Education Bill

Debate between Baroness Hughes of Stretford and Lord Lucas

Wednesday 26th October 2011 Lords Chamber

[Lord Lucas]

My Lords, I add my voice to those who have already spoken. I am greatly saddened by this Government’s attitude to inspection, which seems to me to be coloured by too many years in opposition listening to schools complaining about inspection. Indeed, inspection under the previous Government was not generally taking a constructive turn, but then, we had not constructed it in a constructive way ourselves previously. I had hoped that this Government would go back to first principles and ask what inspection is for. If you start by saying that it is to make sure that our children are receiving the best possible education, then you need a system which is much faster to react than the current one. It can take Ofsted three years to pick up that a school is going wrong, because their data are always backward-looking and they always want two years of that before they believe that there is any trend in place. So in the schools that I have seen and known to have gone wrong, it has been the third year or the beginning of the fourth when Ofsted have come to call and by then, a lot of children’s educations have been harmed. I would have been looking to produce something which was much faster to react, rather than something which is going to be slower to react.

To pick up the point made by the noble Baroness, Lady Morris of Yardley, and the noble Lord, Lord Quirk, it is essential that inspectors, the people who are seeing a lot of schools, see the very best. The point about the best schools is that they are utterly surprising and jaw-dropping when you see them: you could not believe that what they are doing could be done. When you have seen it, you start to understand how other schools could do it too, but if you have not seen it, you just do not know; you just accept that the ordinary way of doing things is sufficient, that the platitudes that, “We are doing well by our children here” are right, because it is okay by the current average, rather than being anywhere near the potential of the children. When you see the difference that a really good school can make, you understand that there is a long way to go; not that schools are bad at the moment, but that the good schools can be a great deal better than they are. That understanding comes from going round outstanding schools and being able, as the noble Baroness, Lady Morris, said, to set your yardstick on the basis of what you know can be achieved with children like these in a school that really understands how to deal with them.

We do not have that; we have something that goes backwards. We have a decision to remove outstanding schools from the purview of Ofsted. However, things change. I came across a school by chance the other day—Glenthorne in Sutton. It is sprouting all sorts of new initiatives. You can study three A-levels and golf, as well as tennis and football, to a professional standard. It is great to see these initiatives but no one will take a look at them. No one will know whether they are going right or being balanced correctly. It will be three years before anything shows in the figures. However, a good, experienced head, going around six months into the project, would know whether it was going right. To think that you can do this by remote control—that we are looking after the future of our children by stepping back in this way—is a profound misconception. I am afraid I despair of changing the Government’s mind at the moment, but give it a year or two, let an outstanding school or two crash, and then we will think about it again.

[Baroness Hughes of Stretford]

My Lords, I cannot improve on the contributions that we have heard from my noble friends and the noble Lords, Lord Quirk and Lord Lucas. I just want to add a few more points to the debate.

The first is one of principle. I believe strongly that not just the Government but we in this House and the other place are guardians of the public when they use public services. We have to take very seriously the arrangements we make to ensure the safety as well as the standards of those services. Secondly, as we have seen, the possibility of an inspection in any public service is not a guarantee of high standards. However, the certainty of no inspection surely means a huge risk of declining standards and, in this case, a risk to children. Thirdly, our experience in other sectors, particularly in health and social care recently, shows that pulling back too far on inspection has led to serious risk to patients and older people. Fourthly, there is the point that I made in my previous contribution, which, with respect, I do not think the Minister answered fully. Exempting outstanding schools completely is not necessary in order for them to have a qualitatively different inspection regime. We should keep them in the framework of inspection.

My noble friend Lady Morris asked the Minister to take a deep breath and think again about his position and responsibilities. I ask noble Lords also to think from the point of view of a parent of a child at a school, with which they may well be very happy as an outstanding school. However, they would not be happy to know that it would never be inspected again. A further point is that when parents are looking for a school for their children, they look not only at a school’s results but on the internet for Ofsted reports. In this instance, a few years down the line there will be no up-to-date Ofsted reports for those parents who are looking for a school to examine. They will not know the difference between the school as it was when it was outstanding and the school as it is further down the line. On this issue we all have a responsibility to consider all the points made, particularly the dangers inherent in this approach, and whether we are happy to support them.

