Children: School Attendance

Lord Agnew of Oulton Excerpts

Wednesday 24th January 2018 Lords Chamber

[Lord Storey]

To ask Her Majesty’s Government what steps they are taking to safeguard children who are not attending school.

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

My Lords, it is very important that all children are properly safeguarded, and local authorities have a wide variety of powers in the Children Act to achieve this. Those powers apply to all children, whether attending school or not. In addition, local authorities are required by the Education Act 2002 to ensure that their education functions are exercised with a view to safeguarding children. My department issues statutory guidance relevant to these functions.

[Lord Storey (LD)]

I thank the noble Lord. I am sure he agrees that the majority of parents who home-educate do an excellent job and work with their local authorities. I appreciate that the new Minister has barely got his feet under the desk, but could he assure us that he will work with us to put in place robust procedures which will ensure that all children are safeguarded and that children are not taught a narrow religious curriculum at home or indeed radicalised at home, so that we know that the millions of children who go missing from our school system will be safe?

[Lord Agnew of Oulton]

I agree with the noble Lord. Much home education is very good, and we welcome the dedication of parents who take on that responsibility and do it well. However, we have concerns about unregistered schools. We have provided additional resources to Ofsted, including by creating a new team of dedicated inspectors to inspect suspected unregistered independent schools. They and the DfE have been taking action to make sure that these settings cease to operate unlawfully. We are also creating guidance for local authorities on how to tackle unsuitable out-of-school settings and unregistered independent schools, including on how to use their existing powers. We hope to publish this guidance as soon as possible.

[Lord Laming (CB)]

My Lords, does the Minister agree that the number of children who are out of school is increasing? Some may be receiving very good education but we do not know that, and we suspect that quite a substantial number of these children are beyond the reach of either the local authority or the safeguarding arrangements. By definition therefore these children are extremely vulnerable, and it is our responsibility to protect them.

--- Later in debate ---

[Lord Agnew of Oulton]

I agree, but the important thing to stress is that local authorities have a statutory duty to safeguard and promote the welfare of all children in their area, regardless of where they are educated. This includes home education and unregistered schools. A survey of the Association of Directors of Children’s Services indicates that some 80% to 90% of home-educated children had been in school before being removed into home education by their parents, so they were already known to the local authority. The initial priority though is to provide clarity on what powers local authorities have to investigate unsafe or unsuitable home education and to take action.

[Lord Soley (Lab)]

My Lords, does the Minister accept that my home education Bill, which is about to go into Committee, will give Parliament an opportunity not only to discuss the support that we can give to parents who are home-educating but to make sure that we protect vulnerable children?

[Lord Agnew of Oulton]

My Lords, I am grateful to the noble Lord for introducing his Bill and putting these issues before the House. I look forward to the debate when the Bill moves into Committee, which will give us an opportunity to discuss these matters in greater depth. I am aware that the number of children entering home education has increased. Following the Bill’s Second Reading we commissioned fresh legal advice, which we have just received. It indicates that local authorities’ powers in relation to home education often go further than is appreciated. We are updating our guidance to local authorities on home education, and will reflect this new advice in the guidance. We expect to produce these drafts for consultation in the next few weeks.

[Lord Lexden (Con)]

My Lords, are there any statistics that indicate how children educated at home compare with those educated at school in public examinations? As a former general secretary of the Independent Schools Council, I add how much I welcome the Government’s crackdown on unregistered independent schools.

[Lord Agnew of Oulton]

My Lords, there are no specific statistics on the outcome of home-educated children, but one of the issues that I would like to look at in our discussions on the home education Bill introduced by the noble Lord, Lord Soley, is making examination facilities available more easily for children who are home-educated. At the moment it can be difficult for them to find a setting where they can do their exams, which makes their education more difficult.

[Lord Warner (CB)]

My Lords, has the Minister seen the report by the London Borough of Hackney that there are 1,500 boys in the borough in unregistered schools? Does he accept what the report also says, which is that the local authority’s powers to deal with this problem are inadequate? Is he aware that no operator of an unregistered school has been successfully prosecuted since that legislation was passed in 2008?

[Lord Agnew of Oulton]

My Lords, we are aware of the recent report from Hackney, which refers to between 1,000 and 1,500 Haredi boys attending out-of-school settings in the borough. The report made it clear that they are yeshivas offering religious teaching in settings that do not meet the criteria to register as independent schools, but they are operating as out-of-school settings. We are conscious of this, but we have to be careful because out-of-school settings can include things like Sunday schools and even sports clubs. We have been working with some of these religious groups to encourage them to offer a broader form of education, and recently we managed to persuade the Haredi schools in Manchester to adjust their curriculum to offer a broader education. We will continue to do that.

[Lord Watson of Invergowrie (Lab)]

My Lords, it is symptomatic of the Government’s complacency on this issue that the current document, Elective Home Education: Guidelines for Local Authorities, contains a ministerial foreword signed by Mr Jim Knight, the Minister of State, and Mr Andrew Adonis, the Parliamentary Under-Secretary. I have no idea what became of them, but that was 11 years ago and it has never been updated so I am very pleased that the Minister has announced today that he plans to update that document. The fact is that the Government have no idea how many children are out of school at the moment. They do not collect the figures, as we have heard, and local authorities are not obliged to do so either. How can anyone safeguard a child if they do not know about them? Does the Minister accept that a register of home-educated children, which is a provision in my noble friend Lord Soley’s Bill, is now an urgent necessity? Will he urge the new Secretary of State to make that one of his first priorities?

[Lord Agnew of Oulton]

My Lords, I think I can reassure the House that quite a lot of activity has occurred in the last four or five years. For example, we updated the statutory guidance, Children Missing Education, in September 2016 and Keeping Children Safe in Education, and introduced the Education (Pupil Registration) (England) (Amendment) Regulations 2016, which particularly required any child leaving a school and going into home education to register with the local authority. We have tackled the out-of-school settings through the recruitment of Prevent education officers and, as I mentioned earlier, Ofsted has been given increasing powers. Lastly, as I referred to in an earlier answer, the legal advice we are receiving at the moment clarifies a lot of the powers available to local authorities, and we will seek to make them aware of those powers. We are keeping an open mind on the Bill sponsored by the noble Lord, Lord Soley, but I am certainly working with him collaboratively on this.

Apprenticeships: Disabled Students

Lord Agnew of Oulton Excerpts

Monday 15th January 2018 Lords Chamber

[Lord Addington (LD)]

I beg leave to ask the Question standing in my name on the Order Paper and draw the House’s attention to my declared interests.

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

My Lords, ensuring that apprenticeships are open to people from a wide range of backgrounds is a priority for this Government. We provide specific financial support and flexibility for apprenticeships with education, health and care plans. We also provide support to care leavers, 16 to 18 year-olds and those in disadvantaged areas. In addition, training providers can access additional learning support for a wider group of learners with learning difficulties and disabilities.

[Lord Addington]

My Lords, I thank the Minister for that Answer. Is he aware that the British Dyslexia Association is discovering that only those who have the plans are having training provided for them and that all the training units that are going through are being concentrated on this group? The plan itself is designed for about 3% of the population who are taking this, and 12% have learning disabilities of some description. That means that 9% of those taking this are not getting support. Is this sensible?

[Lord Agnew of Oulton]

My Lords, there is a range of broader supports available to apprentices with learning difficulties who are not necessarily on an education, health and care plan. There are four particular areas that are broader: they are not just for apprentices but are appropriate for apprentices. First, there is a legal duty on employers and providers to take account of any reasonable adjustments, such as extra time needed in exams. There is additional learning support, initially of £150 a month, but this can be increased through the earnings adjustment statement, up to £19,000 a year, assessed by the training provider and approved by the ESFA. There is a programme called Access to Work which involves, in particular, a letter from the Department for Work and Pensions given to the individual with a disability to give to his or her employer, and this can provide financial support of up to £42,000 a year to help with holding down a job.

[Baroness Hollins (CB)]

My Lords, apprenticeships are in many ways perfect for people with learning disabilities, because they provide a chance for someone to show what they can do with a supportive employer. Indeed, Mencap has recently taken on seven such apprentices. However, barriers persist, including the English and maths part of the qualification. Does the Minister agree that we need to ensure that the appropriate flexibilities apply here, too, as so many people will not be able to meet those requirements?

[Lord Agnew of Oulton]

My Lords, we are taking a flexible approach to these areas and we have recently announced, for those with learning disabilities and difficulties, that there will be additional time allowed for specific subjects including maths and English. We will also take into account the lower level of attainment needed, as long as it does not impinge upon that particular apprenticeship.

[Lord Watson of Invergowrie (Lab)]

My Lords, care leavers are among the most vulnerable groups of young people in the country, with 40% not in education, employment or training by early adulthood. Part of the reason, notwithstanding what the Minister said about support for care leavers, is the inadequacy of proper support to enable them to take up training opportunities. Care leavers can get a bursary if they attend university—but not if they undertake an apprenticeship. Will the Minister acknowledge the need for an apprenticeships bursary to provide additional support for care leavers and at the same time give a government commitment to parity between higher education on the one hand and further education and apprenticeships on the other?

[Lord Agnew of Oulton]

My Lords, through the SEND reforms we have introduced since 2014 we have made available more than £220 million to help. This includes a package of £20 million for councils, £9 million to establish local supported internship forums and £4.5 million for parent carer forums. In the Children and Families Act 2014 we included the FE sector in a single SEND system. We put four duties on to the sector: to have regard to the SEND code of practice; to use best endeavours to meet special educational needs; to co-operate with the local authority; and to admit a young person if the college is named by the local authority.

