My Lords, our reforms over the last 12 years are reflected in our highest ever scores in international tests in primary maths and reading, which are the building blocks for attainment. We have set out our ambitious plans for reform of education in the schools White Paper, the Skills for Jobs White Paper and the Skills and Post-16 Education Act, and we will publish a full response to the SEND and AP Green Paper early in the new year.
My Lords, I remind noble Lords of the important report published by the Times Education Commission in June, which has attracted widespread support—not least in this House, as a debate last month showed. Should we not continue to bear in mind the powerful case the commission makes for the introduction of a British baccalaureate offering broader vocational and academic qualifications at the age of 18, with parity of funding for both routes? Will the Government now put such bold educational reform at the centre of their strategy, drawing on the ideas in this landmark report?
The Government very much welcomed the report. Our strategy is ambitious in all these areas. My noble friend will be aware that my right honourable friend the Prime Minister has challenged the department to consider how we can go further to ensure that every young person receives the benefits of a broad and ambitious education, so that every child has
My Lords, the decision announced this week to reclassify further education for borrowing and investment purposes into the public sector has caused real concern. The £150 million allocated by the Government for capital spending on the back of that is very welcome, but perhaps the Minister can tell us whether that is new money, and was it not extraordinary that two weeks ago the Chancellor allocated no new money to learning and skills?
The department is working very closely with the further education sector to manage the transition that the noble Lord refers to. In terms of funding for skills, we are investing £3.8 billion more in further education and skills over the Parliament as a whole.
My Lords, does the Minister agree that without both a supportive system, as the noble Lord, Lord Lexden, has mentioned, and proper funding we are in grave danger of losing those practical subjects—not just art and design, music and drama but science subjects, including chemistry—which require designated spaces and equipment but are nevertheless an essential aspect of a child’s educational experience?
I would be happy to discuss this further with the noble Earl, but when we look at the data on uptake of some of these practical subjects, we can see very strong growth in computer science and design and technology, particularly at A-level.
My Lords, the Minister will be aware that for every child to have the opportunities that she talks about it is important that we identify those children with special educational needs at an early age. She will also recall the Children and Families Act 2014, which we thought was going to be ground-breaking. Yet in terms of special educational needs we see long delays, tribunals or appeals systems costing millions, and Health not engaging. Can the Minister tell us why a comprehensive post-legislative review of the Act was eight years after it received Royal Assent?
I am not aware of the details of the timing of the post-legislative review but I point the noble Lord to the special educational needs and disabilities and alternative provision Green Paper, which the Government published and have consulted on, in which we really strive to address many of the issues that the noble Lord has raised; namely, that we should have a trusted, non-antagonistic system that is fair and transparent that parents feel confidence in and children can flourish in.
My Lords, I am most grateful. Can I ask the Minister whether the Government are impressed by the ideas and achievements of Katharine Birbalsingh? If so, what are they doing to see that her methods are more widely followed in our state education system?
Obviously, the Government appointed Katharine Birbalsingh as the social mobility tsar, so I think that perhaps answers the noble Lord’s question. More broadly, the principles she espouses of aspiration for every child are upheld by the Government and delivered in many of our schools and trusts.