Education: Music

Baroness Walmsley Excerpts

Wednesday 30th November 2011 Lords Chamber

[Baroness Walmsley]

Does my noble friend the Minister agree that to implement the national music plan at the speed at which the Government propose requires a large cadre of very hard-working music teachers? In the light of that, will he try to persuade his right honourable friend the Minister for Schools that the EBacc requires a sixth pillar that includes cultural and vocational subjects, including music? As things stand at the moment, we are losing a lot of music teachers across the country.

[Lord Hill of Oareford]

My Lords, I think one of the reasons why we are losing a number of teachers at secondary school and, in particular, the number of music teachers is dropping is that the number of pupils at secondary schools is dropping. I agree with my noble friend entirely about the importance of making sure that we have really good teachers able to teach music particularly at primary level, and we have plans to improve initial training for music teachers. As far as the EBacc is concerned, my noble friend knows well the Government’s position, which is to concentrate on a small number of subjects that give children the greatest chance of going to strong universities. The Russell Group supports the choice of subjects. However, I know how strongly she feels and that there are pressures from all sides of the House for us to extend the number of subjects in the EBacc.

Education and Skills Act 2008

Baroness Walmsley Excerpts

Wednesday 23rd November 2011 Lords Chamber

Asked By

[Baroness Walmsley]

To ask Her Majesty’s Government when they plan to commence the duty on school governing bodies to invite and consider pupils’ views, introduced through section 157 of the Education and Skills Act 2008.

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, the commencement of Section 157 of the Education and Skills Act 2008 is under review. Section 176 of the Education Act 2002 already requires schools to have regard to statutory guidance on consulting pupils, and remains on the statute book. We are revising the guidance published under Section 176 and have been working closely with a wide range of interested parties, including children’s charities, in its development.

--- Later in debate ---

[Baroness Walmsley]

I thank my noble friend the Minister for that reply. As we move towards the celebrations of the 20th anniversary of the UK ratifying the UN Convention on the Rights of the Child on 16 December, it is very important that that guidance is consulted on and is very clear to schools. Can my noble friend say when that guidance will actually be published, so that people can be quite clear about how schools should go about implementing the UN convention, in particular, article 12, which is about the child having a right to have his or her voice heard and opinions taken seriously on any matters affecting him or her?

[Lord Hill of Oareford]

My Lords, I agree with my noble friend about the importance of the guidance and it being clear and intelligible. I am not able to give a specific date today as to precisely when we will be publishing that. I fall back on the normal formulation of “soon”. I know how much the issue matters to my noble friend and I will make her point and point out the arrival of the anniversary to my honourable friend in the department.

Sure Start

Baroness Walmsley Excerpts

Monday 14th November 2011 Lords Chamber

[Lord Hill of Oareford]

My Lords, I have given the noble Lord the snapshot of figures that we have for September. As I said, that shows that there have been six outright closures and a further 120 or so mergers. If one added all those together and accepted that those were all closing, which they are not, that comes to something like 3 per cent of the total of Sure Start children’s centres. It is the case that the Government attach high importance to the role that Sure Start children’s centres play, which is why through the early intervention grant we have put in the funding to maintain a national network of Sure Start children’s centres.

[Baroness Walmsley]

My Lords, when my honourable friend Sarah Teather, the Minister for Children, made her announcement this morning about the additional free early years places for disadvantaged two year-olds, I noticed that there was something in the consultation about information for parents. The idea is one of moving to an annual report from local authorities about the sufficiency of places, rather than the current assessment. Can my noble friend the Minister say how he feels that this new system will be better than the old one?

Education: Qualifications

Baroness Walmsley Excerpts

Thursday 10th November 2011 Lords Chamber

[Lord Hill of Oareford]

Given that the noble Baroness is asking that question, I suspect that the answer may well be that other countries are doing more in terms of modern foreign languages than our own country. I share her concern: we want to redress the balance. As she knows, we are keen, through things like the English baccalaureate, to encourage take-up of modern foreign languages in our schools. In time, that should work its way up through the education system.

[Baroness Walmsley]

What can the Government do to help schools access the technology they need for e-learning and distance learning through which they can access the specialist teachers that they cannot employ in their own schools? That would help students to widen the range of subject areas that they could take at A-level. Obviously, modern foreign languages could be a case in point.

[Lord Hill of Oareford]

I agree with my noble friend about the importance of technology and the way that it opens up all sorts of opportunities that were not there before, perhaps particularly for children in rural areas. We need to look at that and make sure that its potential is fully realised.

Education Bill

Baroness Walmsley Excerpts

Wednesday 9th November 2011 Lords Chamber

I hope, albeit at this late stage, that the Minister and his colleagues will give further consideration to enabling students to become full members of school governing bodies. I beg to move.

[Baroness Walmsley]

My Lords, the Minister will know that I have always promoted the importance of young people having their say in issues relating to them—in particular, at schools. I have an Oral Question on exactly this subject on 23 November. I certainly support the principle of what the noble Baroness, Lady Howe of Idlicote, is asking for today.

When you are in a coalition, there has to be a bit of “give” and a bit of “take” on both sides. During the passage of this Bill, I think we have had that; we have had some “give” and “take” from both of the coalition partners. I thank my noble friend the Minister for that, and in particular for the fact that we managed to persuade the Government not to remove the schools’ duty to co-operate and about when part-time students start to repay their loans. These are some of those very important things that are now in the Bill.

There have been other examples of where we have considerably strengthened the guidance—for example, on searching and on same-day detentions—and we have made changes to Clause 13. My noble friends and I are still somewhat unhappy about both Clause 13 and Clause 43, but I accept that you cannot have everything in a coalition. In some cases, we have had excellent reassurances from the Dispatch Box, and I think this issue falls into that category. I hope the Minister will be able to assure the House that the Government will do everything they can to ensure that wherever children’s interests are concerned, their voices will be heard and their views taken fully into account. It is very important that that should be done in schools.

[Baroness Jones of Whitchurch]

My Lords, we have some sympathy with the aims behind this amendment, and understand, as I am sure many noble Lords do, the advantages that can flow from giving young people a practical demonstration of democracy and representation. As the noble Lord, Lord Hill, said in an earlier debate on this issue, the previous Government went some way towards expanding pupil representation and consultation with governing bodies. As I understand it, specific provision was made in the Education and Skills Act 2008 to require governing bodies to invite and consider pupils’ views, but this has not yet been enacted. Perhaps the Minister could clarify whether the Government are now going to implement the provision in the previous Act.

In the mean time, I listened very carefully to the speech made by the noble Baroness, Lady Howe, but would still sound a note of caution on the wording of her amendment. It would seem, as it stands, to apply equally to pupils of all ages, and we are not convinced at this stage that that is the right way to proceed. As the noble Baroness indicated, some primary school pupils might struggle to understand some of the issues on governing body agendas, and there is, as has been pointed out, the issue of whether it is appropriate for them to deal with teacher discipline and conduct issues. It is therefore perhaps more appropriate to find a level of involvement for young people in governance issues that is more age-specific. However, we very much support the idea of strengthening pupil engagement and hope that the Minister is able to suggest other ways in which this might be achieved.