[Baroness Manzoor (Con)]

My Lords, can my noble friend say how the Government are monitoring and evaluating the quality of apprenticeship schemes? How are women and ethnic minorities being encouraged into the higher-paid and better-trained apprenticeship schemes?

[Lord Agnew of Oulton]

My Lords, at the heart of the reforms that we have introduced over the past year has been listening to the needs of employers: they have a strong voice in the way in which the apprenticeship courses are created. We now have a system of standards that has a much higher level of rigour than existed beforehand. We have end-point assessments, which mean that employers are able to see that the quality of individual apprenticeships is to a standard that meets their needs. This is assisted by the new institute that we have created, the Institute for Apprenticeships, which has a direct mandate to listen to employers. In relation to disadvantaged groups in society, one of the most impressive statistics is that there are 530,000 more disabled people in work today than in 2014.

[Lord Foulkes of Cumnock (Lab)]

My Lords, do the Government provide any apprenticeships for Ministers before they are appointed to the Lords?

[Lord Agnew of Oulton]

My Lords, unfortunately not—and I speak from experience. More broadly, the Government have mandated that 2.3% of all employees who go into government should come from apprenticeships, and are leading the charge in the programme. I was not one of them, unfortunately.

[Baroness Garden of Frognal (LD)]

My Lords, there seems to be some inconsistency between the theory of the Minister’s replies and the practice that we are hearing about from those who work with these people. As the noble Baroness, Lady Hollins, said, many who find English and maths difficult have the practical skills that we really need in apprenticeships, and the country has an acute skills shortage. Will the Minister say what is being done by the Government to address the inconsistencies in support for these people across the country?

[Lord Agnew of Oulton]

My Lords, we are very conscious that many able people struggle with maths and English. I come from a family of seven children; only two of us managed maths O-level, so I am very sympathetic on that. But we have made available additional skills training. There are individual courses where additional funding of up to £471 a course is available. As I mentioned earlier, there is the facility to have extra time in exams. Through some of the areas of support that I referred to in response to the supplementary question of the noble Lord, Lord Addington, there is additional funding for things such as equipment needed for British Sign Language, for example, or more technical equipment for other disabled apprentices.

Children: Mental Health Assessments

Lord Agnew of Oulton Excerpts

Monday 18th December 2017 Lords Chamber

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

My Lords, the pilots were delayed by the general election but will start next year. Delay has enabled the design to effectively address the problems identified by the noble Baroness, Lady Tyler, and the Education Select Committee. In particular, we have taken forward recommendations of the expert working group on the mental health of children in care, which the Government commissioned to look at how to improve mental health and well-being support for looked-after children. We are currently identifying an organisation to support implementation.

[Baroness Tyler of Enfield (LD)]

I thank the Minister for his Answer and will not dwell on my disappointment that it has taken so long to get the pilots off the ground. It will now be important to understand how these pilots will fit with the new trailblazers announced in the Green Paper to trial new mental health support teams working with schools. Does the Minister agree with me that it would make sense for at least one area to trial both the new children-in-care assessment pilots and the new mental health support teams to see how they best fit together?

[Lord Agnew of Oulton]

My Lords, we will work with our delivery partner to identify pilot sites, and there will be an up-front commitment to help meet any needs that are identified during the assessment process. One advantage of the delay is that we now have the mental health Green Paper, and we are trying to dovetail as much of the work from that into these pilots as we can.

[Lord Dubs (Lab)]

Will the Minister join me in congratulating Hammersmith council, which on Thursday took in to look after a Syrian refugee boy from Greece who has serious mental health needs? Is it not a good sign that a local authority is doing that and showing what can be done for vulnerable refugees with mental health needs?

[Lord Agnew of Oulton]

My Lords, I certainly congratulate the local authority on that great work. A number of pilots are operating across the country—over 80—experimenting with different ways in which to help these vulnerable children. Only last week, Ealing had an open day to showcase some of the work that it has been doing for vulnerable children, and invited every other local authority in the country. It has been able to reduce the number of children going into care, and to save money as well. So there is a lot going on and, with the launch of the pilots that I have discussed with the noble Baroness, Lady Tyler, we will be doing a lot more on this.

[The Earl of Listowel (CB)]

My Lords, I declare my interests in the register in children’s mental health. Can the Minister assure the House that the recommendations of the expert working group will be fully funded by the Government? In particular, will recommendations around children’s homes be fully funded? Children’s homes have the most damaged young people, who are placed there as a last measure, yet their staff are still very poorly qualified. David Berridge, the eminent academic, commenting on the predation on children in homes in Rotherham, said that we must start moving towards having higher qualified staff in children’s homes, given the complexity of their needs and their vulnerability to predation.

[Lord Agnew of Oulton]

My Lords, in answer to the first question, the expert working group made 16 recommendations and we will seek to include all of them in the construction of the pilot programme. In relation to secure children’s homes, we all acknowledge that these are some of the most vulnerable children in our society. There are 14 secure children’s homes in England, covering 133 welfare and 117 criminal justice placements. The mental health Green Paper underlined the need to increase the number of qualified staff working with vulnerable children and we will certainly look very carefully at that.

[Lord Lexden (Con)]

My Lords, should we not welcome the determined efforts being made by charities and other bodies to secure more places for looked-after children suited to a state or independent boarding school, where good, externally inspected care is available for pupils with mental health problems?

[Lord Agnew of Oulton]

My Lords, I very much agree with the noble Lord. At the moment we have the Boarding School Partnerships, an initiative which works with a number of local authorities and boarding schools to increase the number of referrals for children who might be defined as on the edge of care. My own home county, Norfolk, is one of the largest users of this scheme. It is doing a longitudinal study, which we hope will be released next year, to show the impact of these children being prevented from going into care by going to a boarding school. If, as I hope, this shows very strong improvements in these children’s lives, we will be showcasing it to other local authorities to encourage more of them to do it.

[Lord Watson of Invergowrie (Lab)]

My Lords, it would be grossly unfair, particularly during this season of good will, to hold the Minister responsible for the sins—or at least the prevarication—of his predecessor, the general election notwithstanding. As has been mentioned, the expert working group on improving mental health support for young people in care reported last month. I hope the Minister can give an assurance that the Government will show rather more urgency in response to that report than they have in testing new approaches to mental health assessments for looked-after children. These children are five times more likely to develop a mental disorder than children living at home with their families, but only one-third of those diagnosed accessed children and adolescent mental health services—known as CAMHS. Will the Minister ask the DfE to ensure that areas where CAMHS access is low will be prioritised when selecting the local authorities and clinical commissioning groups for those pilot studies?

[Lord Agnew of Oulton]

I reassure the noble Lord that we will be looking at all the recommendations of the expert working group, some of which included the points that he made. These include things such as establishing a virtual mental health lead, based on the success of the virtual school head process, and improving the strengths and difficulties questionnaires, which we discovered are not always being carried out as well as they should be. In the debate on 23 November last year, the noble Baroness made a point about the importance of assessing mental health at the same time as a young person’s general health assessment is carried out, so reducing stigmatisation. I hope this offers some reassurance to the noble Lord. It is quite right that he holds us to account, even in the Christmas period.

[Lord Storey (LD)]

My Lords, what happens if children are identified, through the pilot assessment, as having mental health needs but there is no capacity to meet those needs in the local area?

[Lord Agnew of Oulton]

My Lords, the pilots will be looking very much for the potential to join up with other government programmes that support the mental health and well-being of looked-after children. This will include the scope to link with the Green Paper proposals, which I have mentioned, and other related work such as NHS England’s testing of personal mental health budgets for looked-after children. There will be an up-front commitment to try to meet any needs that are identified during this assessment process.

[Baroness Meacher (CB)]

My Lords, is the Minister aware that although the Health and Social Care Act gave equal priority to mental and physical ill health, even today a very vulnerable mentally ill child suffering deep pain may wait 18 weeks or longer for any medical intervention while a vulnerable child with comparable physical pain can expect treatment within a day? Does the Minister find that acceptable?

[Lord Agnew of Oulton]

My Lords, I do not find that acceptable. As part of this process, we are looking at ways of ensuring that treatment for mental health issues identified in these vulnerable children is accelerated. We expect to have the invitation to tender for the pilot programme available in April next year, but, as I say, this is one of the issues that we are looking into.

Vulnerable Children

Lord Agnew of Oulton Excerpts

Thursday 14th December 2017 Lords Chamber

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

My Lords, I am grateful to the noble Baroness, Lady Dean, for securing this important debate. I also express my thanks to Anne Longfield, the Children’s Commissioner, and her team, who worked on this report. At the beginning of her report, the commissioner quotes AA Milne. I feel it is only right to start in a similar manner:

“Promise me you’ll always remember: you’re braver than you believe, and stronger than you seem, and smarter than you think”.


We must try to get vulnerable children, in particular, to think like this.

When something goes wrong for a child, there should always be someone there to help. It is our duty to make sure that children and families have that support. The noble Baronesses, Lady Dean and Lady Benjamin, and the noble Lord, Lord Hunt, are correct that we need a joined-up approach to supporting vulnerable children. In my response, I will attempt to address that challenge.

Every child should have their voice heard and receive the care and support they need to realise their potential. It was in recognition of this that the Children’s Commissioner post was introduced. Across government, we are taking action to address these issues, whether through reforming children’s social care, prioritising mental health or better protecting victims of domestic violence and abuse.

