The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)
My Lords, I join other noble Lords in congratulating my noble friend Lord Vaizey on securing time for this short debate. I am delighted to be exercising a pincer movement on him together with my noble friend Lady Evans, who is strategically placed at the other end of these Benches. I am also grateful to all noble Lords for their interest in Oak; I understand the strength of feeling in the Committee about protecting a thriving and competitive market for authors and publishers. I hope that, in the few minutes I have to speak, I can address those points as well as the absolutely critical reasons for our support for Oak, which the noble Lord, Lord Knight, and the noble Baroness, Lady Morris, questioned.
There are many in the Committee who are far more expert and have done the real job of teaching but we all know that designing a high-quality, carefully sequenced curriculum is both complex and time-consuming and requires significant subject-specific expertise. We also know that many teachers develop their curriculum from scratch, with the average primary teacher searching online for resources for between one and three hours per week. All this adds to their workload; teacher workload is one of the greatest threats to teacher retention. We fundamentally believe that Oak can help with this. I am surprised that there has been less emphasis in this debate on the impact on teacher workload, given how strongly I know your Lordships feel about it.
We understand the concerns that Oak may negatively impact on the market. Our analysis suggests that that impact is likely to be low but we are taking steps to mitigate the risk, which I will go through, and will continue to monitor it; I say that in response to a number of questions, including from my noble friend Lord Vaizey. Ultimately, it is the public benefit Oak will provide that must be the Government’s priority. I will cover this.
My noble friend talked about Oak’s achievement in uniting the publishing sector—for the first time, I assume. I cannot comment on that but a greater achievement, as my noble friend Lady Evans pointed out, is that almost half of users save three hours a week on average in terms of their workload. I say in response to my noble friend Lord Strathcarron that Oak users are more likely to stay in the profession of education. In the scheme of things, in terms of spending taxpayers’ money and in the context of a budget of £58.8 billion in two years’ time, if our £43 million goes some way to keeping teachers in the profession—although it is not our primary aim—it will have been money spent incredibly well. On funding, which was raised by the noble Baroness, Lady Blower, the IFS has confirmed that, in 2024-25, school funding will be the highest it has ever been in real terms; I hope she will bear that in mind.
My noble friend Lord Strathcarron made comments about handing back publishing to the professionals. In the case of schools, teachers are rightly creating their own content and their own curriculum. We believe that Oak will be an important catalyst in supporting them to do that even better than they do already.
As my noble friend Lady Evans pointed out, Oak was launched in April 2020 in response to the pandemic. During its busiest week, 2.5 million pupils used it. I thank the noble Lord, Lord Liddle, for so eloquently recognising the contribution of Oak; I absolutely support and echo the sentiments that he expressed.
Despite what some noble Lords have suggested today, we believe that Oak has developed into a respected national resource and that evidence of the need for its continuation is strong. We know that, in the first six months of 2022, on average 32,000 teachers and 170,000 pupils used Oak resources every week. We now see how teachers benefit from the adaptability of the resources by using them in the way they see best, opting to use parts of the materials to enhance their lesson design rather than taking the off-the-shelf, tick-box approach that was unfairly described by some noble Lords. I remind your Lordships that only 1% of teachers are using Oak resources exclusively.
As your Lordships set out, in September 2022—my noble friend Lord Vaizey mentioned March; it was actually September—Oak was established as an arm’s-length body, which is strategically aligned with but, like every other arm’s-length body, operationally independent from the department. We took the decision to establish Oak after careful deliberation, including engaging the publishing and edtech sectors and an assessment of market impact, which my noble friend Lord Vaizey asked about. Your Lordships can review the full assessment of the business case, which was published in November and is available on GOV.UK. To repeat: we will absolutely keep a watching brief on developments in the market, along with the impact on competitors and on workload, teachers and, most important, pupils.
Oak will bring significant benefits for teachers by providing high-quality, adaptable and, I stress, optional support, reducing their workload and increasing curriculum planning expertise. The noble Lord, Lord Knight, gave us three options on why, because he argued that there are plenty of resources. I would not disagree. His first option was whether they were easier to find. The answer is yes. The second was whether it would drive quality. The answer is yes. The third was whether it was about control. The answer is no. It is absolutely not because, as he knows, it is up to every individual school and trust to choose what materials they use.
I encourage all noble Lords, as some clearly already have, to look at the procurement that is already going on and the engagement with teachers and professionals in the sector to ensure that the resources produced are as good as they can be. Also, a significant proportion of the £43 million set aside over the next three years to support Oak is expected to be provided to publishers, schools and other organisations for the creation of resources—I think to many of the organisations that some noble Lords have been concerned about today.
In November, Oak launched the procurement for resources in six priority subjects, which was worth £8.2 million. In response to the question from the noble Lord, Lord Addington, about mitigation, that offers the commercial market an opportunity to be involved in the creation of Oak’s new content.
On the issue of children with special educational needs and disabilities, which I know is very dear to all noble Lords’ hearts, and rightly so, the adaptability and accessibility of Oak’s resources provide a real opportunity to improve the quality of education for all pupils, including those with special educational needs and disabilities in mainstream schools. Oak will continue to provide more than 600 lessons supporting specialist teaching.
We know that teachers in the UK benefit from a diverse commercial market of educational resources. Oak aims to complement and stimulate this market, not to displace it. My noble friend Lord Vaizey described a sort of Stalinist economy, with no choice and no limits on what Oak can provide. I would like to set the record straight on both those things. I think that I have talked about choice already but, on limits, Oak’s activity will be restricted to key stages 1 to 4. There are several thriving sections of the market into which it will not enter, including the publication of textbooks, certified assessments and CPD. It will also not be pursuing domestic or international sales to schools, teachers, parents or pupils. It will not be producing phonics resources or key stage 5 resources.
Importantly, Oak is working collaboratively to develop its content. It will also signpost users to excellent curriculum offers available elsewhere—something which I think concerned the noble Lord, Lord Kennedy—so teachers will have more, not less, choice in deciding what is right for their pupils. The noble Baroness, Lady Morris, suggested that teachers do not want Oak, which is a little unfair. Of the teachers surveyed, 93% of those who use Oak plan to continue using it in the current academic year.
My noble friend Lord Vaizey asked why there was no consultation on the establishment of the ALB. There is no duty to consult when establishing an ALB and, as he acknowledged, a market impact assessment was carried out and the department spoke to the market on several occasions. In response to the question from my noble friend about data protection, Oak will obviously be subject to all data protection duties.
I will write to noble Lords whose questions I did not reach, but I would like to finish by reminding your Lordships what Oak means for children and for teachers. Teachers surveyed in the impact evaluation of Oak said that it increased their confidence in curriculum design, increased the quality of their lesson planning, improved delivery and improved the quality of the school curriculum. Most importantly, Oak users were 35.3% more likely to report that above 20% of their pupils were exceeding expectations. That is what we want for our children, and why we are supporting Oak.