Education Bill

Debate between Baroness Morris of Yardley and Baroness Howarth of Breckland

Monday 11th July 2011 Grand Committee

[Baroness Morris of Yardley]

My Lords I have no difficulty or disagreement with anything that anyone has said so far. I very much agree with what the noble Baroness, Lady Perry, said, shortly before the Division, and I did not disagree with what the Minister said.

My problem is that it is almost as if the Government have launched a press release saying, “No change”, and therefore expect change. It has always puzzled me what drives teacher behaviour or teacher perception. As the Minister said, this is not new legislation. It has never been illegal to put a sticking plaster on a child, hold on to a child’s arm to the front or rear of the queue, or to hold a child’s arm while practising the violin. My only criticism is that to table an amendment—I appreciate that it is a probing one—saying that we should have rules allowing you to do those things almost implies that we have rules saying that we cannot do those things.

I have two points. First, does the Minister believe that this guidance will change anything? I am not sure that it will. It is not the first time that the teaching profession has been given guidance and reassurances that it can do these things and that they are not against the law. What deeper understanding does the Minister have of what is driving teacher behaviour and public perception? It is not as if teachers have not had assurances in the past that they would not be hauled over the coals if they behaved in that way. There is a danger in putting together in guidance touching which is natural and instinctive and touching which could be totally wrong and a threat to children. The trouble is that we have not been successful in marking the difference between the two. I am not confident that the guidance being offered today will do anything more than the guidance that previous Governments gave out. Indeed, I may have given out some myself; I cannot remember, but it certainly had no impact.

Secondly, there is a lesson to be learnt. People who are not in government are sometimes tempted to give the impression that certain things are illegal and guidance says that you cannot do them. We ought not to play that game because we then become accomplices at creating a false impression. The problem is that there is a false impression out there that teachers cannot do these things. However, they have always been able to do them, and it is right that they should.

Will the Minister say something about the guidance? It could even be the same press release, who knows? How can we have any faith? I am not being critical because I did not solve the problem either, but what else can be done to get the message across?

[Baroness Howarth of Breckland]

My Lords, perhaps I may help the noble Baroness, which would be unusual from my position to hers. The Minister sent me a most useful document, Customer Voice Research: Behaviour and Discipline Powers in Schools, for which I thank him very much. It is extremely helpful to me in my arguments, I fear, in several places. As regards powers of discipline, a teacher commented that she was completely,

“unaware … of the ‘main powers’ available to teachers”.

Teachers say, for example, that the powers sound “really antiquated”. They have said, “I don’t understand it”, and,

“I don’t feel confident that the Head would back me up”,

if I was to do this. It seems to me that this is about knowledge, culture and leadership, and not about legislation. We should not be legislating for executive powers; we should be legislating for strategic options, the things which I have just mentioned.