The noble Lord, Lord Judd, is right that it is important that we provide social workers with the highest level of support. For some of the most vulnerable, our new What Works Centre for Children’s Social Care—due to launch in early 2018—will ensure that social workers across the country are able to learn from best practice in keeping children safe. It will develop a strong evidence base around effective interventions and practice systems in children’s social care and support their implementation by practitioners and decision-makers.

The noble Lord, Lord Loomba, raised the specific issue of looked-after children. Vulnerable children have the greatest difficulty in getting specialist mental health support. To improve access to that, in February 2016 the Government announced the establishment of an expert working group to explore how to improve support for looked-after and previously looked-after children. By commissioning this work, the Government have been able to identify issues faced by children who experience life in care.

We are putting a record £1.4 billion into children and young people’s mental health and will continue to look at where improvements can be made. We are working with the Department of Health to commission a survey on the prevalence of mental ill-health in looked-after and previously looked-after children as part of the mental health Green Paper, published on 4 December. This will inform the commissioning of services, the development of policy and the training of professionals.

The noble Baronesses, Lady Benjamin and Lady Warwick, sought assurances on mental health funding. The Green Paper commits to a 2021 programme of designated lead teacher plans. The DfE funding for training designated senior leads will provide up to £15 million to £20 million a year until all schools have had a chance to train a lead. We will confirm a timetable for the rollout and the amounts schools will receive following the Green Paper consultation in March.

The noble Baroness, Lady Benjamin, asked about the health trailblazers. We are consulting extensively on that. Details will be confirmed after the Green Paper consultation closes in March.

Our commitment to the United Nations Convention on the Rights of the Child is reflected in reforms that we have undertaken in areas such as the Children and Families Act 2014. This has strengthened the remit and independence of the Children’s Commissioner for England. It has introduced a number of measures to protect children’s welfare and improved provision for children with special educational needs.

The Children and Social Work Act 2017 comes into force next year. It will ensure that local authorities, the police and clinical commissioning groups have a duty to work together to safeguard and promote the welfare of children. This goes some way to meet the challenge from the noble Lord, Lord Hunt, about a joined-up approach. I hope it also addresses the point from the noble Baroness, Lady Benjamin, about local authorities having statutory responsibilities. Other reforms include enhanced support and protection for victims of modern slavery. We continue to work closely with partners, including UNICEF and the Children’s Rights Alliance for England, to understand the main concerns of the sector and of children.

More children than ever are benefiting from free early education. Some 93% of three year-olds and 96% of four year-olds are accessing the 15 hours of free provision. On 1 September, 30 hours was rolled out nationally and more than 216,000 parents have successfully received their eligibility codes for this term. The gap between disadvantaged children and others achieving a good level of development is narrowing, down from 19% in 2013 to 17% in 2016-17.

The department continues to fund a number of anti-bullying organisations to support schools. For example, the Diana Award’s peer-to-peer anti-bullying programme trains young people as anti-bullying ambassadors, and the Internet Matters initiative allows young people to report bullying incidents simply and privately. The Government engage with the internet industry through the UK Council for Child Internet Safety and we follow carefully the work undertaken by the Children’s Commissioner on digital protection.

The noble and learned Baroness, Lady Butler-Sloss, spoke movingly about the horrors of grooming and trafficking. As part of the response to failures in places such as Rotherham and Rochdale, we have established joint targeted area inspections and created a child sexual response unit. We have run a successful campaign to raise awareness and tackle child abuse. In 2016, the “Together, we can tackle child abuse” programme saw 110 councils sign up, running local awareness-raising initiatives to encourage the public to report suspected child abuse and neglect. The campaign recognises that, no matter how good children’s services are, there is still a wider network of people and professionals who have a vital role in spotting and sharing concerns about children. As the noble Lord, Lord Judd, said with such clarity, we all have a collective duty. The campaign is in its second year and has improved on the initial success, increasing the number of councils signing up to 125 and further expanding through print, radio and social media.

Where local authorities are not delivering children’s social care services to the standard we expect, we have shown that we will take tough action. We are appointing expert advisers and challenging progress to drive rapid improvement. Where it is found that a local authority does not have the capacity to bring about the changes needed, we will not hesitate to remove service control, as we have already done in Doncaster and Slough. In other cases we have introduced executive commissioners, as in Rotherham, or appointed a strong council to take over an inadequate council’s services. For example, Hampshire took over the running of the Isle of Wight in June 2013. We are working on similar partnerships, with Plymouth supporting Torbay and Leeds supporting Kirklees.

We have continued to provide funding of £2 million a year to the NSPCC to assist with the running of the ChildLine national helpline. In the second quarter of this year, almost 20,000 child welfare contacts were received by the helpline. Of these contacts, nearly 8,000 resulted in a new referral to an external agency and more than 4,500 were provided with advice.

The noble Baroness, Lady Pitkeathley, raised the Government’s carers strategy. Children should not be weighed down with the burden of being carers. With this in mind, we want to make sure that help for young carers is at the heart of proposals on social care. We are considering these questions as part of the upcoming Green Paper on care and support. Ahead of its publication, the Department of Health will publish an action plan on carers. This will set out a cross-government programme of targeted work to support carers, including young carers, over the next two years.

On 1 November this year, we published our Safeguarding Strategy: Unaccompanied Asylum Seeking and Refugee Children. In addition to the Government’s commitments, we will continue to bring together the voluntary sector, community groups and individuals to help support the most vulnerable unaccompanied asylum seeking and refugee children.

We aim to drive social mobility by breaking the link between a person’s background and where they get to in life. We are working towards tackling geographic disadvantage and are investing £72 million in opportunity areas in the country with the greatest challenges and fewest opportunities. We have invested £137 million in the Education Endowment Foundation, created in 2011 to improve educational attainment of the poorest pupils in English schools. Fixing social mobility is not something that will happen overnight, and we aim to ensure that children in all areas can access high-quality education and opportunities at every stage. Today we are announcing the social mobility action plan A Plan for Improving Social Mobility through Education. The emphasis is on the areas of the country most in need of support, which inevitably have the highest numbers of vulnerable children.

Making a difference to the lives of the most disadvantaged children requires an approach that goes beyond the welfare system and tackles the underlying causes of child poverty and disadvantage. Children in workless families achieve significantly poorer outcomes than other children, including those children living in lower-income working families. We know that it is important to tackle worklessness and the complex problems associated with it. Improving Lives: Helping Workless Families was published in April this year and provides a framework for continued focus on improving children’s outcomes. We are making progress: there are more than 600,000 fewer children living in workless households than in 2010.

My noble friend Lord Farmer raised the important point that families lie at the heart of solving these issues. I pay tribute to him and the production of his recently published manifesto for strengthening families.

The noble Lord, Lord Russell, asked several questions. I hope I have answers for him. He asked about unresolved immigration issues, including those of EEA nationals. Local authorities are not required to provide annual reports to the DfE on the immigration status of looked-after children and care leavers, other than to register how many unaccompanied asylum seekers they are looking after. The thinking here is that, when children with immigration status issues become looked-after children, they should be safeguarded and have their welfare protected in the same way as any other looked-after child.

The noble Lord asked what steps the Government are taking to ensure local authorities have sufficient resources to regularise the legal status of looked-after children with unresolved immigration issues. On 1 November this year, revised statutory guidance was published for local authorities on Care of Unaccompanied Migrant Children and Child Victims of Modern Slavery. The guidance now makes it clear that local authorities have a duty to support looked-after children to regularise their status if it has been ascertained that they are undocumented.

The noble Lord also asked what steps have been taken to address the problem of school exclusions of young children with undiagnosed special educational needs. Our school exclusion guidance is clear that any decision to exclude a pupil should be lawful, reasonable and fair. Head teachers should, as far as possible, avoid permanently excluding any child with an education, health and care plan. The statutory guidance requires schools to give particular consideration to the fair treatment of pupils from groups that are vulnerable to exclusion. This includes considering what extra support might be needed to identify and address the needs of pupils from these groups in order to reduce their risk of exclusion.

[Lord Flight (Con)]

I draw to the Minister’s attention a charity in Birmingham called Malachi, run by the man who set it up more than 20 years ago, Gordon Lee. It has had terrific success in sorting out children from broken homes where schools have been excluding them but has not received adequate support from the Birmingham local authority.

[Lord Agnew of Oulton]

I thank my noble friend for that information.

My noble friend Lord Balfe made important comments around the definition of vulnerability—we heard also from the noble Lord, Lord Hunt—with which I agreed.

The noble Lord, Lord Warner, was concerned about unregistered settings and home education. The powers of local authorities are the same for all children, irrespective of the setting that they are in: if the local authority has a safeguarding concern, it should not hesitate to use its powers under the Children Acts. We have provided additional resources to Ofsted to root out illegal schools, and the DfE is taking further action to work with local authorities on this.

The noble Baroness, Lady Brinton, asked about Ofsted’s role in inspecting schools with vulnerable children. The guidance was adapted in March 2017 to take into account the medical needs of children in such schools. As the noble Lord, Lord Warner, will be aware, we have announced a consultation on the strengthening of guidance for local authorities and parents in the area of home education.

The noble Baroness, Lady Warwick, and the noble Lord, Lord Hunt, asked about resources being made available for affordable housing. The Government have recently announced a further £2 billion for housing associations. This will increase the 2016 to 2021 affordable housing programme in England to more than £9 billion.

Despite the progress being made, we need to be engaged in an ongoing effort to search out children’s needs which have been overlooked and to identify where problems are being stored up for the future. We continue to work with the Children’s Commissioner, and the department is working to strengthen this engagement and support through the development of a new framework agreement planned for 2018.

