Education Bill

Baroness Perry of Southwark Excerpts

Monday 18th July 2011 Grand Committee

[Lord Lucas]

My Lords, that phrase comes from the admissions criteria for Ampleforth, which is a well known Catholic school, where it works extremely well. Parents who want to send their children to a Catholic school should accept that it is a Catholic school and that it will educate its children in the Catholic religion. I send my children to an Anglican school. I am not religious myself, but I entirely accept that my child is being brought up within the context of school as an Anglican. I value that tradition of education. Again, it is perhaps an illustration of the conditions in the west of Scotland that such a thing is inconceivable to the noble Lord. For me, it is just ordinary. I beg to move.

[Baroness Perry of Southwark]

My Lords, my name is also to Amendment 138. For me, these two paragraphs together describe the ideal nature of a faith school when it has the freedom of being an academy. Subsection (1) makes the point that a faith school should not in any way have admission criteria that insist that all children shall have some kind of allegiance to the faith of that school. We have all heard stories about parents suddenly turning up at a church in the last few months before their application to a school that happens to be the best school in the area and a faith school. That is unfortunate; it distorts what should be an open choice by parents of a good school that has a particular ethos. Subsection (1) is inclusive and says that faith schools would be inclusive. Around half the children they took would share a commitment to their faith, but the other half could be of any faith or no faith.

I strongly believe in subsection (2). Exactly as my noble friend Lord Lucas said, if parents have chosen a Catholic school, an Anglican school, a Jewish school or a Muslim school for their children, they must respect the traditions of that faith. It is not a secular school; it is a school of that faith. They should be included in the general ethos of the school and pay tribute to the customs within it that reflect its faith. My experience and that of noble Lords who spoke earlier reinforce this; parents of other faiths welcome the ethos of a Christian school, and perhaps parents of other faiths will welcome the ethos of a Muslim or a Jewish school as well.

Parents are looking for a school with strong values, and if those values are based on faith, the parents will accept that. The success of faith schools has been widely demonstrated by their popularity and their academic success.

[Baroness Turner of Camden]

My Lords, I support my noble friend Lady Massey on Amendments 103, 140 and 141. I do not accept Amendment 138. In fact, I seem to recall that the bishop in the Anglican Church in charge of education recently announced that he would welcome the idea that people not of the faith were accepted into religious schools. That should be welcomed.

[Baroness Perry of Southwark]

Does the noble Baroness not recognise that the amendment specifically states that 50 per cent of the children would not be of the faith?

[Baroness Turner of Camden]

I am sorry, but I will continue, if I may. In view of what I said, the noble Baroness will accept that in no way can I accept the subsection (2) in Amendment 138, particularly where pupils would be accepted into religious schools who were not themselves religious. I do not see how subsection (2) could in any way be accepted; it does not seem sensible. If people are being accepted who are not of that religious faith, why should they be expected to participate in the school’s religious life when it is not of their particular faith and it was known that they would not be of that faith when they were accepted into the school?

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[Baroness Jones of Whitchurch]

I support the amendment and have read the helpful letter from the noble Lord, Lord Hill. I restate how much I agree that getting schools to apply for licences in the past has been a very unwieldy way to get them to put on fairly simple forms of entertainment. I very much support the Live Music Bill of the noble Lord, Lord Clement-Jones, to which the letter of the noble Lord, Lord Hill, referred. I am very pleased to hear that the Government will be supporting it in its progress through Parliament. That obviously goes much wider than dealing with live music in schools; nevertheless, it will be helpful.

When I said to my colleagues that I was also very pleased that the Government had committed to looking at the Licensing Act 2003, they said, “You’re going to regret saying that, because it took us for ever to get a half-decent balance on licensing music and alcohol provision. Good luck to you”. My instinct is that we should look again at the Licensing Act. I am pleased that the Government will be doing that, and I look forward to that debate.

[Baroness Perry of Southwark]

My Lords, my name is added to the amendment. I just say to my noble friend that, although I urge him to continue to look kindly on removing the need for licensing from schools and colleges, perhaps this is an opportunity to look more widely at some of the other places where young people need licences, such as small sports clubs, and so on, where if they have even a radio playing in the background, they must get a licence. We need to encourage young people, not make life more difficult for them. I hope that, in their consideration of the issue, the Government will look more widely than simply schools and colleges.

[Baroness Garden of Frognal]

My Lords, I know that many in this House share my noble friend's view that public performance of music should not be licensable in schools. We agree that schools currently face unnecessary bureaucracy when they organise events such as school plays, concerts or swimming galas, and we are taking steps to address that. We heed the warnings of the noble Baroness, Lady Jones, but we have announced our intention to consult on Schedule 1 to the Licensing Act 2003, which currently regulates the public performance of live music and performance of other creative and community activities, such as dance, plays, film and indoor sport. Our intention, subject to the consultation, is to deregulate those activities as far as possible in schools. That is possible through secondary legislation.

The Government have also expressed clear support for the Live Music Bill introduced by my noble friend Lord Clement-Jones, which completed its Committee stage on Friday. I know that, because I was there. It seeks to deregulate in certain circumstances the provision of live, unamplified music in most locations and live, amplified music in workplaces such as schools, as well as licensed premises such as public houses, subject to restrictions on audience size. These planned changes will free schools from the unnecessary bureaucracy they currently face and allow them to use music in a sensible way to deliver the best possible education for their pupils. On the basis of that reassurance, I hope that my noble friend will feel able to withdraw his amendment.

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[Baroness Walmsley]

My Lords, perhaps I can just warn against being too prescriptive. It is important that schools do this in a way that is most appropriate. I certainly join others in encouraging schools from different sectors to co-operate with each other, but I will give just one example of why I think this is so important. I have two grandsons, one of whom is brilliant in English and terrible at maths, while the other is terrible at English and brilliant in maths. They both came from the same gene pool. A child might be in a high-ability group for one subject but not for another, so we have to let schools take account of that.

[Baroness Perry of Southwark]

My Lords, I know that we are short of time, but I would like to interject that when we talk about giftedness, we are not just talking about academic ability. Schools should be urged to recognise that some children are immensely gifted with their hands, with technology, at sport, in music and so on.

[The Earl of Listowel]

My Lords, I recall articles published in Scientific American and New Scientist not so long ago which looked at chess grandmasters. The articles identified that they had spent so much of their lives playing chess that they had become geniuses in the chess arena and suggested that genius derived from people spending an awful lot of time doing whatever they were most passionately interested in. I should be grateful for an assurance from the Minister that, for example, a young man who is passionate about science can have the opportunity to study science at playtime and after school, and that the staff within the labs will make the equipment available for him to use. I should like an assurance that, where young people are passionate about using their hands or whatever, there will be the necessary flexibility and resource in schools for them to follow their passion and spend a lot of time doing it.