Education Bill

Baroness Walmsley Excerpts

Tuesday 1st November 2011 Lords Chamber

[Baroness Massey of Darwen]

My Lords, I am seriously concerned about the issue of having non-qualified teachers in a classroom. Qualifications for teaching are not just about being qualified to teach maths, science or languages; they are about having some knowledge of child development. It is crucial for teachers to learn about how children grow, how they learn to think and how they learn at different ages. It is different if a parent or grandparent goes into a classroom to hear children read or other such activities. Those people are under supervision and fit in with what the class is doing anyway. I would not like someone who was not qualified to be teaching chemistry or physics. It seems quite a dangerous thing to happen. I certainly would not allow into my house an electrician or a plumber who was not qualified. Why would we allow people who are not qualified to teach children? My young nephew recently trained to be a soccer coach for young people. He had to learn not only the skills of teaching soccer but various techniques of teaching as well as first aid. Having non-qualified people in classrooms could miss out all those extra things that teachers learn.

I have some questions for the Minister. How will these non-qualified teachers be recruited? Who will they be? Supposing that they were predominant in a school, what kind of education would those children receive? This is a very serious issue. I look forward to the Minister’s response.

[Baroness Walmsley]

My Lords, the noble Baroness, Lady Jones, used the analogy of unqualified doctors in a hospital. While we are not talking about life and death here, we are talking about life chances. I know that the Government have an enormous respect for teachers and a genuine intention to improve the professionalism of teachers right across the board, but I have some questions about how this particular freedom would work. For example, would there be a maximum percentage of people teaching children in a free school who did not have a teaching qualification? How would the number of people teaching in a free school without a qualification be monitored? Would there be continuous professional development to make up the gap identified by the noble Baroness, Lady Massey, when someone might be particularly good at IT or a particular modern language, which have been used as examples by the Government, but had not had that training in child development and classroom management—another very important thing taught in teacher training? How will the Government monitor this and make sure that the standard of what the children in schools receive is of the highest? That is what matters in the end. It does not matter so much what is written on a piece of paper as long as those children who walk through that school door get a good offer from the school.

I hope that my noble friend the Minister will answer all those questions. It has been said that this is envisaged to operate in the margins of maintained schools. That may be all very well, because plenty of different people who come in to contribute to children’s experience in schools do not have qualified teacher status. We all understand the importance of the direction of teachers and their overall experience in the school. I would not want them to be operating any more than in the margins of the teaching workforce in any particular school. I hope that my noble friend the Minister can answer those questions.

--- Later in debate ---

[Baroness Jones of Whitchurch]

My Lords, under existing legislation, before a maintained school can convert into an academy, its governing body must consult those it thinks appropriate on whether the school should convert into an academy. However, Clause 55 allows a school to convert into an academy with absolutely no consultation with the pupils, the parents of the pupils, staff, the local authority or other interested groups. Our amendment would require consultation before a school applies for an academy order and require that consultation to seek the views of four categories of stakeholders: parents, pupils, school staff and the local authority. We regard it as a matter of courtesy, democracy and common sense.

As we made clear in Grand Committee, we do not seek to set out in legislation a long list of everyone who should be consulted, but it is our view that any Secretary of State considering granting an academy order would need to be assured that the views of the four key groups were being taken into account, so any consultation should be required to include them. Indeed, the Minister said to my noble friend in Grand Committee:

“I agree with the noble Baroness, Lady Hughes, that it is quite difficult to foresee situations where it would not be appropriate to consult the kinds of people that she mentions”.—[Official Report, 14/9/11; col. GC 242.]

I wonder whether, on reflection, the Minister has come up with a possible situation in which it would not be appropriate to consult these four groups and, if not, whether he will concede that, in order for any Secretary of State to make a well informed decision, these groups should always be consulted.

I also agree with the concerns previously raised by the noble Baroness, Lady Walmsley, that under the new proposals one of the bodies allowed to carry out the consultation, apart from the school’s governing body, is the organisation with which the Secretary of State proposes to enter into an academy arrangement. As she rightly pointed out, this is no guarantee of an objective or neutral consultation. We therefore believe it is important to build in some additional checks and balances to ensure that a new academy is truly desired by the local community. By requiring the consultation to include the views of these four key stakeholder groups—pupils, parents, staff and the local authority—those applying for an academy order will need to demonstrate to the Secretary of State that there is local demand for the conversion, not just from the organisation with which the Secretary of State has proposed to enter into academy arrangements but from the wider stakeholder community. If this clause was allowed to go forward unamended, it would be yet another example of those stakeholder groups being denied a voice.

I recognise that, strictly speaking, the granting of an academy order enables a school to convert into an academy only at a future time; it does not automatically trigger conversion. By denying the chance for parents, pupils, professionals and the community to have a voice before the academy order is made, to a large degree it presents them with a fait accompli. Indeed, our amendment would ensure that the key stakeholders were consulted on a timely basis so as to be able to influence a decision whether or not to apply for an academy order. It would mean that the Secretary of State would need to take account of those views when deciding whether or not to grant that order.

I hope noble Lords will recognise the sense and the democratic underpinning of this amendment. I beg to move.

[Baroness Walmsley]

My Lords—

[Lord Hill of Oareford]

Perhaps I could say a couple of words now and obviously reply at greater length later. There are a couple of government amendments in this group.

Amendment 84C in my name is a technical amendment. It clarifies the Academies Act 2010 by removing any doubt about local authorities’ funding powers in relation to academies. Under Section 6(2) of the Academies Act, a local authority must cease to maintain a school once it converts to academy status. This is because academies are funded directly by the Secretary of State. However, in certain circumstances, local authorities might still want or need to assist academies: for example, where an academy is part of a private finance initiative contract held by the local authority. When a PFI school becomes an academy, it remains part of the PFI contract and as part of that contract the authority makes regular payments to the contractor in respect of that academy. It meets these payments from a combination of sources: funding from individual schools’ budgets, including a contribution from any PFI academies; revenue funding from the department; and funding from its own resources. When a PFI school becomes an academy, we ensure that the local authority is in a “no better and no worse” position in relation to the PFI contract than if it had remained a maintained school.

As I explained in my letter of 19 October to the noble Baroness, Lady Hughes of Stretford, a number of banks that finance PFI contracts have expressed concerns about whether local authorities have the legal power to make payments in relation to PFI academies. The Government believe that local authorities do currently have the power to assist academies financially or otherwise. However, we recognise the demand for this point to be put beyond doubt, which is what Amendment 84C seeks to do. The amendment clarifies local authorities’ existing powers in relation to academies; it does not place any new requirements or duties on local authorities. In order to provide clarity as early as possible, the amendment to Clause 78 provides for this new clause to come into force on Royal Assent.

[Baroness Walmsley]

My Lords, I apologise to my noble friend the Minister for standing up too soon.

I want to address the amendment in the name of the noble Baroness, Lady Jones of Whitchurch. Of course, this subject was discussed at very great length during the passage of the Academies Bill through your Lordships’ House. I agree with the noble Baroness that it is good practice, prior to making an application, for the proprietors of an academy to consult all the groups she has mentioned, and probably many others too. All those groups would have a justified complaint to the school if they were not consulted. The Act says that appropriate groups should be consulted, and there is no question that all those four groups are appropriate groups.

However, I would like to ask the noble Baroness what evidence she has that over the last 12 months, say, academies have not been carrying out that best practice and have not consulted those very relevant and appropriate groups prior to making the application. If we are going to make a change, we should have the evidence that there is the need for a change. Perhaps she can supply that evidence when she responds, because I do not think there is any.