I thank all noble Lords who have made contributions to this debate. If I have not been able to address specific questions I will write separately to noble Lords. Supporting vulnerable children and reducing the opportunity gap sits at the heart of all we are trying to achieve, in education and beyond.

Education and Society

Lord Agnew of Oulton Excerpts

Friday 8th December 2017 Lords Chamber

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

My Lords, I thank the most reverend Primate the Archbishop of Canterbury for convening today’s debate. I am glad to support this Motion on behalf of the Government. Education is fundamental to creating a flourishing society. A good education system is one that opens up real opportunities to children and young people, regardless of their background. The noble Lord, Lord Sacks, put it better: to defend a civilisation, one needs a good education system. I also agree with the noble and right reverend Lord, Lord Chartres, that it must also help to defend against the atomisation of society.

This Government have made it a priority to increase access to opportunity at every step on the path through education. By 2020 we will be spending a record £6 billion a year on childcare and early education. There are now 1.9 million more children being taught in good or outstanding schools than there were in 2010. The Sutton Trust tells us that raising the UK’s levels of social mobility to those of our European peers would boost GDP by as much as £39 billion a year. There are simple financial reasons to achieve it, but building a civilised society includes reaching out to the weakest.

The noble Lord, Lord Wallace, and the right reverend Prelate the Bishop of Gloucester rightly raised the importance of the early years. We want to put an end to children from less advantaged backgrounds already falling behind on language and literacy before they have even started school. The noble Lord, Lord Watson, also raised the early years. We are committed to closing the gap through early intervention, starting with high-quality learning from the age of two. To achieve this, we have introduced 15 hours a week of free childcare for two year-olds from disadvantaged backgrounds, and the Government will be spending £6 billion a year, as I said earlier, on early years education by 2020.

Good early language is the foundation stone of social mobility, which is why the Secretary of State and my department are fully committed to tackling the word gap. We have already announced key actions, such as opening up the £140 million strategic school improvement fund and a £12 million network of English hubs, targeting initiatives at areas of weak early language and literacy. In schools, we will focus on great teaching in order to transform outcomes for disadvantaged pupils. We are supporting teacher training, recruitment and retention, particularly in challenging areas, to ensure that all students have access to a high-quality education. This includes investing a further £75 million from the teaching and leadership innovation fund to provide professional development for those working in such areas.

The most reverend Primate spoke passionately about the importance of further education, as did my noble friend Lord Lingfield and the noble Lord, Lord McConnell. For young people over the age of 16 we will ensure that our education system offers a gold standard for all, not just the half who go on to A-levels and university. We will pursue excellence in further education, as we have in our schools, and introduce T-levels—technical qualifications that will be every bit as rigorous and respected as academic A-levels. On resourcing further education, the T-level programme will involve an investment of £500 million a year by the time it is rolled out.

As part of our efforts to revive technical education in this country, we are driving up the quality of apprenticeships by working with employers to set clear standards and by supporting the development of degree apprenticeships, particularly by targeting STEM subjects. There was a drop in apprenticeship starts in the quarter following the introduction of the levy but it was significantly offset by an increase in starts of 47% for the quarter prior to its introduction. In addition, more than 90% of those who complete apprenticeships go into further training or employment. We know that the last year has been a huge period of change for employers, but it is right that they take their time to plan and maximise the opportunities the apprenticeship levy can being.

All this requires a genuine partnership with employers of all sizes. To this end, we held a skills summit on 1 December to bring businesses together on a statement of action to boost productivity by bolstering local skills. In answer to the noble Lord, Lord Haskel, our commitment to further education is underlined by our plans to invest around £7 billion in the FE sector during this academic year.

As mentioned by the noble Baroness, Lady Garden, gaps in access to careers advice and progression are another barrier to a truly flourishing society. Too often, social networks and access to advice on how to get ahead are concentrated among those from more advantaged backgrounds. To eliminate these barriers, the Government have this week published an ambitious careers strategy. Among its priorities are plans to ensure that every young person has seven interactions with employers during their schooling. The strategy also sets out stretching benchmarks for what must constitute high-quality careers advice in schools.

The noble Baroness, Lady Garden, and the noble Lords, Lord Puttnam, Lord Griffiths and Lord Watson, asked about the Government’s commitment to lifelong learning. As an aside, when I took on this job I was not told about coming in here today to try to wrap up on 40 speakers. It has been a very fast learning curve for me. But I am happy to report that we have announced a national retraining scheme in this year’s Autumn Budget—an ambitious, far-reaching programme to drive adult learning and retraining. It will be driven by a key partnership between businesses, workers and government which will set the strategic direction of the scheme and oversee its implementation.

The noble Baroness, Lady Byford, and the noble Lord, Lord Rees, addressed the specific issue of STEM skills and careers. This is an important question since mathematical and quantitative skills will be increasingly required in the future, not just for traditional STEM routes but for a wide range of future careers. We are working with the Government Equalities Office to take positive steps towards eradicating gender norms in the classroom that lead to girls narrowing their career choices. Indeed, the number of girls taking STEM A-levels has increased by 17% since 2010 in England.

I welcome the interventions from the noble Lords, Lord Adonis, Lord Wallace and Lord Bird, on how we work to ensure that no communities in this country are left behind. I echo the comments of the most reverend Primate the Archbishop of Canterbury and the right reverend Prelate the Bishop of Ely on the need to tackle entrenched disadvantage, as highlighted in the Casey review. We are tackling regional inequalities. At the forefront of our efforts, we have invested £72 million over three years to establish opportunity areas—intensive programmes of local engagement in 12 of the most disadvantaged parts of the country. I am pleased to say that our opportunity areas programme is working in the areas mentioned by some noble Lords, including Blackpool and Hastings. We will shortly publish further delivery plans for how we will intervene across every phase of the education system in these areas. An ambitious agenda of social mobility across the country will be announced in due course.

The noble Lord, Lord Adonis, spoke of coastal communities. I have direct experience of these, having taken into my academy trust seven schools in coastal towns ranging from Lowestoft to Cromer. I know how difficult it is and I know about poverty of aspiration. Trying to get children in Cromer to get on a bus to come to Norwich, where one of our free schools has better maths A-level results than Eton or Harrow, is a huge challenge.

A core objective of opportunity areas is to learn more about what works in improving education outcomes, not only in urban areas but in coastal and rural communities. Our approach in these cold spots of social mobility is to work across all phases of the education system and to partner with local organisations, including universities, the voluntary sector and businesses. As part of opportunity areas, I am glad to report to my noble friend Lady Shackleton and to the noble Baronesses, Lady Fall and Lady Neuberger, that we are also investing in character education through an essential life skills programme. This will enable disadvantaged young people to develop the broad base of life skills necessary to get ahead through access to extra-curricular activities. As the right reverend Prelate the Bishop of Ely said, disadvantages accumulate and our challenge is to try to tackle that.

Our industrial strategy, published last week, sets out a clear path to boost prosperity and productivity by focusing on places and people. This includes national initiatives to tackle the shortage of STEM skills and reforms to technical education that will strengthen local labour markets and attract businesses. I listened with great interest to the noble Baroness, Lady Bottomley, who talked with enthusiasm about the innovative work being done at the University of Hull, including work on renewable technologies. We have been clear that universities are at the core of our mission to ensure that young people are equipped to flourish in a world shaped by changing technology.

While the challenge to raise standards may be steep, real improvements are possible. For example, we have removed more than 3,000 qualifications from 16 to 19 year performance tables since 2016, many of which were of low quality. On the other hand, as mentioned by the right reverend Prelate the Bishop of Oxford, the number of entries for computer science GCSEs continues to rise faster than for any other subject. In 2013, just 4,000 students took the subject; this has now risen to more than 69,000. To ensure that all students have the skills to succeed, we have made maths GCSE more challenging, with more examination and teaching time and a greater focus on the fundamentals such as calculation, ratio and proportion.

The recent record of London schools also shows that success is achievable. In 1995, disadvantaged pupils in the capital were four percentage points less likely to achieve five or more good GCSEs, including English and maths, than disadvantaged pupils elsewhere in the country. By 2013, they were 19 percentage points more likely to achieve those GCSEs than their peers elsewhere. I pay tribute to the important work that the noble Lord, Lord Adonis, did in jump-starting the process.

Change has not come just in London, of course. The Government have raised standards across the country. In 2016, we ranked eighth, up from tenth, among the participating countries in the Progress in International Reading Literacy Study—our highest performance since 2001 and significantly above the international median. This has justified our continued focus on phonics, which was raised by the noble Baroness, Lady Finn.

Our academies programme, with which I have been closely involved, has been a central part of driving up standards across the country. In answer to the question posed by the noble and right reverend Lord, Lord Carey, our ambition is for every school that wants it ultimately to benefit from the autonomy and freedom to innovate that academy status offers and for schools to collaborate through strong multi-academy trusts. I acknowledge the great work of United Learning in going into some of our most disadvantaged areas. I can also reaffirm to the noble Lord, Lord Judd, our commitment to encouraging partnerships between the independent and state sectors, and I was pleased recently to meet the Independent Schools Council, which shares the ambition to increase the number of partnerships. The collaboration between independent schools and the London Academy of Excellence is a good example of what such partnerships can achieve. Some noble Lords may be aware that in the past month the school has been awarded an outstanding judgment by Ofsted.

