Academies Bill [HL]
Baroness Massey of Darwen Excerpts(13 years, 10 months ago)
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“( ) the school has a curriculum which includes Personal, Social and Health Education as a statutory entitlement for all pupils;”
Baroness Massey of Darwen
My Lords, Amendment 32, in my name and that of my noble friend Lady Gould, would make personal, social and health education a statutory part of the school curriculum.
We have had many debates on what children should be entitled to as part of their education. The noble Lord, Lord Lucas, was enthusiastic and lyrical about this last week. In fact, he reminded me of the Mock Turtle’s reflections in Alice in Wonderland about what school curriculums should contain. Pupils had,
“Reeling and Writhing … the different branches of Arithmetic—Ambition, Distraction, Uglification, and Derision … Mystery, ancient and modern, with Seaography: then Drawling … and Fainting in Coils … laughing and grief”,
with,
“French, music, and washing—extra”.
They could all have benefited from PSHE, in my view. The Mock Turtle lists all this while sobbing a little now and then. I am not sure that the noble Lord, Lord Lucas, was sobbing, but there was a great deal of sobbing when, at wash-up recently, PSHE was lost as part of the statutory curriculum.
Many noble Lords spoke passionately in favour of PSHE during the recent wash-up, as I described. In particular, there was an eloquent plea from the noble Baroness, Lady Walmsley. My amendment seeks to reinstate the original intention of the previous Labour Government to ensure that all children have access to PSHE.
It may be worth looking at what we mean by personal, social and health education, as many terms are sometimes used rather confusingly. PSHE encompasses sex and relationships education, but it is broader—SRE is not primarily about health issues such as drugs, first aid and so on. PSHE encompasses life skills and some aspects of citizenship.
I have taught PSHE, advised on it, researched it and written about it and I want to distil some of that experience. It was inspiring to teach PSHE to children and to see their involvement and enthusiasm. If I were to list topics to be covered in PSHE, I would say that for younger children it is important to learn about staying safe; resisting pressure; friendships and other relationships; bullying; health hazards such as smoking and drugs; where to get help if in trouble; and basic facts about reproduction. Children will have their own topics. For older pupils, the topics will be added to and treated in more depth. At primary school, pupils may discuss the importance and concept of friendship. At secondary school, issues such as integrity and conflict resolution may be discussed.
Some may argue that children receive this kind of education from home and from mainstream school subjects. Sadly, that is often not the case, as young people tell us. PSHE has a particular body of knowledge and particular educational processes, such as discussion groups or role play, which make it an important part of the curriculum. Apart from the topics of PSHE that I have mentioned, young people need to develop language and communication skills and interpersonal empathy. Those skills can transfer from this area of work to life itself.
Lord Hill of Oareford
I am not sure that I am able to give a very clear timetable. As part of the discussions that we need to have on the curriculum review, we need to decide how the experience and views of Members of this House can be fed in. I am happy to come back to the noble Baroness on that point. We need to work out how to do this. We have heard that there are issues to do with content as well as principle and I recognise that we will return to the matter.
I am also struck, from listening to the debate, how far sex education at school has moved on since I was at school, when I seem to remember that I had a drawing of a hen and an egg and that was it. There has clearly been some progress since then.
On the more specific and narrower point to do with academies, which is what this debate and the amendment are about, the independent schools’ standards regulations require all independent schools, including academies, to have a curriculum that includes personal, social and health education that reflects the school’s aims and ethos. Those regulations require the schools to prepare pupils adequately for the opportunities, responsibilities and experiences of adult life. That is important and those regulations are in place. We recognise the importance of this area to parents and pupils and believe that that is sufficient for academies to deliver an appropriate PSHE curriculum. We know that many academies already see that area as key to engaging pupils.
Amendment 70 would have the effect, which may or may not have been intended, of removing any right of parental withdrawal from sex and relationship education. I know that there is a range of views on that. The noble Lord, Lord Howarth, expressed one set of views; I know that others will have equally strong views that parents should have the right to withdraw their children. I do not believe that creating a difference between the maintained and the academies sector by removing a right of withdrawal is justified and I am not sure that the noble Lord intended it. In any case, I hope that noble Lords will accept my reassurance that these important issues will be returned to as we think about the curriculum review more generally and that they will feel able not to press their amendments.
Baroness Massey of Darwen
My Lords, I thank all those who have spoken in this interesting debate. As someone said, this is not a political issue; it is about the welfare of children and about how schools deal with this important subject, as well as engaging parents. The noble Lord was lucky to have a hen and egg when he had sex education; I had to knit a uterus. I will test him on that.
As we have said, personal, social and health education is about living not just in the future but now. Children live now. Three clear issues have emerged. One is about engaging parents. Of course I agree with engaging parents in personal, social and health education. Sadly, some parents do not want to be engaged and some simply cannot. They do not talk to children about relationships or health issues. Perhaps if we taught personal, social and health education to this generation of children, they would be able to talk to their children about personal, social and health education. Let us try to break the cycle.
