Alternative Provision Academies (Consequential Amendments to Acts) (England) Order 2012
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Lord Hill of Oareford
That the Grand Committee do report to the House that it has considered the Alternative Provision Academies (Consequential Amendments to Acts) (England) Order 2012
Relevant Document: 40th Report from the Joint Committee on Statutory Instruments
The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)
My Lords, during the passage of the Education Act last year, we discussed the creation of the new 16-19 and alternative provision academies. As part of those deliberations, we agreed to powers allowing the Secretary of State to make further consequential amendments necessary to create a legal framework for those new institutions. At that time, I assured noble Lords that any such changes to primary legislation would be made through the affirmative procedure and therefore allow for proper scrutiny. The order we are debating makes those further consequential amendments to the primary legislation.
I am grateful to both the Joint Committee on Statutory Instruments and the Merits Committee for their careful consideration of the regulations. Noble Lords will know that neither committee commented or thought that the House’s attention should be drawn to these regulations.
There are two main purposes to the order: first, to extend to part-time or very small alternative provision academies the same legislation as applies to full-time and mainstream academies; and, secondly, to extend to alternative provision academies the same rules on religious designation as apply to PRUs—namely, that they cannot have a religious designation. Most of the amendments that the order seeks to make are to ensure that legislation that already applies to full-time alternative provision academies and mainstream academies applies equally to part-time or very small alternative provision academies. Academies are defined in legislation as independent schools, and the definition of an independent school is that it is non-maintained and provides full-time education for at least five pupils of compulsory school age, one child with a statement or one looked-after child. Given that quite a lot of alternative provision is part-time or full-time for fewer than five pupils, without these amendments alternative provision academies would not be subject to the independent schools legislation that applies to other academies.
I give just a couple of examples. Without the amendment to the Education Act 1996 in paragraph 5 of the schedule to the order, a part-time or small alterative provision academy would not be legally required to give access to a person authorised by the local authority to monitor provision for statemented pupils. Without the amendment in paragraph 21 to the Safeguarding Vulnerable Groups Act 2006, an individual would not be required to register with the Independent Safeguarding Authority to become proprietor of a part-time or small alternative provision academy.
The remaining amendments in paragraphs 9 and 28 of the schedule to the draft order relate to the religious designation and religious ethos of a school. Paragraph 9 will make alternative provision academies unable to be designated as schools that have a religious character—in line with pupil referral units.
Why are AP academies and PRUs treated differently from mainstream schools? Unlike the mainstream school system, they work on a basis whereby places are commissioned by local authorities and schools, rather than selected by parental choice. This is to help overcome a specific issue or need, after which the child would return to mainstream education, as appropriate. In those circumstances, religious designation does not make sense. Alternative provision academies will be able to have a distinct ethos based on a set of morals that are aligned with a particular faith. However, paragraph 28 provides that where alternative provision academies are registered as having a religious ethos, they will not be able to discriminate against pupils in their intake or school services on the basis of religion or belief, as independent schools can.
We have frequently discussed the failings of the current alternative provision sector, such as the poor educational results. Less than 1.5 per cent of pupils achieve five or more GCSEs at grades A* to C. We have also discussed the knock-on effect on the rest of a young person’s life. Noble Lords will be aware of the recent report on alternative provision published by the Government’s behaviour adviser, Charlie Taylor, who describes alternative provision as,
“a flawed system that fails to provide suitable education and proper accountability for some of the most vulnerable children in the country”.
It is for this reason that the Government are giving all alternative provision, including pupil referral units, the opportunity to take advantage of the greater freedoms and benefits of academy status, and thereby—we hope—to raise standards. Charlie Taylor argues, as would I, that the principles underlying the Government’s education reforms of increasing autonomy, improving the quality of teaching and strengthening accountability should improve alternative provision and, ultimately, the lives of those children who need it.
I know that everyone here wants to make sure that every child has a high-quality education. It is the responsibility of all of us, including the Government, to do everything that we can to ensure that they get it. It is in that spirit that I commend these regulations to the Committee. I beg to move.
Baroness Walmsley
My Lords, I very much support this statutory instrument. I am very excited about the potential of these new academies. Whether the new providers coming in to the system will be able to provide high-quality, more specialised alternative provision for young people remains to be seen, but it is likely that they will.
The 16-19 academies, particularly those that focus on science and technology, engineering and maths, are getting employers involved. Big companies are getting very involved in the applications to new academies, and that is a very good thing, especially to help them take in young people doing apprenticeships based in these 16-19 academies and working closely with the employer. That is a good thing.
I notice from the Explanatory Memorandum that there is no guidance specific to the amendments, given that they are consequential, but it comments that guidance on how to apply to become an alternative provision free school for existing non-maintained new providers is available on the DfE website. I gave the Minister notice today as we came into the Committee that I would ask him to look at the guidelines to make sure that they are not too tight and do not thereby exclude organisations that we really need in order to provide for certain special kinds of children—for example, the Red Balloon organisation, which provides for children who have been severely bullied and are self-excluding from school. These are young people who do not necessarily have a special educational need or a physical disability. Very often they are extremely bright but cannot go to school because they have been severely bullied. The guidance as it stands on applications to become a free school excludes organisations such as that, and possibly others that I do not know about. Will the Minister look at the guidance to see whether it can be a little more flexible so as not to exclude such worthwhile organisations?