With the introduction of free schools, as mentioned by the noble Baroness, Lady Eaton, we have given more choice to parents, and this programme is leading the way on innovation in education. Free schools are among the highest-performing in the country and three in particular—Tauheedul Islam Boys in Blackburn, Reach Academy Feltham and Dixons Trinity in Bradford—beat the national average in key stage 4 figures. As of September, 84% of inspected free schools were rated good or outstanding by Ofsted. There are now 390 open across the country.

Since 2010, we have taken around 1,700 schools that were typically failing under local authority control and made them into sponsored academies; and 68% of those sponsored academies that have been inspected are now adjudged good or better, including 59 which are now outstanding. More than 400,000 children in these schools study in institutions that were previously underperforming but are now good or outstanding. The national average of eligibility for free school meals is 13%, but the average in sponsored academies is 21%. We are confronting disadvantage head-on. If I can do anything while I am a Minister, this is my priority.

The most reverend Primate spoke eloquently about the important role that the Church continues to play in education. It is always humbling to reflect that the Church of England is involved in more than 4,500 non-fee-paying schools and, as he said, with more than 1 million pupils. It is also vital to recognise the important contribution made by all faith providers. Church schools’ strong ethos and their underpinning of Christian values play an essential role in building a more tolerant society. The Church of England has been clear that its schools are there to serve the wider community, not only the Anglican community, and they are popular with parents whatever their religious background. Many have admissions arrangements that are open to all regardless of faith.

The issue of values in education was also raised by the noble Lord, Lord Cormack, and the noble Baroness, Lady McIntosh. We want all schools to offer a broad education, consisting of a rigorous academic curriculum supported by activities to develop essential life skills such as resilience, teamwork and leadership. I have already mentioned the Essential Life Skills programme as an example of this in practice. The Government firmly believe in the importance of religious education in schools. Good-quality religious education can teach children the knowledge and values of the traditions of Britain and other countries, and foster understanding among different faiths and cultures.

The noble Lord, Lord Murphy, raised Catholic faith schools. The Government are committed to our long-standing partnership with the Catholic Church. Catholic schools’ positive contribution to our education system is exemplary. We are reviewing how best to deliver our programme of faith schools and will be setting out a response to the Schools that Work for Everyone consultation, including in relation to the 50% faith cap, in due course. As we have seen in this debate today, there are differing views on the pros and cons of a faith cap.

The noble Lord, Lord McConnell, mentioned global education. I had the privilege earlier this year of visiting two refugee camps in Jordan. The thing that kept people’s hope alive in those camps was the education they were being provided with.

I am grateful to the noble Baronesses, Lady Fall and Lady Neuberger, for raising the issue of mental health in schools. On 4 December, the Government published a Green Paper on this issue. Backed by £315 million of funding, the ideas outlined in the Green Paper include a number of proposals to help improve the mental health of young people. This will include introducing new mental health support teams to work with schools and the NHS, reducing waiting times for NHS services for those who need specialist help, and encouraging schools to identify a designated senior lead for mental health.

The issue of social media was raised by the noble Lord, Lord Taylor, the noble Baroness, Lady Fall, and the right reverend Prelate the Bishop of Oxford. We have published new cyberbullying guidance and an online safety toolkit for schools funded by government and developed by the UK Safer Internet Centre. However, I agree about the dangers of social media and the dangerous addictiveness of it, particularly for young people, which is something that people of our age find very hard to understand.

The noble Lord, Lord Adonis, asked about the pressing issue of vice-chancellors’ pay. The Government’s view is that exceptional pay can be justified only by exceptional performance. To that end, we are consulting on behalf of the Office for Students on a new requirement for governing bodies to publish the number of staff paid more than £100,000 a year. On the issue of academy CEOs’ pay, raised by the noble Lord, Lord Storey, I have written in the last week to a number of academies where I felt the published pay of chief executives was too high and asked for the governance procedures around those awards. I feel very strongly about this subject and will continue to pursue it.

The noble Lord, Lord Taylor, asked about the race disparity audit. We remain committed to ensuring that every child or young person, whatever their background, has the opportunity to go as far as their talents and hard work will take them, and to supporting schools to tackle the barriers faced by particular groups of people. I was pleased to note the recent report by the Education Policy Institute that highlighted that pupils in free schools are much more likely to have a first language other than English than pupils in other state-funded schools. They are starting to play an important part in strengthening our society’s integration.

The noble Lord, Lord Addington, asked about initial teacher training in special educational needs. I am happy to report that we have developed specialist resources for initial teacher training through the National College for Teaching and Leadership and advanced-level online modules in areas including autism and language needs. This will enhance teachers’ knowledge, understanding and skills in this area. On his related point about apprenticeships and SEND, we are looking to increase the proportion of apprenticeships started by people from unrepresented groups, including those with learning difficulties, by 20% by 2020. We are delivering the recommendations of the Maynard task force to improve access to apprenticeships for people with learning difficulties and/or disabilities.

The noble Lord, Lord Adonis, raised the issue of exclusions and expulsions. Good discipline in schools is essential to ensure that all pupils can benefit from the opportunities provided by education. The Government support teachers in using exclusion as a sanction where warranted, but it is equally important that the obligations on schools to ensure that any exclusion is lawful, reasonable and fair are clear and well understood. The Government recently announced an externally led review of exclusions practice and the implications for pupil groups disproportionately represented in the national statistics. It is worth noting, though, that permanent exclusions rose by only 0.01% in the last year, from 0.07% to 0.08%.

The noble and right reverend Lord, Lord Carey, mentioned the challenge of teacher recruitment. We have put in place a range of measures for recruitment and teacher training in 2018-19, and continue to offer generous bursaries in priority subjects.

I am running out of time. I thank noble Lords again for all their contributions today on a subject that is closest to my heart, the education of the next generation in this country. As I have set out, the Government believe that barriers to opportunity must be removed at every level of our education system. The prize of success in this endeavour is not only a fairer future but an education system that ensures that our country brings forth the innovators and social reformers of tomorrow. We are the beneficiaries of centuries of innovation. We are the nation of George Stephenson, Isambard Brunel, Florence Nightingale, Alan Turing, Rosalind Franklin and Tim Berners-Lee. Mass transport, enduring infrastructure, the modern hospital, computing, DNA, the internet—this is Britain flourishing and changing the world in which we live.

We do not yet know who will be the innovators of the 21st century, but we can be sure that some of them are sitting in a classroom as we speak. That is why we must build an education system that will unleash their potential, no matter what their start in life. We know there is more to do and we know the challenge is a generational one, but if we work to raise aspirations, reduce regional inequalities and remove barriers to opportunity, a more skilful and flourishing society is within reach.

[Lord Puttnam]

Before the Minister sits down, I raise just one point. I suggested in my remarks that the entire House would almost certainly pay lip service to the Open University. Despite the fact that at least five speakers talked about the Open University, no lip service was paid from the Dispatch Box.

[Lord Agnew of Oulton]

My Lords, I will write to the noble Lord about his comments. I apologise for not addressing them today.

Social Mobility Commission

Lord Agnew of Oulton Excerpts

Monday 4th December 2017 Lords Chamber

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

My Lords, with the leave of the House, I will now repeat a Statement made in the other place by my honourable friend the Minister of State for Children and Families:

“Thank you very much indeed, Mr Speaker, for taking this Urgent Question, which gives us an opportunity to underline our commitment to improving social mobility in our country.

I am extremely grateful to Alan Milburn for his work as chair of the Social Mobility Commission over the past five years. We had already told him that we planned to appoint a new chair, and we will hold an open application process for that role to ensure we continue to build on this important work and that the foundation laid by Alan Milburn and his team can be built on.

Tackling social mobility is the department’s priority. We are driving opportunity through the whole education system. We have made real progress in recent years. The attainment gap between disadvantaged children at the end of reception has narrowed. The proportion of eligible disadvantaged two year-olds benefiting from funded childcare has risen from 58% in 2015 to 71% in 2017. We are putting more money into the early years than ever before, spending a record £6 billion per year on childcare and early education support by 2019-20.

We are also increasing the number of good school places, with 1.9 million more children in good or outstanding schools than in 2010. There are more than 15,500 more teachers in state-funded schools in England than in 2010. The £140 million strategic school improvement fund will target resources to support school performance and pupil attainment at the schools that need it most. The attainment gap, as highlighted by the commission, between disadvantaged pupils and their peers has narrowed since we introduced the pupil premium, now worth around £2.5 billion per year, a coalition policy we continue to embrace.

We know that there is more to do, and we are focusing on areas of the country with the greatest challenges and fewest opportunities, including investing £72 million in 12 opportunity areas. Plans for the first six areas were published on 9 October, and we will publish plans for the second six areas early in the New Year.

The outgoing chair of the Social Mobility Commission welcomed the launch of the opportunity area programme and the Government’s commitment to addressing disadvantage. This remains a priority for the Government”.

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[Lord Agnew of Oulton]

My Lords, I reassure the noble Lord that we are committed to the Social Mobility Commission and it will remain an important force in encouraging the Government to improve social mobility. He asked specific questions around the recommendations that have been made by the commission in the past. One which I am familiar with is the opportunity area concept, which came from the commission’s recommendations, including the use of the social mobility index. As the noble Lord will be aware, and as I mentioned in the remarks from my honourable friend, we have created 12 opportunity areas, six of which have already released their plans for tackling some of the deprivation in those areas.

[Lord Storey (LD)]

My Lords, the Joseph Rowntree Foundation report that was alluded to found that 3.7 million in work are now classified as poor compared with 2.2 million a decade ago. As we see the economy of London and the south-east pulling away from the rest of the country, it is strange that we should do things such as stopping the regional growth fund, which seemed to me to be a good mechanism that was trying to rebalance funds at a time when over half the money for infrastructure projects goes to London and the south-east.

