can be looked at in a timely fashion. We also want to make sure that schools explain their admissions policies clearly so that parents can try to get their children to the schools they want.
Women: Literacy
Debate between Baroness Massey of Darwen and Baroness Evans of Bowes Park
Baroness Evans of Bowes Park
We are committed to improving literacy skills, which is why the Secretary of State has said that by 2020 we want all children in England to be the best readers in Europe. We have made important changes at primary school to ensure that children are improving their skills. We also know that children need help from their parents, so we are also trying to focus on improving parents’ literacy skills. We have supported more than 100,000 learners, the majority of whom were female, in family learning programmes to help them with their literacy. We know from studies that that means they feel better able to support their children and to help them get the advantages they need.
Baroness Massey of Darwen (Lab)
How many initiatives exist to support women whose first language is not English?
Personal, Social and Health Education
Debate between Baroness Massey of Darwen and Baroness Evans of Bowes Park(8 years, 8 months ago)
Lords ChamberRead Full debate Read Hansard Text
Baroness Massey of Darwen
To ask Her Majesty’s Government what steps they propose to take to make Personal, Social, Health and Economic education compulsory within the curriculum.
Baroness Evans of Bowes Park (Con)
My Lords, this Government want to prepare all young people to succeed in modern Britain. High-quality teaching of PSHE is central to that and we expect all schools to teach it. After careful consideration, we believe that it is not the availability but the quality of PSHE teaching that is the most pressing issue. We have now asked leading head teachers and practitioners to produce an action plan for improving PSHE. We shall continue to keep the status of the subject under review and work with these experts to identify further steps that we can take to ensure that all pupils receive high-quality, age-appropriate PSHE and sex and relationship education.
Baroness Massey of Darwen (Lab)
I thank the noble Baroness for her response. I have just received a letter to Neil Carmichael from Nicky Morgan, the Secretary of State for Education, which states, as the noble Baroness has stated, the importance of PSHE. This is in response to a letter from four chairs of committees—education, health, home affairs and business, innovation and skills—all supporting the view that PSHE should be compulsory. To quote a brief paragraph—
Baroness Massey of Darwen
The question is coming up. Does the Minister agree that the following is important?
“PHSE is a crucial part of preparing young people for life. It can provide them with knowledge and confidence to make decisions which will affect their health, wellbeing and relationships, now and in the future. It can help develop the skills and attributes needed to secure employment, and can help protect young people from abuse in many forms.”
When will the Government start listening to such eminent people and when will they respond to these concerns and stop making excuses to disadvantage young people?
Baroness Evans of Bowes Park
We certainly agree that PSHE is important but what we are most concerned about is the variability in teaching of the subject. That is the most pressing problem, so we want to focus our efforts on ensuring that all children have access to high-quality teaching. However, we do not believe that this will be achieved simply by statute, which is why we are engaging with head teachers to ensure that we can provide all schools with the information that they need to teach high-quality PSHE.
Female Genital Mutilation: Education in Schools
Debate between Baroness Massey of Darwen and Baroness Evans of Bowes Park
Baroness Evans of Bowes Park
My Lords, since 2014 FGM has been included in the PSHE programme of study so that is now an option for teachers, but we believe that it should be up to schools to have the autonomy to reflect the needs of their pupils. Of course teaching about FGM is one option that they can include, but we believe it is up to schools to think about the needs of their pupils and the communities that they serve, and it is for them to decide what best to cover and how best to cover it within their curriculum.
Baroness Massey of Darwen (Lab)
My Lords, would the Minister agree with me that, however good schools’ PSHE programmes are—and some are excellent—schools cannot mop up all the ills of society? Would she further agree that this is a highly sensitive issue, which is about the law and violence against women, and therefore needs delivering to teachers and pupils in a sensitive and expert way by people such as the school nurse or a doctor? It is not a case that can be taken very lightly.
Northern Powerhouse: Early Years Attainment
Debate between Baroness Massey of Darwen and Baroness Evans of Bowes Park(8 years, 10 months ago)
Lords ChamberRead Full debate Read Hansard Text
Baroness Massey of Darwen
To ask Her Majesty’s Government how they plan to address the report The State of the North 2015: Four Tests for the Northern Powerhouse, in particular the statement that there is a 12 percentage point gap in early years attainment between the poorest children in London and those in the north of England.
