Browse content similar to 20/02/2013. Check below for episodes and series from the same categories and more!
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Tonight, does the collapse of the Vicky Pryce trial suggest a major | :00:13. | :00:17. | |
flaw at the very heart of the British jury system. It is now your | :00:17. | :00:20. | |
duty to sit down and try to separate the facts from the fancy. | :00:20. | :00:24. | |
If there is a reasonable doubt in Muir minds as to the guilt of the | :00:24. | :00:27. | |
accused, then you must bring me a verdict of not guilty. If there is | :00:27. | :00:32. | |
no reasonable doubt, you must, in good conscience, find the accused | :00:32. | :00:35. | |
guilty. That is the Hollywood version. The real-life version was | :00:35. | :00:39. | |
a jury asking a judge questions which suggested they hadn't a clue | :00:39. | :00:45. | |
about their role, hadn't listened, or hadn't understood. | :00:45. | :00:49. | |
Also tonight, why is it that school results are better in some of the | :00:49. | :00:53. | |
poorest areas of London, than in more prosperous places outside the | :00:53. | :00:56. | |
capital. I do actually want to become a Prime Minister. I want to | :00:56. | :00:59. | |
show that it doesn't matter what race you are, what religion you | :00:59. | :01:03. | |
come from, that you can become anything you want. | :01:03. | :01:07. | |
England's Chief Inspector of schools, in rare interview, will | :01:07. | :01:10. | |
tell us whether the London effect can help children become Prime | :01:10. | :01:13. | |
Minister. Currency wars, are all the big | :01:13. | :01:16. | |
currencies competitively devaluing to help their economies. What | :01:16. | :01:21. | |
should the UK do about it. Paul Mason will have an exciting graph. | :01:21. | :01:26. | |
How old is too old to have a baby. With a report demanding that the | :01:26. | :01:30. | |
NHS should pay for IVF treatment for women over 40, where should we | :01:30. | :01:39. | |
draw the line? Good evening. This is a trial which | :01:39. | :01:43. | |
will go down in legal history. Not for the verdict, there wasn't one, | :01:43. | :01:46. | |
and there will have to be a retrial. But the jury in the Vicky Pryce | :01:46. | :01:50. | |
case asked the judge a series of questions which Mr Justice Sweenew | :01:50. | :01:54. | |
found so extraordinary, after 30 years experience, that he said some | :01:54. | :01:57. | |
of the questions demonstrated a fundamental deficit in | :01:57. | :02:04. | |
understanding of the entire trial process. In less polite layman's | :02:04. | :02:07. | |
terms, he was suggesting some of the questions were extremely stupid. | :02:07. | :02:11. | |
You might possibly agree. We report on a truly remarkable day in court. | :02:11. | :02:15. | |
The jury were discharged after sending the judge a note indicating | :02:15. | :02:19. | |
it was highly unlikely they would reach even the majority verdict he | :02:19. | :02:23. | |
had asked for. Yet this may have seemed a reasonably simple case. | :02:23. | :02:26. | |
Vicky Pryce is accused of perverting the course of justice. | :02:26. | :02:31. | |
She denies the chanch, saying she was coerced by her ex-- charge, | :02:31. | :02:38. | |
says she was coerced by her ex- husband, Chris Huhne, into take | :02:38. | :02:45. | |
iing his speeding points. Whether or not she was the victim of | :02:45. | :02:51. | |
marital coercion was the specific issue. That is an ancient defence, | :02:51. | :02:57. | |
back to 1925. The most appropriate thing is for me to read the words | :02:57. | :03:01. | |
Mr Sweeney used in his summing up. He said that a not guilty verdict | :03:01. | :03:05. | |
would require the jury to agree that she had no choice but to do as | :03:05. | :03:09. | |
her husband order, and that she was present at the time she signed the | :03:09. | :03:14. | |
paperwork. And she said that he was so present. So that is an issue | :03:14. | :03:17. | |
which he has quite clearly defined for the jury. There is, of course, | :03:17. | :03:22. | |
nothing unusual in a jury asking a judge for guidance. Yesterday the | :03:22. | :03:27. | |
jury of eight women and four men asked the judge, Mr Justice Sweeney | :03:28. | :03:32. | |
ten questions. They ranged from the straight forward to the curious and | :03:32. | :03:42. | |
:03:42. | :04:07. | ||
Those were questions that clearly shocked lawyers in the case. The | :04:07. | :04:13. | |
prosecutor, Madelin Nistor QC, said the ir-- said that the jury seemed | :04:13. | :04:17. | |
not to have sufficiently grasped its task, and the judge talked | :04:17. | :04:19. | |
about his concern about the fundamental deficit in | :04:19. | :04:22. | |
understanding that the questions demonstrated. He added that in well | :04:22. | :04:27. | |
over 30 years of criminal trial he had never come across this, at this | :04:27. | :04:35. | |
stage, never. The judge had told the jurors that if they couldn't | :04:35. | :04:38. | |
understand the directions they couldn't reach a true verdict. Do | :04:38. | :04:43. | |
jurors always understand what they are told. Some years ago a survey | :04:43. | :04:47. | |
for the Ministry of Justice suggested two thirds couldn't. Do | :04:47. | :04:50. | |
today's events show there is a serious problem with the jury | :04:50. | :04:54. | |
system? This is one case where the jury have been unable to reach a | :04:54. | :04:58. | |
verdict. Juries are, sometimes, unable to reach verdicts. I think | :04:58. | :05:03. | |
we would all accept that we would rather any jury in any criminal | :05:03. | :05:07. | |
case adopt a reasoned approach, at the end of which they are simply | :05:07. | :05:13. | |
unable to reach a verdict one way or the other. Than for a jury to | :05:13. | :05:18. | |
return in haste, with an ill- conceived, ill-considered verdict, | :05:18. | :05:21. | |
which, don't forget, if it conflicts with the evidence, could | :05:21. | :05:26. | |
be taken on appeal for the Court of Appeal as being a verdict that was | :05:26. | :05:29. | |
made against the weight of the evidence. The jury has been | :05:30. | :05:34. | |
dismissed, but the case is, of course, not over. There is to be a | :05:34. | :05:37. | |
speedy retrial, starting next Monday. | :05:37. | :05:41. | |
Chris Huhne won't be sentenced until the Vicky Pryce case is | :05:41. | :05:44. | |
concluded. Let's discuss this with John Cooper | :05:44. | :05:49. | |
QC, and the QC who appeared for a defendant in a Heathrow robbery | :05:49. | :05:54. | |
case conducted, very unusually, without a jury, for fear of jury | :05:54. | :05:57. | |
tampering. How surprising this that a judge is saying, however politely | :05:57. | :06:02. | |
to a jury, that some of you are not up to the job? I'm not sure he's | :06:02. | :06:05. | |
saying. That the fact is jurors sometimes ask questions, sometimes | :06:05. | :06:09. | |