[Lord Hill of Oareford]

My Lords, as my noble friend Lady Walmsley has said, we debated these issues at length and amended the consultation requirements during the passage of the Academies Act, which was just over a year ago. The fundamental question today, as it was a year ago, is how much detail about consultation we should prescribe in statute. When we discussed consultation during the passage of the Academies Act, the noble Lord, Lord Adonis, shared with this House his experience of consultation on the academies programme. He argued that just because the detail of a process is not set out in statute does not mean that it does not happen in a comprehensive manner.

Like the noble Lord, Lord Adonis, this Government do not believe that minimal legislation leads to minimal consultation, which was the point made by my noble friend Lady Walmsley. Also like him, and like schools and head teachers, we believe firmly in the importance and value of consultation. The department’s website contains advice on carrying out all stages of the academy conversion process, including consultation. A departmental official liaises with every converting school and among other things advises it on ways to ensure a fair and open consultation.

Ultimately, schools make the choice to convert and they are under a legal duty to carry out a reasonable consultation of appropriate persons. Given the variation in these circumstances, it is right that the school assesses, in carrying out its consultation duty, what is reasonable in its local community, rather than Ministers prescribing it from the centre. Once consultation is complete, it is the responsibility of the school to reflect on the responses and to decide whether to proceed with academy conversion. That will go ahead only with confirmation from the school to the department that it has carried out its legal duty to consult appropriate persons and that the school wishes to go ahead, having considered the consultation responses.

The noble Baroness raised two issues about whom to consult and when the consultation should take place. In relation to whom to consult, we think that schools can be trusted to assess who the appropriate persons are to consult according to the circumstances and that in those cases the appropriate parties, as my noble friend has just said, will include parents, pupils and staff. If we have concerns that consultation has not been adequate—for instance, if parents have not been consulted—these concerns will be raised and dealt with prior to the funding agreement being signed.

On the timing of the consultation, the noble Baroness pointed out that consultation should take place before a decision is made, and I agree. The consultation requirement in the Academies Act already reflects this principle. It requires that consultation should take place before a school is converted into an academy. As I think that the noble Baroness accepted, an application for an academy order is a procedural step and does not signify a decision that the school should become an academy. That does not take place until the funding agreement is signed, which may happen many months after the issuing of an academy order. With that in mind, both last year and still now, it seems right that the school can carry out its consultation and reflect on the responses to it right up until the point at which it decides to become an academy and signs the funding agreement.

We discussed consultation at length during the passage of the Academies Act but, as my noble friend Lady Walmsley has said, we have a key advantage now compared with when we last debated the issue a year ago. Our debate about the legal framework for consultation can now be informed by the experience of schools in implementing it. We have had around 1,100 academy conversions since the Academies Act was enacted. I would argue that for the noble Baroness, Lady Jones of Whitchurch, to ask the House to overturn the position it reached last year after a long debate, she would need to provide strong evidence that there is widespread disquiet about the consultation process. I do not think she has provided that evidence, and I think that that is because it does not exist. The department has had very few complaints from parents or other interested parties about the way that consultation has been carried out. This confirms my belief that the House got the issue right in the Academies Act 2010. I would therefore ask the noble Baroness, Lady Jones of Whitchurch, to withdraw her amendment.

Education Bill

Baroness Walmsley Excerpts

Wednesday 26th October 2011 Lords Chamber

[Lord Avebury]

My Lords, somewhat incongruously, my proposed new clause, which follows the amendment moved by the noble Baroness, refers to the closure of schools, whereas her speech and the clause that she is addressing refer to the opening of new schools. The proposed new clause removes the presumption in the existing guidance on the closing of schools that there should be no reduction in the proportion of denominational places in the area when consideration is being given to a school closure.

The Department for Education says that the current guidance, which is not on its website because it reflects the current legal position, may not reflect current government policy because it is to be replaced shortly by revised interim guidance. But the department does not intend to revise the section of the present guidance which provides in paragraph 4.32 that:

“The Decision Maker should not normally approve the closure of a school with a religious character where the proposal would result in a reduction in the proportion of denominational places in the area”.

The department says in an e-mail about the guidance that there is no special protection for denominational provision in the guidance inasmuch as it,

“simply requires that due consideration should be made when deciding closure proposals for denominational provision”.

The e-mail continues:

“It does not say that no such school should close, especially if the faith body supports the proposals, and particularly if the school concerned is severely under-subscribed, standards have been consistently low, or where an amalgamation of existing provision is proposed”.

In other words, where normal conditions do not apply, the guidance allows the closure of a school with a religious character, a proposition with which we do not seek to argue. What we are talking about in this proposed new clause is the closure of a school where there are no exceptional conditions. The Department for Education goes on to say that,

“if you are preserving the balance of denominational provision, you are likewise preserving the percentage of non-denominational provision i.e. if you remove a non-denominational school from the system, there is also an option to remove denominational provision and vice-versa if adding provision, as otherwise the balance has increased in favour of denominational provision”.

What this appears to be saying, if I have deciphered it correctly—I must appeal to the Minister to confirm my interpretation—is that within a given area the guidance does not have the effect of monotonically increasing the proportion of religious places in the schools. The closure of a secular school by itself is permissible, but the closure of a religious school is allowed only under the specified unusual conditions.

Let us see how the guidance works out in a particular area, the Freshwater and Totland area of the Isle of Wight. The council decided to reduce the provision of primary school places in the area because the number of pupils in reception had fallen significantly below the available reception places in the area over a whole decade. The closure of one of the three schools in the area was the solution, and in the council’s discussion of which it was to be, the headline argument in the case of the two religious schools was the guidance already quoted. The council said in each case that the guidance was clear, as indeed it was in this case, that the decision-maker would not approve the closure of either the Catholic or the Church of England school because to do so would reduce the proportion of denominational places in the area. The fact that closing the only community school in a 12-mile radius in the west of the Isle of Wight meant that the proportion of non-denominational places in the area was reduced to zero was neither here nor there in terms of the guidance.

It must be acknowledged that in the absence of paragraph 4.32 already quoted there were other reasons why the non-religious school might have drawn the short straw in this area, but if the three schools had been equally popular and of equal standards that paragraph would have been instrumental in reaching the decision. It certainly amounts to special protection for schools with a religious character where there is a need to close one school out of several in an area, other things being equal. This amendment seeks to create a level playing field for all schools when closures are being considered.

[Baroness Walmsley]

My Lords, I have tabled Amendment 70C in this group, which would remove subsections (3) and (4) of new Section 6A as inserted by Schedule 11. Subsection (3) introduces a requirement for a local authority to seek the Secretary of State’s approval before proceeding with an alternative model of school to an academy. Subsection (4) allows the Secretary of State to terminate the process.

It is very important that we do not reduce the ability of local parents, education providers and councils to respond quickly and effectively to new demand, and that local choice and diversity of provision are maintained. We all know that there is likely to be a big increase in demand for primary schools over the next three to four years. That will create a sudden boom in demand for pupil places and it is very important that we do not cause any delay in allowing councils to provide those places. My noble friend Lady Ritchie mentioned this in Grand Committee and she has given me permission to mention her name today although she is not able to be in her place.