Lord Hill of Oareford
My Lords, I am grateful for those comments and for the support expressed for the development of alternative provision academies. I can tell my noble friend Lady Walmsley that in the first round we had a number of proposals for alternative provision free schools. I hope that they will be able to open this September and that, in the round for 2013 that closed at the end of February, there will be more application for alternative provision free schools. There is a lot of enthusiasm for them.
My noble friend is right that there are questions about this. In some ways, they link to the points raised by the noble Baroness, Lady Hughes of Stretford, about the referral mechanism. Unlike with mainstream schools where, as it were, parental choice is the determinant of the placement, it is still the case with alternative provision free schools that the local authority or a school is the referral mechanism. That leads to some questions that we need to work through about when some providers want to set up in areas where a local authority may be less keen on a more varied landscape. If the local authority is not prepared to make that referral, there are issues for us to think through. I know those issues are very much in my noble friend’s mind.
Let me do my best on the thrust of the points raised by the noble Baroness, Lady Hughes. If there are some things that I do not pick up, I will follow them up. On the accountability of alternative provision academies to the local community, their funding agreements will require them to be at the heart of their local community. They will be accountable through their performance, which will be published in the same way as other schools. They will be inspected by Ofsted like other academies. There are a number of accountability mechanisms. They are obviously accountable through the funding agreement that they sign with the Secretary of State.
On funding, currently they will be funded through interim arrangements. The noble Baroness referred to an earlier announcement that we made, saying that the funding would come out of what is called the higher needs block. The principle of that, as she knows from other areas of academy funding, is to have equivalence with the funding that would go to a PRU. That is what we want to replicate. We want an AP academy to get the same funding that it would have received as a maintained PRU. We have put interim arrangements in place to make sure that that happens. The longer-term answer to the noble Baroness’s question will come out of our response—which we will publish before too long—to the consultation, which has ended, on our broader reforms to the funding system. As part of that, we will set out our longer-term thoughts on how funding for alternative provision academies and other parts of what one might call higher needs funding—such as special needs funding—will be dealt with going forward. I hope that we will be able to make that clear before too long.
I was asked another question on the role of the local authority. As the noble Baroness said, local authorities will retain their Section 19 duties to arrange suitable full-time education. That relationship with a converted PRU would obviously change a bit over time in the sense that the local authority role would move from being the direct provider to a commissioner of services, along the lines that I think were set out in the schools White Paper of 2005.
An important contextual point in all this is that we all want as few children as possible to go into alternative provision, and the earlier we can pick them up and put support in place, the fewer will end up doing so. Therefore, as part of the broader context, we are running trials based on the very good work that went on in Cambridgeshire to give schools responsibility, including budgetary responsibility, for an excluded child. That gives a school an added incentive to make sure that the child is looked after as well as possible and reintegrated as quickly as possible, if that is the right course of action.
As I have already touched on, pupils will be referred to AP academies in the same way as they currently are to PRUs. Under the new system, we would expect schools to work closely with professionals to ensure that pupils get the provision which best meets their needs. We do not think that we should be more prescriptive than that at this point.
The noble Baroness, Lady Hughes, asked me whether AP academies will be obliged to accept a pupil. Again, the referral mechanism will be the same as now, so the success of an AP academy will depend on its ability to meet the needs of its local community. If a local authority or other commissioner does not think that the alternative provision academy is doing a good job, it will not want to refer pupils to it, and I think that that will act as a discipline for the schools to make sure that the children are properly looked after. It will therefore be in the interests of AP academies to have strong links with the local authority and with local schools.
I hope that I have dealt with the main points. I shall obviously read the noble Baroness’s comments and, if I can add anything further, I shall write to her. With that, I hope that we can accept the order.
Baroness Hughes of Stretford
Perhaps I may come back briefly on the point that the Minister has just made. My question about referrals hinges not on whether the changed status of the alternative provision organisation as an academy means that if a local authority is not happy it might not want to make a referral but, rather, whether the changed status—the independent status as an academy—means that an APA will be able to refuse to take a referral, unlike the current situation with PRUs. Therefore, my question was whether the change in status would change the power of the APA.
While I am on my feet, I wish to make two other quick points. The Minister mentioned that the pilots would look at whether the referring schools could have continuing budget responsibility for a child and continuing responsibility for his or her progression through school, and I know that the Government are looking at that. However, does the Minister envisage that with APAs the referring school will continue to have responsibility for overseeing the progress of the child and for holding the ring in bringing people together to look at the issues and at whether the child is making progress? If the referring school does not do that, who will? It does not seem to be right for a child simply to be placed in an APA and for the APA to be the sole arbiter of what happens to that child in future. I think that, as is currently the case with pupil referral units, somebody outside the APA should monitor the situation, call case conferences if necessary and make sure that decisions are taken in the best interests of the child.
Lord Hill of Oareford
My Lords, again, I shall give short answers and will follow up further in writing. On the pilots, my understanding is that, alongside continuing budget responsibility, APAs will have responsibility for the child’s progress, and I think that they would perform the kind of role that the noble Baroness is contemplating.
On her first question—whether the greater independence of an alternative provision academy would mean that it could refuse pupils; and I am sorry if I got it the other way around—she will know that currently PRUs are able to refuse children if those units feel that the provision they offer is unsuitable, and they can suggest another provider that might better meet the children’s needs. We think that AP academies would continue to play a similar role, and that in general they would have an interest in taking a pupil for the right reasons—and for financial reasons, if one wants to think of it that way. We would envisage them advising local authorities and schools on the best way to choose the right provision for an individual child. That is my “off the top of the head” answer, but if I can add anything further, I certainly will. I hope that we can support the order.