Schools Bill [HL]

Debate between Baroness Morris of Yardley and Baroness Wilcox of Newport

Committee stage & Lords Hansard - Part 1
Monday 13th June 2022 Lords Chamber

[Baroness Morris of Yardley (Lab)]

Just to add to that, I think there are—or there used to be—ways for teachers moving from the independent sector to the state sector which were far less than nine months.

I take the point about a subject like IT. I absolutely agree with the amendment: teaching is a profession, and all the evidence internationally shows that the better qualified the teacher, the better the achievement for students. That is what this is all about. But if the problem is that, in a fast-moving world, there are a set of skills such as IT that people need to come into education to deliver, there needs to be another way of meeting that need and getting those people in rather than saying to the whole of the school system that teachers do not have to have a qualification. This is not being used to get people with specialist IT skills into schools to help children. It is being used by headteachers and schools where they cannot get staff with qualifications in front of children in classrooms, so they go for those without qualifications.

Although I share with the noble Lord, Lord Agnew, the wish to get the latest skills into the classroom without making people do a year-long PGCE, we just need a bit more creative thinking in order to make that happen. It cannot be that we go back to a profession that not only is not a graduate-level profession but is not a qualified profession at all. The message that gives is something that none of us who are committed to the education of children ought to support.

[Baroness Wilcox of Newport (Lab)]

It is a real pleasure to follow my noble friend. She is absolutely right: this is about profession.

My Lords, we asked to de-group this amendment from that of my noble friend Lord Knight, because it is such an important issue and deserves its own debate. Our Amendment 36 would remove the exemption teachers in academies have from needing to have QTS but gives a grace period until September 2024 to give schools and teachers sufficient time to adjust. We felt that this is a sensible way forward. The amendment redresses the opt-out given by former Prime Minister David Cameron and Secretary of State Michael Gove when they removed that need for academies to have QTS in 2012.

Since that time, there has been a decade where children and young people have been taught in academies by unqualified staff. We would assert that in recognition of the preparation teachers have to undergo, the term “teacher” should be reserved solely for use by those with QTS and that a person in training—or indeed, a specialist or person qualified in IT—should have a different designation. This amendment would ensure that, in future, all pupils in every school were taught by a qualified teacher.

When I was looking at the background to the debate today, I looked at what the Sutton Trust had said. It is a research institution that fights for social mobility so that every young person—no matter who their parents are, what school they go to or where they live—has the chance to succeed in life. In its seminal report, What Makes Great Teaching?, it said that the quality of the teacher is the most important factor in academic and non-academic attainment. We have heard from other noble Lords previously in Committee about the importance of leadership and a justification of the enormously inflated salaries enjoyed by heads within academy trusts, but the Sutton Trust research firmly places the attainment factor in the hands of the teacher in the classroom. Those of us in your Lordships’ House who have had the privilege—indeed, it is a privilege—to work in this profession would no doubt agree.

The research defined effective teaching as that which leads to improved student achievement and focused on six common components that should be considered when assessing teaching quality. First is pedagogical content knowledge. As well as a strong understanding of the material being taught, teachers must also understand the ways students think about the content, be able to evaluate the thinking behind students’ own methods and identify their common misconceptions. These are all areas covered in training teachers towards QTS. It is not just about having the knowledge and content of the subject itself; you have to have knowledge and understanding of how children learn in order to convey that knowledge. The research further identified the quality of instruction, classroom climate, classroom management—which I was very good at, as your Lordships might guess—teacher beliefs and professional behaviours, all of which impact on the quality of education.

I also looked at research by the University of Oxford’s Nuffield College from 2019, which found that pupils are more likely to be taught by unqualified teachers in academies than in maintained schools. It concluded that this widens class-based inequality because schools with more pupils from lower socioeconomic backgrounds tend to hire more teachers without QTS, and that in secondary schools

“this relationship in academies is almost double that in LA-maintained schools, revealing a role for academies in widening class-based inequality in access to qualified teachers”—

which seems like levelling down, rather than levelling up.