Education Bill

Debate between Baroness Hughes of Stretford and Lord Lucas

Monday 12th September 2011 Grand Committee

[Baroness Hughes of Stretford]

My Lords, the noble Lord, Lord Low, has articulated clear and comprehensive arguments for Clause 42 not standing part of the Bill. I shall make three brief points in support of those arguments.

First, as the noble Lord said, the power of the Secretary of State to intervene in complaints is currently very limited. He is able to address only a very small number of complaints. The 2008 consultation document on complaints made this clear, stating:

“In practice, this means that except where there is a clear breach of a specific duty (for example, a school failing to have a complaints policy or a behaviour policy) there are few occasions when the Secretary of State is empowered to intervene”.

It does not seem very constructive to argue that parents can appeal to the Secretary of State. Let us be clear, we are talking about unresolved complaints. We all agree that complaints should ideally be resolved at the lowest level, with the school, the head teacher or the governors, but where they remain unresolved after going through those processes, it does not seem reasonable to argue that parents can go to the Secretary of State when, in practice, the number and nature of complaints that the Secretary of State can hear in law is very limited. Where would parents with complaints outside that limited ambit go?

Secondly, the Secretary of State does not in practice investigate those complaints in person; they are investigated by civil servants in the department. There is an unhappy record of civil servants making decisions on individual cases whatever their nature. That is understandable because they neither know the detail nor have the local knowledge. We do not see consistency of decision-making across cases which are similar with such a system. It is not good practice for civil servants to make decisions on individual cases, but that is what happens in practice. A recommendation is then made to the Secretary of State, who also lacks any detailed knowledge with which to approve it or not. It is not a very satisfactory system from a parent’s point of view.

Thirdly, because of those deficiencies, an attempt was made, as the noble Lord, Lord Low, outlined, to see whether there was a better way. A pilot was launched whereby parents were able to take unresolved complaints to the Local Government Ombudsman. This started only a little more than a year ago—in April last year. We may well hear from the Government that take-up has been low. The scheme has not been very well publicised and, as the noble Lord, Lord Low, said, we have had little information on its impact—anecdotal evidence shows that it has been rather positive. We need clearer and more reliable information about the impact of the system, particularly parents’ and schools’ views. It seems premature to abandon that new method before we are clear whether it offers a more effective, more efficient and more satisfactory way forward.

If Clause 44 were to stand part of the Bill, we would be left with a very unsatisfactory situation. It was because of the problems with the system of parents going to the Secretary of State that there was an attempt to find another route. We should surely see whether the other system can be made to work more effectively from parents’ and schools’ point of view before we abandon it.

[Lord Lucas]

My Lords, I found the speech of the noble Lord, Lord Low of Dalston, immensely persuasive. Bullying in schools has been a problem without a solution for a long time, as I am sure my noble friend Lord Elton would agree. It is very hard for a parent who has gone through the procedures outlined by my noble friend in his response to the noble Lord, Lord Low, and not achieved any success to be stuck in a position where their child continues to be bullied and there is nothing more that they can do about it. There is, in effect, nowhere else for them to turn. The experiment started by the previous Government of giving this responsibility to the Local Government Ombudsman must be worth pursuing and evaluating.

I have recent experience of trying out both the department and the ombudsman with a complaint, although not in this area. Someone who lived in Lambeth was referred to me because he had been unable to find a school place for his child. Lambeth had failed in its duty to the extent that, when this man went to the appeal tribunal for places at a couple of schools, Lambeth said, “You don’t need to bother. We’ve found him somewhere”, which turned out not to be true. Not only had Lambeth not found him somewhere but it destroyed the chance that he had of getting his child into a school. I have talked to the department about that. It has been perfectly courteous but ineffective. When I discovered that this was something that the Local Government Ombudsman could take up, I referred my contact to it and it has been wonderful. It immediately put someone on the case and gave him someone to talk to day to day. He feels totally cared for and supported. It is a completely different experience from dealing with a government department. That is no surprise; government departments are not set up to do this. I did not know that the Local Government Ombudsman was as good as this but it has clearly developed an extremely good service.