Councils’ primary concern when encouraging new provision in their areas should, of course, be the needs of parents. If local parents do not want new schools to be established as academies, councils should be able to retain the option to reflect parental demand without having to approach the Secretary of State for permission. My concern, and that of my noble friend Lady Ritchie, is that the requirement within this schedule risks the creation of a potentially burdensome process, which could restrict the ability of local communities to respond quickly to demand. I was very interested to receive a copy of a letter to the noble Baroness, Lady Massey, dated 20 October, in which the Minister points out:

“Schedule 11 removes this consent requirement from certain kinds of proposals. These comprise proposals for new primary schools where they are replacing infant and junior schools, proposals for new voluntary aided schools, proposals for new faith schools resulting from the reorganisation of faith provision in an area, and proposals for a new school resulting from a faith school changing or losing its religious character.”

At the bottom of page one, the Minister says:

“We are removing the requirement on the basis that it is additional and unnecessary bureaucracy.”

If it is an additional and unnecessary bureaucracy for those kinds of schools, why not for all?

[Baroness Massey of Darwen]

My Lords, I shall speak to Amendments 71, 72 and 73. First, I thank the Minister for his conscientious response to the last stage of this Bill. He has sent out a number of letters explaining the policy, which I found very useful. Indeed, the letter he sent to me referred to by the noble Baroness, Lady Walmsley, gave some reassurances on the amendments I am going to speak to.

My main concern is that some measures proposed by the Bill may further fragment education on the basis of religion or belief. I have serious concerns about how the Bill makes voluntary-aided faith schools the easiest type of school to set up. I am also concerned about voluntary-controlled schools converting to academies, then being able to choose to increase their religious discrimination in admissions.

Currently, when a proposer wishes, for whatever reason, to establish a new foundation, voluntary-controlled or aided, or foundation special school outside of a competition, they need the consent of the Secretary of State. Following consent, the local authority runs a consultation on the proposals. The Bill, if passed in its current form, will change this, as I understand it, so that consent from the Secretary of State would no longer be needed for voluntary-aided schools, but it would still be needed for foundation, voluntary-controlled and foundation special schools.

I see some problems here. Almost all voluntary-aided schools—99 per cent of them—are faith schools. Admissions are determined by the school, which can discriminate against all pupils on religious grounds. In voluntary-controlled schools, local authorities set admissions and only about a quarter of local authorities have chosen to allow some or all of their voluntary-controlled schools to discriminate religiously, either in whole or in part.

Mr Gove has made it clear that he wishes to make it easier to set up voluntary-aided schools, which can discriminate. Such a school can use a religious test in appointing, remunerating or promoting all teachers, and even some non-teaching staff. In voluntary-controlled and foundation schools, this is only one-fifth of the teachers. The religious organisation sets the religious education curriculum in accordance with the tenets of the faith of such a school. In voluntary-controlled and foundation schools, the locally agreed syllabus is usually taught, which is not confessional to a particular faith. The religious organisation appoints more than half the governors there. In voluntary-controlled and many foundation schools, it is a quarter. While I thank the Minister again for his letter, my concerns are still not diminished and I shall watch developments on this issue very carefully.

--- Later in debate ---

[Baroness Morgan of Huyton]

My Lords, I declare an interest as the chair of Ofsted and in that context shall talk briefly about how Ofsted is addressing the concerns that have been raised about the proposals to reform school inspection arrangements for maintained schools and academies. In doing so, I shall reflect on the attitudes that we have to risk and the reassurance that inspection can offer.

I have been pleased, but obviously not surprised, by the interest in these proposals that noble Lords have taken and the import given to regular and robust inspections of schools. I understand the concerns that were raised in Committee and are still being raised, but I hope that I can put some of our work in context.

I recognise that the approach being proposed is not without risks, and it is important that we develop a mature, shared understanding through a dialogue with the public and the professions about the right frequency and intensity of inspection and regulation. We know that there is irritation about what is perceived to be too frequent inspection of high-performing institutions; we know on the other hand that parents would like schools to be inspected all the time, and we have to get that balance right.

After the detailed discussions that took place following Committee, I think that the proposed new inspection arrangements strike this balance by being more proportionate and focusing inspection on those who need it most. They would mean the end of routine inspection for schools that have been judged outstanding but more risk assessment of all outstanding schools and inspection for those where the greatest risks are identified. They would also allow more frequent inspection of schools judged satisfactory, focusing resources where they can contribute to real improvement.

It is important that we keep the risks associated with these proposals in context. Ofsted’s evidence shows that a large majority of outstanding schools has continued to be good or outstanding over time. In the last year that it routinely inspected schools, 2009-10, more than 90 per cent of outstanding schools were judged to be outstanding or good when re-inspected.

We have also found that our risk assessment proposals and processes are already working well and seem to be identifying those schools that are slipping back. In 2010-11, Ofsted visited only those outstanding primary and secondary schools that were identified through its current risk assessment procedures. This amounted to 72 inspections, around 2 per cent of all outstanding schools. In two-thirds of those the schools had declined, with 11 being found to be satisfactory and three inadequate, but the rest were good. As noble Lords have heard, Her Majesty’s Chief Inspector has agreed to adjust the risk assessment threshold so that in future at least 5 per cent of schools are indentified for inspection through the process. This will mean that about a quarter of outstanding schools will be inspected over the five-year period.

Risk assessments normally commence within three years of the previous inspection. When this was discussed in Committee, there was understandable concern that school performance can suddenly decline, particularly, as we know, when there is a change in leadership, but there are other factors, too.

Of course, any delay in identifying such schools where performance is slipping has a dramatic effect on its pupils. In response, we have agreed to bring forward the risk assessment of schools where there has been a change of head teacher before the three-year point has been reached. We have also agreed to trial a new approach where Her Majesty’s inspectors make direct contact with new head teachers as part of the risk assessment to explore the school’s performance at that stage and the head teacher’s plans for it. As noble Lords have heard already, Ofsted has also introduced a new feedback mechanism, Parent View, which will identify spikes that we would then further investigate. For example, if a sudden spike showed a decline in behaviour or if a concern about leadership was suddenly expressed by parents at that school, that would form part of the jigsaw that informs our risk assessment and our appropriate action.

I appreciate that concern has been expressed in this House about increased risks in relation to safeguarding should there be no routine inspection of schools. There can be no greater issue of concern both here and to parents, carers and schools than the safety of children. However, we should place this risk in context. Improvements in safeguarding in schools have been rapid and widespread in recent years, and nearly all schools now give an appropriately high priority to getting their safeguarding procedures right.

In her commentary on the findings set out in Ofsted’s 2009-10 annual report, the previous chief inspector wrote:

“Safeguarding … is an issue addressed not only with increasing sureness by those responsible for keeping children and learners safe, but one felt keenly by those most vulnerable to harm and neglect”.

Parents, carers and children can be reassured that almost all schools now take a careful and responsible approach to their safeguarding arrangements. In outstanding schools, Ofsted has generally found that good practice in safeguarding forms part of the fabric of the school, involving every member of the school community in some way, with a sharp eye on the needs of all pupils, especially the most vulnerable. Indeed, it is worth emphasising how rare it is for any school to be found inadequate solely on the basis of weaknesses in its safeguarding arrangements. In 2009-10, of over 6,000 schools inspected only 26 were judged to be inadequate for issues related solely to safeguarding.

We are not starting from a position of concern, but it is worth keeping in mind that inspection and the threat of it has played an important part in getting us to this position. Ofsted’s focus on safeguarding over the past few years has certainly helped to focus minds on the need to take all appropriate steps to guarantee and promote children's safety. That is why Her Majesty’s Chief Inspector has agreed to inspect a random sample of outstanding primary and secondary schools as part of a review to ensure that their safeguarding arrangements remain strong, and to share the good practice found by inspectors. Ofsted will use this to determine what further action may be necessary in future.

