Lord Storey
To ask Her Majesty’s Government what plans they have to promote British values in all educational establishments in the United Kingdom in the next year.
Lord Newby (LD)
My Lords, I remind those speaking in the next debate that it is time limited. When the clock reaches three minutes, noble Lords should finish their speech as they have spoken for their allotted time. If a noble Lord is happy to take an intervention, I am afraid that the time taken up has to come out of their allocation.
Lord Storey (LD)
My Lords, first I thank all noble Lords who are taking part in this debate. Following the so-called Trojan horse scandal in Birmingham and the subsequent Ofsted inspection and reports, our Education Secretary of State commanded that every primary and secondary school should promote British values. The Prime Minister went on to say that we should be “more muscular” and less “bashful” about asserting our national identity. The Prime Minister said that every child in Britain should be taught about Magna Carta, the foundation of all our laws and liberties. I hope the teaching of Magna Carta will be better than that which the Prime Minister himself received. Noble Lords will recall that he had a bit of difficulty recalling Magna Carta on American television. I am sure an understanding of baronial rights and regulation of fish weirs and moneylenders can be made as relevant today as it was then.
As a direct result of the Ofsted reports into Birmingham, new clauses have been added to the model funding agreement for academies. It now stipulates that governors should demonstrate “fundamental British values” and gives the Secretary of State powers to close schools if they do not comply. These British values include respect for the law, for democracy and for equality, and tolerance of different beliefs. Of course, we have to be a little bit careful and not think we are the best in the world in our values. We have only to look through our own history to see recently how discrimination ripped through our country, how it affected gay people, how there was slavery and even the burning of people for their religious belief. Values are not set in concrete or stone; they change.
Both the Equality Act 2010 and the Human Rights Act 1998 prohibit discrimination on the grounds of disability, sex, race and religion, and today in Great Britain these liberal principles have never been in doubt. British individuals may identify themselves in different ways, but the notion of British identity is multifaceted and inclusive. British values reflect the pride we feel as a nation when we see a multicultural and ethnically diverse population working together to protect our democratic ideals and ensure that every child has access to the best possible education, regardless of their background. We cannot deny that the elements of Britishness stated by the Secretary of State are complex and open to interpretation. However, these intentions should not be written off as a pipe dream. We must not assume that such values lie out of our reach.
My previous experience as a teacher in a large inner-city primary school has highlighted to me the importance of citizenship education and its role in helping to shape future generations of young people and young adults. Citizenship education and improved political and social awareness are crucial to help youngsters understand one another. Education should be about not prescribing values or abiding by arbitrary morals and customs but being part of a respectful community of discourse on topics that affect us all. It is my firm belief that citizenship education is no different.
The Prime Minister expressed his desire for the Government to start inculcating British values in the curriculum. Having considered that, I find myself slightly bemused to see that academies and free schools—roughly half our secondary schools—can choose not to teach the subject at all and that routine Ofsted inspections do not review it. As a consequence, its omission goes overlooked in a majority of our schools. That needs to be reconsidered urgently. Our schools need clarity that citizenship must be delivered effectively under the national curriculum and will be inspected routinely—perhaps even with no notice, if that proves an effective tool to ensuring accountability—as part of the broad and balanced curriculum that every child deserves.
What happened among a few Birmingham schools does indeed raise a number of educational issues, which we have debated on many occasions in your Lordships’ House. Does it really make sense for some schools to be given the power to choose what they teach? Is not the curriculum too important to be solely in the hands of individual schools? Our inspection regimes must be universal and up to the mark. The Office for Standards in Education has to be the guarantor of quality; Ofsted’s reports must be the key to understanding how schools have performed. The suggestion that grade 1 schools might be exempt from inspection is dangerous. No school, however good, comes with a guarantee of permanent success. Standards can and do slip. Some 31% of schools graded “outstanding” in an inspection do not maintain that standard in the next inspection. Indeed, as we know, one of the Birmingham schools received an “outstanding” Ofsted inspection.
I was interested to read in an article written by the noble Baroness, Lady Morris of Yardley, in the Guardian:
“In truth, both the old model of local authority control and the new model of autonomy are flawed – and events in Birmingham should make us face up to it. Three organisations had the responsibility to spot and prevent failure in the Trojan horse schools – the Department for Education, the local authority and Ofsted. They all failed”.