jurors get it right, sometimes they get it wrong. This is a system | :06:09. | :06:13. | |
based on human beings, and they are fallible. But the alternative is | :06:13. | :06:16. | |
more frightening. The alternative is no jury, the alternative is not | :06:16. | :06:22. | |
being tried by our peers and a judge. The other thing is this, I | :06:22. | :06:26. | |
98% of trials don't have jurors in them any way. It is not a major | :06:26. | :06:29. | |
upheaval as far as the courts are concerned. It is a good system, it | :06:29. | :06:32. | |
works, it is fallible and gets things wrong. But the alternative | :06:32. | :06:35. | |
is frightening. The fact it is unusual, we are reporting on it, | :06:35. | :06:39. | |
and we are paying attention to it, that points up to the fact that it | :06:39. | :06:44. | |
is news? It points up to being news. We can talk about anecdotes we have | :06:44. | :06:47. | |
in the past. We can all talk about for instance stories we have heard, | :06:47. | :06:53. | |
like the jury some years Agatha consulted a wee ghee board to | :06:53. | :06:59. | |
consult with the dead defendant -- ouija board to consult with the | :06:59. | :07:04. | |
dead defendant. I had a jury asking could we convict on the evidence or | :07:04. | :07:12. | |
could it be gut instinct. We have all had stories like that, but | :07:12. | :07:16. | |
importantly they are our peers judging us. You appeared in a case, | :07:16. | :07:19. | |
for the first time in 300 years, heard in England without a jury. | :07:19. | :07:23. | |
Did it change the whole nature of the trial, did it feel very odd to | :07:23. | :07:27. | |
you? It was a very strange experience, as somebody who is used | :07:27. | :07:33. | |
to juries. We suddenly had a crown court judge who was also the jury | :07:33. | :07:37. | |
in the case. We had to work out our own procedure, everything was | :07:37. | :07:41. | |
different. When points of law are argued a jury goes out. This time | :07:41. | :07:45. | |
you obviously had the judge being the judge, taking off his jury hat. | :07:45. | :07:49. | |
It was very different. But things I did notice were, for example, | :07:49. | :07:53. | |
because the judge also had to give his judgment, he was taking a very | :07:53. | :07:56. | |
close note of the evidence. So therefore he couldn't always watch | :07:56. | :08:00. | |
the witness the way that a jury sitting across is able to do. Those | :08:00. | :08:06. | |
sort of differences really struck me. It really confirmed, in my head, | :08:06. | :08:12. | |
I'm a big fan of juries. You both are in different ways, with | :08:12. | :08:16. | |
criticisms. I wondered whether you felt perhaps a lay person would | :08:16. | :08:21. | |
think, look, a jury is likely to be the softer option. It is more | :08:21. | :08:24. | |
likely to get off in front of a jury than with a judge, because he | :08:24. | :08:28. | |
or she will have heard it all before? I'm sure people do think | :08:28. | :08:36. | |
that. In fact, some defendants will deliberately elect for a jury | :08:36. | :08:39. | |
because they know statistically they have a greater chance of | :08:39. | :08:42. | |
acquittal before a jury than a magistrate. Those are the facts. | :08:42. | :08:48. | |
That is not necessarily a bad thing. I think the bigger picture of the | :08:48. | :08:53. | |
jury being a barometer of society as well, in that they may consider, | :08:53. | :08:56. | |
for example, that this is a prosecution that really should not | :08:56. | :09:01. | |
be brought. They do not like it. Although they may feel perhaps the | :09:01. | :09:04. | |
evidence is sufficient here for guilty, this is not a case we want | :09:04. | :09:07. | |
to convict on. That is justice rather than the strict | :09:07. | :09:10. | |
interpretation of the law? A jury sense of justice, that is | :09:10. | :09:14. | |
interesting. I was going to add to this, and if jurors are not | :09:14. | :09:19. | |
understanding a case, it is not the jurors' fault, it is the | :09:19. | :09:21. | |
professions' fault, and the system's fault for not enabling it | :09:21. | :09:26. | |
to be explained to them. How do you change that, because you know, | :09:26. | :09:29. | |
we're all lay people on juries, we have all other jobs and interests, | :09:29. | :09:32. | |
we don't spend our time in court, how do you change it to make sure | :09:32. | :09:36. | |
that the jury, since they are just like the rest of mankind, how they | :09:36. | :09:41. | |
really know what they are up to? lot of criminal cases are all about | :09:41. | :09:45. | |
human life. Which is exactly what a jury is calibrated to judge, they | :09:45. | :09:49. | |
are human beings with experience of life, as is often referred to by | :09:49. | :09:53. | |
judges. If there are technicalties in a case, whether it be medical | :09:53. | :09:56. | |
technicality, financial technicality, my experience is that | :09:56. | :09:59. | |
you can boil that down into propositions and presentations | :09:59. | :10:04. | |
which a jury can understand. Even in very complex fraud cases, that | :10:04. | :10:08. | |
is one of the areas where some people say juries don't get the | :10:08. | :10:12. | |
expert evidence there? I have done a number of complex fraud cases and | :10:12. | :10:17. | |
presented it to the jury. The jury have come back with rational and | :10:17. | :10:19. | |
important questions. We have paperless trials, it is getting | :10:19. | :10:22. | |
less and less complicated. The profession are getting more and | :10:22. | :10:26. | |
more used to clear presentation. My view is this, if the jury don't | :10:26. | :10:30. | |
understand a point, let's not blame the jury, let's blame us and | :10:30. | :10:35. | |
perhaps the judges. Is it more complicated now, just because | :10:35. | :10:42. | |
jurors, because we all are exposed to 24-hour news, Twitter, there is | :10:42. | :10:47. | |
so much more going on than to think about what you are only going on in | :10:47. | :10:53. | |
the case. If you were doing the Pistorius case you would hear | :10:53. | :10:56. | |
nothing but that? It is more complicated because there is more | :10:56. | :10:59. | |
information from outsiefpltd those people who serve on juries and | :10:59. | :11:04. | |
write about it, write about the real seriousness with think they | :11:04. | :11:08. | |
approach the task. You are judging your peers, you can feel that sort | :11:08. | :11:12. | |
of atmosphere. The court goes quiet, the jury is entering. They are very, | :11:12. | :11:15. | |
very important. I think they can actually get around things in the | :11:15. | :11:20. | |
press and Twitter and so on. Thank you both very much. | :11:20. | :11:24. | |
In a moment, why are poor white children outside London falling | :11:24. | :11:29. | |
behind in education? And, putting the biological clocks forward, | :11:29. | :11:38. | |
