Schools: Physical Education

Baroness Farrington of Ribbleton Excerpts

Wednesday 30th March 2011 Lords Chamber

[Lord Hill of Oareford]

I very much agree about the importance of training, whether it is for PE or a whole range of other areas. One of the ways in which the money that the Government have put in will help is by paying for PE teachers from secondary schools to spend a day a week out of school, perhaps working particularly with primary schools to embed best practice there as well.

[Baroness Farrington of Ribbleton]

My Lords—

Building Schools for the Future

Baroness Farrington of Ribbleton Excerpts

Monday 14th February 2011 Lords Chamber

[Lord Hill of Oareford]

My Lords, I do not think that I am able to add a huge amount to the answer I gave my noble friend on that point.

[Baroness Farrington of Ribbleton]

My Lords, would the Minister, who I thank for his courtesy and his careful responses, care to inform the House how much money is available for people setting up free schools and how, having due regard to equality issues, that money should not be put alongside the available capital when considering the needs of schools in these authorities?

[Lord Hill of Oareford]

I should like to provide some context in terms of scale. As I am sure the noble Baroness will know, this year, the amount of money made available for free schools is £50 million. The department’s capital budget in total this year is in excess of £7 billion, so the scale of the sum of money made available to the free schools when viewed in the whole is small. One of the points of the free-school policy is to find new ways to set up schools that are quicker and cheaper, and to look at things such as leasing and the different uses of school buildings in order that we can try to get schools open more quickly and more cheaply than in the past.

Free schools will, I hope, be a great success if we manage to get them open and delivered more quickly and cheaply. I hope that they will provide a good education for children in the same way as all maintained schools; that is, they will follow the admissions code and all the other things that I know the noble Baroness would be keen to see.

Schools: League Tables

Baroness Farrington of Ribbleton Excerpts

Monday 10th January 2011 Lords Chamber

[Lord Hill of Oareford]

First, I think everyone in this House agrees on the need to try to narrow the attainment gap. The previous Government did quite a lot of work in that regard, which I am happy to recognise. I recognise the challenge that schools have with special educational needs but, by the same token, many who know far more than I do about the issue would not want to take the step of excluding children with special educational needs from measurement or being treated in the same way as other pupils in the school. More generally, it is important to publish more information about a school’s performance. My noble friend is absolutely right that we need to hold those schools to account for their performance and we think that that is best done by publishing more rather than less information.

[Baroness Farrington of Ribbleton]

Is the Minister aware, as I am sure he is, that when the noble Baroness, Lady Warnock, produced her report, she referred to children who needed statements with special educational needs as being approximately 2 to 2.5 per cent of the 20 per cent of children who are not statemented, and should not be, but who have special needs? Is he also aware that many of those are concentrated in schools that have a welcoming atmosphere, and that take on board children with special needs at the risk of those special needs interfering with their attainment? Surely—this applies to all Governments—the ideal is to measure the value added by individual schools rather than merely looking at the attainment.

[Lord Hill of Oareford]

I accept fully the force of that point, and one of the changes that we are keen to make with our new floor standards is to measure both attainment and progression. The previous floor standards had only an attainment measure and we are planning to introduce a progression measure. I accept the force of that entirely. To go back to the previous point, it is clear that children come in all shapes and sizes, and one needs to try to have measures that reflect what a school does to bring out the best in those children, regardless of where they start from.

Children: Care

Baroness Farrington of Ribbleton Excerpts

Wednesday 24th November 2010 Lords Chamber

[Lord Hill of Oareford]

I am happy to take those points back and I hope that the Munro review, which is looking into this whole area much more broadly, will also come forward with helpful suggestions for all of us in this difficult area to make sure that we get the balance right.

[Baroness Farrington of Ribbleton]

Will the Minister confirm whether his honourable friend in another place was misquoted or quoted correctly as saying that people who volunteer could help families with vulnerable children—something with which we all agree—and that, as a result of such voluntary activity, there could be a reduction in the number of specialists working in this field? Will he confirm that volunteers should never replace but only complement qualified social workers?

[Lord Hill of Oareford]

I am afraid that I am unable to answer the first part of the question on whether my honourable friend was quoted or misquoted, but I will happily look into that and, if I can get an answer for the noble Baroness, I shall. On her second point, I can confirm that, much though we all want to encourage volunteers across the piece in all sorts of ways, the key role of well trained professional social workers must lie at the heart of dealing with these difficult and sensitive issues.