Baroness Evans of Bowes Park (Con)
My Lords, the Government are investing in transport, science and innovation alongside devolving powers to local areas to raise productivity, increase employment prospects and enhance transport links in the north. Since the Institute for Public Policy Research report was published, the early years attainment gap it refers to between the north and London has narrowed. The latest early years foundation-stage profile shows that it has decreased from 12 to 10 percentage points.
Baroness Massey of Darwen (Lab)
I thank the noble Baroness for that Answer. May I press her about the early years foundation-stage profile, which is for children aged five at the end of their first year in school, covers seven areas of learning and gives teachers a good picture of how the child is developing? However, I understand that this profile will not be statutory after September 2016. Will this not leave a gap in how we can assess child development, will anything replace it, and how will we know what is happening across the country?
Baroness Evans of Bowes Park
Obviously, the early years are a critical time in a young person’s development, so of course we will continue to assess development at this early stage. It is encouraging that in the north the gap has begun to close, but it is also somewhat concerning that a gap remains between the top and bottom deciles. Therefore we are looking both to improve the quality of early years by improving the quality of the workforce and expanding access, and to support vulnerable families to ensure that those who are most deprived are not left further behind.
Baroness Evans of Bowes Park
As I said, we will continue to ensure that we look at the development of young children from an early age. We are working with local authorities and charitable organisations on the ground to make sure that we provide the best resources that we can to vulnerable families. There are a number of very good projects going on in the north: a project in Durham is bringing agencies together to focus on children’s well-being; Wigan is one of eight local authorities piloting an integrated education and health review for two year-olds; and, through the vulnerable families programme, we are bringing local services together. So we are learning from practice on the ground to try to ensure that we target resources on the families who need them the most.
Baroness Massey of Darwen
Perhaps I may return to my earlier question about the assessment of children. What will replace the early years foundation-stage profile, which disappears in 2016?
Baroness Evans of Bowes Park
My understanding is that that is still being considered in the Department for Education. However, as I said, we are looking very closely at where we can make the most difference to young people’s lives. Of course, whatever takes over from the early years foundation stage, we will ensure that it continues to be a focus.
Education and Adoption Bill
Debate between Baroness Massey of Darwen and Baroness Evans of Bowes Park(8 years, 11 months ago)
Grand CommitteeRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Baroness Evans of Bowes Park
I mentioned that because the noble Baroness specifically talked about academies suffering financial failures, so I was addressing that point. I will come on in due course to talk about some of the other issues that she has raised.
We believe that the amendment is not necessary as the Bill gives regional schools commissioners, working on behalf of the Secretary of State, the powers to work with, and intervene in, any school that is coasting. Both the noble Lord, Lord Hunt, and the noble Baroness, Lady Pinnock, mentioned health scrutiny committees as a potential way of looking at this issue. The structure that we believe will work best is that of regional schools commissioners, and I will go on to explain why. I am sure that we will come back to this matter time and again this afternoon but I will attempt to put down the first marker as to why we believe that the Bill has devolution at its heart.
First, the Bill is concerned with improving schools that have failed. Decisions will be taken by regional schools commissioners, who are immersed in their local context—a point highlighted by the noble Earl, Lord Listowel, from the conversations that he has had and from what he has seen. They are also advised by outstanding local heads. So there is local accountability and I will come on to talk a little more about that in due course.
Secondly, one of the main measures in the Bill gives greater power and responsibility to education professionals. The thrust of the Government’s agenda is to devolve power down to the very local level, trusting head teachers to know what is best and to do all the things that we want to see in good schools, as mentioned by the noble Baroness, Lady Pinnock. I am sure that we will return to this in later amendments.
As I said, the Bill provides RSCs with additional intervention powers for maintained schools so that RSCs can directly tackle schools that have been allowed to fail, or indeed coast, under the local authority’s watch. This means that all coasting schools will come under the scrutiny of regional schools commissioners. The RSC will work with each coasting school in their area to identify whether the school has the capacity to improve sufficiently by itself, which is one option, or whether additional support, including potential intervention, is needed. Such additional support could come from a national leader of education. Alternatively, the RSC may consider that the school should become a sponsored academy, or, as the noble Lord, Lord Sutherland, mentioned, there might be a partnership between the existing school and other local maintained schools or local academies.