Another issue was trained teachers. I still maintain that, if something is statutory in the curriculum, you will get teachers trained and you will get curriculum materials circulated. If it is not statutory, you will not get that; it will be at somebody’s whim—it will be Joan Walmsley teaching whatever she was teaching at her school. There will be no curriculum materials. Both are essential.
Another important issue is saving money. It also saves potential misery. The noble Lord, Lord Layard, spoke about the misery of depression, drug use and teenage pregnancy and about the importance of breaking the cycle of deprivation.
I look forward to the curriculum review, which many noble Lords have mentioned. However, I do not want this to drag on. We could end up with it just faltering. I noted with interest the suggestion of the noble Baroness, Lady Williams of Crosby. I need to think about the question of delaying this for three years. This is an urgent issue. Children are suffering from the misery of not having the chance to discuss issues about sexual relationships, drugs, alcohol and so on. We have to get on with it.
Would the Minister be prepared to meet with a group of us to talk about this before Report, because the curriculum review will clearly not be issued before then? I intend to withdraw the amendment for now, but I will certainly return to the issue at Report if we do not get a satisfactory response.
Lord Layard
I am most grateful to the noble Baroness for giving way. Because I will not have an opportunity to speak later, I just wanted to say that I strongly support her suggestion.
Baroness Massey of Darwen
I ask the Minister to meet with a group of us. I beg leave to withdraw the amendment for now, but I will certainly bring something back at Report unless this issue is resolved.
Academies Bill [HL]
Baroness Massey of Darwen Excerpts(13 years, 10 months ago)
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The Lord Bishop of Lincoln
The amendments in this group standing in my name are Amendments 12, 60, 107, 121,122 and 166.
One of the themes running through this debate is the powers that will be undertaken by the Secretary of State and the way that reassurances need to be very clear, perhaps even need to be in the Bill, to enable those who feel a little anxious about accountability issues to feel much more confident about the way forward. My amendments are in that spirit.
I speak as chair of the Church of England’s board of education and therefore declare an interest. As I have said in your Lordships’ House before, the Church of England is the leading provider of academies. It has 34,000 students in its academies, virtually all of which are in areas of social deprivation. That is why the Church of England is involved in academies and wishes to go on supporting them. It has good will towards the philosophy of academies and what they stand for, but does not want to compromise its commitment to improving standards in deprived areas or the fact that its academies are denominational academies with a faith character.
These amendments try to ensure that the Church of England feels confident in encouraging the many denominational schools in which it has a care to explore this possibility. They are sympathetic amendments and seek to be friendly. We are grateful for the reassurances that have already been given by the Minister. If the way that he has dealt with those of us who have raised concerns with him in personal interviews or in letters is indicative of the way that the business of this Government will proceed in this House in future, we are extremely glad. However, I think it was Bismarck who said that laws are like sausages: you really do not want to be there when they are being made. I have a sneaking feeling that the Minister is beginning to understand what he meant.
Certain clauses need to be clear for the avoidance of doubt. We do not doubt the intentions—many of them are good intentions—but we need to have clarity. I am reminded of the interesting exchange on Monday between the noble Lords, Lord Adonis and Lord Phillips, about how much clarity terms need in order to justify their place in the Bill. One of those phrases could be a “school of religious character”. What does that mean? Quite clearly, it means its ethos and values, and we cannot legislate for them, but it means other things too, the things to which Amendment 12 refers: religious character or designation—whichever term we use—admissions, terms of employment of staff, curriculum and governance, which has appeared elsewhere in this Committee. Those dimensions can be secured by legislation.
Admissions have been debated on other amendments, and one of my other amendments addresses the curriculum and collective worship. We could do with some clarity on terms of employment. Are we proceeding on the basis of the School Standards and Framework Act 1998 in relation to Sections 58 and 60, which apply to voluntary aided schools and voluntary controlled schools, or are we subject to the provisions in that Act that relate to independent schools? Academies are declared to be independent schools and are presumably subject to those sections, but we need some clarity. What do the Government intend to secure their commitment, articulated in the gracious Speech, to maintain the religious character of schools that convert to academies?
I shall be briefer on my other amendments. Amendment 60 refers to the curriculum and the provision for religious worship that define a school as being of a religious character. We need more than assurances; we need clarity on those matters.
My remaining amendments in the group, Amendments 107, 121, 122 and 166, all contain the same phrase, “relevant religious authority”. For the Church of England, that is a diocesan board of education, and I do not think that anyone who has any real acquaintance with these matters would dispute that the family of church schools is maintained by the diocesan boards of education. I believe the same to be true of Roman Catholic schools and of Jewish schools. There are authorities operating within the denominational organisations that have a relationship with schools that is precious, treasured and to some extent essential if those schools are to deliver to the high standards with which we have become familiar. I therefore want to ensure that the Bill secures the interests of the “relevant religious authority”—in our case, diocesan boards of education—in any consultation and commission. I have to say to the Minister that Roman Catholic authorities, as well as Anglican ones, are expressing a good deal of anxiety at the moment that we may well not encourage schools to take this step without the assurances that these amendments seek. I beg to move.
