Curriculum and Assessment Review

Debate between Baroness Blower and Baroness Smith of Malvern

Monday 18th November 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

I do not think it is strictly true that large numbers of young people do not have a working knowledge of important areas of digital skills and computing. Of course, increasing numbers of them take GCSEs and A-levels in computing, but the noble Lord makes an important point about it being important to have the necessary skills for life. The curriculum and assessment review will consider that, and this Government will take decisions on it when we receive that review.

[Baroness Blower (Lab)]

My Lords, does my noble friend the Minister agree that, whatever the outcome of the curriculum review, a pedagogical focus on oracy would assist in the teaching of all the important skills that young people clearly need as they enter the world of work, and in being able to discuss issues such as anti-racism?

[Baroness Smith of Malvern (Lab)]

My noble friend is absolutely right. We need to make sure that young people are able to express themselves and to engage in discussion and debate. That is why we welcome, for example, the work that Geoff Barton and his Oracy Commission have carried out in this important area. It is also why developing language skills is vital in early years to enable children to thrive. We are funding evidence-based early language interventions, targeting children who need extra support with their speech and language development.

Ofsted

Debate between Baroness Blower and Baroness Smith of Malvern

Thursday 5th September 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The noble Lord is right to outline the comments made by the coroner in the case of the tragic death of Ruth Perry and by the Education Select Committee in another place about the impact of the single headline grade in those circumstances. That is part of the reason for the Government’s decision to remove that single headline grade, while maintaining a wealth of information from the Ofsted inspection in the report card that is being developed.

I will be frank with the noble Lord. Having been on the receiving end of an Ofsted inspection both in schools and children’s social care, I think the inspections will always bring pressure on to schools and other settings, and so they should. The point is whether they are bringing pressure to good effect. During its Big Listen process, Ofsted has also had the opportunity to consider how to maintain that rigorous inspection and accountability process but to do that in a way, as the noble Lord says, that focuses on accountability and improvement but does not put undue stress on to schools and head teachers.

[Baroness Blower (Lab)]

My Lords, does the Minister agree that considerable good practice is available internationally on how best to inspect and evaluate schools and that there is enormous understanding within the profession about how best to improve our schools? On that basis, I congratulate my Government on making this early decision. In response to the noble Baroness opposite about what question the Government are trying to answer with this, I think they are trying to answer that question of unrealistic, unreasonable pressure on individuals in schools from that headline judgment. If it did nothing else other than prevent any other head teacher taking their own life, it would be absolutely worth doing.

Having been a teacher myself, I know that all teachers welcome engagement with those authorities which seek to assist them to improve in their practice. I am confident—and I hope the noble Baroness agrees—that a move towards a balanced scorecard, engaging the profession and looking at best practice internationally is absolutely the way to ensure that we have an increasing number of self-improving schools for all our young people.

[Baroness Smith of Malvern (Lab)]

I strongly agree with my noble friend, particularly on the points about how very good existing school leaders can support school improvement more widely and about learning from international experience. I know that Ofsted, in its consideration of improvement of the education inspection framework, will reflect on that, as will the Government. One reason for saying that it is a good idea to introduce the regional improvement teams in the way in which the Government are suggesting is because that enables us to build on the expertise of leaders in academies and other schools to support those schools which need to improve to be able to do so. In some cases, it will be necessary to change the management arrangements of schools but, short of that, much can be done to bring good practice to bear on those schools that need improvement, and we should make use of that capacity across the system.