As for the co-ordination of such matters, a number of staffing vacancies in the Social Mobility Commission were of course left unfilled. Does the Minister not think it is time to appoint a Minister whose department could co-ordinate the various activities that are now taking place—or not taking place?

[Lord Agnew of Oulton]

My Lords, the process of appointing a new chair of the Social Mobility Commission will be run from the Department for Education, and internal discussions have already started to begin that process. It is a public appointment and so will receive the scrutiny that that requires. In terms of regional growth, the social mobility fund of £140 million that we have established in the last year is very much aimed at helping education in the areas of need which go beyond the opportunity areas referred to by the Social Mobility Commission.

[Lord Campbell-Savours (Lab)]

Why were the commission’s resources cut and the membership reduced by over half?

[Lord Agnew of Oulton]

My Lords, I have not been privy to the discussions about the size of the commission and its commissioners, but I reassure this House that it remains a very important part of our strategy for social mobility and that we look forward to appointing a new chair. As your Lordships will be aware, Mr Milburn served five years, and it is time for a new face.

[The Lord Bishop of Salisbury]

My Lords, I very much welcome the work of the commission and of the outgoing commissioners. We live in a very divided and polarised time. After a period of low economic growth and austerity, and with Brexit, it feels as if the divisions in society are very great. This piece of work has the potential to be cross-party, and indeed it has been. How will the Government ensure that it continues to be cross-party as a process of building the common good and mending some of the divisions, as well as paying serious attention to the growing inequalities in society to which the Joseph Rowntree Foundation has drawn attention?

[Lord Agnew of Oulton]

My Lords, I completely agree with the right reverend Prelate that this should be a cross-party action. That is why we had a former Labour Cabinet Minister as the chair of the last commission. To pick on one policy of this Government over the last seven years, the sponsored academy programme has gone out to 150 local authorities and taken in some of their most failing schools. Those schools were in areas where 21% of the pupils in the secondary sponsored academies were eligible for free school meals, which is dramatically higher than the average of 13%. When we began the programme and those schools joined it, only one in 10 was good or outstanding, but today nearly seven in 10 are good or outstanding. That makes another 400,000 children who were in failing schools but are now in better schools, and largely they were in areas of deprivation.

[Baroness Berridge (Con)]

My Lords, I was a member of your Lordships’ Select Committee on Social Mobility in 2016. The committee looked at the transition from school to work for the majority of young people. The majority actually do not go to university or end up as NEETs; they go into vocational education, training or apprenticeships. Can the Minister outline whether the Government will ensure that at least one of the commissioners has personal or other direct experience of that transition or the social mobility of being from the vocational or apprenticeships sector and then achieving a position in society as a result? It seemed to us that many of the policy workers—Whitehall civil servants and indeed Ministers—came from degree backgrounds and did not necessarily have a full understanding of the challenges facing the majority of young people who do not go to university.

[Lord Agnew of Oulton]

My Lords, my noble friend makes a very good point, and it is something I will take back to the department for consideration. I can speak personally as someone who never went to university. I realise how important it is that we provide good career paths for pupils leaving school who do not go to university. That is part of the reason why we have created T-levels, which will involve a substantial investment of nearly £500 million a year when they are fully rolled out over the next three years. So I can give some reassurance that we regard this as an important part of the strategy.

[Lord Cunningham of Felling (Lab)]

My Lords, what changes do the Government intend to carry out to restore the credibility of the Social Mobility Commission, which, frankly, is in shreds, as is the Government’s commitment to it? Without a change in attitude on behalf of the Government, let alone new personnel, there seems little purpose in continuing with it at all.

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[Lord Agnew of Oulton]

My Lords, I have already complimented Mr Milburn on the great work that he has done with his commissioners over the last five years. We are determined to keep the Social Mobility Commission. If the Government were not interested in social mobility then perhaps we could do as the noble Lord suggests and shut it down, but that is not the intention. We want a strong and vocal commission to hold us to account. I know we fully intend to appoint a new board in the next few months.

[Baroness Tyler of Enfield (LD)]

My Lords, the Social Mobility Commission’s report State of the Nation 2017, published earlier this month, paints a very stark picture of a country with many deep divisions—economic, social and geographical— and makes a heartfelt plea for the Government to publish an overall strategy for tackling them as well as a detailed action plan to respond to the specific recommendations in the report, a number of which are aimed directly at the Government. When do the Government intend to respond to the report?

[Lord Agnew of Oulton]

My Lords, I can confirm that we will be publishing a social mobility action plan shortly; I cannot give an exact date but it will be soon. It might also be worth mentioning some of the achievements of the last seven years because I think people can get rather downhearted by the whole issue of social mobility. It is important to remember that today we have 3 million more people in work; 950,000 fewer workless households; 600,000 fewer people in absolute poverty; 100,000 fewer pensioners in absolute poverty; and 300,000 fewer working-age adults in absolute poverty. Lastly, 600,000 fewer children are living in workless families than in 2010.

Education: Early Years

Lord Agnew of Oulton Excerpts

Wednesday 29th November 2017 Lords Chamber

[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. It is widely acknowledged that the first five years of a child’s life are critical: they are the foundation years, shaping their development and preparing them for school. The noble Lord, Lord Parekh, is correct in saying that speech and language gaps appear by the age of two and that early difficulties with language can affect pupils’ performance throughout primary school, with impacts being felt into adulthood. This Government are determined to close this gap and improve social mobility, extending opportunity to all. I agree with the noble Lords, Lord Storey and Lord Watson, and the noble Baroness, Lady Warwick, that the evidence consistently tells us that early years provision can have a positive and lasting effect on children’s outcomes, future learning and life chances. And I agree entirely with my noble friend Lord Griffiths that the role of parents in a child’s development is also crucial.

We have already taken a number of steps towards improving the quality of early education and outcomes for children, as well as the affordability of childcare for families. To provide some reassurance to the noble Lord, Lord Storey, and the noble Baroness, Lady Warwick, by 2019-20 we will be spending around £6 billion a year on childcare support, a record amount. Our offer to families includes the 15-hour entitlement for disadvantaged two year-olds, the 15-hour entitlement for three and four year-olds and, more recently, the additional 15 hours for three and four year-olds with working parents. This is on top of the support being provided through tax-free childcare and universal credit. As well as giving children the best possible start in life, these entitlements, particularly 30 hours of childcare, are also reducing the childcare costs for working parents. The noble Lords, Lord Storey and Lord Watson, may know that a lone parent has to earn only around £6,000 a year to be able to access the 30 hours of free childcare.

The noble Lord, Lord Parekh, is correct in saying that Ofsted last week released new data confirming that in 2017, 94% of early years and childcare providers are now rated good or outstanding, the highest proportion ever recorded. This is an increase of 20% since 2012. On outcomes, the noble Lord, Lord Parekh, might be interested to know that the latest results from the early years foundation stage profile assessment, which measures children’s development and school-readiness at the end of reception, tell us that children’s development is also improving. The number of children achieving a good level of development at the end of reception continues to increase year on year—71% in 2017, up from 52% in 2013—but we are not complacent. We recognise that there are challenges and remain committed to continuing to improve the quality of early education so that children can achieve the best possible outcomes. We are doing this in a number of ways: from support for workforce development to improvements in literacy and language teaching and monitoring the impact of 30 hours of free childcare, as well as ensuring that children with special educational needs and disabilities can access early education provision.

The noble Lord, Lord Addington, and the noble Baroness, Lady Warwick, are concerned about workforce training. The evidence is clear that a high-quality early years workforce can have a major impact on children’s outcomes. A well-qualified workforce with the appropriate knowledge, skills and experience is crucial to deliver high-quality early education and childcare. In March 2017 we published the Early Years Workforce Strategy, which outlines the Government’s plans to help employers attract, retain and develop early years staff to deliver high-quality provision. We are working closely with employers and training providers to strengthen level 2 qualifications and ensure that they better support practitioners’ progression to level 3 and beyond. We will be consulting on the proposed criteria for the new level 2 qualifications shortly. A new level 3 apprenticeship standard, designed to support the effective development of early years practitioners, is also near completion.

We continue to support graduates into the sector through our funding of the early years initial teacher training programme, including bursaries and employer incentives. I am also pleased to announce that we have recently established a new working group of early years stakeholders to consider how we can improve gender diversity in the sector. This group includes practitioners, training providers, unions, academics and employers. We believe that a diverse early years workforce that reflects wider society will help to enhance children’s experiences.

Research shows that five year-old children who struggle with language are six times less likely to reach the expected standard in English at age 11 than children who have good language skills at that age. At the Conservative Party conference in September, we announced a number of actions to tackle this astonishing finding. We will provide more funding to help schools strengthen the development of language and literacy in the early years, with a particular focus on the reception year. This includes establishing a £12 million network of English hubs in the northern powerhouse to spread effective teaching practice, with a core focus on early language and literacy as their first priority.

In September this year we also announced that we would take steps to improve the early years foundation stage profile, including reviewing what is assessed at the end of reception. We will be working closely with schools and early years experts as we implement these changes. It is important that we get this right, so changes will not be rolled out nationally until the 2020-21 academic year. We have also put in place measures to ensure children with special educational needs and disabilities have access to high-quality education. The new disability access fund is worth £615 per year per eligible child, paid to the provider. We have required all local authorities to introduce inclusion funds to support children with special educational needs.