It should also be kept in mind that safeguarding information is shared with Ofsted by local authorities, whistleblowers in schools and parents where they have concerns. Ofsted will continue to take such information into account as part of its risk assessment procedures.

I know the level of seriousness with which this issue is viewed in the House and I want to be clear that there is no greater issue of concern to Ofsted. I believe that the procedures now outlined should give assurance on this issue to the House, but we will keep them under review. Regulators and inspectorates such as Ofsted are rightly expected to manage risk in a proportionate way. They are expected to protect the public, especially the most vulnerable, from risks that individuals cannot easily manage for themselves. We know that the public expect Ofsted to help protect them, their children and, importantly, other children from poor-quality education and care and from harm. However, it can do that effectively with the resources that it has available only if it is able to focus inspection on the right issues and on the schools most in need of improvement. That context is particularly important to this debate.

[Baroness Walmsley]

My Lords, I was delighted to hear what the noble Baroness, Lady Morgan, was saying about the importance of inspecting safeguarding. When he winds up, will my noble friend confirm what was put to me in a letter from the Secretary of State on 14 October? I raised the issue of safeguarding inspection, and he said that he was intending,

“to ask Ofsted to conduct a thematic review of safeguarding involving a sample of outstanding schools, and to use the outcome of this to inform any further decisions”.

I am sure that the noble Baroness, Lady Morgan, and her organisation will be happy to respond to that request from the Secretary of State.

--- Later in debate ---

[The Lord Speaker (Baroness D'Souza)]

My Lords, I understand that there has been agreement that Amendment 76A shall be grouped with Amendments 77, 78 and 79.

[Baroness Walmsley]

My Lords, I have Amendment 77 in this group. Before speaking to it, perhaps I may say how right the noble Lord, Lord Northbourne, is to emphasise the importance of the concept of “school ready”, which was referred to a number of times by Graham Allen in his important report about early intervention. The noble Lord is also right to point out that some parents will take advantage for their children of the early years provision that the Government make available to them, but others will not. That is why it is very important that their stage of development is properly and professionally assessed as early as possible so that schools can help to bring them on if necessary.

My amendment is very simple. It merely adds the words “and well-being” in the Ofsted framework as laid down in Clause 40. I would prefer to see them in the Bill, but my right honourable friend Michael Gove has assured me, and assured other noble Lords in the letter to the noble Baroness, Lady Hughes, dated 14 October, that he expects Ofsted to inspect children's well-being and accepts the link between children’s well-being and their achievement in their school subjects and learning. He has also assured us that Ofsted will use its programme of subject and thematic surveys to look in detail at specific aspects of pupils’ personal development. That will certainly pick up issues where children’s well-being is not as it should be, perhaps where equalities issues are not as they should be because, of course, children cannot have well-being if they feel discriminated against. I have tabled my amendment in the hope that it will give the Minister the opportunity to confirm those things.

[Baroness Benjamin]

My Lords, I thank the Minister for the letter dated 14 October that he sent to the noble Baroness, Lady Hughes, in which he gave assurances that Ofsted’s inspections will consider how well schools provide the well-being of those to whom equalities issues apply and that equalities issues will underpin the whole approach to inspection and will include all protected groups under the Equality Act 2010. It is also good to learn that Ofsted will consider how well gaps are narrowing between the performance of different groups of pupils both in the school and nationally because, as we all know, the gap in social mobility is growing wider among certain groups. It is important that schools are judged on the quality of their teaching, which should cater for the range of needs to help all pupils to progress and to inspire them to have high aspirations in a fair and equal way and, as the Minister said in his letter, free from bullying and harassment because of their culture or background, from which so many children in our schools suffer. I am delighted that these issues are being addressed and that the well-being of all children is being taken into consideration.

How can we make sure that equality issues are delivered in schools day in, day out? What measures will be put in place if schools do not comply with these ideals? I ask these questions because just today I received an e-mail from a supply teacher with a complaint from children who feel that their equality issues have been violated in a school during a lesson. They have asked me for help and guidance, so I would like the Minister to help me with my guidance. I will be interested to hear his answer to this question.

--- Later in debate ---

[Baroness Massey of Darwen]

My Lords, Amendment 80 refers again to inspections in schools. It follows seamlessly from the previous discussion. As a former teacher of foreign languages and English, I appreciate the remarks of the noble Lord, Lord Quirk, about linguistics. Of course, community cohesion and safeguarding appear in my amendment. It is focused on the well-being of children; that is surely something that every parent and grandparent wants for their own children, and I speak as both.

The advantage of inspections of any school practice, however frequent, is that they can do two things: they can report on good practice, which can be shared between schools, and they can address poor practice, including teaching weaknesses and the appropriateness of materials. I will come to this shortly.

Let me first summarise the amendment. It is about the chief inspector reporting on school policies on bullying and healthy eating; the delivery of citizenship education; delivery of personal, social and health education including sex and relationship education; and the child protection measures. This should take into account the age of development of pupils, and should involve parents, pupils and members of the wider community. The amendment follows debates that were held last week on exclusion and searching.

Many noble Lords were concerned about a positive ethos being fostered at school. They were concerned about an emphasis on enriching learning experiences in an atmosphere where children can flourish. I believe that schools can help teach children to be good learners, good friends, good parents, and good citizens, and I believe Ofsted could comment on this. I am aware of school inspection guidance. I am aware of self-evaluation schemes. I am aware that every school is not inspected every year, but having well-being included in the inspection guidance would signal that it is important.

As my noble friend Lady Morgan said earlier, the threat of inspection can improve things even if it is several years ahead. Inspections are now on websites so others can see what good examples there are. I talked to an inspector the other day who was full of praise for a school where there was volunteering with senior citizens, and older pupils were helping with sports clubs for younger children. All this was contributing to pupils’ sense of responsibility for others, improving their communication skills and well-being.

I am aware that well-being is a nebulous term, which is why I have tried to divide it into some of the areas that can be inspected. Ofsted is already charged with reporting on schools’ spiritual, moral, social and cultural development. There are many other areas that could be included as part of well-being. I could have included physical education, which encourages collaboration, sharing and team spirit, or music, where singing or playing together enhances harmony and understanding of how separate parts blend into a whole. I could have included literature which, whatever the age of the child, encourages exploration of morals, ethics and behaviour, as well as a love of language. All this is about well-being.

Well-being helps children to learn and improves the outcomes referred to by the noble Lord, Lord Northbourne. Children learn best when they feel secure and valued and have clear boundaries for behaviour. Schools are places where children can learn to respect themselves and others. UNICEF’s Rights Respecting Schools programme—and I declare an interest as a trustee of UNICEF—has been well evaluated and found to have a positive influence on behaviour and learning outcomes.

I turn briefly to the separate parts of the amendment. I know that the Government are very concerned about bullying. Schools should have a clear policy on this and should ensure that it is implemented. Bullying is a destructive act, for whatever reason—appearance, disability, ethnicity or whatever. It is destructive mainly for the bullied but also for the bully themselves.

On school meals, another policy area, we know about the rising tide of obesity. Schools can help by providing and encouraging healthy, nutritious food. I ask the Minister if the National Healthy School Standard will be preserved.

Let me now touch on citizenship as a part of well-being. Children from a very early age can learn about how democracy works. It is partly about how pupils behave in a classroom. Do they listen to each other? Do they help each other and share? Such skills can be learnt and practised at school. Many schools have elected school councils that comment on discipline and school policies. I have seen them working very well in primary schools.

