Schools Bill [HL]

Baroness Morris of Yardley Excerpts

Committee stage & Lords Hansard - Part 1
Wednesday 15th June 2022 Lords Chamber

[The Duke of Wellington (CB)]

My Lords, I shall speak to Amendment 60A and I am very grateful to the noble Lord, Lord Lucas, for countersigning it. It is a probing amendment. As the noble Baroness, Lady Morris, who I am pleased to see is in her place, said so correctly last week in Committee, this is a very difficult Bill to amend. My amendment was the only way I could find to stimulate a discussion on the point that I raise in the amendment. What is absolutely clear from the debates at Second Reading and the two days of Committee so far is that this Bill gives very great powers to the Secretary of State over any school that receives funding from the taxpayer. The concern that I and others have is how a number of very specialist schools will be treated in future.

I realise that there are many matters in the White Paper that are not included in the Bill and will probably be in another Bill in the future or in regulations. However, it is stated government policy, as I understand it, that all schools should become academies and all academies should, by 2030, join multi-academy trusts. I am particularly interested in two types of schools which may not fit into this standardised structure. As I said at Second Reading, I am a patron of the King’s Maths School. There are four maths schools in England and two more will be launched next year. They are all sponsored by universities and have impressive statistics for numbers of girl students, percentages of students from ethnic minorities and numbers on free school meals, and all the students get into leading universities.

These schools have been a huge success, both academically and socially, and we should have more of them. However, their success comes from their direct and close relationship with the sponsoring university.

I am very grateful to the Minister for two discussions that I have had with her on this matter. As I understand it, the Government’s view is that putting a maths school in a multi-academy trust would spread some of this academic excellence around a number of other schools, but I suggest to the Minister that this is not what they maths schools were created for. The country needs, and the Government at that moment—Michael Gove, I think it was—recognised, that we need many more mathematicians and others who wish to study engineering at university. All students at these maths schools do A-levels in maths, further maths and usually physics as well. The ethos of the schools leads to high levels of achievement. If they were to join multi-academy trusts they would certainly lose this ethos and are likely to cease performing at this excellent level.

I therefore ask the Minister to confirm that these maths schools will not be forced, either by the Secretary of State or any other authority, local or otherwise, to join a multi-academy trust without the consent of the governing body and the sponsoring university. These schools have a very special status and an amazing track record.

The other schools referred to in my amendment are the music and dance schools. Of course, they are very different from maths schools. Here I declare an interest, as my wife was, for 10 years, chairman of the Royal Ballet School. There are, I believe, eight schools within the music and dance programme. They are independent but receive taxpayer support under the music and dance scheme. The students are all selected for their talent. They come from diverse backgrounds, and many are from very low-income households. The graduates go on to perform in orchestras and dance in ballet companies all over the world. These schools must retain their independence and they will always need considerable taxpayer support.

The powers being vested in the Secretary of State through the Bill are so great that I hope to receive from the Minister an assurance that these very special and specialist schools will be allowed to retain their present status and will not, by future regulation, be forced into a multi-academy trust. They must remain independent. They must continue to receive taxpayer support directly from the Department for Education.

The Bill appears to be changing, very substantially, the structure of education in England. There may be many schools—more than the ones I have referred to—that will not fit in to the new Department for Education standard structure. My amendment simply seeks to protect the independence of two particular types of school, and I hope the Minister can allay my concerns and give reassurance to specialist schools.

[Baroness Morris of Yardley (Lab)]

My Lords, I support the arguments just made by the noble Duke about maths schools. I am not sure what the Minister will say—maybe she will solve the problem. I am not arguing that they need to be more independent than any others; the argument about the MAT is about the nature of the partnership the school is going into. I value partnerships—they are really important—but I can see the argument that maths schools need different partnerships from other secondary comprehensive schools that might go into MATs.

This is because we are not likely to have a whole host of these maths schools throughout the country. They are few in number, a bit like the music and ballet schools. Whatever you think of them, their aim is to take the most able children in that subject and support them to reach as high a level as possible. We will never aim to have thousands of them, so I worry that, if you make their key partnership in future—if you do not want them to stand by themselves—to be part of a MAT, you give the ownership of that scarce resource to that MAT. Just as we have competition between stand-alone schools, I am absolutely certain, because it exists at the moment, that we will have competition between MATs. They will not all share their resources; they will compete with each other. That is what they are doing now and will do in future. I am just not confident that the competitive environment in which MATs exist—trying to get more kids and the best results—will lead to them sharing the special skills in the maths schools in the way they should.

The maths schools have a different set of partnerships. Unlike the MATs, they have very good relationships with universities and business. Progress-wise, they look up. So I am not fearful that they will fall prey to the problems of standing alone. I do not think they stand alone; they have a different set of relationships in their partnership. To take them out of that partnership and make them a legal part of the ownership of one MAT would make it far more difficult for them to share their skill across a geographical area. I can just bet which MAT they will end up going into—the one that already has the most high-performing children, because it will think that it can use them better than anyone else.

Go for the partnership, as they already have existing ones, but be really wary of treating them the same as any other academy, as they were never set up in that way. I hope that complements what the noble Duke said about independence; the nature of the partnership needs a great deal of thought.

[Lord Murphy of Torfaen (Lab)]

My Lords, I support the right reverend Prelate the Bishop of Durham’s amendments, so ably spoken to by the right reverend Prelate the Bishop of Chichester. I do not have an awful lot of experience of academies; we do not have them in Wales. I suppose we are a bit old-fashioned, but the system seems to work quite well. However, I have nothing against them. They were introduced by the Government of which I used to be a member and I wish them well.

It is particularly important that church and state schools should have the same opportunities as academies. There is no reason in this wide world why a Church of England school or a Roman Catholic school—I am a Catholic—should not have the same opportunities as a state school. The right reverend Prelate the Bishop of Chichester rightly referred to the fact that, in England, one in three schools is a church school. Ten per cent of all schools in England are Catholic schools, and 850,000 pupils go to them. Both Church of England and Catholic schools do a tremendous job in very deprived areas all over England—and, indeed, although it does not apply in this debate, in Wales.

There is a very strong case for ensuring that church schools have equal status in the Bill; handbooks and various bits of guidance from the Department for Education are okay, but they are not enough. If there is to be proper equality between church schools and state schools, that has to be recognised in law. Those issues revolve around governance structures, appointments, religious education and collective worship. I know that the Catholic authorities, all dioceses in England and the Catholic Education Service warmly support the amendments spoken to by the right reverend Prelate the Bishop of Chichester, as I do. I wish them well.