Skills and Post-16 Education Bill [HL]

Debate between Baroness Morris of Yardley and Baroness Wilcox of Newport

Committee stage
Thursday 15th July 2021 Lords Chamber

[Baroness Wilcox of Newport (Lab)]

My Lords, I move this amendment in the name of my noble friend Lord Watson of Invergowrie. This amendment sets out the complementary roles of schools, colleges and universities by joining up the wider education and skills system so that it better meets society’s needs and gives people the skills they need. Delivering this means ensuring that we develop the right balance of autonomy, authority and accountabilities that will enable schools, colleges and universities to focus on the complementary roles they can play together and with other partners over the long term. This must involve a genuine partnership, with providers empowered to stimulate and challenge articulated demand, rather than act as passive policy recipients. It means ensuring that this is meaningfully accessible to all and involves an effectively joined-up wider education and skills system. Colleges do not work in isolation to meet the education and training needs of their communities. Schools and universities are important parts of the system, so they should be part of the planning process. Amendment 8—in the names of my noble friends Lord Rooker and Lord Bradley, as well—therefore sets out the complementary roles of schools, colleges and universities in delivering on LSIPs.

Currently, there is a lack of a comprehensive, long-term education and skills plan that brings together all parts of the system towards the same vision. Different parts of the system have different policy priorities and initiatives. The current reform agenda is not sufficiently addressing this. It deals with only one part of the system—colleges—without exploring the need for complementary alignment with universities, schools and other providers. At the same time, this means that the role of education and skills in addressing wider policy priorities and strategies is not always recognised—for example, the role of colleges in welfare, health and net-zero policies.

There is a lack of any system to co-ordinate the 16 to 18 offer at the local and subregional level between schools and colleges. This leads to insufficient provision and limits student choice of programme—for example, when multiple competing providers concentrate on a narrow offer at the expense of less popular or minority provision.

At the university level, there is contested ground over the higher technical level 4 to level 5 provision and who is best placed to offer this, leading to unproductive competition between colleges and universities. If a whole education system approach is not taken to local skills planning, there will be a disjointed system that is not efficient or effective in its use of public money and does not best meet the needs of students and employers.

There should also be an exploration of a national 10-year education and skills strategy sitting across government, to deliver on wider policy agendas and to give stability to all parts of the system, creating a duty on schools and universities to collaborate with colleges and employers in the development of skills plans, so that the training on offer efficiently meets the need of local areas. I therefore beg to move.

[Baroness Morris of Yardley (Lab)]

I rise to support this amendment. This is such an important issue, but I can see that is difficult as well.

When I started teaching, which was many years ago, in Coventry, it was very clear which provider offered which course. The advantage was that it was very straightforward for children and schools to know where to go for catering, engineering, electronics or whatever. The disadvantage was that it squeezed out competition, which can raise standards and creativity. It is somehow getting that balance that we are looking for. I would welcome the Minister explaining how far the Government are prepared to go to make sure that there is some sort of co-ordinated provision within each skills partnership. It makes sense to allow providers to play to their strengths and it is also essential that courses that might not be economically viable but are important for the local or indeed the national economy are supported to stay open and be made available. So it is a tricky issue and I cannot recall so far in the debate on this amendment hearing the Minister outline the Government’s views on this.

To bring universities in, my noble friend Lady Wilcox made a very strong point. In the old days, it was just further education courses that were co-ordinated, but now we have a growth in private providers and universities in these contested levels as well. So in the name of clarity for students and users, and for the needs of the economy, we need some guidance from the Government about a co-ordinated approach, making sure all areas are covered. Basically, what happens is that all providers want to provide the cheap courses, and the machinery-heavy courses do not get offered. Schools are happy to go into vocational work, as long as it is classroom-based and they do not need specialist teachers. That very often leaves the college with the courses that need highly specialised tutors and heavy equipment. I would welcome the Minister somehow making sense of all that in her comments.