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Apprenticeships, Skills, Children and Learning Bill

My Lords, I agree with much of what has been said about the detail and complexity of many Bills, not just this one. The first Bill on which I worked was the Welfare Reform Bill, which was incredibly complicated. Part of the complication in this Bill arises from the fact that we are talking about the machinery of government changes. Regardless of how complicated the back-wiring is, it has to be described in the Bill, which means that Ministers have to devote time to writing letters and circulating them. That is certainly the way that I like to work. I shall continue to write letters and I apologise if noble Lords find that too burdensome. We expect colleges to have two conversations: a conversation with their local authority on pre-19 provision and a conversation with the SFA on post-19 provision. Our aspiration and commitment is to simplify for institutions and learners the experience of engaging in 14 to 19 and post-19 education. I cannot answer the question of the noble Baroness, Lady Howe, about the amendment because it is not my amendment. However, as regards the point made by the noble Lord, Lord Lucas, on assessments, the framework for excellence is being developed by BIS and DCSF in partnership with providers. Through the performance management arrangements we aim to reduce the number of inspections that institutions have to have so that Ofsted can move towards its lighter touch approach. This is about providing practical tools, but as I said in response to the noble Lord, Lord Hunt, as regards the guidance, we are happy to give a commitment that we will be explicit about the consultation that he wishes to see.