Children’s Wellbeing and Schools Bill

Debate between Baroness Spielman and Baroness Barran

Tuesday 16th September 2025 Lords Chamber

[Baroness Spielman (Con)]

My Lords, I support my noble friend Lady Barran’s amendments to Clause 56 and my noble friend Lord Agnew’s Amendment 454. I have heard much around the Committee this afternoon that is extremely important, but I think there are some wider points to make.

There are many romantic expectations of school admissions—that there is a perfect world in which every child will go to the school that they and their parents choose, in which every mainstream school can provide well for every child no matter how extreme their needs, and in which no child will ever cause harm to any other child or adult in a school. In this perfect world, the romantics expect children to be distributed perfectly evenly between schools on any measure by which we choose to analyse the population. But this is a dream, and chasing dreams rarely improves children’s experiences in the real world. Sadly, it is entirely possible that the extended powers to direct admissions will backfire, especially with policy pressure on local authorities to keep even the worst behaved children in mainstream schools irrespective of the consequences.

Consider a child for whom an LA is trying to find a managed move. If several schools decline to accept the child, it may mean that they are all shirking their responsibilities, or it may mean that they have correctly assessed that the child’s needs are too great for that school or any mainstream school to manage the child safely. One shocking case I saw as chief inspector related to a girl who was raped by a boy who had come to her school on a managed move and, worse, the receiving school had not been informed by either the LA or the sending school of the boy’s known history of serious sexual misconduct. No school should be levered into putting other children at risk in this way.

If the LA directs the child to one of its own schools, it still has direct responsibility for the child, but if it can direct the child to an academy, it has offloaded the problem, at least in part. There is an obvious incentive for local authorities to use this power to offload the most difficult children and leave academies to shoulder a disproportionate responsibility for the most difficult and even dangerous children, and to inflict the greatest risk on the other children and staff in those academies.

Let us also consider the point that, while a decision will relate to a single child, good schools also have to consider how many children with behavioural problems they can manage and support properly without destroying the very strengths that make them able to work effectively with such children. I have seen already how difficult this is for local authorities in the context of SEND. Local authorities control EHCPs, which name a school to which that child should be admitted. In theory, it is parents who choose that school, but in practice, local authorities have significant influence over those parent choices, and some local authorities have perhaps on occasion found it convenient to encourage parents to choose academies rather than maintained schools, or at the very least to not discourage them from doing so.

As a result, some popular and successful academies have at times found themselves facing real difficulties. I know of cases where local authorities expected a school to fill more than one-third of its year 7 places with children requiring intensive individual support, many of them for behavioural problems. This would have turned those schools into de facto special schools without the wider infrastructure and support that we expect of special schools.

It is in fact extraordinarily difficult for local authorities to be impartial between mainstream schools and academies. For this reason, I strongly support my noble friend’s Amendment 452ZA, requiring local authorities to act impartially between maintained schools and academies. It will still be difficult in practice, but the principle should be explicit in the Act.

Similarly, my noble friend’s Amendment 453A to Clause 56 and Amendments 457A and 457B seek to ensure that changes to school admission numbers are made in the interests of children and parents, rather than the administrative convenience of the local authority. Again, these decisions will always be hard and will never please everyone, but it is right and important that children’s needs are explicitly put first: otherwise, it is sadly all too certain that, with the shrinking birth cohort, some excellent schools will see their admissions restricted while mediocre schools carry on. My noble friend Lord Agnew’s Amendment 454 gives some protection to this principle. I hope the Government will see how unfortunate this would be and will take steps to guard against it.

[Baroness Barran (Con)]

My Lords, Clause 53 covers the role of schools in general and academies in particular in relation to pupil place planning. As we know, in the vast majority of cases, academies co-operate and fulfil their role in helping the local authority to meet its sufficiency duties, as the Bill says, so far as is reasonable. Clause 54 gives the local authority new powers to direct admission of individual pupils, despite the fact that those powers already exist for the Secretary of State to use within the funding agreement for all academies.

The policy notes say, slightly quaintly:

“Schools and local authorities’ interests may not always be aligned, and they are not expected to agree on all admissions and place planning matters. However, it is expected that they will behave reasonably and collaboratively, for example, considering the other party’s views, being willing to meet and discuss differences, and sharing information in a timely manner”.


All this is fine, but presumably the point of the clause is to get quicker decisions and to address a problem of academies apparently unreasonably refusing to accept these pupils. But where is the evidence that that is true? In the academic year 2023-24, there were just under 11,000 exclusions. Looking at the data on the department’s website for exclusions and suspensions, including repeat suspensions, one sees incredible differences, in the rates of permanent exclusion in particular, even in neighbouring local authorities. This is true for local authorities where almost all the secondaries are academies and for those where there are predominantly maintained schools.

Children’s Wellbeing and Schools Bill

Debate between Baroness Spielman and Baroness Barran

Monday 9th June 2025 Lords Chamber

[Baroness Spielman (Con)]

My Lords, I speak to oppose Amendment 69AB, well-intentioned though it clearly is. I have several levels of concerns about the imposition of yet another duty. I believe that the expectations for looked-after children are generally well understood—whether they are actually carried out in practice is another matter. This particular amendment has some obvious holes. For example, there are kinds of intimacy in normal, healthy parent-child relationships that absolutely would not be appropriate between local authority staff and children.

More generally, there has been a proliferation of duties in legislation in recent years. For example, I became chair of Ofqual 14 years ago. After a particular duty was raised in my first board meeting, I asked my legal director for a session to talk me through all the duties that applied. To my astonishment, I discovered that we already had 28 duties, with a handful more in the pipeline; I am sure it is a lot more since then.

This imposition of duties as the go-to solution has several problems. First, it creates problems of overload. Normal human beings simply cannot hold so many different duties in their thinking simultaneously. Secondly, they get imposed in isolation. They are usually added without reference to previous duties, with which they often overlap but sometimes push in different directions. How do you reconcile them? They can lead to skimping. If duties that have been imposed need resource but are not funded, you can end up with everything being done less well—not only the thing that the duty is aimed at but all the other functions—which reduces the quality at the receiving end. It takes away the ability of public services to prioritise intelligently. It can divert resource away from the main purpose that the duty is intended to protect and towards the kinds of activities that demonstrate compliance with the activity.

Finally, if there is a surplus of duties and an impossibility of giving full effect to them all, a sort of cynicism builds up that can corrupt an organisation’s culture. When everybody knows that they are really only paying lip service to an enormous list, people stop believing in the ability of the organisation to fulfil its real purposes.

Tempting as it is to think that another duty is the great solution that will protect children from all the awful harms that have been talked about today—they are a great salve to all our consciences—we need to resist and make sure that we get to the essence of the things that will do the most to help children.

[Baroness Barran (Con)]

My Lords, I will speak very briefly to this group of amendments. The noble Lord, Lord Watson, again reminded the Committee that vulnerable children in the care of a local authority do not always receive the care that they deserve. We should never lose sight that that should be our goal. My noble friend Lady Spielman put it very well in her remarks and I will pick up on what she said. Local authorities understand their duties in this area. The noble Lord himself cited some of the legislation and guidance on the spirit of their responsibilities. The question, as ever, is around implementation, and I share my noble friend’s concerns about adding yet another duty to local authorities.