Baroness Massey of Darwen
My Lords, I will speak to my Amendment 61 on participation in collective worship and religious education, and in doing so declare an interest as a humanist and a vegetarian—so I do not do sausages.
I shall comment in passing on the concerns of the noble Lord, Lord Lucas, and will also speak to my Amendment 133 on the status of state-maintained schools if they become academies. I recognise that Amendments 134 and 135, which were tabled by Members on the Benches opposite, relate to the same matter, so I will not spend too long on them. I also wish to comment on Amendment 12, which was moved by the right reverend Prelate the Bishop of Lincoln.
On Amendment 61, the noble Lord, Lord Lucas, wants the precepts of all major religions in the UK to be taught. I agree that collective worship and RE should be balanced and broad. This education should also include the precepts of humanism and secularism. Sixty-five per cent of 12 to 19 year-olds, according to surveys, are not religious. All children need to learn about non-religious as well as religious beliefs, as we live in a diverse society.
As I said, I am a humanist, and I know that humanism has moral and ethical precepts and a compassionate culture. I respect those from other cultures and other religions, and I hope that they will respect mine. Will the Minister confirm that it is the Government’s view that schools, including academies, should teach non-religious world views as well as religious ones? Will he also confirm that the recent spiritual, moral and cultural non-statutory guidance for independent schools, which was worked on by a wide range of stakeholders, will also apply to independent religious academies? Will previous government guidance that creationism and intelligent design should not be taught in science lessons apply to academies? I realise that I am asking a lot of questions, and I will be happy to receive more detailed answers in writing, but perhaps the Minister has some quick responses.
All state-maintained schools are required to hold a daily act of collective worship and provide religious education. We all know, of course, that many schools approach this with a broad perspective and provide a forum for moral perspectives that are not necessarily religious. At maintained schools, parents are legally entitled to withdraw their children from collective worship and religious education, while sixth-form students can withdraw themselves from collective worship. It is not clear whether these rights of withdrawal will extend to the new academies. Will these current rights be retained?
I will say a brief word on my Amendment 133 to leave out subsections (7) and (8) on page 4, lines 14 to 19. This amendment would remove from the Bill a new provision that automatically converts state-maintained schools with a religious character into an independent school with the same religious character once an academy order has taken effect. However, there is no guarantee that community schools becoming academies will automatically become secular and inclusive.
Lord Phillips of Sudbury
Perhaps the noble Baroness will explain. Under existing arrangements for a current secondary school with a religious identity, surely, the principle that she wishes to apply to academies is present in existing maintained schools.
Baroness Massey of Darwen
Perhaps I could come on to that in what I am about to say, but if the noble Lord still wishes to ask questions perhaps I or someone else can respond to them.
Lord Kilclooney
The noble Baroness did not refer to principles; she referred to “unsound principles”. I was wondering what these unsound principles were.
Baroness Massey of Darwen
Again, perhaps I may come to that in a moment. I have talked about the public purse and principles. Do we really want in any of our major cities, side by side, a Church of England school, a Roman Catholic school, a Muslim school, a Hindu school, or any other variety of faith school? What is the price for community cohesion or a balanced curriculum? What is the price for a discussion of different values in society? These are some of the principles to which I am referring.
On admissions and on a potential expansion of faith schools, I can do no better than recommend reading the speech made by the noble Lord, Lord Baker of Dorking, during the passage of the Education and Inspections Bill in 2006. He happens to be in his place—and this is not a plot. The noble Lord was a Conservative Secretary of State for Education and is, I believe, an Anglican. His made warnings as regards faith schools with reference to the “shape of our society”, “isolated communities” and,
“the fine line between religious teaching and indoctrination”.—[Official Report, 30/10/06; col. 108.]
All his words I think are worth heeding.
I wonder whether the right reverend Prelate has foreseen the consequences of his amendments. Are we to have restrictions on admissions and staffing for every type of religious school? This would be a detriment to pupils and a disadvantage for staff. Again, this is one of the principles about which I was talking. Surely pupils in a school should have the advantage of the best teachers from whatever faith or no faith. Someone serving school meals or doing administration needs to be able to do just that. Yet sadly I have heard of several cases where staff have been dismissed or not promoted because they are of a different faith from the school. No academy should be able to discriminate with regard to admissions and employment.
Further, which maintained schools are referred to in this amendment? If it is a voluntary aided school, it may allow for more discrimination than is presently allowed. Voluntary aided schools have a wide remit to discriminate against teaching and other staff. Academies must surely apply a genuine occupational requirement to posts because they are private businesses and not public schools in law. Independent schools with a religious character are able to show preference in connection with the appointment, remuneration and promotion of their staff on the basis of religion or belief, and of course they can also discriminate on pupil admissions. Voluntary controlled faith schools, about 40 per cent of faith schools in England and Wales, do not have these powers to discriminate. However, when they become independent academies with a religious character, I assume that they will be able to discriminate, which refers back to my previous amendment.
In a Question for Written Answer tabled on 16 June, the noble Lord, Lord Alton of Liverpool, asked Her Majesty’s Government how they will,
“facilitate inclusive admissions policies in as many [faith] schools as possible”.