should IVF treatment be offered to women in their 40s. | :11:38. | :11:45. | |
What make as good school? What is the secret all me that turns an | :11:45. | :11:51. | |
underperform -- alchemy that turns an underperforming pupil into a | :11:51. | :11:55. | |
successful graduate. There are schools performing well with | :11:55. | :12:02. | |
a first language, and those outside London, the London schools are | :12:02. | :12:06. | |
performing much better. If there is a London Effect, what is it? How | :12:06. | :12:12. | |
could it help schools up and down the country? Tesmoore Zulfiqar is | :12:12. | :12:16. | |
16, in his last year of school in the East End of London. He's | :12:16. | :12:21. | |
determined to move up in the world. We come from a humble background, | :12:21. | :12:26. | |
the family really motivates me to do good. I have seen my cousins, | :12:26. | :12:30. | |
they are very high achievers, they are doing medicines and accountants | :12:30. | :12:34. | |
and stuff like that. I want to really achieve high in my life. To | :12:34. | :12:44. | |
:12:44. | :12:48. | ||
help out my parents as well. It is a challenge. This is one of the | :12:48. | :12:53. | |
poorer parts of London. At his school, Little Ilford, over half | :12:53. | :12:56. | |
the pupils are eligible for free school meals. The vast majority | :12:56. | :13:02. | |
speak English as a second language. 15 years ago exam results were poor, | :13:02. | :13:12. | |
:13:12. | :13:12. | ||
and yet, this year 71% of pupils got five GCSEs at grades A*-C, | :13:12. | :13:17. | |
including English and maths. Tesmoore Zulfiqar has already taken | :13:17. | :13:21. | |
three GCSEs, he got A*s and an A. have been to a lot of trips to | :13:21. | :13:25. | |
universities, and I have been to Oxford and Cambridge. I like the | :13:25. | :13:29. | |
ethos, the way Cambridge University is. I quite want to go there. And | :13:29. | :13:34. | |
they hold a lot of reputation in the work world. If you go to an | :13:34. | :13:37. | |
employer and say you have been to Oxford and Cambridge, it gives you | :13:37. | :13:46. | |
more of a chance to get a job. His family are originally from | :13:46. | :13:51. | |
Kashmir, his mother works in accounts, and Mohammed is a driver. | :13:51. | :13:56. | |
Neither went to university, but her keen their son should. GCSEs will | :13:56. | :14:01. | |
be hard as well. You can't expect it to be easy. Research suggests | :14:01. | :14:05. | |
parents' support for education can be crucial. You have to make sure | :14:05. | :14:09. | |
you use your time constructively. Putting effort in study and you | :14:09. | :14:12. | |
will get your results for certain. His family say the school often | :14:13. | :14:18. | |
calls them, if he's going well, or if he needs some help. In English | :14:18. | :14:23. | |
he was finding some of the course work difficult, and he's doing | :14:23. | :14:26. | |
another GCSE in Urdu, where he was finding some of the work difficult, | :14:26. | :14:32. | |
so the teacher did get in touch with us and we did speak to us. | :14:32. | :14:36. | |
He's doing extra after school, two hours and one hours in English and | :14:36. | :14:42. | |
fis sicks, sometimes in the Urdu G -- physics, and sometimes Urdu GCSE, | :14:42. | :14:48. | |
the teacher arranged it for him and that is at the school. English may | :14:48. | :14:53. | |
not be their first language at home, but at school these 11 and 12-year- | :14:53. | :14:59. | |
olds are following Shakespeare's verse. | :14:59. | :15:02. | |
We have seen real success with young people who have come to us, | :15:02. | :15:06. | |
come to us with very low levels of attainment, and through the support | :15:06. | :15:10. | |
they have received in the classroom, from the intervention sessions, | :15:10. | :15:13. | |
they have left our school flourishing with fantastic GCSE | :15:13. | :15:17. | |
results. As a school we have seen that young people can succeed, | :15:17. | :15:23. | |
given the right support. I pose the "no excuse culture" means, we know | :15:23. | :15:26. | |
with the right support, the right type of learning, any young person | :15:26. | :15:33. | |
can achieve. That is what we strive to do. | :15:33. | :15:38. | |
One of the most significant things they do, is to give extra teaching | :15:38. | :15:42. | |
to any students who are behind in their reading and writing. Like | :15:42. | :15:49. | |
these pupils in year seven. What letter is taken out of here?, | :15:49. | :15:56. | |
not an "e" an "o". We knew for our learners it was about their writing | :15:56. | :16:01. | |
F they weren't able to write -- if they weren't able to write fluently | :16:01. | :16:04. | |
they couldn't access the wider programme. We have developed that | :16:04. | :16:09. | |
with the lessons and developed it with staff in the wider school to | :16:09. | :16:13. | |
transfer the skills into all their classes. | :16:13. | :16:17. | |
Government policies over the last decade have helped Little Ilford | :16:17. | :16:25. | |
climb up the league tables. Teach First brought in graduates for from | :16:25. | :16:30. | |
universities, and the Challenge Programme, meant Little Ilford | :16:31. | :16:36. | |
worked for closely with other schools. | :16:37. | :16:40. | |
The dynamism of the capital inspires children too. Newham was | :16:40. | :16:46. | |
an Olympic borough, and from their classrooms, pupils can see the | :16:46. | :16:53. | |
London skyline changing. The shard, soaring upwards. | :16:53. | :16:58. | |
Over the last ten years schools in London have been improving, | :16:58. | :17:01. | |
sponsored academies have been getting best fastest, but local | :17:01. | :17:03. | |
authority schools have been improving too. Many as describe | :17:03. | :17:07. | |
this to London Challenge, but central Government cut the funding | :17:07. | :17:11. | |
for that two years a and yet the momentum continues. The gap between | :17:11. | :17:16. | |
schools in the capital, and the rest of the country is growing. | :17:16. | :17:22. | |
When you look at GCSE results regionally. Chris Cook of the | :17:22. | :17:27. | |
Financial Times has made the most detailed analysis yet of pupil GCSE | :17:27. | :17:30. | |
results of pupils across England over the last ten years. London | :17:30. | :17:34. | |
schools are now a long way ahead of the rest of the country. To the | :17:34. | :17:38. | |
extent if you look at children looking in the very poorest few | :17:38. | :17:42. | |
neighbourhoods in the city, the children there get GCSE results | :17:42. | :17:46. | |
that are better, on average, than the rest of the country. It is | :17:46. | :17:51. | |
better to be poor in London than an average kid outside London. That is | :17:51. | :17:54. | |
how huge the capital's advantage has become. That is especially | :17:54. | :18:00. | |