I do not feel that being British or respecting British values is something that can be prescribed. The best way to unite Britons is to gain a mutual understanding and respect for each other.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, I would like to thank my noble friend Lord Storey for securing this important debate. I would also like to thank other noble Lords for their valuable contributions.
On 15 June, to mark the anniversary of Magna Carta, the Prime Minister wrote about these values. He described their roots in our most vital institutions: our parliamentary democracy, our free press, our justice system and our many church and faith groups. The Prime Minister highlighted the important role these institutions play in helping to enforce British values.
Another great British institution is our school system. We have a long and proud commitment to provide access to schooling, regardless of one’s background. Our schools have always recognised that promoting and embedding good values is essential to delivering high-quality education. We should celebrate the excellent work done by many of our schools. We must also recognise and respond to the public’s demand for greater assurance and higher standards in every school, whether independent or academy, free school or maintained. The Government are determined to put the promotion of British values at the core of what every school has to deliver for its pupils. I welcome the opportunity to close this debate and to set out how we intend to achieve this.
I will also describe the requirements and accountability measures already in place. It is important to recognise that these are not measures invented anew but are relevant to the work started in 2011, when the Prevent programme introduced our description of British values. Independent schools and academies and free schools must adhere to the independent school standards. Critically, the standards refer to the expected values and ethos of the school as assessed according to its offer of spiritual, moral, social and cultural development.
On Monday, 23 June, we launched a consultation on the wording of the independent school standards that will actively require schools to promote principles that encourage fundamental British values. I hope that all noble Lords who are interested, including the noble Lord, Lord Wills, will respond to this consultation. We are also proposing a new requirement that teaching and curriculum practice must not undermine these values, and we will be consulting on this.
Lord Wills
I am grateful to the Minister for giving way, but I think the question of consultation is fundamental, and I wonder whether he could tell your Lordships’ House what consideration the Government have given to deliberative processes involving the British people themselves in this consultation rather than waiting for the usual sources to send in the usual things to a government consultation.
Lord Nash
The whole principle of consultation is that it is deliberative and that people will respond. I hope they do. As I said, it is not being rushed out, as the noble Lord implied. British values have been part of the policy framework since 2011, when they were introduced as part of the Prevent strategy. Since 2013 standards have required schools to encourage pupils to respect the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. The words are “mutual respect and tolerance”, not just “tolerance”. The noble Baroness, Lady Afshar, made this point and I will certainly take it back. It is important that our advice to schools is clear. To promote ideas or systems of thought at odds with these values would be failing to meet the standard.
These requirements provide a sufficient lever for action in cases where an attempt is made to undermine British values. The new title wording suggested in the consultation will do more to challenge rigorously those schools paying lip service to these duties. We will expect these changes to come into effect from September this year. They will apply to all independent schools, academies and free schools. We must secure the same standards in maintained schools. As with the independent sector, we are building on responsibilities schools already have to fulfil. Maintained schools must promote the spiritual, moral, social and cultural development of their pupils so that they are able to participate positively in society. They cannot promote partisan political activities and must present balanced views to pupils. Importantly, they must promote community cohesion.
Under the citizenship curriculum, maintained schools are also required to teach pupils about a range of subjects, including democracy, human rights, diversity, and the need for mutual respect and understanding. I heard what my noble friend Lord Storey said about the vital importance of citizenship. As important, if not more important, for getting a real grasp of British values is to study history, in order to understand what Daniel Defoe was on about in the quote that was mentioned by the noble Lord, Lord Taverne, and to understand, for instance, that we are an island made up of a number of countries with a long history stretching back over several millennia of immigration.
While academies and free schools are not, as my noble friend Lord Storey said, subject to the same curriculum requirements as maintained schools, the trust running the school must deliver a broad and balanced curriculum and will be bound by the legal requirement to actively promote fundamental British values. As I trust noble Lords will acknowledge from the published coverage of the Birmingham academies placed into special measures, the Secretary of State will not hesitate to use his powers to consider terminating a funding agreement with an academy trust that cannot secure the required improvements.
Inspection is the primary means by which individual schools are held to account. Noble Lords will note that academies and free schools are inspected under the same section 5 framework as maintained schools. I know that noble Lords will be pleased to hear that 24% of free schools inspected have been adjudged to be outstanding—which, contrary to what reports suggested, represents a remarkable success, particularly as those schools were inspected after only four or five terms.