The noble Lord, Lord Hill, replied:
“The department has strong and productive working relationships with all faith groups founded on respect for the high quality education they have provided for many years”.
He went on to say:
“To support our new expansion of the academies programme we have made it clear that existing faith schools that convert to become academies will retain the ability to set their own admissions criteria and may continue to use faith-based criteria in line with the admissions code”.—[Official Report, 16/6/10; col. WA124.]
I think that we are in dangerous territory here. First, some faith schools which could be set up are completely untried in relation to quality and procedures. I accept that Church of England, Roman Catholic and Jewish schools mainly have a good track record, but not always. How long-standing are the records of other faith schools? Will they be able to make things up as they go along?
The statement made by the Minister earlier this month that I have just repeated makes it clear that religious discrimination is here to stay, going against what was implied in the coalition agreement, which recommends inclusive admissions policies. State-funded faith schools that discriminate in their admissions divide communities and may go on to do so even more—along religious, socio-economic and often ethnic lines, creating huge social problems now and in the future. I hope that there will be more discussion of these issues before we rush into unknown territory.
Baroness Walmsley
I have two amendments in this group, Amendments 134 and 135. Their purpose is to allow schools to change their religious designation if they wish and to prevent new faith schools appearing merely as a consequence of this legislation. Noble Lords will know that I have considerable reservations about faiths running schools. However, if we must have faith schools, they should be set up only in response to need and the requirement of parents to have their children educated in their faith. It should not be in any way accidental.
During our meeting, the Secretary of State made it clear that the purpose of this legislation was not specifically to create a lot of new faith schools, although of course we accept that many current faith schools may wish to become academies. That is why Amendment 134 inserts the word “only” so that the protection of the current faith designation applies only if the school is already a faith school. Amendment 135 goes on to require the governing body to pass a specific resolution to have the school maintain its religious character. This requires it either to reaffirm the religious character of the school or, if it wishes, to decide to make a change. For example, a Church of England school could become a multi-faith school, or a Roman Catholic school could add some other religion to its current designation; or it may become an all-inclusive academy. This might apply to the many primary schools referred to by the noble Baroness, Lady Massey, in her speech just now.
We heard on Monday from the right reverend Prelate the Bishop of Liverpool about the joint Church of England/Roman Catholic schools in Liverpool. These multi-faith schools are welcome, bringing together as they do children from different faith households. This can only be good for community cohesion. My amendment would make it possible for schools to decide to go along this route at the point of their conversion, if I can use an appropriate word, to an academy.
Lord Northbourne
I greatly respect the position of the noble Baroness, Lady Massey, with regard to the Humanist Association and the humanist view of the world, but does she not accept that that also is a faith? It is a world view which certain people take—and they may well be right—but I do not see why it should be treated differently from any other faith. I wonder whether the right reverend Prelate agrees.
Baroness Massey of Darwen
I would not call humanism a faith; I would call it a belief.
Baroness Thornton
My Lords, I declare that I share the same belief as my noble friend Lady Massey.
I wish to ask some technical questions about employment and equalities law. The right reverend Prelate’s amendments are not innocent and possibly not sympathetic. I was the Minister who helped to take the Equality Bill through your Lordships’ House earlier this year, and I took part in many of the discussions on issues to do with the application of equalities legislation and employment law to religious schools and other establishments. I would like reassurance that the right reverend Prelate’s amendment does not seek to undermine or change what I thought was the agreement about the application of employment and equal opportunities legislation to all establishments and their employment practices. I am not completely happy with the agreement but it is the one that we came to in the course of that legislation,
I also seek reassurance from the Minister and the Government that they do not intend to accept the amendment and change the existing policy and practice, and that these schools—free schools, academies or whatever the Government decide to call them—will be expected to abide by the existing legislation in their employment practices.
This House has sometimes waxed lyrical about the number of guidance missives from what is now the Department for Education to schools on how they should undertake their employment practices. There is no question but that all maintained schools in this country have a clear idea about what their duties are as employers and how they should comply with them. Will the new schools be expected to find out for themselves what they should do? How will we ensure that they also abide by the law on employment practices and equal opportunities?
Lord Phillips of Sudbury
My Lords, I may surprise the noble Baroness, Lady Murphy, by saying that I know Brockdish extremely well. The Church of England did not only provide the village school. There was also a church house at the end of the churchyard which, for a long time, was the best eating place in the whole of Suffolk. So we should be grateful to the Church of England on more than one score.
I take a pragmatic view of church schools. The fact is that the Church of England and many other faiths have provided this country with invaluable educational opportunities. It is worth recollecting that the Church of England used the initial academy legislation to plunge into some of the worst, most deprived parts of the whole kingdom. These were not elite schools truckling to snobbism. The church went straight in where the need was greatest and the schools exemplified the church’s values.