Education: Funding

Baroness Farrington of Ribbleton Excerpts

Monday 5th July 2010 Lords Chamber

[Lord Hill of Oareford]

The role of Partnership for Schools will be considered as part of the review that we have announced. We plan to roll out Teach First to areas of the country that it has previously not reached and go to primary schools, which I am sure my noble friend will particularly welcome given her interest in the teaching of young children. I take her point about the importance of training for STEM subjects, for which there is a particular problem in finding teachers. I know that the previous Government worked hard on that. It is a problem faced by all Governments and I hope that Teach First will help.

As for whether the disappointed schools that were a long way down in the process would be first in the queue, the answer to all those questions is inevitably dependent on the comprehensive spending review in the autumn and how much capital the department ends up with. It would be wrong of me to presume on the outcome of that, but those are factors that the department will take into account when making future capital allocations.

[Baroness Farrington of Ribbleton]

My Lords, in repeating the Statement, the Minister said:

“Where academies are meeting a demand for significant new places and building work is essential to meet that demand, where there is a merger and use of existing buildings would cause educational problems and where there is other pressing need”,

the department will look sympathetically on the need for that work to go ahead. Will he give a categorical assurance that all other schools in the voluntary and maintained sectors will be treated in exactly the same way? Can we have an assurance that after the review, the £5 billion to which the Minister referred, that everyone agrees needs to be spent on our schools, will be returned? There will not be £5 billion of savings after the review unless the money is gone.

[Lord Hill of Oareford]

On the noble Baroness’s first point, the Secretary of State said what he did about academies because the kind of schools that are in the academies programme from the previous Government, which we want to try to continue to support, are by definition focused in the areas of greatest need and deprivation. In looking at those, he will not give any blanket position but will review them on a case-by-case basis to consider as fairly as he can those individual circumstances.

On funding more generally, I suspect that those are decisions that will be taken by the Treasury, so I doubt that I can give any sensible undertaking at all.

--- Later in debate ---

[Lord Hill of Oareford]

In the light of those comments, I will charge myself with asking those questions, as I think that the noble Lord makes a fair point. Given that what he mentions seems to be so successful, there must be points from it that have a wider application. We should make sure that we learn from them.

[Baroness Farrington of Ribbleton]

If the House will forgive me, I will ask another question, as no one else wants to come in. In response to my earlier question, the Minister referred to the fact—and it is a fact—that the academies are concentrated in areas of deprivation. I asked him about equal treatment for schools in general. Will he give a categorical assurance that other schools in similarly deprived areas will have exactly the same criteria for new projects as the academies will have?

[Lord Hill of Oareford]

I understand the question and, although I do not want to go too much into the gory detail, I will say that there are two criteria. There is a point in the process of BSF called “financial close”, which the Government are taking for the cut-off. It applies to maintained schools and academies. In addition, because academies are in areas of greatest need and deprivation, the Secretary of State will look on a case-by-case basis at whether any of them merit funding, either because a merger is in process or because new buildings are being built, without which children would have nowhere to go to school.

Free Schools Policy

Baroness Farrington of Ribbleton Excerpts

Monday 21st June 2010 Lords Chamber

[Lord Hill of Oareford]

I can certainly give my noble friend Lord Lucas the reassurance that he seeks on his first point. I shall need to write to him on the second point.

[Baroness Farrington of Ribbleton]

My Lords—

[Baroness Walmsley]

My Lords—

[Lord Wallace of Saltaire]

My Lords, there is time.

[Baroness Farrington of Ribbleton]

My Lords, I welcome the Minister to his post. Can he be more specific on the issue of the creation of surplus places by the development of one of these free schools? I still bear the scars from dealing—in Lancashire County Council many years ago—with the issue of surplus places. It is no good saying that there will be the same per capita per pupil for existing schools, because if there are surplus places, the per capita will have to go up to protect the curriculum.

Can the Minister also be a little more forthcoming about the relationship between the teachers, who he says have very good motives in setting up these schools, and potential conflicts with parents? Major parts of special educational needs in our schools are to do with behavioural problems. In my long experience of governing bodies where parents served, the parents would quite frequently wish to exclude the children with behavioural problems. This could totally wipe out the aims of the teachers whom he has described.

[Lord Hill of Oareford]

I hope that I can give the noble Baroness some reassurance at least on her second point. The provisions which we will be discussing in the Academies Bill, particularly in regard to vulnerable children, and which will be delivered through the funding agreement and will give these children broadly the same protections as are delivered through maintained schools, will also have to be delivered by free schools, which will be set up as academies and governed by the same safeguards. A free school could not decide to take an approach towards vulnerable children—statemented children—that is different from the approach of any other kind of school.

On surplus places, it was recognised as long ago as the 2005 White Paper that one of the effects of the policy was that, in some places where there was not parental demand, there would be surplus places. The whole point of the policy is to try to create something new for parents where there are surplus places.