obvious when you look at children he isable for free school meals. | :18:00. | :18:05. | |
Comparing 2003 with 2012. These scores are not based only on GCSE | :18:05. | :18:08. | |
passes, but on exactly what grades children got. | :18:08. | :18:13. | |
This year's results show one ethnic group is falling well behind. | :18:14. | :18:18. | |
If you are from an ethnic minority you are more likely to be in a | :18:18. | :18:21. | |
London school, that means the improvement of London schools has | :18:21. | :18:24. | |
taken you with it. If you are a white person, you are more likely | :18:24. | :18:30. | |
to be outside London. So the problems of the failing schools are | :18:30. | :18:35. | |
weighing entirely on white children. Where as the benefits of London | :18:35. | :18:41. | |
rise proportionally benefit black and Asian children. | :18:41. | :18:44. | |
Researchers have sought to understand why the educational | :18:44. | :18:48. | |
achievement of poor white British children across the country is now | :18:48. | :18:53. | |
lower than others. They found a correlation between attainment and | :18:53. | :18:56. | |
educational aspiration of both parents and children. As Little | :18:56. | :19:00. | |
Ilford has shown, these attitudes can be influenced by school. And | :19:00. | :19:08. | |
every parent wants the best for their child. Barnsley has its | :19:08. | :19:13. | |
ambitious students. Alex is doing his GCSEs next summer. He wants to | :19:13. | :19:17. | |
go to medical school. I wanted to be a doctor because my friend is in | :19:17. | :19:22. | |
a wheelchair, he has spina bifida, I want to help people like him who | :19:22. | :19:26. | |
haven't got the same life as everyone else, to make a difference, | :19:26. | :19:30. | |
and hopefully help other people. you understand it, or do you need | :19:30. | :19:35. | |
me to go through some of it with you. His stepfather went to | :19:35. | :19:39. | |
university, his mother, Beverley, didn't, she would like her son to | :19:39. | :19:44. | |
achieve his dream. When I was his age I wanted to leave school, get a | :19:44. | :19:49. | |
job and make some money. I want him to try his best, if he wanted to be | :19:49. | :19:52. | |
a dustman and he's happy doing that, that's fine, as long as he tried | :19:52. | :19:56. | |
everything he wanted to do and he's happy. That is ultimately what you | :19:56. | :20:02. | |
want your children to be happy. I know Alex wants to try his best and | :20:02. | :20:11. | |
Barnsley isn't the bee all and end all in Alex's life. | :20:11. | :20:16. | |
GCSE results in Barnsley as a whole are well below England's average. | :20:16. | :20:19. | |
The authority sits close to the bottom of the National League table. | :20:19. | :20:23. | |
The question is, whether Barnsley and other authorities can learn | :20:23. | :20:27. | |
from the improvements in London schools, and breakthrough the | :20:27. | :20:34. | |
legacy of the industrial past. 40 years ago, going down the pit was | :20:34. | :20:39. | |
the only option for many, the mines closed decades ago. | :20:39. | :20:44. | |
Alex's headteacher told me, they still affect people's outlook. | :20:44. | :20:48. | |
won't find anyone, head teachers, or people connected with education | :20:48. | :20:51. | |
in the council, who would stand and say they are happy with the | :20:51. | :20:55. | |
position we are in the league tables and they are happy with our | :20:55. | :20:58. | |
results profile. Having said, that I do think we need to be findful of | :20:58. | :21:01. | |
the situation that towns like Barnsley have been through in | :21:01. | :21:05. | |
recent years. In the very recent past, the mining industry was there, | :21:05. | :21:09. | |
it was very active, there was lots of jobs for people, and those jobs | :21:09. | :21:12. | |
aren't there any more. As a result we have got a lot more unemployment, | :21:12. | :21:16. | |
and we have a lot more children growing up in families, where | :21:16. | :21:21. | |
unemployment is a real issue and economic situations are a real | :21:21. | :21:27. | |
issue. So, that has been effect, undourtedly, on the mind set of the | :21:27. | :21:30. | |
-- undoubtedly on the mind set of young people as they come to school. | :21:30. | :21:34. | |
It is our job to try to work on that, raise aspiration and ambition, | :21:34. | :21:38. | |
and try to enable our young people to do really well in the future. | :21:38. | :21:44. | |
That can now start with the very youngest children. Alex's school | :21:44. | :21:49. | |
has been merged with two others, to create the brand new Holy Trinity, | :21:49. | :21:59. | |
taking pupils aged 3-16. # We can make the most of our time | :21:59. | :22:02. | |
Almost all these children speak English as a first language. Fewer | :22:02. | :22:06. | |
than one in six are eligible for free school meals. So the school | :22:06. | :22:10. | |
doesn't qualify for the Teach First programme, which places graduates | :22:10. | :22:18. | |
from leading universities in schools. | :22:18. | :22:25. | |
Last year, just 53% of pupils got five GCSEs at grades A*-C, | :22:25. | :22:28. | |
including English and maths, that is below the national average. | :22:29. | :22:31. | |
Because of this problem with the Greek number system...The | :22:32. | :22:34. | |
Headteacher is determined to improve results, by monitoring | :22:34. | :22:39. | |
standards closely, and making sure all the children have personal | :22:39. | :22:45. | |
targets. He's getting parents more involved, he started calling them | :22:45. | :22:54. | |
into school if their child isn't making enough progress. He wants to | :22:54. | :23:01. | |
bring some of the energy of London into his own school. Last year he | :23:01. | :23:06. | |
took some of his pupils to Newham, they saw the sites, and visited | :23:06. | :23:09. | |
another school. It was really calm and controlled there, where | :23:09. | :23:16. | |
sometimes it can be slightly different to that here. Callum and | :23:16. | :23:19. | |
Emily said the atmosphere was quite different. You knew they were | :23:20. | :23:23. | |
achieving higher, but on the other hand, we knew we could do it too. | :23:23. | :23:28. | |
That is how we think of it. If you didn't look out of window and know | :23:28. | :23:33. | |
that you were in Newham in a rough area, you wouldn't have known T | :23:33. | :23:36. | |
they looked like really good learners, they were all smart, it | :23:36. | :23:39. | |
looked like they were all prepared and ready to learn. | :23:39. | :23:44. | |
These pupils wanted to go to university, to have professional | :23:44. | :23:48. | |
careers, and ambitions shared by many in the Newham school. Where | :23:48. | :23:52. | |
pupils see no limits for themselves. I do actually want to become a | :23:52. | :23:55. | |
Prime Minister, I want to be the next PM for England. That's because | :23:55. | :23:58. | |