I confess to being a rather perspiring Anglican myself. However, it would be a bizarre act of folly to make life more difficult for any faith. It would be nice—I say to the noble Baroness, Lady Massey—to see the humanists setting up a few schools. I would be jolly happy about that. But it would be bizarre, would it not, to make life more difficult for the faiths? They have to scrimp and save and work hard to establish and maintain faith schools. People come to them not unwillingly and reluctantly because they are the only school in an area, but precisely because they provide an ethical framework that the parents, even if they are not of that faith, respect and admire.
I am perfectly happy to support the amendment proposed by my noble friend. I do not see anything wrong with withdrawing children from acts of worship. However, the amendment proposed by the noble Baroness, Lady Massey, seems to me destructive. I am sure that that is unintentional. As I understand it, her amendment would mean that an existing state school converting to an academy would not, on conversion, have the religious character that it had before conversion. That is the essence of her amendment. I see no reason for it; it would be a discouragement to the continuance and creation of new faith schools. What is more, the simple effect of her amendments would be that no church school—or faith school, since one must not always talk of church—would convert if it could not carry through in the conversion the same religious character as it had been founded for and run in pursuance of. That would stultify the good aspects of this Bill. Surely, there is no earthly point in doing that.
Baroness Massey of Darwen
Would the noble Lord accept two things? First, would he accept that the speech of the noble Baroness, Lady Walmsley, supported my amendment and was relevant to what he is saying? Secondly, would he accept that a faith school or religious school should have to adhere to a national curriculum?
Lord Phillips of Sudbury
I must confess that I was not aware that that was the purport of the noble Baroness’s amendment. However, off the top of my head I would say that I think that those schools should.
Academies Bill [HL]
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Lord Lucas
My Lords, the noble Lord, Lord Adonis, paid tribute to the right reverend Prelates, so I shall pay tribute to him. He was a most excellent Schools Minister and was largely responsible for the success of the academies programme. As the Minister said, the party opposite has every right to be proud of what it achieved. I also praise the noble Lord for starting off his life as a Back-Bencher exactly as I hope he will continue, feeling free to disagree with his Front Bench. As my noble friend Lord Hill will discover, feeling free to criticise one’s own side when one feels that it is getting it wrong is the mark of respect that every Back-Bencher seeks to attain.
I feel that the noble Baroness, Lady Morgan, although she was in turn an excellent Minister, is getting it wrong. It was always inevitable that the academies programme, once it had proved itself and gained momentum, would be open to existing schools. The idea that schools have to fail in order to become academies is not tenable. The substance of the amendment is political phooey and should be disregarded.
The noble Baroness raised a number of points that I suspect I will agree with later—or at least I will share her concerns. This is a new phase for the academy movement and it raises questions which were left in abeyance when the academies were few and had strong sponsors but which need examining now. However, a change of name, with further confusion for parents and everybody else, is not required.
Baroness Massey of Darwen
My Lords, at Second Reading many noble Lords pointed out that most parents want a good local school, whatever it is called, and that good schools depend on good leadership, good teachers and good classroom practice, none of which I see mentioned in the Bill. My noble friend made some interesting points about academies, as did the noble Lord, Lord Adonis—I quite agree with him about the alphabet soup of schools. However, this is not just discussion about a name.
I have never particularly liked the name “academy” for a school, despite my respect and affection for my noble friend Lord Adonis. To me, the term has always meant a Scottish secondary school, the garden where Plato taught or, as in the Brixton Academy, a nightclub. As I understand it, we are talking about names that have legal and constitutional significance. No doubt we will tease out some of these legal and constitutional issues, such as buildings, charitable status, admissions, inspection, employment, VAT regulations, freedom of information and data protection, throughout the passage of the Bill. My noble friend is right. If these apply to what are called direct maintained schools—in other words, if they have to obey the rules I have just mentioned—the name should be looked at again. Could the noble Lord please spell out—I am sure he will—the differences between the name “academies”, as referred to in the Bill, and other kinds of school which now exist, and tell us why the name should not be changed?
Lord Bates
I totally support the remarks of the noble Lord, Lord Adonis, about the name. The name “academies” followed from the creation of the city technology colleges. Although the city technology colleges were a wonderful idea in the Education Reform Act 1988, the name was a bit of a mouthful and did not describe well what those fine institutions sought to achieve. When the Learning and Skills Act 2000 first made provision for city academies, it was a clarification. In Greek learning, an academy is a place of high education and research. That is exactly the type of name and message that one wants in our education environment. However, the term “city academies” was then changed. The “city” part was dropped, which in many ways makes the point that the noble Lord, Lord Adonis, was presenting. At that point, in the 2002 Act, when city academies were replaced by the concept of academies, there was a distinct intention that the academy movement should be broadened. I think that is right. Therefore, what is being proposed by the Government is also right.
I make another point in support of my noble friend Lady Perry, who spoke about the Bill’s role in tackling failing schools. Clause 4 covers academy orders, which are directly targeted at the failure which exists within many local authority areas. The noble Baroness may have mentioned from the Front Bench that it is almost a divine right that every child in a local authority area will have access to good quality education. However, we know for a fact that that is not happening. That is why the Bill is necessary.