The work of RSCs will go beyond what is suggested in the amendment. RSCs will not wait until 10% of schools in an area have been notified that they are coasting before reviewing the education provision in those schools. Their work in relation to coasting schools needs to be continuous and thorough, with the aim of intervening swiftly where necessary. RSCs are strategically placed around the country to make decisions about coasting schools while, as I said, being immersed in the local context.
The noble Lord, Lord Hunt, asked about the role of local authorities. They will work very closely with RSCs, and I will come on to that. However, in terms of provision, local authorities can run competitions to set up new schools in areas where there is such a need. So there is still a role for local authorities, and many around the country have been active, although perhaps not enough due to the places issue that we are facing.
As I said, we expect RSCs to work closely with local authorities, and we have already seen evidence of effective partnerships. For instance, in Suffolk, the regional schools commissioner, Dr Tim Coulson, meets the local authority every month to discuss schools of concern. The RSC has strongly encouraged the authority to use its existing statutory intervention powers, and over the last 12 months Suffolk has issued 22 warning notices to poorly performing schools. The RSC has brought into Suffolk a number of new academy sponsors with proven track records of success. Overall, 17 underperforming Suffolk schools have become sponsored academies since September 2014 and a further five are in the process of converting. Also, this month the RSC is meeting the leader of the council to discuss establishing a school improvement board with the aim that every school inspected by Ofsted over the next two years will improve by at least one grade.
As to accountability and parents, the Schools Causing Concern guidance which is currently out for consultation makes it clear that local authorities should already alert the relevant RSC when they have concerns about standards, leadership or governance in an academy or a free school. Parents can, and already do, write to RSCs when they have concerns. As I have said, RSCs are very clear about the need for community and parental engagement.
Baroness Massey of Darwen
I am sorry to intervene but I am getting rather confused. Did the Minister say that parents can write to the RSC?
Baroness Massey of Darwen
Why is it not the other way round? Why does the RSC not convene a meeting of parents? I am quite concerned about the letter from the Minister to the noble Lord, Lord Lang, which says that this,
“shows our absolute determination to create a school led system and to devolve decision making to experts on the frontline as far as possible”.
Who are the experts on children on the front line—are they not parents?
Baroness Evans of Bowes Park
Indeed, and also teachers. RSCs, for instance, go to meetings in schools to talk with parents about what is happening. At the last sitting, due to concerns about clarifying how the interaction between parents and RSCs will happen, we also committed to considering whether we can be more explicit in the guidance about what that interaction will look like; so we will come back with more to say on that.
As the Committee can see from the examples I gave, RSCs are already scrutinising the schools in their area that they have concerns about, with a view to intervening swiftly where necessary. In addition to the new powers for RSCs as set out in the Bill, I hope that I have been able to reassure noble Lords that we will be actively monitoring and reviewing all coasting schools and intervening when appropriate. I therefore urge the noble Baroness to withdraw the amendment.
Baroness Massey of Darwen
How many of the schools identified for intervention are academies?
Baroness Evans of Bowes Park
We gave figures at the last sitting. I do not have them to hand now but can get that information to the noble Baroness.
Baroness Massey of Darwen
Is the noble Baroness aware that 25% of all failing schools are academies?
Baroness Evans of Bowes Park
That is because a number of state-maintained schools have now converted to become academies; so they have shifted into being academies.
Child Development
Debate between Baroness Massey of Darwen and Baroness Evans of Bowes Park(9 years, 1 month ago)
Lords ChamberRead Full debate Read Hansard Text
Baroness Evans of Bowes Park (Con)
My Lords, the Government are working to strengthen links between schools and children’s centre services. Statutory guidance stresses the importance of children’s centres working with partners for the benefit of children and their families. If centres are providing childcare, they need to comply with early years foundation stage requirements around information sharing when a child moves to a new provider, such as a school reception class.
