Coasting Schools (England) Regulations 2016

(Limited Text - Ministerial Extracts only)

Monday 12th December 2016 Grand Committee

Moved by

[Lord Nash]

That the Grand Committee do consider the Coasting Schools (England) Regulations 2016.

Relevant document: 12th Report from the Secondary Legislation Scrutiny Committee

[The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)]

My Lords, earlier this year Parliament debated and approved what is now the Education and Adoption Act. This gave the Secretary of State the power to identify, support and take action in coasting schools for the first time. It also required the Secretary of State to set out in regulations what “coasting” means in relation to a school. These draft regulations, which were laid before both Houses on 20 October, fulfil this requirement.

The Government are dedicated to making Britain a country that works for everyone, not just the privileged few, and that means providing a good school place for every child—a place that offers them the opportunity to fulfil their potential and be taken as far as their talents will let them go. Over the past six years, thanks to our reforms and the hard work of school leaders and teachers, nearly 1.8 million more children are in schools rated good or outstanding than in 2010, but a good school place is still out of reach for too many children, so there is more to do.

Last month we announced a new £140 million strategic school improvement fund for academies and maintained schools, aimed at ensuring that resources are targeted at the schools most in need of support to drive up standards and deliver more good school places. Our coasting schools policy will help us to target some of this investment. It will identify those schools, whether maintained schools or academies, that are not doing enough to help pupils fulfil their potential. Where these schools need extra support, the strategic school improvement fund will ensure that this can be put in place, so that the school can improve and every child can have access to a good education.

We have developed a coasting definition set out in these draft regulations which is clear, transparent and data-based so that schools can be certain whether they have fallen within the definition. It puts focus on the progress that pupils make in a school, recognising differences in intake by looking at the starting point of pupils rather than just their attainment. It considers performance over three years, so that we can identify and support schools that have struggled to stretch their pupils sufficiently over a number of years. We believe that this definition will identify those schools that are not ensuring pupils reach their potential, and allow the right support to be put in place so that schools can improve and give pupils the excellent education they deserve.

These regulations mean a primary school will fall within the definition if, in 2014 and 2015, less than 85% of pupils achieved level 4 or above in reading, writing and maths, and less than the national median percentage of pupils achieved expected progress in reading, writing and maths, and, in 2016, less than 85% of pupils met the new expected standard in reading, writing and maths and the school’s progress scores were below minus 2.5 in reading, minus 3.5 in writing or minus 2.5 in maths. A secondary school will fall within the definition if, in 2014 and 2015, less than 60% of pupils achieved five A* to C grades at GCSE, including in English and mathematics, and less than the national median percentage of pupils achieved expected progress in English and maths, and, in 2016, the school’s Progress 8 score was below minus 0.25. A school must be below the coasting thresholds in all three years—2014, 2015 and 2016—to fall within the overall coasting definition.

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There is also the question of whether there are, or are likely to be in the foreseeable future, sufficient multi-academy trusts to take over and sponsor the smaller and usually rural schools that may well be designated as coasting; but perhaps I have already used up my quota of questions for the Minister for one day—although of course, we will be going on to consider the childcare funding regulations. Research suggests that the traditional school improvement strategies of creating a self-improving institution, creating school networks and alliances and benchmarking against best practice are the key to improvement. For a school joining an academy chain this may happen as a result, but I feel that it needs to be more willingly acknowledged by the Minister, his department and the regional schools commissioners that this can equally be achieved in successful local authorities. There is no guarantee that, on its own, a school becoming an academy brings about improvement. That must be borne in mind as the identification of and assistance offered to coasting schools develops.

[Lord Nash]

My Lords, first, I will take back the point made by my noble friend Lord Lucas about key stage 4 and discuss it with my colleague Nick Gibb MP, who is the Minister for this area. On the bar for selective schools, we will keep that under review. Of course, the coasting definition applies equally to all schools and we will certainly keep it under review.

I am afraid that I will not be able to answer all of the questions asked by the noble Lord, Lord Watson, but perhaps I may respond to some of them and write to him on the others. I take his point about different pupils making different levels of progress from the starting point, but I think we have come up with a definition that is generally acknowledged to be fair and easily understood. Obviously, trying to work out exactly which pupils make what progress is very complicated, but the general definition we have come up with, which is based on measures that are already understood by schools, is the fairest and simplest way to proceed.

As for the noble Lord’s point about regional schools commissioners taking into account the wider context, they will, as is clearly set out in our procedures. That wider context includes Ofsted and the particular circumstances of the school, such as whether it is in a location that has intergenerational unemployment. We all know that, sadly, that is an issue in certain areas with a heavily white working-class population, for example. All this will be taken into account. The regional schools commissioners will work closely with local authorities. It is acknowledged now—I think the noble Lord, Lord Watson, said it himself—that school-to-school support is the best way to improve schools. They will be working closely with local authorities to help identify the help available, whether from other schools nearby, which may be local authority maintained schools or academies, or NLEs that can help them. They will also be able to access the school improvement fund, which I mentioned earlier.

All schools will know exactly where they are in terms of the results of the past two years, and will now have an estimate of their figures for this year. These will be published shortly. Of course, the regional schools commissioners will be working with some of these schools anyway—they may have asked for help—but they will all know exactly where they stand.

As for the resources available to regional schools—

[Lord Watson of Invergowrie]

Although the Minister was not talking specifically about this, will he address my question on whether the schools that are going to be named publicly on Thursday have already been told by the regional schools commissioner that that is about to happen, and whether the local authorities have been told?

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[Lord Nash]

They are not going to be named publicly but the schools will be able to work out from their results whether they are coasting.

As for the resources available to the regional schools commissioners, they started with very small offices of around six or eight people, but they have all now been substantially strengthened to an average of more than 40 people. We are satisfied that they have the resources in place. One thing that they are working on closely, as the noble Lord mentioned, is ensuring that we have enough capacity in the system and enough MATs to sponsor any failing schools where required.

I will write to the noble Lord in some detail on the other matters to which he referred. I am sure that all noble Lords support our ambition to ensure that all pupils, whatever their background and wherever they live, have the opportunity to go to a good school. I therefore hope that noble Lords will support our proposals and these regulations.

[The Earl of Listowel]

On the issue of the context of the schools, will the level of English spoken in families also be looked at? I imagine that that may have an impact on a child’s learning and it might be helpful when it comes to the read-across with Louise Casey’s work on integration.

[Lord Nash]

The noble Earl makes a very good point. That is something we are looking at, and certainly increasingly seeing in some schools. The definition of EAL is sometimes a little loose, because there are plenty of people who speak fluent English but would be defined as EAL because it is their second or third language. However, in parts of the country an increasing number of schools are having to cater for a sudden influx in different year groups of pupils who do not speak any English at all. Certainly, the regional schools commissioners will take this into account.

Motion agreed.