I register an interest as a former director of four academies. The other point is that the existing academies were invariably quickly oversubscribed. The notion that they were open to all was, again, not true. That is why we need a big expansion of the programme. We also need new schools. The other point was about ability. As I recall, there was certainly a provision, which still exists, to say that the academies could select up to 10 per cent of their pupils on the basis of aptitude in the school’s specialism. Again, that element is there. I see that the Bill has merely continued that.
The amendment probably falls into the category of “brave try”. As a former Shadow Front Bench spokesman, I know that brave tries are our lot in life. However, the term “academy” is a sound one, which should continue and be extended.
Academies Bill [HL]
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Lord Northbourne
My Lords, I very much support the amendments in the name of my noble friend Lord Low as I follow his interest in special educational needs. I have tabled Amendment 24 in this group, and I intend throughout Committee to introduce amendments and to speak about a particular form of special educational needs: those of children who have grown up in severely disadvantaged and chaotic families and who so often end up being statemented with emotional and behavioural difficulties.
In that context, I ask who will govern these new academies. Who will make the decisions on the ground? I fully acknowledge that parents sponsoring and running a school may be a good idea, but I am not convinced that a whole or even a majority of the governing body composed of parents of children at the school is at all desirable. My own modest experience in the independent sector has certainly indicated that short-termism tends to dominate decisions that are taken when there are too many parents with children at a school. Parent governors will obviously want the best for their children and are right to do so. Indeed, we want the stimulus of parents who push to get the best for their child, but there is a real danger that, if we get the governance of academies wrong, they will end up with the same fate that has unfortunately befallen so many of the admirable Sure Start centres which the previous Government introduced. Money was put to serving the community, the community was encouraged to consider how it wanted the money to be spent and the money was then spent in that way. What has tended to happen is that the brighter, pushier and more intelligent parents have jumped on the bandwagon and got the kind of input and outcomes that they wanted, and the parents with disadvantaged children who have no experience of addressing leadership or influencing events—the hard-to-reach parents—have gone to the bottom of the pile and the funding that was intended to go to them, if it is not wasted, at least does not reach them.
What is the Government’s intention for governance? I refer to all the different kinds of school: free schools, parent-sponsored academies or academies sponsored by existing schools.
Baroness Massey of Darwen
My Lords, I am very pleased that the noble Lord, Lord Low, has set out the case for reconsidering special educational needs, as this is a very important and complex issue. I am also pleased that the noble Lord, Lord Northbourne, mentioned governance, and that my noble friend Lady Morgan talked about standards, which are key. I understand that some academies have been allowed to opt out of publishing data on pupils’ achievement, which we will no doubt talk about later.
Amendments 2 and 3, in the names of my noble friend Lady Morgan and the noble Lord, Lord Greaves, respectively, deal with consulting governors. I am a governor of a primary school in Wandsworth, and I think that school governors are important people in all this. I know that some later amendments deal with consultation, but for now I want to talk about governing bodies.
I understand that academies are required to have only one elected parent member on their governing body, while the existing principle is that a third of governing bodies should be parents. Parent governors are crucial. I am a governor at a school in a deprived area of Wandsworth, which attracts parent governors who are very helpful and useful to the school. This is particularly important in early years institutions if they are to become academies. Parents on those bodies will be essential. If parents are not involved in the early years, the children and the school suffer. I should like to ask the Minister about consultation with governing bodies. How is the future governance of schools foreseen?
Lord Lucas
I apologise for the misprint in my Amendment 33. For the word “roles” noble Lords should read “rules” and they will get a greater, if not absolute, idea of the sense of it. I am concerned about how the governing bodies of these academies will be dealt with when they go wrong. They can get into a mess from time to time when they are captured by strong individuals with very particular ideas. They can become at odds with parents and heads, and can contribute to poor performance in the school. I understand what happens under current academies with sponsors. But in an academy without a sponsor, what process will be gone through to set the governing body back on the right path? Who complains to whom? Who reaches a judgment as to what is happening? Who takes action under what powers?
What general powers will parents have to set things right if they see things going wrong? I do not think that there are any contractual arrangements with parents. So, if a school is failing to provide education, what is the route for the parent to enforce the right to education for their child? Finally, at Second Reading, I asked whether we might be circulated with a model funding agreement. I have not seen that yet and I am keen to do so while we are discussing these matters.
Baroness Howe of Idlicote
My Lords, I refer to my Amendment 102. It is interesting that several differing groups have tabled more or less the same sort of amendments, calling for much greater consultation. The differences between us tend, perhaps, to reflect our own particular interests. The whole area of consultation is crucial and I agree entirely with what the noble Baroness, Lady Walmsley, said about consulting parents, children and young people. This is crucial in today’s world. They will certainly have a view. We can disagree about trade unions but they could be relevant on the ground in local areas.
The point I would like to stress in my amendment is that the governing bodies of other schools in the areas, which might reasonably be considered to be affected by the making of an academy order, should be consulted. This comes back to the wider issue of whether the academy will advantage or disadvantage the rest of the school population in the area. The Minister stressed that he is not disallowing consultation. He is no doubt encouraging it, but he is not giving the view that it should definitely happen. It is not compulsory. I would like to see in the Bill some degree of requiring that consultation take place. The noble Baroness, Lady Walmsley, is not very keen on the second half of our amendment. Nevertheless, if you want to set out a range of issues that need to be looked at and thought about before deciding whether to apply to become an academy, that half is important too.