Turning to the concern of the noble Baroness, Lady Warwick, our total hourly average funding rate for two year-olds has increased from £5.09 to £5.39 from April 2017. All local authorities have seen increases in their rates for two year-olds. We are also investing in the early years pupil premium to support better outcomes for three and four year-olds. This is worth over £300 per year per eligible child.

The department’s Review of Childcare Costs took into account future cost pressures facing the sector, including the national living wage. Our average rates to authorities compare favourably with recently published research into the hourly cost of childcare by Frontier Economics, as part of a study of early education and development.

We are committed to evaluating the impact of 30 hours’ free childcare. The evaluation of the early delivery areas published in July and August this year did not find any impact of 30 hours on the universal 15-hour offer. Building on this, the department is in the process of commissioning an evaluation study to assess the implementation and impact of the policy in the first two terms of national rollout.

The noble Lord, Lord Storey, and the noble Baroness, Lady Warwick, raised the issue of Sure Start centre closures. It is up to local authorities to decide the best solutions for their area. They are best placed to understand local needs and how to meet them. Where councils decide to close a children’s centre, they must demonstrate that children and families, particularly in the most disadvantaged areas, will not be adversely affected and that they are still meeting the duty to have sufficient children’s centres to meet local demand.

The noble Lord, Lord Addington, raised issues around children with special educational needs. We are doing several things in this area that he may be aware of. The first is the introduction of the new phonics screening check for children in year 1, which should pick up those children struggling with early literacy. We are funding the special dyslexia trust to raise awareness and support for parents and schools, and are working with the National Association for Special Educational Needs and other experts in the sector to ensure that schools have access to the Inclusion Development Programme training materials on dyslexia and other common forms of special educational needs.

Several noble Lords, including the noble Lords, Lord Parekh and Lord Watson, raised concerns over foster children accessing childcare. Children in foster care are already entitled to the universal 15 hours of free childcare. Carers also receive funding and support for the care of their foster children, including a national minimum allowance and favourable treatment in the tax and benefits system. We are in the first term of the 30 hours’ free childcare offer and will continue to keep the policy under review to see how it is working for families, including children in foster care.

[Lord Watson of Invergowrie]

The Minister has basically repeated the Answer to my noble friend Lord Beecham’s Written Question that was given this week. The basic question is: why should there be any difference at all? Foster children are allowed the 15 hours but not the 30 hours; ordinary children who were allowed the 15 hours have moved on to 30 hours. Why is there a difference?

[Lord Agnew of Oulton]

My Lords, it might be useful to write to the noble Lord, Lord Watson, to set out our thinking. At the moment I do not have the detailed information to hand, but I will do that.

In closing, I thank noble Lords again for their contributions to this important debate today. Many important points have been raised and I will write to address any of those that I have not had time to respond to fully. The Government are very clear that the early years are a critical time which influences outcomes for children and their families. We have achieved a huge amount, but there is still a lot more to do, particularly to close the gap between disadvantaged children and their peers. We remain committed to continuing to improve the quality of early years education to make sure that every child improves their life chances and has real opportunities to realise their potential.

House adjourned at 7.56 pm.

Teacher Education: Arts, Crafts and Design

Lord Agnew of Oulton Excerpts

Tuesday 28th November 2017 Lords Chamber

[The Earl of Clancarty]

To ask Her Majesty’s Government what steps they are taking to improve initial teacher education in order to ensure a high standard of teaching of art, craft and design subjects in schools.

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

My Lords, at their most recent Ofsted inspection, 100% of initial teacher training providers were judged to be either good or outstanding. We have worked with a sector-led group chaired by Stephen Munday to develop a new framework of core initial teacher training content which was published last year. It is enabling providers as well as trainees to have a better understanding of the essential elements of good ITT content, including in the arts.

[The Earl of Clancarty (CB)]

My Lords, does the Minister agree that high-quality teaching of art and design subjects in schools is essential, not least for driving future innovation, an ambition of the industrial strategy? Has he looked at the recent Oxford Brookes University research, which bears out the increasing concern that for these subjects the PGCE route, which is contracting, is significantly preferable to School Direct, not just because of the subject-specific training but for the wider context of networking and access to community-based practice? Will the Government address these concerns?

[Lord Agnew of Oulton]

My Lords, I agree with the noble Earl that a broad and balanced curriculum is an essential part of a child’s education. I am afraid that I have not seen the Oxford Brookes report but I reassure him that many schools buy-in the PGCE qualification to run alongside their own School Direct programme to enable students to benefit from this in addition to the practical emphasis of the school-based approach.

[Baroness Donaghy (Lab)]

My Lords, the Government have missed their own target for the last five years on teacher recruitment and retention. Does the Minister think that lifting the public sector pay cap, tackling rising workloads and allowing teachers more say in the curriculum might alleviate the serious position in which the Government have put us?

[Lord Agnew of Oulton]

My Lords, we have 15,000 additional teachers in the system today compared with 2010, and an increasing number of teachers are returning to the profession. Last year, we had increasing numbers recruited in maths, all the sciences, modern foreign languages, geography and art. I acknowledge that there are one or two shortages but I do not feel that we have in any way a teaching recruitment crisis.

[Lord Deben (Con)]

My Lords, will my noble friend be kind enough to tell me what the precise arrangements are between his department and BEIS in order that his department should play its part in the work that has to be done if the industrial strategy is to include this important area, which was announced as a central theme yesterday when the industrial strategy was implemented?

[Lord Agnew of Oulton]

My Lords, we have put particular emphasis on technical skills with the announcement of our T-level programme, which will begin in two years’ time. By 2020, we will be spending an additional half billion pounds a year on technical education.

[Lord Addington (LD)]

My Lords, if somebody receives their training in a classroom-based situation, how will they receive the extra tuition required to teach design, art and crafts unless they are in those classrooms? The Minister is not addressing that.

[Lord Agnew of Oulton]

My Lords, in 2014 we asked Sir Andrew Carter to chair an independent review of the quality of ITT courses. Following on from that we have issued three reports in our efforts to improve the framework. We have the framework on the core content of ITT, new behaviour management content and national standards for school-based ITT mentors.

[Lord Grade of Yarmouth (Con)]

My Lords, I thank my noble friend for that reply, and I wonder if I can push him a little bit further. I think the whole House would agree that provision of the arts for school-age children is vital if we are to maintain our position as one of the world-leading nations in contributing to the arts globally. Can we get any comfort from the Minister on the provision of, and the Government’s promise to provide, arts in the classroom for our children growing up?

[Lord Agnew of Oulton]

My Lords, as I said a moment ago, the Government strongly support a broad and balanced curriculum. We recently announced £400 million of funding between 2016 and 2020 for a diverse portfolio of arts and music education programmes. This includes £300 million for music education hubs and £58 million in 2016-18 for music and dance schemes. We have music education hubs supporting over 14,000 ensembles and choirs, nearly 8,000 of which are based in schools. Over 340,000 children participate in these. We also have Progress 8, which, as I am sure noble Lords will be aware, encourages a broad and balanced curriculum. Of the eight subjects that are measured, three are open subjects, which include arts.

[Lord Watson of Invergowrie (Lab)]

My Lords, despite what the Minister has just said, I agree with the noble Lord, Lord Grade, that the Conservatives have allowed the arts and creative subjects in schools to be neglected in recent years—

--- Later in debate ---

[Lord Watson of Invergowrie]

I can understand the nervous laughter in various corners of the House. It will allow every primary school child in England to learn a musical instrument, to experience dance and drama and to regularly visit theatres, museums and art galleries. Our aim is for arts facilities in state schools to match as near as possible those in many private schools. Can the Minister tell me why his Government do not match that ambition?

[Lord Agnew of Oulton]

My Lords, I suspect that we have a slightly different emphasis on education and its priorities. However, I assure the noble Lord that the number of art and design teacher trainees has risen nearly every year for the last five years. Indeed, in 2016-17 we had the most we have had in five years.

[Lord Cormack (Con)]

My Lords, does my noble friend agree that it is absolutely crucial, particularly after 2019, that both our teachers and our young people are kept alive to the glories of European civilisation in all its manifestations, and to the particular contribution that this country has made to them?

[Lord Agnew of Oulton]

My Lords, I strongly support my noble friend’s statement. The EBacc has brought important subjects such as history back into the curriculum. We have seen an increase in the number of pupils studying history, which did not happen under the previous Government.

Home Education (Duty of Local Authorities) Bill [HL]

Lord Agnew of Oulton Excerpts

2nd reading (Hansard): House of Lords
Friday 24th November 2017 Lords Chamber

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

My Lords, I congratulate the noble Lord, Lord Soley, on securing time for a Second Reading of his Private Member’s Bill. In doing so, I recognise the strength of the concerns that have prompted him to bring the Bill before the House. It is, I think, common ground that there has been a significant increase in the past few years in the number of children being educated at home by their parents. It is also the case that the reasons for parents making this choice are more varied. This raises questions about the adequacy of the current arrangements for ensuring that these children receive a suitable education.

Parents have a clear legal right under Section 7 of the Education Act 1996 to educate their children otherwise than at school. For most of them, that means educating the child at home. With that, however, the certainty ends. Parents are under no obligation to register or inform the authorities of their choice; for their part, local authorities encounter difficulties in tracking children, although they have a duty to identify, so far as possible, children in their areas who may not be receiving a suitable education. Some local authorities operate voluntary registration schemes, but these will probably not include children of most concern. As a consequence, as the noble Lord, Lord Watson, mentioned, central collection of numbers of home-educated children in England is hampered.