Personal, social and health education—PSHE—is important. It is sometimes called life skills. Parents of pupils want young people to learn about relationships and about health and keeping safe. This should be appropriate to age and stage of development. PSHE will include topics such as diet, smoking, drugs, exercise and saying no to unwanted pressure from adults or other children. It will include teaching resistance to internet dangers, such as pornography or illegal sales. The Government’s concern about sexual consent is an element of this for older pupils.

I met an Ofsted inspector recently who said that PSHE was not taught as a separate lesson anywhere in the curriculum. It was covered across the curriculum and in pastoral care, in assemblies, visits to the school and out-of-school activities. The school ethos was one of respect and co-operation, led by a senior staff group. The staff were aware of the importance of PSHE and a senior teacher co-ordinated it. The inspector said that it was brilliant.

I am aware that there has been a campaign to discredit myself and the noble Baroness, Lady Walmsley, which has made dangerous assumptions about our intentions. I have a letter here from the Christian Institute, circulated to many noble Lords, which states:

“At Report stage there will be votes on amendments to require schools to teach sex education”.

This is untrue. A further letter states:

“Amendment 80 would ratchet up the pressure on schools to teach children about matters which they are simply too young to deal with”.

Again, that is untrue. As I said earlier, a duty of inspection is to ensure that teaching and materials are suitable for the age and stage of the child. My amendment protects children.

I am aware also that some colleagues will have been the subject of a public letter-writing campaign fuelled by the letter that I have just quoted. One lady wrote to someone saying:

“An Education Bill is being forced through Parliament which would result in compulsory sex education for school children from the age of five years”.

Where is this Bill that is being forced through Parliament? Where is the intention? My amendment is about well-being and protecting children. The public have been fed dangerously misleading information, which implies criticism of myself and, to some degree, the noble Baroness, Lady Walmsley. We were not informed that such information was to be sent and it is only by the kindness and concern of other Members of this House that we have sight of it. Incidents such as this letter-writing campaign happen when misinformation is unleashed, and people make what they will of it. It is particularly worrying when a charity is involved.

Never in the time that it has been my honour to serve in your Lordships' House have I known such a sinister and vicious campaign, which has sought to misinform others. Noble Lords will receive hundreds, maybe thousands of letters, taking up their time and energy, and I find this most regrettable. I also deeply regret the fact that it is ironic that the noble Baroness, Lady Walmsley, and myself have been two of the people in this House most concerned for the welfare of children. My own work has included child internet safety and child trafficking. The noble Baroness, Lady Walmsley, has been consistently involved in work on the rights of the child. I am deeply shocked and offended by this attack on my and the noble Baroness’s integrity, and I am very saddened that a colleague on the Benches opposite has also been involved in circulating misinformation to other colleagues. A letter from her states:

“Amendment 80 … would be to encourage the use of the kind of primary school sex education materials which have caused such concern”.

This is simply not true. This amendment safeguards children.

I briefly move to child protection, which includes safeguarding. This concerns us all. We have had horrendous examples of children falling through all the nets that can protect them. Problems can sometimes be picked up in school, whether it is physical or other forms of abuse. But there must be mechanisms in place so that a child in difficulty can be spotted and referred for help. Children can be taught how to protect themselves; they also have a right to protection.

The whole school community—here we have community cohesion again—of parents, school governors, agencies in the community, voluntary sector organisations, welfare agencies and outreach work such as sport or volunteering groups all contribute to well-being. Children can be encouraged to get involved in activities outside school, such as clubs and award schemes. Some sports clubs are actually linked to schools. This also is well-being.

Inspection reports can highlight how well-being is encouraged in schools. Such reports can be shared and others can learn of good practice, and they can pick up shortcomings, as I have said. Well-being is a vital aspect of what goes on in homes, schools and communities, and we know it when we see it. Children are entitled to school policies, to education and protection, which enhance and safeguard their well-being. I beg to move.

[Baroness Walmsley]

I am grateful to the noble Baroness, Lady Gould of Potternewton, and the noble Lord, Lord Layard, for graciously allowing me to speak next, for obvious reasons. Before I get on to the substance of this amendment, I would like to say a few words about the events that have led up to our debate today. As the noble Baroness, Lady Massey, said, the Christian Institute recently sent out a letter in which it claimed that I would be laying an amendment to make PSHE compulsory. As your Lordships see from the Marshalled List, this is not true. It also claimed, in a subsequent letter, that my fictional amendment, and that of the noble Baroness, Lady Massey, which we are now debating, would force schools to teach five year-olds about sex. That is also not true. There have been wicked insinuations that we would want to do something that would harm children and their innocence. The noble Baroness and I have spent our whole parliamentary lives, much of what went before and a lot of what goes on outside, working to promote the well-being of children, and to suggest that we would harm them is outrageous and very un-Christian.

Youth Services

Baroness Walmsley Excerpts

Tuesday 25th October 2011 Lords Chamber

[Lord Hill of Oareford]

I agree with the noble Baroness, Lady Royall, about the importance of supporting young people. I know that she is carrying out a review to look at ways to make it easier for them to get more engaged from a democratic point of view. That is extremely important. It is the case that we have had to take difficult decisions on funding. As I have said to the House on many previous occasions, it is also the case that when we were faced with a decision last year on where to prioritise our public spending we took the view that, given the need to make hard choices and the overall situation that we faced, the more sensible place to put it was in pre-16 funding as all the evidence shows that how children do before 16 is the strongest determinant of how they do after 16.

[Baroness Walmsley]

My Lords, 28 local authorities have not declared what their youth services plans are, as they are required to do by law. What can the Government do to protect youth services in those areas as local authorities have a statutory duty to provide positive experiences for young people?

[Lord Hill of Oareford]

My noble friend is absolutely right about the statutory duty that local authorities are under. Under that same legislation—I think it is the 1996 Act—the department is able to chase up local authorities to see what they are doing. Ultimately, there is a power to intervene if the Secretary of State thinks that local authorities are failing to fulfil those duties in the long term. Across the country a varied picture is emerging of how local authorities are responding to the funding challenge that they face through the early intervention grant. As we have debated many times before in other contexts, we think that local authorities are best placed to exercise that judgment. However, at a difficult time, we are seeing across the piece a growing focus on providing support for disadvantaged young people particularly.

Education Bill

Baroness Walmsley Excerpts

Monday 24th October 2011 Lords Chamber

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, in Grand Committee we debated at some length the merits of Clause 30, which covers the duty to co-operate. Following the debate, I undertook to reflect further with my ministerial colleagues on the issues that noble Lords had raised. I also had an opportunity to discuss things further with the noble Lord, Lord Laming, my noble friend Lady Walmsley, the noble Lord, Lord Touhig, and others over the summer. I am grateful to them for their time and advice. As a result, we tabled amendments to the effect that Clauses 30 and 31, which were linked, should not stand part of the Bill.

I believe that the noble Lord, Lord Laming, accepted that the Government were in favour of schools working together, that we felt that they did not need a duty to do so, and that a number of schools had made that case strongly to us. However, I also accept the point that he and my noble friend Lady Walmsley made that at a time when the Government have recently announced pathfinders to test and work through our SEN Green Paper proposals, which seek to encourage greater partnership working, we should not risk sending to this sector any confusing messages about the importance of partnerships. I took their advice and decided that the simplest thing to do was to delete the relevant clauses. I believe that that move will be welcomed by many noble Lords, including those on the Front Bench opposite, who I know shared the concerns that were raised. I repeat my thanks to noble Lords who have worked with me over the summer. I beg to move.