Baroness Massey of Darwen (Lab)
I thank the Minister for that response. Is she aware of the report on children’s centres from Action for Children which states that 36% of children’s centres have no arrangements for sharing information on child development with schools? Does she agree that enhancing the role of children’s centres and making them available to schools would ensure better results for children? Do the Government agree that cutting children’s centres is no way to go about things?
Baroness Evans of Bowes Park
I am aware of the report from Action for Children. The flip side is that 65% of children’s centres have arrangements. Obviously there is more to be done. We want those arrangements in place across the system, which is why the Government have awarded £5 million to 77 teaching schools alliances across the country to partner with local early years providers to drive up standards and share best practice.
Childcare Bill [HL]
Debate between Baroness Massey of Darwen and Baroness Evans of Bowes Park(9 years, 4 months ago)
Lords ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Baroness Evans of Bowes Park (Con)
My Lords, I shall speak to Amendments 4, 7, 15, 20 and 33 regarding the quality of childcare and early years education. I thank the noble Baroness, Lady Massey, the noble Earl, Lord Listowel, the noble Lord, Lord Northbourne, my noble friend Lord True and the noble Baronesses, Lady Tyler and Lady Pinnock, for tabling these amendments and for leading the debate on this important issue. I also thank other noble Lords for their contributions.
First, I will reassure all noble Lords that children are at the heart of our thinking in this area and that they will always be at the forefront of what we are trying to do. The Government are committed to driving up the quality across early years provision for all children and ensuring that the current early education entitlement is of the highest quality. The current entitlement ensures that all three and four year-olds can access 15 hours a week of quality early education free of charge to prepare them for school and improve their life chances. It also ensures that children are kept safe and well and that their individual needs are met. The purpose of this Bill is to build on the popular current package and to help families further by reducing the costs of childcare and supporting parents to work.
A number of noble Lords rightly focused on the needs of deprived families, but we all know that work is a key route out of poverty, which is why that is a focus of these measures. We are clear that the extended entitlement is intended to help families by reducing the cost of childcare and supporting them to work. We want to make sure that this is delivered in ways that meet the needs of working families and their children. We think that it is important that the extended entitlement is flexible for parents to access and can be delivered by a range of providers. But again—this point was made by many noble Lords—what is of equal importance is the quality of childcare and the impact that it has on child development. It is absolutely imperative that childcare is delivered in a safe, secure and welcoming way that contributes to a child’s welfare and development. Of course, a large number of parents already use significantly more than the 15 hours of formal childcare that are provided. All a child’s time spent in such registered early years settings is looked at by Ofsted.
I turn first to Amendments 2, 4 and 20. The quality and welfare standards of all early years childcare, and this Government’s expectation of providers to deliver it, is already set out in regulations under the existing Childcare Act, and, crucially, through the requirements of Ofsted’s regulatory and inspection regime. Ofsted has announced a new, improved common inspection framework to come into effect from September this year, which will bring more consistency to inspection approaches across education and registered early years settings assessed under the early years foundation stage statutory framework. There will be an increased focus on children’s outcomes and the quality of teaching and learning, and on whether appropriate continuous professional development to improve staff practice is in place. Once again, I stress that children’s welfare and safety remain paramount and are key elements of the inspection regime.
The noble Baroness, Lady Tyler, asked about the strategy for workforce improvement. We are committed to ensuring that we provide a clear and overarching framework of regulatory accountability and high-quality standards for childcare providers, alongside raising the bar on the calibre of staff via more demanding qualifications and qualification entry requirements. Within this framework, childcare businesses are incentivised and supported to self-improve. We think that this is the right approach for a largely private market and respect the fact that professional practitioners and owners of settings are best placed to recruit and retain a workforce that delivers the childcare that the Government, but, most importantly, parents, want.
The Government therefore are continuing to support the development of the sector by providing £50 million of funding through the early years pupil premium to support providers to raise the quality of provision for disadvantaged children, including supporting workforce development, £5 million to teaching schools to work with local providers and £5.3 million to voluntary and community sector organisations this year, many of which will focus on the upskilling of the workforce by offering training and development.
The noble Baroness, Lady Tyler, also asked about quality being reflected in the regulations. This was a key theme that ran through many noble Lords’ contributions. As we have said, we are talking to parents about their requirements for taking up the new entitlement, including quality. These views will be reflected in the regulations that we will consult on in 2016.