If a child is not receiving a suitable full-time education, there is a process which leads to a school attendance order, but reaching a conclusion about suitability is not simple. We recognise that for many families who educate at home conscientiously, these issues are not a concern. We also know that home education as a concept has strong support among those who see it as a viable alternative to school attendance. For other families however, home education is potentially carried out through attendance at unregistered schools or out-of-school settings. The noble Lord, Lord Watson, and the noble Baroness, Lady Garden, understandably expressed concern about these children. We have been working with a range of stakeholders across the sector to strengthen our understanding of unregulated settings, which vary considerably in their characteristics. We shall in due course publish a response to our previous consultation on out-of-school settings.

Ofsted did not include in last year’s report a figure for the number of children discovered in unregistered schools. Of the cases that Ofsted has investigated, nearly all settings have ceased to operate unlawfully. Ofsted is continuing to investigate a small number of these cases. The department has recently been pressed by many local authorities and local children’s safeguarding boards to review the current arrangements for oversight of home education. My noble friend Lord Baker is correct that the Wood review of local children’s safeguarding boards also urged that home education arrangements be reviewed. The initiative of the noble Lord, Lord Soley, in bringing forward this Bill gives us a welcome opportunity to consider our position again.

Those noble Lords who have spoken already have illustrated some of the concerns, and we are persuaded that the changing landscape of home education gives sufficient cause to look at the possibility of reform. One of the challenges of home education is the lack of hard information, especially quantitative information, about what is happening on the ground. The efforts of the Association of Directors of Children’s Services in this area must be acknowledged, and I am glad that it has published the results of its latest survey, to which the noble Lord, Lord Watson, referred.

As the noble Lord, Lord Soley, said, the preliminary results of the latest survey suggest that the numbers of children educated at home vary considerably throughout the academic year. It also shows that most children educated at home have previously attended school; most local authorities reported that 80%, or often higher proportions of the total, had attended school at some point. Local authority staff are aware that a proportion of children now being educated at home have some form of additional need, a point made by the noble Lord, Lord Addington.

What is needed initially is a concerted effort to make the existing legal arrangements work better in the interests of parents, of local authorities and most of all the children themselves. We are all too aware that the department’s current guidance dates back to 2007. That is because the law has not changed. However, the types of children moving in and out of home education have changed, as the noble Baroness, Lady Morris, pointed out. We have been talking to local authorities about this, and their view is that revised guidance would be helpful. In particular, there is a need to ensure that, where there is genuine cause for concern about a child, local authorities are clear about the powers open to them. Parents need to be clear about their rights and, importantly, their responsibilities.

The noble Baroness, Lady Deech, and my noble friend Lord Baker spoke eloquently about the importance of the voice of the child in home education. This is a point on which I wholeheartedly agree. The noble Lord, Lord Addington, has asked for more information on initial teacher training. I will respond to him in writing.

I note also the comments made by the noble Baroness, Lady Whitaker, regarding the Gypsy, Roma and Traveller communities. I am grateful that she has agreed to continue as chair of the department’s stake- holder group for GRT education following its recent re-establishment. The department recently held a conference with local authorities about GRT education, on which she will receive a full report. Home education was raised as a concern during that conference. We want to ensure that the right balance is struck. As the noble Baroness, Lady Richardson, said, all parents, including those in GRT families, have a right to educate at home, but it is important for the sake of children that local authorities should be enabled to work effectively. Another activity that we have recently undertaken is to co-ordinate the sharing of good practice between local authorities with significant populations of GRT children.

I was interested to hear that my noble friend Lord Lucas agrees that the Bill, however well motivated, goes too far in proposing a system that would bring thousands of home-educating families into an unnecessary system of regulation. What is needed is an improvement in the way local authorities can go about their task, which is identifying children who may not be receiving a suitable education.

On the other hand, I appreciate very much the concerns that have led the noble Baronesses, Lady Cavendish and Lady Morgan, to support the Bill today. As already outlined, we also acknowledge that by no means all children being educated at home are being educated well. Local authorities need to be able to act in such cases. We think they already have the tools for the job, but we want to hear the view of key participants in this debate. Accordingly, I can confirm to noble Lords today that we intend to publish a draft of revised guidance documents on elective home education for local authorities and for parents, and consult on them. It will be an opportunity for all stakeholders to put forward their views. We will carefully consider all responses and then publish the two guidance documents in their final form. I believe this will meet the point made by both the noble Lord, Lord Soley, and my noble friend Lord Lucas about the need for more research into this area. I hope it also answers the question from the noble Baroness, Lady Garden, about how the Government’s thinking has moved on since January.

In closing, I want to say two things. The first is to thank the noble Lord for his work in bringing forward his Bill and allowing the House this opportunity to consider these important matters. Secondly, I reassure parents who educate children at home. We know many of them do this for positive reasons and they do it well. We want that to continue with a minimum of fuss and bureaucracy. However, it also appears increasingly likely that there are parents who are not doing this for positive reasons, may do it only because they see no alternative and would prefer not to be doing it for their children. It is time that we looked to their needs as well.

Social Mobility

Lord Agnew of Oulton Excerpts

Wednesday 22nd November 2017 Lords Chamber

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

My Lords, through its reports to Parliament the Social Mobility Commission does important advocacy work on this vital issue. Social mobility is the department’s priority. We want to make sure that all children are school-ready by age five, drive high attainment at key stages 2 and 4, ensure that all young people have access to a high-quality post-16 route and open up opportunities for young people to access a high-quality career.

[Lord Lennie (Lab)]

Among the many issues raised in last year’s report, the one that strikes me as of most concern is that only one in eight children from low-income families can expect to progress to managerial professional careers. On the assumption that the Government share my concern, what specific action are they taking to address this lost opportunity?

[Lord Agnew of Oulton]

The noble Lord raises an important point. I am sure that all noble Lords are aware that my right honourable friend the Secretary of State in the other place has placed social mobility at the core of her mission in this department. One of her key concerns is the creation of 12 opportunity areas in some of the most disadvantaged parts of the country, six of which have now issued their own plans to tackle some of the issues that the noble Lord raises.

[Baroness Hussein-Ece (LD)]

My Lords, the Social Mobility Commission found that many minority communities were being left behind and made many specific recommendations in that regard. One concerns Muslim women, particularly those from Pakistani and Bangladeshi communities, who do very well in education and go on to university but are less likely to find well-paid jobs. With that in mind, the commission called for schools, universities and employers to provide targeted support to ensure that Muslim women progress in the workplace. What is being done to meet this aim?

[Lord Agnew of Oulton]

My Lords, over the last seven years, we have put a lot of emphasis on helping students from less advantaged backgrounds into higher education. That includes, of course, those from minority backgrounds. We are spending £840 million a year to help disadvantaged students into university. That is nearly twice as much as in 2010. That includes things such as outreach programmes, pastoral support and support for internships. All these things will help the group to which the noble Baroness referred.

[Lord Forsyth of Drumlean (Con)]

My Lords, will my noble friend confirm that the excellent work he has done in the past in supporting Michael Gove to improve the standards and performance of our schools offers hope for improved social mobility, and that the failure of the parties opposite to tackle these problems is the reason that many people have been disadvantaged?

[Lord Agnew of Oulton]

My Lords, I can only agree with that comment but let me put a little flesh on the bones. In 2010, we undertook to take on the most failing schools in this country and put them into the sponsored academy programme. Over 1,900 schools were taken on from 150 local authorities. As at the current date, 68% of those that have been inspected are now providing a good or better education. That is 1.8 million more children in good education than in 2010. However, we are not complacent. My main motivator in this job is to ensure that momentum is continued.

[Lord Laming (CB)]

My Lords, does the Minister agree that some of the most disadvantaged children in terms of social mobility are those for whom we have responsibility—that is, the children in public care? Often one of the saddest things about their experience is the number of moves that they have to make, not only in terms of their care but from one school to another. Can the Minister assure the House that the needs of these children will be a priority for the Government?

[Lord Agnew of Oulton]

My Lords, I assure the noble Lord that they are a high priority. Indeed, in the next few weeks we will announce some work on alternative provision which captures a lot of these very vulnerable children. He may be aware that we have opened 39 alternative-provision free schools in the last seven years, 82% of which have already been rated as good or outstanding.

[The Lord Bishop of Coventry]

My Lords, on my visits to primary schools in Coventry in Warwickshire, I am often struck by head teachers in poorer areas telling me that they cannot help their children without also helping the families, who often face very complex issues. The Minister referred to the opportunity areas. Can he confirm that there is a plan to involve parents and guardians in that work of uplift and that there will be help for head teachers in that task?

[Lord Agnew of Oulton]

The right reverend Prelate raises an important point—that families are vital to the process of dealing with disadvantaged communities. When I ran a number of academy schools, the thing that struck me most was dealing with the lack of aspiration among the parents. Looking at one of the first opportunity area plans, which has just been published and which happens to be in my own area of Norwich, I can see that the stakeholders cover a number of the communities that the right reverend Prelate refers to. Therefore, I am confident that families will be included in the process.

[Lord Morgan (Lab)]

My Lords, would the Minister like to comment on the relationship between a growing economy and the dynamics of social change? In the light of that, would he also like to comment on the effect that a policy of austerity has had on social mobility?

[Lord Agnew of Oulton]

I am being put on my mettle today, my Lords. I think that austerity has affected different communities in different ways. The real-term incomes of the most disadvantaged sector of our community—the bottom 20% of earners—have increased over the last seven years. We have also been very focused on helping to bring about affordable housing, which of course deals with the most vulnerable people, and have committed £9.4 billion to delivering over 400,000 new affordable homes by 2021. We remain very focused on this.