I want to show that it doesn't matter what race you are, what | :23:58. | :24:02. | |
religion you come from, or what ethnic or economic background you | :24:02. | :24:08. | |
come from, that you can become anything you want. That's my goal, | :24:08. | :24:14. | |
to be a doctor. I wouldn't mind if I become a doctor, and my back step | :24:14. | :24:20. | |
would be a pharmacist, it is still in the field of medicine. It is not | :24:21. | :24:23. | |
just a soaring ambition, they have the exam grades to take them | :24:24. | :24:28. | |
forward. The question is, whether the lessons of London will travel, | :24:29. | :24:36. | |
especially to places like Barnsley. With me is the Chief Inspector of | :24:36. | :24:43. | |
Schools in England, Michael Wilshaw. In 200 London schools were said to | :24:43. | :24:46. | |
be under-performing, now they are out-performing. What is the secret | :24:46. | :24:51. | |
here? I was a London teacher and headteacher before I joined Ofsted | :24:51. | :25:00. | |
as its Chief Inspector. I saw the good and the bad. In the 1970s, 80s | :25:00. | :25:03. | |
and 90s standards were low in London. Now they are good F you | :25:03. | :25:06. | |
said to me in that period that London would be achieving really | :25:06. | :25:11. | |
well, I wouldn't believe you. What has made the difference has been | :25:11. | :25:21. | |
political will. The programme talked about lon -- London | :25:21. | :25:25. | |
Challenge, Government-sponsored action through that system made the | :25:25. | :25:30. | |
difference. We all want all children to do well, what is it | :25:30. | :25:36. | |
that concentrates it to get the job done? The chief adviser to London | :25:36. | :25:39. | |
Challenge uses a phrase of presenting the brutal facts to head | :25:39. | :25:42. | |
teachers and governors and schools, where there is underperformance. | :25:42. | :25:47. | |
And the messaging of those brutal facts was done by head teachers, | :25:47. | :25:52. | |
good and outstanding head teachers in London took responsibility for | :25:52. | :25:56. | |
improving schools that were less effective. And that worked really | :25:56. | :26:00. | |
well. That model of school-to- school support, engineered by | :26:01. | :26:05. | |
London Challenge and brokered by it, is a model happening up and down | :26:05. | :26:08. | |
the country. It is happening outside London as well. There were | :26:08. | :26:12. | |
a couple of interesting points, literacy, saying effectively, here | :26:12. | :26:15. | |
is a brutal truth, if you can't read you won't do well in chemistry, | :26:15. | :26:20. | |
we have to teach you to read. That seemed to be basic isn't it? It is | :26:20. | :26:25. | |
a basic. Good schools operate those basic. The thing about comparing | :26:25. | :26:29. | |
London and Newham, with Barnsley is this, that children are children | :26:29. | :26:32. | |
are children, they are not genetically different. What makes | :26:32. | :26:36. | |
the difference is the culture of the school, the expectation levels | :26:36. | :26:40. | |
of the school. That is determined by leadership. The way you have got | :26:40. | :26:44. | |
a situation where youngsters are coming from homes with limited | :26:44. | :26:48. | |
ambitions, and go to a school with limited ambitions, and supported by | :26:48. | :26:52. | |
a local authority with limited ambitions, it doesn't work. Schools | :26:52. | :26:57. | |
can make a difference. Clearly then, some children who are | :26:57. | :27:02. | |
not doing so well, we heard in the report, outside London, quite often | :27:02. | :27:06. | |
they happened to be white British, in London there is a relative | :27:06. | :27:09. | |
disproportion of people from ethnic minorities. That is a problem isn't | :27:09. | :27:13. | |
it. If white British kids aren't doing so well? That is a problem. I | :27:13. | :27:18. | |
can give you examples of schools with white British populations who | :27:18. | :27:20. | |
are doing phenomenally well. accept tough do better with this? | :27:20. | :27:25. | |
We have to do better. We have just done some research into good | :27:25. | :27:29. | |
performance across the country. We have compared local authorities | :27:29. | :27:33. | |
with similar demographics, similar levels of poverty, similar levels | :27:33. | :27:38. | |
in their populations, similar levels of children with free school | :27:38. | :27:42. | |
meals, that are performing very, very differently. That is why we | :27:42. | :27:45. | |
are saying, local authorities have a responsibility here to make sure | :27:46. | :27:53. | |
they do what London Challenge did, that is to draw a line under | :27:53. | :27:57. | |
performance. That is interesting, if relative poverty or how much | :27:57. | :28:01. | |
money spent on the school is less sporpbt, what is important, and | :28:02. | :28:06. | |
what is there -- important, and what is important, is that in white | :28:06. | :28:11. | |
working-class British groups that you need to look at. For instance, | :28:11. | :28:17. | |
is it aspiration? It is aspiration, but by teachers in the school, the | :28:17. | :28:21. | |
headteacher in the school, culture makes a difference. Children are | :28:21. | :28:24. | |
children are children. What makes a difference is the level of | :28:24. | :28:27. | |
expectation of the school, and the intervention that takes place after | :28:27. | :28:32. | |
school and at weekends and other periods. Something you have done in | :28:32. | :28:36. | |
London which is called Teach First, to attract some of the best | :28:36. | :28:40. | |
graduates into teaching first. Does that help because it says really | :28:40. | :28:43. | |
bright graduates go into teaching, that is what they do, and this | :28:43. | :28:47. | |
school is, by its nature, attracting better people, you as a | :28:47. | :28:51. | |
pupil will do better. Teach First helps, if you go around the country | :28:51. | :28:56. | |
and see good schools, you see head teachers who are really proactive | :28:56. | :28:59. | |
in recruiting good people into their schools. Up and down the | :28:59. | :29:04. | |
country, not just in London. They are very creative in the way they | :29:04. | :29:08. | |
do recruit good teachers. Do you need to also deal with the question | :29:08. | :29:11. | |
of some bad teachers, some teachers who are not up to it. You | :29:11. | :29:15. | |
commissioned a report on whether some teachers fail to stretch the | :29:15. | :29:18. | |
brightest pupils. Is it difficult to get rid of a few teachers who | :29:18. | :29:23. | |
are not up to it? My view, and I say this as an ex-headteacher, is | :29:23. | :29:29. | |
that where there is a will to remove consistently poor staff, | :29:29. | :29:37. | |
head teachers can do that. It is a myth to believe that they can't. | :29:37. | :29:40. | |