Finally, there is the letter to Peers dated 15 June from the noble Lord, Lord Hill, in which he wrote about understanding the importance of parental engagement with the conversion process. Everybody is very pleased to see him acknowledging this in the Committee. However, the Department for Education’s guidance to schools wishing to become academies suggests only that schools consider how they might wish to inform staff, pupils and parents of the intended conversion. That is not what I would call consultation before a decision is made by the governing body. It is about informing stakeholders once a decision has been made. I gather, too, that this guidance has not been changed since the letter from the noble Lord, Lord Hill, advising schools to engage with parents. I would have thought that this would be something that the department should include and send off to the various areas that need to consider this issue. On that basis, I would certainly support what the noble Baroness said in moving the first amendment. All the points that she made are very important in making a decision.
Baroness Massey of Darwen
My Lords, I will not go through the full list of people to consult, but I will comment on two groups specifically. One is children, who were mentioned earlier by the noble Baroness, Lady Walmsley, and the other is schools in the area. On children, Article 12 of the UN Convention on the Rights of the Child so beloved of the noble Baroness, Lady Walmsley, gives children the right to express views on all matters affecting them and to have these views given due weight. Failing to consult students on matters that may alter both the character and curriculum of their school is a backward step in implementing Article 12. The Government should seriously think about consulting children.
I believe that academies do not have to be part of the local family of schools and that there is no obligation to co-operate with other neighbourhood schools. Unfortunately, I cannot remember where the survey that I have in front of me came from. It was taken a few years ago and involved schools situated near academies. It appears that only 27 per cent of those schools were consulted about the academy proposals, 32 per cent said that the academy specialism was not shared with them, 23 per cent said that it had a negative impact on intake and 36 per cent said that it had a negative impact on the allocation of resources. In order to remove the suspicion about which my noble friend Lady Morris spoke, to get better decisions on these issues and to move slowly, we need to take communities along. Therefore, I urge the Minister to look again at involving local schools that may be affected by the development of an academy.
Children: Vulnerable Children
Baroness Massey of Darwen Excerpts(13 years, 11 months ago)
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Baroness Massey of Darwen
To ask Her Majesty’s Government how they will support vulnerable children.
The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)
My Lords, among other measures, we are committed to the goal of ending child poverty by 2020, to carrying out a wide-ranging review of child protection by Professor Eileen Munro, announced today, to publishing serious case reviews, to giving parents of children with special educational needs more say over their children’s education and providing 4,200 extra Sure Start health visitors.
Baroness Massey of Darwen
I thank the Minister for that response. Does he agree that vulnerability in children may arise from such things as abuse, disability, poor health, truancy and so on? Can he comment in more detail on one of those areas and say what the Government plan to do?
Lord Hill of Oareford
I am grateful to the noble Baroness for the question and pay tribute to the work that she does in this area, and has done for a very long time. On protecting children at greatest risk from abuse, I hope that the independent review announced by my department today, to be led by Professor Eileen Munro, whom many noble Lords and noble Baronesses will know well from their work, will help us to put better systems in place. Most importantly, I was told this morning that apparently social workers spend up to 80 per cent of their time in front of a computer screen rather than working with the children, as they would like to be doing. If we can reduce some of those burdens and support social workers to do the job they want to do—and we all want them to do—we will be making some progress.
Academies Bill [HL]
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Baroness Massey of Darwen
My Lords, this Second Reading is in some ways a continuation of last week’s debate on education in the gracious Speech, when some noble Lords expressed concerns about the proposals for academies. My noble friend Lady Morris of Yardley and I reflected on what makes a good school. We spoke of dynamic leadership, a positive ethos and good classroom practice. I remain convinced that, given sufficient resources and support, local community schools can provide those qualities. As we know, many do.
Earlier this year, a MORI poll showed that 96 per cent of the public want a good local school under the local authority. What is the sense of spending millions of pounds when a satisfactory structure for schools exists and standards have risen and are rising? Of course there are problems, but I am not convinced that academies will necessarily address all of these. As the noble Lord, Lord Low, kindly reminded me, yes, I am suspicious.
Some Liberal Democrats have been critical of academies. I am not making party-political points: I realise that they have had to make compromises. However, I hope that one of those compromises will not entail potential damage to the education system. I am simply saying that there are concerns and I hope that the Government will heed those concerns. I hope that there will not be a headlong rush to bring in academies. I am with the right reverend Prelate in maintaining that speed of implementation can be a serious enemy of due process, which involves careful debate and consultation—about which more shortly.
This Bill needs a great deal of clarification and amendment. I know that this House, with its usual incisiveness and concern for children, will begin the process of improvement. I will comment briefly on some aspects of the Bill that trouble me and later I will work with others to formulate amendments in those areas of concern.