I turn to Amendments 7 and 15. I thank the noble Lord, Lord Northbourne, for raising this issue. I think that we can agree on the importance of attachment in early childhood and its implications for long-term social and emotional development. International and UK studies have shown that the foundations for virtually every aspect of human development are laid in early childhood. What happens to a child from the womb to the age of five has lifelong effects on many aspects of health and well-being from obesity, heart disease and mental health to educational achievement and economic status.
The environment for a child in their early years is fundamental to their development and for secure emotional attachment. We know that infants become securely attached to adults who are consistently sensitive, loving and predictable in social interactions with them. With the security of knowing that their primary care giver is emotionally available, children grow in confidence and explore the surrounding world, including the learning opportunities of nursery and school. The Government are committed to supporting the promotion of developing secure attachments between young children and their parents. As well as increasing the number of health visitors, we have raised the standards of qualifications, including the introduction of early years teachers and early years educators and we want to ensure that practitioners have a strong understanding of child development issues such as attachment.
The early years foundation stage sets the standards that all early years providers registered on the early years register must meet to ensure that children learn and develop well and are kept healthy and safe. The statutory framework also recognises that good parenting and high-quality early learning together provide the foundation that children need to make the most of their talents and abilities as they grow up, and, of course, continuity of care is very important. I reassure noble Lords that Ofsted inspectors will take into account the need for the well-established key person system mentioned by the noble Earl, Lord Listowel, among others. It will help ensure that children form secure attachments and promote their independence and well-being. While I recognise the intentions behind the amendments I have discussed so far, I hope that we have sufficiently reassured noble Lords that they will agree to withdraw them.
I turn to the amendment spoken to by my noble friend Lord True, who raised the position of parents who choose to stay at home. I assure him that the Government recognise that it is a matter of choice for parents to decide whether they want to work or not, and that we have already implemented additional support for such parents, such as shared parental leave. The new marriage allowance will allow people who are married or in a civil partnership to reduce their partner’s tax by up to £212 a year. I understand his concern that for many parents the choice to stay at home, offering their own quality of care and love to their children, will be the right one to make. He will also be aware that those families are, indeed, entitled to the first 15 hours for three and four year-olds and to the 15 hours for two year-olds from disadvantaged homes. All in all, that adds up to a substantial package.
The principle that the additional entitlement is for working parents is, however, an important one, which I have already mentioned. It offers greater choice to parents who wish to work additional hours and for those who may wish to return to work, and it supports the Government’s goals of supporting hard-working families, reducing the cost of living and ensuring that fiscal goals can be met. However, it does not stop anyone choosing to stay at home and access the other support that I have outlined. I hope that the noble Lord is reassured by that and will feel able to withdraw his amendment.
In conclusion, the Government are committed to ensuring that childcare places are of high quality, as these have lasting benefits for children. The safety and welfare of children remain paramount. Children are at the heart of what we are seeking to do. I hope that noble Lords have been reassured by my responses and I ask them not to press their amendments.
Baroness Massey of Darwen
My Lords, this has proved to be a very important and stimulating discussion on these amendments. I thank noble Lords for their support for the notion of high-quality, child-focused childcare, and the Minister for her response. However, I would be reassured if the words “paramount”, “important” or whatever appeared before the notion of children, because my problem is that I do not see the importance of the child being paramount on the face of the Bill, and I would like it to be there.
However, as I say, this has been a very interesting and important debate. Developmental stages have come up time and time again—that is, children’s personal, social and academic development—and high-quality childcare, from whichever source it comes, that responds to the child’s needs. I very much agree with the noble Baroness, Lady Howarth, who talked about a strategic approach, recognising that children are different. Many noble Lords spoke about this. Children have varied needs. As many noble Lords said, this may, indeed, require hard choices.
I mentioned earlier the report highlighting that some boys not only have poor literacy but are miles behind at a very early age. We need to focus on children who require special help; their needs are paramount. If the welfare of the child is at the forefront, as the noble Baroness has just said, I think that needs to be spelled out in the Bill, preferably at the beginning. That would reassure me. I beg leave to withdraw the amendment.