The other difficulty that I have come across recently is rather from the other side of the fence. I shall read something that was written to me by a local authority that was trying to deal with academies in its area:

“I am concerned that academies may not be complying in full with the provisions of the Pupil Registration Regulations. Some academies have withdrawn from Education Welfare Services, rather preferring to address matters of non attendance ‘in house’, however in certain circumstances they should, in accordance with the Pupil Registration Regulations, inform the Local Authority. For example, when a child has had 10 days or more continuous absence, and in other matters that are of concern to those in the Local Authority charged with safeguarding the welfare of children.

In addition, I would like to seek some clarity with regard to Free Schools and their obligations in keeping pupil registers, publishing attendance policies and advising other agencies when there appear to be concerns”.

Communication between schools and the welfare authorities is vital. If a local authority feels that a school may not be complying with its obligations, what is it supposed to do? Is it supposed to write to the Secretary of State, who is then supposed to chase individual academies? This is not the business of a government department, particularly when there is an agency that apparently does these things so well.

Home education is the other area in which I come across this. There are many people for whom home education is a choice. They prefer to look after their own children and educate them in their own way. However, there is also a large number of people who have been forced into it and have, particularly if their child has SEN, come to the end of their tether with the non-compliance of schools and local authorities in dealing with their children’s problems. To date there has been no good place for them to go. If the Local Government Ombudsman is to offer that sort of resource, it will be enormously appreciated. I could understand abandoning it because it had proved ineffective but to abandon it now is a great mistake.

--- Later in debate ---

[Baroness Hughes of Stretford]

My Lords, I am sure that all Members of the Committee are considering these issues because they share with me a desire to improve the opportunity of outcomes for all children, including high-ability children. However, there may well be—I think there is—a difference between some Members of the Committee about the most effective ways of doing that. In this sense, Amendment 124D, to which I am speaking, takes the opposite view to that just expressed by the noble Lord, Lord Blackwell.

Under the Academies Act 2010, a selective school converting to academy status can maintain its selective admissions policies. Amendment 124D would remove the ability for selective schools to maintain selective policies on conversion. It would require any schools converting to academy status in future to have a comprehensive admissions policy upon that conversion.

I shall to cite three arguments in favour of our amendment. The first is on the basis of some of the evidence from international countries that are performing better than we are in education. Secondly, I wish to raise a point of principle and, thirdly, to look at the practical implications of the Government’s proposals on the issue—and whether as a result of the Bill the current ability of schools to retain selection in moving to academy status would lead to an extension of schools with selection policies. I question whether that is what the Government want.

First, in terms of the evidence, particularly from Finland—one of the highest performing countries on the educational spectrum in the western world—it is interesting that the Minister, following a previous debate, sent me a letter talking about the evidence for reform at some length. He cited Finland and some of the attributes of its system, particularly school autonomy and accountability for performance. However, that letter did not in particular mention the important context of the Finnish system, as well as some other systems—for autonomy and accountability. It is a system that the Finnish Government and people take very seriously, whereby schools are comprehensive and that you can achieve improvements in the context of a system in which schools take from a broad spectrum of pupils and overlay on that system powerful mechanisms for autonomy and accountability. That is what produces the substantial improvements that have been seen in Finland. Therefore, if we are going to use evidence—and I support an evidence-based approach to policy—we ought to take all the evidence we have, including that evidence from Finland.

The second point is one of principle. The idea of a selective academy—not just what the previous Government were trying to achieve but what the current Government profess to want to achieve—is something of a contradiction in terms. Under Labour, academies could select only 10 per cent of their pupils—not on the basis of ability but of aptitude if the academy had a particular specialism. We believe—and in terms of what the Government have said to date, I cannot believe that they would not share this view; but I would welcome any contradiction to that effect—that academies should be comprehensive. If a selective school is to have the freedoms of an academy, it should by definition make a commitment to all the children in the local area and not simply cream off those whom it thinks are the most able. It should be committed to driving up the levels of attainment of all students, which means admitting those children whose backgrounds are such that they have further to go in reaching their potential because of some of the barriers that they face. That is a principle with which some Members of the Committee may not agree, but I put it forward to the Minister as a principle that I thought the Government shared.