[Baroness Walmsley]

My Lords, I am most grateful to my noble friend for listening to our views and responding in the way that he has. It is quite rare in our proceedings to find a government amendment that has names from those on all other Benches attached to it. In this case the accolades and plaudits that the Minister will get from all noble Lords are well deserved.

In the letter to the noble Baroness, Lady Hughes, of 6 October, the Minister said:

“While we work through with interested parties as to how the proposals in the Green Paper on SEN and disability will promote better collaboration, we are happy that the duty to co-operate should remain”.

When the legislation comes before us, which will result from the SEN Green Paper undoubtedly—I assume that will be some time next year—can my noble friend assure us that the duty to co-operate will not be deleted in that legislation without consultation with those of us who have expressed the wish to keep it in this legislation?

[Baroness Howarth of Breckland]

The Minister knows how much I welcome the amendment. I have not been part of the formal consultation but have managed to speak to him on a number of occasions informally and impressed on him the importance of local authorities and schools working together, simply because in doing so they learn each other’s minds. One area that has always improved is the safeguarding element between them because of working together. I thank the Minister for what he has done and, like the noble Baroness, Lady Walmsley, I hope that he will maintain that co-operation in the legislation throughout our future debates.

--- Later in debate ---

[Lord Northbourne]

My Lords, I hear the expression “fair access”, but it is possible to develop arguments for different kinds of fairness. Is “fair access” clearly defined anywhere? We are turning this legislation on the assumption that we all agree about fair access. However, fair access might be for the poorest children, or for the children with the greatest educational need, or for the cleverest children, as they are the children who are most likely to profit from an excellent education. Can we have a definition of “fair access”?

[Baroness Walmsley]

My Lords, I see that the noble Lord, Lord Northbourne, is exercised by his inability to define what a parent’s responsibilities are. Along the same lines, he is looking for us to define what “fair access” is tonight.

I would like to speak to my Amendment 70 in this group. It is identical, I think, to the one that I tabled in Grand Committee when I raised this issue. As the noble Baroness, Lady Hughes of Stretford, said, we are making some changes in this legislation to the powers of the adjudicator. I was concerned that, since the adjudicator cannot look at wider issues but only at the complaints put before him or her, there was nobody who could take a view across the piece and see whether injustices were arising in different places in the country. Indeed, if one could see a pattern emerging, somebody ought to do something about it.

I followed up our debates in Grand Committee by raising the issue with the Secretary of State. I pointed out that we on these Benches do not usually want to give additional powers to the Secretary of State, but in this case we thought that it was necessary, partly because, as the noble Baroness, Lady Hughes, said, the schools landscape is becoming more and more complex and diverse and many schools are now their own admissions authorities. So I am pleased to say that, along with my noble friend the Minister, my right honourable friend the Secretary of State is of the view, as I understand it, that he already has these powers and duties. The only reason I tabled my amendment again was to give my noble friend the opportunity to put it on the record under which statutes the Secretary of State already has these duties. If that is perfectly clear, I see no reason to press my amendment.

[Baroness Morris of Yardley]

My Lords, I support the amendments and I, too, look forward to the Minister’s reply. I learnt last week that I cannot speak after him, so I may as well speak now in anticipation of what he might say.

I think that this is a really tricky issue. My noble friend was right to say that if more schools are becoming their own admissions authorities, that is when the problem sets in. The system can just about cope with one or two schools being their own admissions authorities, but, to recall a bit of history, the reason why the legislation that is now being repealed and changed got on the statute book in the first place was that some London boroughs were already in a position, mainly through the predominance of church schools, to make their own admissions arrangements. The sort of situation that my noble friend described of some children always missing out on the oversubscription criteria, through no fault of their own, is not something that he imagined; it actually happened in some of the London boroughs. That is why what I can see might look like a fairly complicated system of controlling admissions came about. It could be even worse if we move to a situation where nearly every school is its own admissions authority.

I have two or three points on this. I do not speak for my party on this because I know that this is not my party’s position but, frankly, I have never seen why being your own admissions authority is a freedom that one should have. Heads need freedom to run their schools but not to select the students who should go through the gates and enrol on the register in the first place. That has always been my view, even when my party was in power. Maybe one could live with it then because there were not as many schools with their own admissions arrangements, but I really cannot see the point of it. I cannot see what advantage there is to a child or a child’s parent.

The reason why this is so important is that we all know the trauma that some parents and children go through when unable to secure an appropriate place at the age of 11. We have all seen children whose start at secondary school is blighted by the fact that they did not get the place that they wanted. We have to live with that; life is not fair and not everyone can have their first choice. Imagine this, though: we create a situation where some child gets to the age of 11 and cannot get a suitable place because they do not fit the rules. That is not the same thing as not getting your first choice. No one wants you, and you end up getting your fifth or sixth choice, all because of this contradictory oversubscription criterion.

I come to the same conclusion as others, despite my relatively strong views on this. I do not say that this is a freedom that schools ought to be granted but, if I accept for a moment that that is to happen, I honestly cannot see how the system will work unless there is a referee in the middle putting down some ground rules. The amendments, containing an overarching duty to ensure fair access, are right.

My last point is this. Let us be clear: schools will play these rules for all they are worth. All the history of schools being their own admissions authorities shows that some of them—not all, but a good number—will seek to admit the children who they want to admit, and they are not usually the poor, the dispossessed and those who do not like turning up to school. I am not just making this up. There is no greater advocate or defender of teachers than me in almost all ways but all the evidence shows that, when the admissions arrangements can be controlled, the schools tend to do so in the schools’ favour and not in the pupils’ favour. We are not on a level playing field here. Schools will not play fair without some overriding principle, and the one that is in the amendment would suit the purpose very well. I support it.

--- Later in debate ---

[Baroness Hughes of Stretford]

My Lords, I thank the Minister for his detailed response. As my noble friend Lady Morris said, he was trying to be helpful. However, a number of issues are still outstanding. I also thank other noble Baronesses and my noble friends for contributing to the debate as well. It is somewhat disappointing that the noble Baroness, Lady Walmsley, said that she tabled her amendment to enable the Minister to say what he had to say, as she spoke with great conviction in Committee about the necessity for an overarching duty precisely for some of the reasons that my noble friend Lady Morris pointed out; namely, that this issue—

[Baroness Walmsley]

Perhaps I may clarify the situation for the benefit of the noble Baroness. I have been convinced by my noble friend the Minister and my right honourable friend the Secretary of State that the duty is there and that it is no longer necessary for me to press my amendment. I have been satisfied on the issue.

[Baroness Hughes of Stretford]

As I hope to point out, I did not hear the Minister say anything which suggested that that duty already exists in statute. He said that it is not strictly necessary. I will try to unpick what I think he said. I am surprised that the noble Baroness is satisfied by that.

Schools: History

Baroness Walmsley Excerpts

Thursday 20th October 2011 Lords Chamber

[Baroness Walmsley]

My Lords, I congratulate my noble friend Lord Luke on calling for this important debate. When thinking about it, three things occurred to me: my grandson’s pet hen, the Secretary of State for Education’s speech to the Conservative Party conference in 2010 and the EBacc. Let me explain. Recently my grandson got a pet chicken. When he was asked what he wanted to call it, he said, “Boudicca”. We were all a little taken aback because we thought he was going to say “Henrietta”, or “Hyacinth” or something like that.