Spiritual, moral, social and cultural development is already part of section 5, but it allows inspectors to challenge only the most serious failures. Inspectors are already advised to look for evidence of pupils having the skills to participate in modern Britain, to understand and appreciate a range of different cultures, and to respect diversity. We will look to improve the consistency with which this is applied.
Now is the time to raise the bar so that all maintained schools, academies and free schools share the same goal of promoting British values. That is why, as the Secretary of State confirmed on 9 June, the department will review its own guidance to schools so that they are clear about our expectations. We are already talking to Ofsted to ensure that those same expectations are reflected in section 5 arrangements.
On what my noble friend Lord Storey said about grade 1 schools being exempt from inspection, they are not exempt and will be inspected if there are areas of concern; for example, if their results suffer or if there are particular complaints.
My noble friend Lord Cormack talked about a citizenship ceremony. I am sure that the events of Birmingham will enable us all to reflect on what more we can do to produce a more coherent and integrated society. On flying flags on schools, I am always pleased to see the flag so prominent when I visit America. It is sad that, if I were to put a union jack outside my own house, people would think that I was a member of the British National Party, and that the only time one sees flags is when a football match is on. It is also sad that very few students in our primary schools could describe the make-up of the union jack beyond the cross of St George.
I agree with my noble friend Lord Sheikh that education should be a tool of integration. We will not be able to call ourselves a truly successful society until we have a much more integrated society—and, sadly, we are some way short of that.
The noble Lord, Lord Stone, talked about mindfulness. I thank him for his insightful and interesting comments, and for his commercial for the mindfulness classes. The values that we are asking all schools to actively promote are not exclusive. As I understand it, mindfulness chimes a very loud chord with me. I believe that children and young people should be taught about concepts such as mindfulness. Such concepts can be very powerful, particularly for children from scattered home lives. We use a similar approach with a number of our more challenged pupils at my own secondary academy.
The noble Baroness, Lady Flather, made some powerful points. Of course, it is for all schools to ensure that the sort of beliefs to which she referred have no place in our society.
My noble friend Lord Lexden made some supportive comments, for which I am grateful. He knows how highly I value co-operation between the independent and state sectors.
I welcome the noble Baroness, Lady King, to the Dispatch Box for the first time. I agree with her on the importance of sharing by example, but she should not underestimate the seriousness of the events in Birmingham, about which I obviously know a great deal more than other noble Lords, and their wider implications. She should also be aware that both the free schools programme and the academies programme are proving great successes. Academies are performing much more strongly than other maintained schools.
The noble Baroness referred to Labour’s proposals for 50 regional bureaucracies. We believe that breaking the country into eight regional schools commissioner areas is appropriate. I note that there seems now to be a consensus that we should not go back to local authority control—even Ed Miliband said that in the other place only a few days ago—but creating 50 bureaucracies, each with its own staff, would effectively take us back to a local authority-controlled system.
Baroness Farrington of Ribbleton (Lab)
Will the Minister care to confirm that there has no been local education authority control of schools since the 1980s? They have had responsibilities and all sorts of things to do, but the use of the term “local authority control” negates the work done by predecessors of the Minister such as the noble Lord, Lord Baker, and Lord Joseph. Local authority control is non-existent and has been for decades.
Lord Nash
The noble Baroness is quite right. I shall seek to ameliorate my language in future on that point.
The noble Baroness, Lady King, also made a point about the rule of law. The rule of law is already among the British values that all schools have to enforce, and all schools must teach a broad and balanced curriculum. None of the 21 schools inspected in Birmingham was a faith school.
I hope that all noble Lords will see the sense of what we are proposing. The changes that I have described will for the first time create a consistent expectation that all schools will promote British values. It will no longer be possible to avoid challenge if a school is only paying lip service to the requirements. The planned inspection arrangements will ensure that those who fail to meet their responsibilities will be held to account and, as we have shown in Birmingham, we will take swift and decisive action where necessary.
I hope that noble Lords will agree that our proposed measures are vital. As my noble friend Lady Berridge said—I am grateful for her support—just because we may not agree on everything does not mean that we cannot agree about a basic set of British values for which all schools should be held to account. Without an understanding and respect for our shared values, we cannot expect any young person to play a full part in British society.