you think it should be easier or you think it is OK at the moment? | :29:40. | :29:43. | |
think head teachers have a responsibility to root out poor | :29:43. | :29:47. | |
practice, when they identify it. Everyone can have a bad lesson now | :29:47. | :29:51. | |
and then. Do you think it should be easier for them to do so? Yes and | :29:51. | :29:55. | |
the Secretary of State has brought in legislation to allow head | :29:55. | :29:58. | |
teachers to do something about poor practice. It is at the heart of | :29:58. | :30:00. | |
this, head teachers have a responsibility to recognise and | :30:00. | :30:04. | |
reward good teaching, but also a responsibility to do something | :30:04. | :30:08. | |
about people who teach ineffectively on a consistent basis. | :30:08. | :30:12. | |
Obviously the ball is in your court, London, 10 years ago, | :30:12. | :30:16. | |
underperforming in a short space of time, in educational terms, doing | :30:16. | :30:19. | |
much better. What will you do to say to children in Barnsley or | :30:19. | :30:23. | |
elsewhere, this will work for you? Lock around you. Look at not just | :30:23. | :30:27. | |
what's happening in London, but look at outstanding practice in the | :30:27. | :30:32. | |
same authority as your school is in. Look at what's happening in the | :30:32. | :30:36. | |
next authority. Look at good practice elsewhere and learn from | :30:37. | :30:40. | |
it. That final question, that question of aspiration. That's very | :30:40. | :30:43. | |
difficult. We had a child there saying he would be Prime Minister, | :30:43. | :30:49. | |
good luck to him. But how do you do that, how do you create the sense | :30:49. | :30:55. | |
that you can achieve? Speaking as an ex-headteacher, you greet | :30:55. | :30:59. | |
children at the gate of the school, and you say to them very clearly, | :30:59. | :31:04. | |
you keep the culture of the street over there, if you come from a | :31:04. | :31:08. | |
background where aspiration isn't high, that's fine. But, when you | :31:08. | :31:16. | |
enter the gates of this school, the aspiration is high, we're going to | :31:16. | :31:20. | |
make sure we do everything in our power to get you to achieve. That | :31:20. | :31:25. | |
is what is important, leadership and culture. | :31:25. | :31:29. | |
Now, the pound sunk to a two-and-a- half year low against the dollar | :31:29. | :31:35. | |
today. Minutes released by the Bank of England show it was considering | :31:35. | :31:41. | |
whether to print even more money under the quanative easing system. | :31:41. | :31:45. | |
Talk like that tends to weaken the pound, and it is thought some | :31:45. | :31:48. | |
currencies are having a secret currency war. Something everyone | :31:48. | :31:52. | |
claims to be against, but might be happening despite the protestations. | :31:52. | :31:57. | |
Here is currency war for dummies. Great qefs our time. How many | :31:58. | :32:07. | |
arrowheads do you get for a whale bone? In the 1930s they were | :32:07. | :32:11. | |
obsessed with funny money for a reason, the currency system had | :32:11. | :32:15. | |
gone haywire, and now, suddenly exchange rates are a big issue | :32:15. | :32:22. | |
again. Tiny arrowheads worth three shillings a pound. If you ask the | :32:22. | :32:25. | |
most powerful people in the world what the biggest question in the | :32:25. | :32:35. | |
:32:35. | :32:37. | ||
It is a good question, we know the answer is no, because they say so. | :32:37. | :32:47. | |
:32:47. | :32:54. | ||
But they are being sorely tempted, and here's why. If we go back to | :32:54. | :32:57. | |
2009, many countries in their response to the recession had plans | :32:57. | :33:01. | |
to have large increases in exports. In fact, the increase in exports | :33:01. | :33:04. | |
was something which couldn't be achieved which everybody at the | :33:04. | :33:08. | |
same time unless some other planet were planning to start importing | :33:08. | :33:11. | |
good from the earth. The consequence of that has been that | :33:11. | :33:16. | |
over time those export plans haven't come to fruition, people | :33:16. | :33:19. | |
have started to think they might need to double up on their export | :33:19. | :33:24. | |
plans. They want to depreciate currencies to increase exports in | :33:24. | :33:29. | |
the future. Here is an economist to explain why currency wars are bad. | :33:29. | :33:33. | |
Nobody can win if it is a competitive devaluation. One | :33:34. | :33:37. | |
country does it and drives its currency down, and another country | :33:37. | :33:42. | |
does it, that drives the currency up on the first one. What will | :33:43. | :33:47. | |
really happen is a lot more money being pumped into the world economy | :33:47. | :33:50. | |
which has inflationary consequences. But some people think a currency | :33:50. | :33:54. | |
war has kicked off. Japan, which needs to export more of these | :33:54. | :34:00. | |
things, is accuses of manipulating its currency down to boost exports. | :34:00. | :34:10. | |
:34:10. | :34:12. | ||
Recently the yen has been high, now it is rapidly collapsing. | :34:12. | :34:18. | |
Shells the oldest and most widely distributed currency. Still used in | :34:18. | :34:21. | |
some states and tropical Africa. The problem with the currency war, | :34:21. | :34:26. | |
is even without declaring one, by taking certain actions you can make | :34:26. | :34:31. | |
other countries feel like they are being, well, attacked. One thing | :34:31. | :34:35. | |
that the emerging market countries are doing is to put blockages in | :34:35. | :34:39. | |
the way of additional currency appreciation of their exchange | :34:39. | :34:43. | |
rates. Brazil has done that, made it a little more expensive to buy | :34:43. | :34:47. | |
into the Brazilian currency. China intervenes in the currency market | :34:47. | :34:52. | |
to hold the rate down. Switzerland for example, a year or so ago, put | :34:52. | :34:55. | |
a cap effectively on its rate. They are trying to defend themselves, | :34:55. | :34:59. | |
but each of those distortions in the market forces action somewhere | :34:59. | :35:04. | |
else. It is a dangerous situation. Now, if we do get into a currency | :35:04. | :35:07. | |
war, the United Kingdom has previous. In 2008 sterling fell | :35:07. | :35:11. | |
against the rest of the world's currencies by 20%, the Bank of | :35:11. | :35:16. | |
England was very pleased by that, because it helped us avoid absolute | :35:16. | :35:22. | |
depression. Now, here's the thing, sterling is falling again, so why? | :35:22. | :35:26. | |
Sterling is falling because the UK is likely to lose its triple-A | :35:26. | :35:30. | |
rating soon, making it less attractive to hold Government bonds, | :35:30. | :35:32. | |
which means you don't need sterling in order to buy the Government | :35:32. | :35:35. | |
