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Baroness Morris of Bolton moved Amendment No. 91:

The noble Baroness said: My Lords, Amendment No. 91 would require the Training and Development Agency to ensure that the school workforce was well fitted and trained to promote the behavioural development of pupils.

I am delighted that the Minister, having listened to the concerns of your Lordships' House, has decided to incorporate this element into the Bill. We differ only in where the word "behavioural" comes in the sentence. As I said in Committee, good discipline is one of the key determinants in producing a successful and conducive environment in which pupils can learn and teachers can teach. Therefore it is important that, as part of the training process, prospective teachers are
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schooled in the necessary techniques and ways in which good discipline and order can be maintained in the classroom and in the general school environment.

When I trained as a teacher, I did teaching practice in a particularly difficult school in Salford. I was coming towards the end of what I thought was a scintillating lesson on the Industrial Revolution when a boy jumped up and said, "This is a load of rubbish". He jumped out of the window and ran across the playing fields. I remember that, as I stood at the window, forlornly shouting "Come back!"—I will not tell your Lordships' House what his reply was—I wished that I had been taught how to deal with such a situation. However, I was very pleased when I went back to the class. They said, "Don't worry, Miss—you're doing really well. He normally jumps out of the window at the beginning of the lesson".

It is vital that teachers and support staff are equipped with techniques to deal with unruly behaviour. I beg to move.

Lord Filkin: My Lords, I am glad there is unanimity. We always do what the opposition parties tell us to do when we think it makes sense. We have put the word in a different place only because parliamentary counsel thinks that that makes even more sense.

Lord Dearing: My Lords, I am delighted to see the word "behavioural" introduced in the clause and to see it alongside physical and mental development. At least we have here the two words that I fought for in Clauses 2 and 5. As I said, if I have to choose to help the teachers to get behaviour—

Lord Hanningfield: My Lords, both are better.

Lord Dearing: My Lords, both are better, but I said "If I have to choose". Let us have that debate again, if your Lordships want it. When the noble Baroness, Lady Andrews, replied to me on physical development, I am sure that she had that in mind in particular rather than physical health. In the clause, teachers are being particularly encouraged to help with the "physical development" of children.

I conclude by thanking both the noble Baroness, Lady Morris, and the noble Lord, Lord Filkin.

The Lord Bishop of Manchester: My Lords, as a resident of Salford, and bishop of the diocese in which Bolton plays a significant part, I am delighted to be able to support in principle the noble Baroness's point. Alas, I cannot go the whole way for, having listened to the brief debate, I think that the positioning of "behavioural" probably comes better after "spiritual" and "moral". However, on such a nice point, it would be a shame to differ, and I am sure that everyone will agree with the Government on it in the end. I add my thanks from these Benches for the important point that the noble Baroness made.

Baroness Howe of Idlicote: My Lords, I shall be very brief. I congratulate both the Government and the noble
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Baroness on bringing the matter back, particularly the Government because the provision will now be clear in the Bill.

Baroness Morris of Bolton: My Lords, I thank the Minister for taking on board our concerns and putting the provision in the Bill. I beg leave to withdraw the amendment.

Amendment, by leave, withdrawn.

Lord Filkin moved Amendment No. 92:

On Question, amendment agreed to.

Baroness Walmsley moved Amendment No. 93:

The noble Baroness said: My Lords, Clause 72 defines the functions of the Training and Development Agency for Schools. Subsection (2) provides the objectives framework in which the agency will carry out its functions. Currently, those objectives are,

and so on,

Subsection (3) states that, in carrying out its functions, the TDA must in particular have regard,

pupils, and to prepare them,

their future lives.

The amendment was proposed to us by the NSPCC, and we are taking this second opportunity to air its concerns. It would like to see an additional element added to subsection (3) that states that it is desirable for the TDA, when exercising its functions, to secure that the school workforce is well fitted and trained to safeguard and promote the welfare of children and young people.

That would ensure that training for the school workforce fully reflected the duty that schools now have to safeguard and promote the welfare of children and young people, which came into force in June 2004 as a result of Section 175 of the Education Act 2002. That would equip the school workforce to carry out the duty effectively, not only in regard to child protection, where the NSPCC and I have particular concerns—I must express an interest as parliamentary ambassador for the NSPCC—but in the promotion of welfare. Promoting welfare is defined in the Framework for Assessment of Children in Need and their Families of 2000 as follows:

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That is very much "professional-speak", but we all know exactly what it means, and no person in the House would disagree with its spirit.

It is vital that schools recognise that key responsibility in regard to the issues of welfare, as well as those around safeguarding, of which child protection is a key part. If the school workforce is trained to safeguard children and promote welfare, schools will be equipped to carry out that new duty. The current amount of training that new teachers get in that regard, and the time given to it in CPD, is not adequate and is a bit patchy across the country.

In response to the amendment in Committee, the Minister said that he could not accept it as he did not want to create an exhaustive list of outcomes in the clause. Although the fear of creating too long a list is understandable, the reasoning behind the amendment is to ensure consistency with the Every Child Matters outcomes framework, not a desire to create long lists. The Minister suggested that all qualified teachers train to secure children's welfare as part of their ITT. However, research from the NSPCC clearly shows that the level of training is very limited, and the anxieties of teachers in regard to child protection are widespread. They do not feel sufficiently well equipped to do the job.

Furthermore, on top of the duty now on schools to safeguard and promote the welfare of pupils by virtue of Section 175 of the Education Act, the Bill will introduce an element to inspections which looks at the contribution made by schools to the well-being of pupils. Although we welcome both those steps, it seems unreasonable to place duties on schools and inspect against those matters if the school workforce is insufficiently trained to deal with them. It simply is not fair.

For those reasons, safeguarding and promoting welfare should be explicit in the objectives of the Training and Development Agency. If the Government's aim is to move towards early identification and preventive services—I know that it is—teachers will play a vital role, and they must be properly equipped to do so. That is only right. I beg to move.

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