The third issue is one of practical implication. Academies are their own admissions authorities. Research in this country has already suggested that, without checks and balances, academies have a greater opportunity covertly to select than perhaps we all would wish. Leaving that point aside, however, there must be concern under the Bill that if selective schools become academies it will lead in practice to an extension of selection. Clause 58 will allow selective schools becoming academies to widen the age range of their intake. This could lead to a state education system which allowed selection at primary as well as secondary level. Under the Government’s draft admissions code, popular selective academies can expand without agreement from the local authority or the Secretary of State. I should like the Minister to comment on whether that means that a selective academy could not only expand in size but also, as has been commented on, establish a cluster school elsewhere which would be managed by the head teacher and senior management team and thereby extend selection to a larger number of pupils.

That is the reason for my amendment. I should be grateful if the Minister could respond to the points that I have raised. First, do the Government want to see an extension of selection, or are they neutral about it? Secondly, do they believe that academies should serve the whole community and, if so, why are selective schools which become academies being allowed to retain selection? Thirdly, does not the Minister share my concern that that provision, together with the two elements of the Bill which I have identified, could—however inadvertently on the Government’s part—lead to an extension of selection? Would the Government be happy if that were the case?

[Lord Lucas]

My Lords, I shall speak to Amendment 126A. The previous Government made a good deal of progress in closing the gap between state and independent schools, to the extent that two or three independent schools crossed back into the state sector. This Government have made considerable further progress in that direction. It is clear that the institution of free schools and the freeing-up of obligations on academies generally will reduce the demand for independent education and bring children back into the state sector. The pressures now imposed by the Office for Fair Access will have a similar effect.

There is a question to be asked of the Opposition. Do they share my ambition to see over time some of the independent sector reabsorbed back into the state sector? If so, how far are they prepared to go to achieve that? It does not seem to be going very far to allow a selective independent school to come back into the state sector as a selective state school.

Education Bill

Debate between Baroness Hughes of Stretford and Lord Lucas

Monday 11th July 2011 Grand Committee

[Lord Lucas]

My Lords, I shall speak to Amendment 74 very briefly because apparently the Government have today come forward with some guidance on the subject, or at least a firm view, which I would very much like to hear before I take up a lot of your Lordships’ time telling you what my opinions are based on what the situation used to be.

I find it ridiculous that the schools I have used and been involved in will not put a plaster on a child’s knee when it has hurt itself and will not comfort a child who has been bereaved because they are frightened. I entirely understand why they are frightened. As soon as a complaint of any kind is made, the schools feel compelled to cast the teacher adrift, to throw them out to the local social workers. If they get on with them well, that is fine—then there is a pattern of dealing with the problem which is well understood. But in many cases they do not; in many cases there is not the necessary degree of trust and understanding, and under those circumstances schools choose to protect their teachers, which I entirely understand.

I understand that the Government have developed a position on this that they can tell us about and it might help us all if the Minister told us where they find themselves so that we can then have at them in the knowledge of where we are now rather than where we were yesterday. I beg to move.

[Baroness Hughes of Stretford]

My Lords, I want to raise an issue on the back of this amendment and ask the Minister to reply to it. More than a few members of the Committee were very concerned to see a report in the Telegraph this morning that the Government have issued what they call in their press release the,

“final, clearer guidance for teachers”,

on how they should deal with bad behaviour. This final, clearer guidance includes and enumerates all the issues that we debated not so long ago, upon which a vote has not been taken, as we are in Grand Committee. Therefore, I contend that there is as yet no final resolution of this House, nor of the other House, on these matters. I feel that this is precipitous in the extreme of the Government and quite discourteous to the House. I fail to see how final guidance can be issued which refers to matters that we have yet to decide upon.