bonds. It is falling because the Bank of England is likely to print | :35:35. | :35:38. | |
more money, likely to lead to more inflation in the long-term over the | :35:38. | :35:44. | |
UK, that is undesirable from an international investor Percio | :35:44. | :35:47. | |
pective, and the general economic outlook -- perspective, and the | :35:47. | :35:51. | |
general economic outlook is poor, so people don't want to hold assets | :35:51. | :35:56. | |
for that reason. Beads has always been used for money. That is the | :35:56. | :36:01. | |
currency of the north American Indians. IRA assuring picture | :36:01. | :36:05. | |
emerges, by printing money, countries are trying to boost their | :36:05. | :36:08. | |
economy, because it tanks their currencies and boosts their exports | :36:08. | :36:12. | |
is a pure coincidence, including here. So, there is no currency war, | :36:12. | :36:15. | |
any reblemblans between what the Bank of England is doing and a -- | :36:15. | :36:18. | |
resemblance between what the Bank of England is doing and a currency | :36:18. | :36:21. | |
war, is purely accidental. I hope that was clear. Before the | :36:21. | :36:25. | |
end of the programme we will have the front pages. First, new | :36:25. | :36:28. | |
guidelines recommend that the age limit for women to have fertility | :36:28. | :36:33. | |
treatment in England and Wales should go up from 39 to 42. It | :36:33. | :36:38. | |
means childless women in their early 40s could be considered for | :36:38. | :36:42. | |
IVF on the National Health Service. With an ageing population and ever- | :36:42. | :36:46. | |
increasing demands on the health budget, is it a sensible way of | :36:47. | :36:51. | |
spending NHS money. Why are we leaving it later in life to become | :36:51. | :36:55. | |
parents? They probably know it already, but for parents wanting | :36:55. | :36:59. | |
children in their late 30s, the clock is ticking. Have a look at | :36:59. | :37:02. | |
this graph that came with today's NHS guidelines. You will see why | :37:02. | :37:06. | |
experts believe the best time to conceive is between 20-35. As a | :37:06. | :37:11. | |
nation, we are having kids later. The average age a mum has her first | :37:11. | :37:18. | |
child has gone up from just under 25 in 1981 to just under 28 in 2011. | :37:18. | :37:22. | |
If you dig into the detail, the figures show a dramatic increase in | :37:22. | :37:31. | |
new mothers aged between 35-39. It was nearly 22 per 1,000 in 1981 and | :37:31. | :37:36. | |
2011 it was 112 per 1 though though for those aged 40 and over, it has | :37:37. | :37:44. | |
doubled to 14 per 1,000. IVF is factor in this. Back in 1991 there | :37:44. | :37:50. | |
were 6,500 IVF cycles in the UK. By 2011 it had grown to 60,000. The | :37:51. | :37:55. | |
figures show just over half of those who use IVF are over 35. For | :37:55. | :38:00. | |
those struggling to conceive, the experience can be incredibly | :38:00. | :38:04. | |
traumatic. But many will question whether allowing older couples the | :38:04. | :38:08. | |
right to fertility treatment on the NHS, is really the best use of tax- | :38:08. | :38:11. | |
payers' money. Mariella Frostrup is a broadcaster | :38:11. | :38:16. | |
and mother of two children who arrived after she turned 40, | :38:16. | :38:20. | |
Katherine Baldwin is a journalist and author, also in her 40s, | :38:20. | :38:22. | |
writing about the experience of childless women. Do you think the | :38:22. | :38:26. | |
new rules are a good thing. They extend the choice for some women in | :38:26. | :38:29. | |
some families? I think the new rules are a good thing. I think the | :38:29. | :38:35. | |
women who will benefit from the new regulations is very small. As nice | :38:35. | :38:39. | |
as said -- as NICE has said it is a small number of women. We need to | :38:39. | :38:43. | |
look at the big picture this headline number sends out. That my | :38:43. | :38:48. | |
concern is that women will think oh I have got until I'm 42 now. I'm | :38:48. | :38:54. | |
concerned that too many women will think I can delay and delay and at | :38:54. | :38:58. | |
the end of the delaying period there is IVF. The problem is, IVF | :38:58. | :39:03. | |
doesn't always work. A lot of women end up feeling very sad about the | :39:03. | :39:06. | |
fact that they have tried and it has failed. You can change the | :39:06. | :39:10. | |
rules, but you can't change biology, there is always the potential for a | :39:10. | :39:14. | |
problem the later you leave it? I think it is important that women | :39:14. | :39:18. | |
are made aware of their fertility rates. Of the chances of IVF | :39:18. | :39:25. | |
working over 40. IVF is marvellous, I have friend who have had children | :39:25. | :39:29. | |
via IVF, I do think because of the way society is set up, I think more | :39:29. | :39:33. | |
women should have access to it. But the problem is, if we think it is a | :39:33. | :39:36. | |
safety net, and we just leave everything until the last minute, | :39:36. | :39:40. | |
and then there is IVF. Every case is different. It does seem to be a | :39:40. | :39:43. | |
trend that some women are leaving it later and later, more women are | :39:43. | :39:47. | |
doing. Why do you think that is? love the way it is only women | :39:47. | :39:51. | |
making this choice. Of course generally speaking to have children | :39:51. | :39:56. | |
it takes two people. More frequently that happens to be a man. | :39:56. | :39:59. | |
This is situation that's evolved because of relationships between | :39:59. | :40:06. | |
men and women in the main, I would say changing over the last 30-40 | :40:06. | :40:09. | |
years, since the sexual revolution and the advent of the pill and so | :40:09. | :40:12. | |
on. I don't think it is that women are leaving it later and later, I | :40:12. | :40:17. | |
think it is becoming harder and harder to find a willing partner | :40:17. | :40:20. | |
with whom to have children when you are younger. There aren't very many | :40:20. | :40:25. | |
men, certainly not in my experience in their 20s and 30s saying let's | :40:25. | :40:29. | |
go make babies. Without going into the basis of biology, that is | :40:29. | :40:33. | |
because for men it is different and women it is different, and the | :40:33. | :40:39. | |
biological clock ticks differently for the two sexes? Absolutely, if | :40:39. | :40:42. | |
we want to continue to have children and the human spee sheets, | :40:42. | :40:47. | |
it can't be down to women, -- species, it can't be down to women | :40:47. | :40:51. | |
forcing men to have children younger. With the new | :40:51. | :40:54. | |
recommendations from NICE, you would think it was the Apocalypse | :40:54. | :40:58. | |
Now, all we are talking about is a recommendation that women, for a | :40:58. | :41:03. | |
couple more years should be allowed the benefit of progress in medical | :41:03. | :41:06. | |
