Education: Maintained and Independent Schools
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The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)
My Lords, I am very pleased to answer this Question for Short Debate. It is timely that the Committee considers this matter. There has been considerable progress, but the Government want a lot more partnership between state schools and the independent sector. We want that growth to reflect a new attitude towards the role that the independent sector can play in educating our nation’s children. As a Minister, I have seen many excellent examples of such partnerships, and the successful ones always contain some key ingredients: enthusiasm on both sides; staff willing to play their part; mutual benefit, as the noble Lord, Lord Wallace, said; and a focus on outcomes for pupils. Although partnerships can have other benefits, such as helping a school to meet its charitable status and its public benefit test, the primary aim of partnership must always be improvement in pupil outcomes.
We live in a highly divided and immobile society. Alan Milburn tells us that we live in the most socially immobile society in the developed world. As the Sutton Trust has told us repeatedly, 7% of the population is educated privately and gets nearly 60% of the top jobs in our country. As has already been mentioned, they are massively overrepresented in sport, in our Olympians, in music and in many of the top professions. What is more, because those pupils have these top jobs when they grow up, they are much more likely to exercise their perfect right to send their own children to private schools. It means that the vast majority of the people at the top of our big employers in this country have no direct or indirect experience of the state sector at all. This has undoubtedly contributed to a situation where, historically, our state sector has lagged behind, because a considerable proportion of customers who would otherwise have been highly demanding, vociferous and influential have been absent.
It cannot be right that we have such a divided society. This is not just, or mainly, about money. It is about all of us—independent schools, universities and employers—doing more to build a much more integrated and united society, as the noble Lord, Lord Wallace, said. That is why our consultation paper, Schools That Work for Everyone, starts from the expectation that all children in England will have a good school place, and that the independent sector, among others, will play its full part in achieving our aim, both by improving access to schools for those unable to pay full fees and by widening its partnership activity. In the consultation paper we put forward some suggestions as to how that should be encouraged and achieved. We have had an enthusiastic response. We will be publishing a full analysis of responses and setting out the Government’s preferred way forward in the spring. I cannot anticipate what the document will say. However, I shall identify some of the themes we intend to pick up from the responses. It is only right, however, that I acknowledge the degree of partnership which is already taking place.
What we include in the term “partnership” is very wide. At one end of the spectrum are small-scale partnerships, sometimes fired by a single teacher’s enthusiasm, which might allow for pupils from a maintained school to take a subject otherwise unavailable. We funded start-up costs for several of these at primary level in 2014-15. Many partnerships are much more ambitious—for example, the wide-ranging and highly impressive partnership I have seen for myself at King’s, Wimbledon. At the other end of the spectrum are initiatives which affect or create whole institutions—for example, the creation by Eton College of Holyport free school, which is partly boarding; the support by Brighton College of the London Academy of Excellence in Newham, and now by Highgate for LAE 2 at Tottenham; and Harris Westminster. Only this morning I visited Lancot Challenger Academy, Dunstable, in the Challenger MAT. To champion character in the state sector, it has been working with schools such as the Royal Grammar School in Newcastle, Ashford School and Shrewsbury School to build capacity in this vital area of school life. Many academy sponsors, to pick up on the point made by the noble Lord, Lord Addington, are bringing many of the curricular and extra-curricular practices of the independent sector to their schools.
As my noble friend Lord Lexden said, independent schools provide many bursaries. I saw this myself when for many years I was a trustee of the Eastside Young Leaders Academy in Newham, an after-school club looking after, at any one time, more than 100 black boys and now some girls right on the edge of exclusions from school. We were approached by Patrick Derham, who was then the head of Rugby School, to take two of our boys as boarders. We initially thought that this was a bit of mission creep but we thought, why not? It was a great success and the academy has now sent more than 100 boys and girls to private schools around the country.
I am very keen to encourage local authorities to use both independent and state boarding schools for pupils on the edge of care. We have an active programme under way in the department, very ably run by Colin Morrison, called the Boarding School Partnerships. It encourages local authorities to do this because they can often be fully funded by bursaries. On the point of the noble Lord, Lord Addington, we have approved nearly 50 new, special state schools, backed by good sponsors under the free schools programme.
As my noble friend Lord Lexden and the noble Lord, Lord Watson, have mentioned, so greatly has the Independent/State Schools Partnership grown that it now has its own website. With seed corn funding, we set up this website so that information on projects would spread and help generate further initiatives. As my noble friend has said, as of last week, the Schools Together website has nearly 1,600 projects on it. Although not all are involved in both state and independent schools, we welcome them all.
Each year, however, the Independent Schools Council conducts its census and asks its member schools, which educate around 85% of pupils in the independent sector—although they are only about half the schools, as my noble friend mentioned—about the partnership work they do. The results of the 2017 census are not yet available, but I imagine they will show a further advance on the 1,100 ISC schools that in 2016 were in some form of partnership with the state sector.
As my noble friend Lord Lexden and the noble Lord, Lord Watson, mentioned, the Charity Commission will have access to the ISC’s 2017 census data about the extent of partnerships later this year. These data will enable analysis of whether partnership activity has increased since the guidance was revised and the Schools Together website was created. Before commissioning research, the Charity Commission will review its plans in the light of any changes made by the Government following their consultation on the document Schools that Work for Everyone.
The partnership between state and independent schools is alive and well. Some people have understandably asked why, in that case, Schools that Work for Everyone not only asked independent schools to do more but suggested that if they do not various sanctions might be deployed.
It is worth setting out some of the principles on which we are considering responses and the best way forward. First, it remains our position—set out in debate last year on the charities and social investment Bill—that a partnership works best when it is the result of genuine enthusiasm, co-operation and willingness on both sides, and meets needs on both sides. This means that in taking forward the consultation proposals, we are looking for ideas and responses that will encourage and support partnership to make it grow in volume and effectiveness. Secondly, although many independent schools are engaged, that is not always the case. We want to ensure that whatever system we arrive at brings pressure to bear on those schools that have the capacity and capability to do something but, for whatever reason, do not see it as part of their role. Despite the excellent work already going on and what my noble friend Lord Lexden said, there clearly are schools that could do something or more but do not. The independent charity sector enjoys many freedoms and privileges and it is only right that all schools within it should recognise their wider obligations to society.
Finally, my noble friend Lord Lexden said that independent schools vary considerably in size and capabilities. We are naturally conscious that some independent schools genuinely do not have the capacity to enter into useful partnership with a state school. They may have poor standards or facilities or could be under regulatory action designed to improve them. It is right that such schools concentrate on putting their own house in order and we do not intend to do anything to push them into pointless partnership arrangements before they are ready.
In closing, I assure your Lordships that we want to build on what has already been achieved and enable the independent schools sector to play the greatest possible role through sensible co-operation and partnership, so that we really do have schools that work for everyone.