Lord Clement-Jones (LD)

My Lords, unusually, I rise to move an amendment, Amendment 138. For the second time in Committee, I find myself heading a group when I know that the noble Baroness, Lady Kidron, will be much better qualified to introduce the subject. Indeed, she has an amendment, Amendment 141, which is far preferable in many ways to mine. Amendment 138 is designed to ensure that the Information Commissioner produces a code of practice specific to children up to the age of 18 for the purposes of UK law and Convention 108, and pupils as defined by the Education Act 1996, who may be up to the age of 19 or, with special educational needs, up to 25 in the education sector. The charity Data, Tech & Black Communities put it this way in a recent letter to the noble Baroness, Lady Jones: “We recently completed a community research project examining the use of EdTech in Birmingham schools. This project brought us into contact with over 100 people … including parents, school staff and community members. A key finding was the need to make it easier for those with stewardship responsibility for children’s data, to fulfil this duty. Even with current data protection rights, parents and guardians struggle to make inquiries (of schools, EdTech companies and even DfE) about the purpose behind the collection of some of their children’s data, clarity about how it is used (or re-used) or how long data will be retained for. ‘Opting out’ on behalf of their children can be just as challenging. All of which militates against nuanced decision-making about how best to protect children’s short and long-term interests … This is why we are in support of an ICO Code of Practice for Educational Settings that would enable school staff, parents and learners, the EdTech industry and researchers to responsibly collect, share and make use of children’s data in ways that support the latter’s agency over their ‘digital selves’ and more importantly, will support their flourishing”. The duties of settings and data processers and rights appropriate to the stage of education and children’s capacity needs clarity and consistency. Staff need confidence to access and use data appropriately within the law. As the UNCRC’s General Comment No. 16 (2013) on State Obligations Regarding the Impact of the Business Sector on Children’s Rights set out over a decade ago, “the realization of children’s rights is not an automatic consequence of economic growth and business enterprises can also negatively impact children’s rights”. The educational setting is different from only commercial interactions or in regard to the data subjects being children. It is more complex because of the disempowered environment and its imbalance of power between the authority, the parents and the child. The additional condition is the fact that parents’ and children’s rights are interlinked, as exemplified in the right to education described in UDHR Article 26(3), which states: “Parents have a prior right to choose the kind of education that shall be given to their children.” A code is needed because the explicit safeguards are missing that the GDPR requires in several places but were left out of the UK Data Protection Act 2018 drafting. Clause 80 of the Bill—“Automated decision-making”—does not address the necessary safeguards of GDPR Article 23(1) for children. Furthermore, removing the protections of the balancing test under the recognised legitimate interest condition will create new risks. Clauses on additional further processing or changes to purpose limitation are inappropriately wide without child-specific safeguards. The volume, sensitivity and intrusiveness of identifying personal data collection in educational settings only increases, while the protections are only ever reduced. Obligations specific to children’s data, especially “solely automated decision-making and profiling” and exceptions, need to be consistent with clear safeguards by design where they restrict fundamental freedoms. What does that mean for children in practice, where teachers are assumed to be the rights bearers in loco parentis? The need for compliance with human rights, security, health and safety, among other standards proportionate to the risks of data processing and respecting the UK Government’s accessibility requirements, should be self-evident and adopted in a code of practice, as recommended in the five rights in the Digital Futures Commission’s blueprint for educational data governance. The Council of Europe Strategy for the Rights of the Child (2022-2027) and the UNCRC General Comment No. 25 on Children’s Rights and the Digital Environment make it clear that “children have the right to be heard and participate in decisions affecting them”. They recognise that “capacity matters, in accordance with their age and maturity. In particular attention should be paid to empowering children in vulnerable situations, such as children with disabilities.” Paragraph 75 recognises that surveillance in educational settings should not take place without the right to object and that teachers need training to keep up with technological developments. Participation of young people themselves has not been invited in the development of this Bill and the views of young people have not been considered. However, a small sample of parent and pupil voices has been captured in the Responsible Technology Adoption Unit’s public engagement work together with the DfE in 2024. The findings back those of Defend Digital Me’s Survation poll in 2018 and show that parents do not know that the DfE already holds named pupil records without their knowledge or permission and that the data is given away to be reused by hundreds of commercial companies, the DWP, the Home Office and the police. It stated: “There was widespread consensus that work and data should not be used without parents’ and/or pupils’ explicit agreement. Parents, in particular, stressed the need for clear and comprehensive information about pupil work and data use and any potential risks relating to data security and privacy breaches.” A code of practice is needed to explain the law and make it work as intended for everyone. The aims of a code of practice for educational settings would be that adherence to a code creates a mechanism for controllers and processors to demonstrate compliance with the legislation or approve certification methods. It would give providers confidence in consistent and clear standards and would be good for the edtech sector. It would allow children, parents, school staff and systems administrators to build trust in safe, fair and transparent practice so that their rights are freely met by design and default. Further, schools give children’s personal data to many commercial companies during a child’s education—not based on consent but assumed for the performance of a task carried out in the public interest. A code should clarify any boundaries of this lawful basis for commercial purposes, where it is an obligation on parents to provide the data and what this means for the child on reaching maturity or after leaving the educational setting. Again, a code should help companies understand “data protection by design and default” in practice, and appropriate “significant legal effect”, the edges of “public interest” in data transfers to a third country, and how special categories of data affect children in schools. A code should also support children and families in understanding the effect of the responsibilities of controllers and processes for the execution or limitation of their own rights. It would set out the responsibilities of software platforms that profile users’ metadata to share with third parties, or of commercial apps signed up for in schools that offer adverts in use. I hope that I have explained exactly why we believe that a code of conduct is required in educational settings. I beg to move.