On structures, there is currently a framework that ensures that all those with a stake in a school are represented on the governing body. I am a school governor. It is unclear whether such arrangements will be compulsory for academy schools. The British Humanist Association, of which I am a member, states that one-third of academies have religious sponsors. The Academies Bill forces a state-maintained school with a religious character, a faith school, automatically to become an independent school with that religious character—again, more on this shortly.
All land and facilities transfer to the private ownership of an academy. There is concern that this may remove facilities, such as school playing fields, from availability for use by local communities outside school hours. I seek assurances that academies will still have some duties to co-operate with the community in their local area.
A number of existing requirements apply to maintained schools to benefit children with special educational needs, as eloquently described by the noble Lord, Lord Low. Some of these do not apply to academies. Exclusions of children with special educational needs are disproportionately higher in academies. The fact that academies have not made significant progress in reducing such exclusions suggests that more needs to be done for these children.
No formal consultation through a Green Paper or White Paper or other mechanism for consultation is apparent. Clause 3 enables any governing body to apply to become an academy under an academy order without any consultation with the local authority, teachers, parents, children or the wider community. The lack of consultation with parents of young children in particular has the potential to impact on education and well-being. Parental involvement in schools, particularly in relation to children at an early age, is crucial.
The Children’s Rights Alliance points out that Article 12 of the UN Convention on the Rights of the Child gives children the right to express views on all matters affecting them and to have these views given due weight. Failing to consult students on matters that may substantially alter the character and curriculum of their school is a significant backward step with regard to implementing Article 12.
On funding, around one-third of all state-funded schools are faith schools, with the majority being primary schools. For the first time, this Bill will permit those primary schools that are high performing to become state-funded religious academies. The BHA is concerned that, once a faith school has become such an academy, it will not need to follow the national curriculum. Does this mean that a Catholic academy would be allowed not to teach sexual reproduction in biology or wider sex education? There is the potential for religious authorities to use restrictive teaching in line with their religious ethos. The BHA wants protections to prevent academies from teaching creationism, giving unbalanced religious education and having narrow and subjective teaching across their curriculums.
The same concerns apply to whether this Bill will have an impact on the employment of hundreds of teachers, teaching assistants and non-teaching staff who are currently employed by faith schools that then become academies. UNISON points out that school support staff will be directly employed by the new academies, thereby taking them outside all recognised pay and conditions agreements. This leaves them much more vulnerable to worse working conditions and lack of protection.
Primary and special schools are very dependent on local authorities for a whole range of core services to ensure that they can meet the individual needs of their pupils. They are worried that the removal of the link to local authorities and shared budgets will have an impact on the availability of specialist support for children. Again, the noble Lord, Lord Low, covered this most eloquently. Local families of schools will be broken up. How will this issue be addressed? By getting direct funding from Whitehall, academies will benefit from a 10 to 15 per cent increase in funding. Will this result in corresponding cuts to the local authority funding that provides specialist services and jobs?
The issue of charitable status raises many concerns. All academies automatically become charities. However, I understand that they will be exempt from Charity Commission regulations, thus making them less accountable. In January this year, when the previous Government tried to introduce this exempt status, the Charity Commission said that it was a retrograde step.
On standards, the NUT states that there is no independent evidence to show that academies deliver significantly improved results. PricewaterhouseCoopers’ fifth annual report on the academies programme, published in 2008, stated that a judgment on academies as a mode for improvement was not yet possible. A 2010 report highlights that academies are allowed to opt out of publishing data on how students are performing in specific subjects, so it is impossible for anyone to assess how their improvement is reached. The Association of Colleges points out that academies do not necessarily offer an affordable or wide range of quality provision at level 3, the A-level equivalent. The data show that in 2008 some academies—there were 42 of them—did not have all subjects available, including geography. The point scores for academies are not high when compared with sixth-form and FE colleges. The average point score in 2009 for level 3 was 800 for sixth-form colleges, 683 for FE colleges and 678 for academies.
Academies and free schools are based on a system used in Sweden. The Trends in International Mathematics and Science Study reported on trends in average scores from 1995 to 2007. Scores in Sweden were lower. We need to ensure that excellent schools work with underperforming schools to raise standards. In my view, there is no need for a completely new system.
The Bill states that all new academies will follow an inclusive admissions policy. Does this mean that all academies will be required to have regard to the school admissions code of practice and the SEN code of practice? The National Children’s Bureau seeks clarification in relation to academies’ admissions policies for vulnerable groups of children, including those in care and those with special educational needs.
I have many questions on inspections. Michael Gove has stated that schools rated as outstanding by Ofsted would be exempt from further inspections. He has also said that schools would be in a position to choose to hire consultants to review their performance. The recent example of the Shireland Collegiate Academy in Birmingham, which had been rated as outstanding but, when it became an academy, was judged as inadequate by Ofsted, should serve as a warning against the assumption that simply becoming an academy will guarantee high standards. The Government have proposed an early warning system if the data indicate that an academy is experiencing problems, but who is to be responsible for such a system and how will it work?
We shall explore many of these issues at a later date. In the mean time, I hope that the Government will think seriously about whether this Bill is financially and, above all, educationally entirely appropriate.