Baroness Cash (Con)

My Lords, my congratulations to the noble Baroness, Lady Morgan of Huyton, on securing this excellent debate and my thanks to noble colleagues for their contributions. I am struck yet again by the level of expertise we have in this House and the value that brings when we are talking about such important matters. I have also been saved from many of the points I planned to make by hearing from the noble Baronesses, Lady Morgan and Lady Morris, the noble Lord, Lord Baker, and many other colleagues. The best use of time, therefore, is to focus instead on two things I would like to address specifically. A number of people have referred to the fact—indeed, the review the noble Baronesses have overseen talked about this—that skills do not begin at 14 or 16. These are life skills, and they begin from the very early years. Many noble Lords are aware that this is a passion of mine, and I cannot resist the temptation to address it on this occasion. The very first skills anyone learns are motor skills, speech, relational skills, emotional regulation, and the capacity to learn itself. According to this year’s survey of over 1,000 reception teachers, one in four children started school not toilet trained. Three in 10 could not tell a teacher they were hungry, frightened or needed the toilet. A third could not dress themselves. Many cannot hold a pencil or sit up on the carpet because they do not have the strength built by running, climbing or play. It is beyond tragic. A third, when handed a book, swiped the page as if it were a screen. Reception staff lose two and a half hours of teaching every day helping children catch up. Last September, 37% arrived not ready, up from 33% the year before. The sharpest regional declines are in the north-east, the West Midlands, the north-west and London. When a peer-reviewed study was done following 8,000 Bradford children for 12 years, those not school ready at four were nearly three times as likely to be out of education, employment and training at 16. A number of noble Peers today have talked about this being a decade of work. It is a lifetime of work, and it is urgent. Before we even begin to address the skills, the vocational training and the higher and further education issues that so many others have raised today, we need to start urgently to catch these babies and infants at the very beginning of their lives. If we do not, undoing the damage will be too difficult and their chances will already be harmed. There is hope. In the same survey, 94% of parents wanted national guidance on readiness, and 88% of them believed their own child was ready—but the teachers had that number at only 63%. So there is a gap of parenting knowledge that we cannot and should not neglect. I know the Minister is looking at all this, and she is aware of my support with everything she is doing in this area. However, I hope she will forgive me if I press further and harder on what else we could be doing and what the Government, in my view, must do. In 2004, Stoke-on-Trent found 64% of its children starting nursery with delayed language. It trained 5,000 practitioners and parents in early attachment and language, and delay fell markedly. Parent Gym, the programme that I founded, a six-week parenting course, was evaluated by the University of Warwick. It found large gains in parents’ confidence in skills at the end of just six weeks, which delivered outcomes in the primary schools that ran it. The Government’s milestone is 75% school ready by 2028, and there is no time to waste. Once these years are gone, it cannot be undone. Where is the plan for how the definition of school readiness is to be communicated to every new parent? Where are the system and the measures for assessing that progress? I hope the Minister can tell us when we are going to see a national information campaign about what screens are doing to the developing brains of these babies? From infancy they are being sat in front of screens, which is impeding their life chances. The other thing I want to talk about very quickly, with time running out, is work readiness. Again, the skills that are needed—soft skills, behavioural skills and experience—are crucial, and many noble Peers today have raised this in their contributions. We have to provide the work experience that has gone from young people. The number of teenagers who now work during the time when they are studying has fallen off a cliff since the 1990s. This has been happening gradually over time; it has halved. The self-esteem and confidence built by earning, turning up, getting paid and seeing the result of your efforts have gone. As the mother of a 16 year-old, I know that it has been impossible for her, despite all her best efforts, to find any summer jobs over the last couple of years. This country is spending £25 supporting a young person on benefits for every £1 helping them into work. The answer to that arithmetic is not better managed dependency. It is a good start to see in the Milburn recommendations the subsidising of work placements and work experience, but we need to do more. I am grateful to a number of noble Peers today for raising the AI issue, which is at the heart of some of the issues around employment and jobs. The change is happening so rapidly. Young people need to have soft skills and executive functioning skills, as we talk about it now in SEN—knowing how to organise themselves and how to show up punctually. We take these things for granted, but for the Covid generation these are missing. We need to think about what we do in classrooms, whether in schools or in further education, to equip young people to go into the workplace and thrive. I am very grateful to so many noble Lords for their contributions, but I single out the noble Lord, Lord Lingfield, for his reference to the cadet programme. It is a shame, I always feel, that government has to be run by departments simply because it is so vast, but when we think about our defence needs and the changing face of defence—the fact that it is going to become more technical and home-based, and the fact that we need security in our own borders—we need to think more strategically about mapping and encouraging the jobs that we need for the future. Encouraging young people to take up places with the cadets is just one example of what can be done. I am very grateful also for the reference today to language skills—an increasingly important issue as we become an ever more diverse and inclusive society. It must be vital for children, to be able to participate in their community, to have those language skills. Finally, I believe it was the noble Baroness, Lady Morris, but also the noble Baroness, Lady Morgan, in her opening speech, who said how important numeracy and literacy are as the foundation stones of all this. It was with a little alarm that I heard the new Prime Minister on Tuesday talking about some of the changes he is proposing. I flag my alarm that I hope he is not intending to rip up the foundation stones of what has been a significantly improving education system in England during the last 20 years, through both Labour and Conservative Governments—work to which the Minister herself contributed. There is a lot more to be said, but time is ticking and I am determined not to get another warning from our Whip.