Education Bill

Baroness Howe of Idlicote Excerpts

Tuesday 14th June 2011 Lords Chamber

[Baroness Howe of Idlicote]

My Lords, despite criticism, there is much in the aims of the Bill to be applauded, particularly the desire to see children from disadvantaged backgrounds and those with SEN have a far greater chance of reaching their educational potential than has been the case in the past. The two reports by Frank Field and Graham Allen, emphasising the need for early intervention, have set a clear background against which the success of these aims will be judged. The Government’s problem in these difficult times will be to guarantee that the necessary money and expertise are made available in these difficult times to ensure that Allen’s estimated saving of £24 billion a year is achieved.

The continuation of nursery provision for every three and four year-old also benefits disadvantaged children. However, it is the Bill’s further extension of the entitlement to nursery education to two year-olds that will be particularly important for their later progress at school and beyond. It is an assurance of the quality of this early years education that Save the Children and others want—not unreasonably, because provision is generally of poorer quality in deprived areas. I hope the Minister, when he replies, will spell out how this will be achieved.

Other proposals in the Bill are equally worth supporting, particularly the emphasis on quality teaching. Raising the status and qualifications of teachers is a clear priority. That, combined with the proposed Teach First and Teach Next programmes, will have the advantage of bringing into teaching the experience and leadership gained in other careers. Improved careers guidance is much needed, particularly for girls. It is vital for encouraging qualifications in science and engineering, for example, which will be needed for the UK’s continued world competitiveness.

The Government’s belief in the importance of good discipline in schools to deliver successful academic outcomes is clearly right. Here we have Church of England schools as excellent examples. It is right, too, that teachers should have protection against malicious charges. However, the proposals in the Bill for forcibly searching pupils when it is suspected that they might be carrying weapons or other disruptive items have, as we have already heard, produced quite a hostile reaction from children’s charities, including the Children’s Society. I hope the Government will think very carefully about these proposals, especially when considering the likely impact on children who have previously been subjected to physical and/or sexual abuse, or indeed on children with SEN.

On the tougher rules proposed for exclusions, the same concerns are even more important. We have to remember that 40 per cent of children with autism have been bullied at school, and those with SEN are nine times more likely than their peers to be permanently excluded. I hope we shall have some news of the proposed pilots, mentioned by the noble Baroness, Lady Walmsley, under which a school that excluded a pupil would be required to pay for the alternative forms of education needed. There is a temptation for schools to rid themselves of difficult pupils without persevering to meet their needs within those establishments. If they fail at that, surely it is only just that they should bear the continuing cost of that child's education.

Academies are clearly a key part of the Government’s education policy. We need to hear rather more about how academies are to play a decisive role in giving opportunities to children from the poorest areas. The UTC academies of the noble Lord, Lord Baker, and, indeed, the excellent business-centred academies of the noble Lord, Lord Edmiston, will clearly be helpful here. I, too, applaud the noble Lord’s maiden speech, which was both excellent and amusing, which is always a great help during debate.

Should not the Government be planning a requirement that all academies—the noble Lord, Lord Sutherland, suspected, as I do, that every school will be an academy—all state schools, take a proportion of children from the most deprived backgrounds? It would be helpful to learn from the Minister how the Government see that vital aim being achieved.

I end on the subject of governing bodies and declare an interest as president of the National Governors’ Association. It was certainly reassuring to see the White Paper, The Importance of Teaching, recognise the invaluable voluntary work that school governors undertake, describing them, as it does, as unsung heroes. Here, I pay a particular personal tribute to the Minister, because I am pretty certain that it was he who managed to achieve that recognition in the White Paper.

I am sure noble Lords will remember the battles with the previous Government, which centred on the importance of parent governors for academies, with the eventual agreement that a minimum of two should be the requirement. With this Bill, it is the size of governing bodies and the range of skills required that has been the subject of discussion in the White Paper and elsewhere, with a smaller rather than larger governing body more generally favoured. Equally, with the size and grouping that some academies plan, it is clearly important that governing bodies reflect the work and responsibilities involved, so I hope we will not end up with too rigid a number being prescribed. With the emphasis now rightly being laid on the UN and European legislation on the rights of the child, I hope we may even see pupil governors emerging in some academies.

It is very good news that the White Paper proposes that the National College for School Leadership should run a training course for all chairman of governing bodies, a crucial role. Indeed, it is because of the increased responsibility and accountability of head teachers and chairmen of governors that more thought needs to be given to the role that head teachers should play on the school governing body. What should the head teacher’s role be in future: that of attending meetings and reporting to governors, or of remaining as full members of the governing body? The most important issue is that the head teacher and the chairmen have a good working relationship and respect each other's roles, but it will be important to hear from the Government how they envisage the relationship developing. I look forward to the Minister's reply.