Schools Bill [HL] — House of Lords, 2022-05-23
Topic: Education
David Maxim Triesman (Non-Affiliated, Unknown): My Lords, there may be few times in recent history when new thinking on schools was more important. I share the overview and analysis of the gaps here from the noble Lords, Lord Hunt and Lord Knight, and the noble Baroness, Lady Morris, and the analysis of state centrism from the noble Lord, Lord Baker; I shall not repeat those points, because I simply agree with them. I will focus on Part 2, on how to optimise learning outcomes and remove impediments through modest changes to growing challenges I am unimpressed by the Government’s Pollyannaish narrative about sunny uplands and government levels of investment. It is not entirely the Government’s fault that we are in a deep shadow—quite possibly the deepest social and economic crisis in 75 years. Living standards are close to freefall. Covid has caused deep stresses, and Covid has not gone away. Health and social care is struggling with normal demands and a huge backlog of accumulated demands; half a million are on the social care waiting lists, and one in nine of us is waiting for routine surgery. Quite aside from the growth in demand for food banks and fear of heating bills, an average 2 million adults daily go a whole day without food, most often to try to feed their kids. That is the UK in 2022 If anybody does not think that all this impacts kids and households very acutely, they must live on another planet. These kids do not inhabit sunny uplands. They are the kids who suffered most during lockdown and they are suffering most through economic recession, which is set to get worse, so please, let us have no platitudes or complacency today about government support. Nearly three-quarters of primary school heads say that catch-up funding barely scratches the surface of the problems that kids face. Head teachers are already diverting the pupil premiums from the most disadvantaged kids to general funds. This is a long-term blight which needs long-term investment or it will hobble our country UNICEF research shows that Covid impacted learning everywhere: the acquisition of foundational and socio-economic skills, mental health, and the safety and well-being of children. Here, we know that it spotlighted inequalities in our society, hurting the most vulnerable the most: the poorest and those from ethnic minorities. However, our problems predate the pandemic. A study in 2015 in England showed that, for every pound invested in school mental resilience programmes, England generated a net return on invest of £5.08. Research started in Finland and continued in this country estimates that every pound invested in preventing bullying in UK schools returned £7.52. Initiatives for pupils and teachers in mental health literacy have similar benefits. I am very grateful to the exceptional Sarah Kline, the CEO of United for Global Mental Health, for careful analysis of these data To be clear, I am talking not only about the struggles of kids with diagnosed mental illnesses, or those on the rapidly expanding list of spectrums, or kids who routinely see their SENCO at schools, or those with special challenges but without specialist help. These are significant cohorts on their own. I am talking about all kids, parents and a fair proportion of their teachers who are all impacting each other and amplifying major stress. Reliable research in the United States and the United Kingdom—on which Members of this House are experts, including my noble friend Lord Layard—conclusively demonstrates that these stresses subsequently hamper attainment across the curriculum. Put simply, children who are not provided with personal tools in their tool kit to be resilient enough to reach their potential do not reach it. The points made by the noble and right reverend Lord, Lord Harries, and the noble Lords, Lord Sandhurst and Lord Altrincham, go very much to that point. These children’s parents and teachers do not have the training or tools to make enough of a difference. Of course, this is not the case for everyone, but a high proportion of kids are held back this way and a high proportion of teachers and parents cannot really help. I declare my interest as a member of the board of a charity, Bounce Forward, originally started to respond to United States research on programmes to equip teachers and pupils with greater resilience. It is a small charity which reaches out to UK schools and local authorities, with real success. As you would predict, greater resilience has led to improvements right across the curriculum, in confidence and in reductions in bullying, as well as a hunger to catch up lost education time. Its methods could be embedded in school routines, timetables and teacher practice. The spread of good practice is too slow; mandated time is needed in timetables and modest sums need to be spent specifically on resilience through inset day slots and places in teacher education. It all seems so obvious, and Part 2 of the Bill needs to garner this information. I would like to hear whether the Minister can confirm that there are ways of transforming resilience and, roughly speaking, whether we can organise timetables to make that possible I know that I am short of time, but I ask the House’s indulgence for one brief note of real distress that I have about this Bill. The noble Lord, Lord Russell of Liverpool, my noble friend Lord Watson and the noble Baroness, Lady Walmsley, and I have sought and received government assurances from the noble Lord, Lord Agnew, that the full range of remedial steps provided to children adopted from care in the UK will be extended to children adopted from care abroad. I was always told—including by noble Lords here—that exclusion of this latter group had been an oversight and not a matter of policy. We all agreed that it was necessary to correct it. The House was repeatedly promised in writing that the anomaly would be corrected at the first available piece of primary legislation. This is that piece of primary legislation. However, the change is not in the Bill so we must amend it. These kids have one chance, not multiple chances. Every time that we neglect to make this correction, a small group of children suffers disproportionately—but we can stop that.