science. Infertility is a condition, it is a medical condition. It is | :41:06. | :41:11. | |
not something that someone's willed upon themselves. In any kind of | :41:11. | :41:15. | |
defeatist way. It is actually the same as a bun I don't know, a lot | :41:15. | :41:22. | |
worse, but you know it is a condition. | :41:22. | :41:28. | |
-- a bunion, a lot worse but I don't know, it is a condition. You | :41:28. | :41:31. | |
talk about your working-class background in your book, and you | :41:31. | :41:35. | |
went to Oxford, and the women friends you have met in those two | :41:35. | :41:38. | |
different places have made different choices? I don't know | :41:38. | :41:42. | |
whether my background, working- class, I'm not sure if that is the | :41:42. | :41:49. | |
wry term. Single parent mum, my parents divorced in the 70s divorce | :41:49. | :41:53. | |
boom. I got a scholarship to a private school. Although we didn't | :41:53. | :41:58. | |
have much funds when I was growing up. Then I ended up at Oxford. I | :41:58. | :42:06. | |
suppose the girls that I was at school with, a lot of them got | :42:06. | :42:10. | |
married and had children. As I moved to Oxford and to London, and | :42:10. | :42:13. | |
the women I have since met in London, there is a city thing going | :42:13. | :42:16. | |
on. The more you mix in big cities, the more your peer group is just | :42:16. | :42:21. | |
getting on with their jobs, and going out, you know. We feel a lot | :42:21. | :42:27. | |
younger, we behave a lot younger. There is the tendency to wait. But | :42:27. | :42:35. | |
I agree with Mariella, there is a diminishing pool of men. Did you | :42:35. | :42:39. | |
make a choice that you would wait until 40 to have kids and then get | :42:39. | :42:42. | |
some IVF, did you ever for a second make that choice. I didn't make the | :42:42. | :42:46. | |
choice to have my children in my early 40s, it took that long for me | :42:46. | :42:51. | |
to find a man who I felt confident. My parents divorced in the 70s as | :42:51. | :42:56. | |
well. That left me with a very strong sense of the impermanence of | :42:56. | :43:00. | |
relationships. It took a very long time for me to feel confident that | :43:00. | :43:04. | |
I had found a partner who I felt secure enough with to have children. | :43:04. | :43:07. | |
Because I wanted my children to have the security that I didn't | :43:07. | :43:11. | |
feel as a child. Katherine was already pointed out that perhaps | :43:11. | :43:14. | |
very few people benefit from this. And it is all a bit all over the | :43:14. | :43:19. | |
place. England and Wales have one rule, 42, Scotland has a different | :43:19. | :43:23. | |
one, Northern Ireland has a different one, and it depends on | :43:23. | :43:27. | |
what your local Health Trust is prepared to pay for? It is the | :43:27. | :43:31. | |
signal that is important. That is incredibly important. When I went | :43:31. | :43:36. | |
to my gynaecologist who I had been seeing for 20 years when I met my | :43:36. | :43:40. | |
future husband, and I said I was going to try for children and I'm | :43:40. | :43:44. | |
really excited, I was 40 at the time, he burst out laughing and | :43:45. | :43:52. | |
said you have a.00000001% chance of conceiving. There is a sense of a | :43:52. | :43:55. | |
woman reaching your early 40s that your chances have run out. That | :43:55. | :44:00. | |
there is no way short of a miracle that you will conceive, and yet out | :44:00. | :44:05. | |
of ten of my good friends, eight of them had their children in their | :44:05. | :44:09. | |
early 40s. There should be far more message of positivity. Most women | :44:09. | :44:15. | |
who find their lives in that situation, it is not of their | :44:15. | :44:18. | |
choosing. I'm delighted it worked out for you and so many people. I | :44:18. | :44:22. | |
mix in circles and speak with women who are grieving the fact that they | :44:22. | :44:29. | |
didn't, that it didn't work out for them. What would your solution be? | :44:29. | :44:34. | |
We need to look a bigger picture. How can we enable women and men, | :44:34. | :44:39. | |
maybe a bit younger, not in their 20s so much, but maybe mid-30s. I | :44:39. | :44:42. | |
know women in their mid-30s, working in the City, they just | :44:42. | :44:46. | |
don't think they can take the time out yet. They will wait. That is a | :44:46. | :44:50. | |
cultural thing that we need to change. It is not their choice, | :44:50. | :44:55. | |
then actually. It is something forced on them. We all have to work | :44:55. | :44:58. | |
for a living! Indeed, thank you very much. | :44:58. | :45:01. | |
A quick look at tomorrow morning's front pages. Beginning with the | :45:01. | :45:11. | |
:45:11. | :45:11. | ||
Apology for the loss of subtitles for 58 seconds | :45:11. | :46:09. | |
That's all tonight. If you are an art lover, you might be pleased to | :46:09. | :46:13. | |
hear you have been left a collection of Italian Baroque | :46:13. | :46:21. | |
masterpieces by the late Sir Dennis Marn. The �1 million gift to the | :46:21. | :46:25. | |
nation can be seen in various galleries for free around the | :46:25. | :46:35. | |
:46:35. | :46:35. | ||
Apology for the loss of subtitles for 58 seconds | :46:35. | :47:17. | |
country. Find out where in the Art Good evening, a cold, frosty and | :47:17. | :47:20. | |
windy night and into the morning. Particularly across part of Wales | :47:20. | :47:23. | |
and south-west England. Clear he conditions with a bit of sunshine | :47:23. | :47:27. | |
in the morning. -- clearer conditions with a bit of sunshine | :47:27. | :47:33. | |
in the morning. The snow flurries won't be much of a covering but | :47:33. | :47:37. | |
plenty of cloud through Scotland and the north-east. Longer spells | :47:37. | :47:42. | |
of sunshine in the south developing. Temperatures may be reading 2-4 | :47:42. | :47:48. | |
degrees, factor in the strong south to south-east early wind. | :47:48. | :47:53. | |
Particularly across southern Wales and England. It will feel more like | :47:53. | :47:56. | |
minus 2-4. Lots of sunshine across Wales and the south west. Northern | :47:56. | :47:59. | |
Ireland not as much sunshine through the day. But best of which | :47:59. | :48:02. | |
will be towards western areas. That south-east wind really will have a | :48:02. | :48:07. | |
bite to it. Wind a little bit lighter in Scotland. It is that | :48:07. | :48:10. | |
east-west split. Conditions like to the North West of Scotland, much | :48:10. | :48:14. | |
more cloud further east. Friday probably introduces a little more | :48:14. | :48:18. | |
cloud across areas, the winds falling a touch lighter. | :48:18. | :48:22. | |
Temperatures dropping 2-3 Celsius as you can see. Much thicker cloud | :48:22. | :48:26. | |
across part of central southern England and Wales, the temperatures | :48:26. | :48:31. |