It made me ask him some questions about what he was learning in his history lessons at school and he knew as much as most of us know about that mysterious and warlike queen. Then I looked in some detail at the national curriculum document for key stage 1 for 5 to 7 year-olds. It states that during key stage 1,

“pupils learn about people's lives and lifestyles. They find out about significant men, women, children and events from the recent and more distant past, including those from both Britain and the wider world. They listen and respond to stories and use sources of information to help them ask and answer questions and learn how the past is different from the present”.

It goes on to indicate that they are expected to acquire a chronological understanding of events and objects, develop an understanding of events, people and changes in the past, find out about the past from different sources, select from that knowledge and communicate it in a variety of ways.

That struck me as quite challenging and interesting and absolutely fine for a young child. Then I read what the Secretary of State for Education, Mr Michael Gove, said in his speech to the Conservative Party conference in 2010, which was:

“Children are growing up ignorant of one of the most inspiring stories I know—the history of our United Kingdom … The current approach we have to history denies children the opportunity to hear our island story. Children are given a mix of topics at primary, a cursory run through Henry VIII and Hitler at secondary and many give up the subject at 14, without knowing how the vivid episodes of our past become a connected narrative”.

If that really were the state of affairs, it would be extremely sad. However, I had difficulty in connecting the two things: the curriculum that I had read and my right honourable friend’s speech. Even for such young children, the curriculum talks about the history of Britain and chronological understanding. It also seems to me to have a balance between acquiring knowledge and skills. So I looked further to see what Mr Gove's problem was and I discovered that all children have to study history up to the age of 14—that is, during their first nine years of schooling.

Perhaps there is a problem with the curriculum for older children. I found that at key stage 2, 7 to 11 year-olds do more of everything that is in key stage 1 and they also learn about changes and continuity in their own area. They are expected to look at history in a number of ways, such as political, economic, technological and scientific, social, religious, cultural and aesthetic. Again they have to use different methods and sources to investigate and use dates and historical vocabulary to describe events, and learn that the past can be interpreted in different ways. They have to do three British history studies and studies in European and world history. Even those latter ones incorporate looking at Britain in a European or world context.

I was still puzzled about where the problem was. I then looked at key stage 3 for 11 to 14 year-olds. They study people and events in Britain from the Middle Ages to the 20th century, build on chronological understanding and are expected to develop further awareness of cultural, ethnic and religious diversity, changes across different historical periods, causes and consequences—the noble Baroness, Lady Bakewell, said that was important—the significance of historical events and assess the validity of different historians’ interpretations. They are being asked to develop critical thinking. It occurred to me that this should really help to develop their critical skills and we do, of course, want to develop critical thinkers in this country.

When I was at school, history was a very passive subject for me and I was bored stiff. I repeated the Middle Ages for three years running, but still know far too little about it. It was better in primary school where we were able to do some project work which was much more engaging. So, looking at what the curriculum requires, it is hard to know what the problem is. Yes, I accept that the number studying history at GCSE and A-level are going down, but all children have already had nine years of history and that should be enough for many of them if it is well taught.

I will return to that. However, I do not believe that interest in history ends when you leave school. As the noble Baroness, Lady Bakewell, said, you have only to look at the popularity of history programmes on the television and the enormous membership figures of the National Trust and the National Trust for Scotland. History, personal in relation to family trees and national, has become one of the major activities for older people. Programmes such as “Who Do You Think You Are?” of which I am a keen fan, and the many heritage programmes on television, have very high viewing figures and schools television programmes are also excellent. This started decades ago with the famous “Civilisation” series.

However, I listened recently to a Radio 4 programme about the teaching of history and they did a lot of vox pops. Here I heard a clue to the problem identified by the Secretary of State. Those contributors who enjoyed history and really learnt something had specialist teachers who were passionate about their subject and communicated that to their pupils. Here I think we have a problem. The Historical Association—as the noble Lord, Lord Luke, said—conducted a survey of history teachers this year and they, and Ofsted too, concluded that there is much to celebrate. They said:

“This is not a narrow curriculum, as the Secretary of State suggested, confined to Henry VIII and Hitler”.

That is not my opinion, but that of the expert historians. Having looked at the curriculum, I am afraid I agree with them. However, we should also take note of something else they found: that 67 per cent of the teachers surveyed did not have a history adviser in their area; 49 per cent said they had little or no training for subject leadership; and 90 per cent said there was an absence of subject-specific continuous professional development. As the noble Lord, Lord Luke, pointed out, two-thirds of young people get access to a specialist teacher only when they get to secondary school and sometimes not even then.

That makes history advisers and CPD really important if we are going to have confident teachers who can communicate a passion for the subject. Only then are we going to get enough young people taking GCSE and going on to A-level and history degrees. Only then will we produce enough history graduates to provide more specialist history teachers, as well as enough people to fill all the other posts that require professional historians.

History is important. It helps to develop in young people many of the same skills and critical attitudes and understanding of methodology as science does. If you want to know why history is important, you need only look at what happens to someone who completely loses their personal history by losing their memory. They are adrift. They lose the ability to understand themselves through the prism of their own past. Nations are the same. They understand themselves and are better equipped to face their future if they know about and understand their past.

What are the Government doing about this? That brings me to my third point: the EBacc. I understand from the statement to me of the Minister for Schools, Mr Nick Gibb, that the reason for the EBacc is,

“to ensure that more children study history”.

I presume he means that more 14 to 16 year-olds study history, as all five to 14 year-olds do so anyway. The Government have been at pains to say that the EBacc is only one of many ways in which schools will be judged and that they only want to ensure that all children have the opportunity to study history at GCSE level. That may well be, but the best way to ensure that young people study hard, make an effort and come out of school with some confidence-building success behind them is to ensure that they can study those subjects which are most appropriate for them. It is also a fact that not all schools see it that way. They think that they will be judged on the EBacc, and we find that they are staffing up to deliver it at the expense of other subjects such as RE, music and vocational subjects. That is a problem.

I certainly do not agree with Simon Schama's conclusion that we are creating two nations of young Britons: those who grow up with a sense of our shared memory and those who have been encouraged to treat it as little more than an ornamental polishing for the elite. Having read his article in the London Review of Books of March this year, I am much more inclined to agree with Richard Evans, who says about the national curriculum:

“There seems to be plenty of factual content in all this, plenty of kings and queens too. The examples the curriculum provides for teaching history to children from 7 to 11 make mention of 36 significant individuals, ranging from Boudicea and Caractacus to Livingstone and Brunel. From 11 to 14, children study the whole sweep of British history from 1066 to 1900”.

He points out that assessment concentrates 70 per cent on knowledge and 30 per cent on skills, so why Mr Gove thinks that facts and names play no part in all this is a mystery. Richard Evans concludes, and I agree, that the problem is not in the curriculum but in schools' ability to deliver it. Therefore my question to my noble friend is: what do the Government plan to do about that? Are the new teacher training schools to be involved? What sort of specialist support will be available to non-specialist teachers, who will inevitably have to deliver history, in particular in primary schools?

Finally, I express the hope that those carrying out the curriculum review will not feel the need to throw the current curriculum up in the air as a kneejerk reaction to one or two critical and opinionated historians but instead to seek the views of a wide and balanced range of them. The only lesson of history may be that we do not learn the lessons of history, but we should try.