Academies Bill [HL]

Debate between Baroness Walmsley and Baroness Williams of Crosby

Tuesday 13th July 2010 Lords Chamber

[Baroness Williams of Crosby]

I am grateful to the Minister and to the Secretary of State in another place for the consideration and care that they have given to the whole issue of accountability. The Bill has improved considerably as a result of discussions in this House. We have had long discussions about the issue of consultation and governing bodies, and the net effect of this has been that we have a much more accountable and responsible structure in the Bill than we had when it began. For that, and for their willingness to listen, I thank them both.

At an earlier stage in the Bill, when my noble friends Lord Phillips of Sudbury and Lady Walmsley were very concerned about issues of accountability, we came up with the proposal that there should be an annual report to Parliament, and it is still highly appropriate to hold on to that. It is correct that the Government should have accepted this amendment and I thank them for their help in drafting it.

The purpose of the amendment is to enable not only the Select Committee but Parliament itself to consider what is, after all, a major experiment in education. There will be many aspects of that major experiment that people will want to look at. What happens to the quality of schooling, the movement of teachers and school leadership? What happens to the heads and governing bodies? There will be many more questions. So it is appropriate that a wider body than even a Select Committee should be brought into this discussion. One of the important issues here is going to be that the basis on which statistics are laid down in the annual reports should be broadly comparable with those in other related reports. My noble friend Lord Phillips will say more about that.

I shall point to two things in particular that are crucial in this report that we hope will be made available on an annual basis from this year onwards. The first of those is to track the effects of the removal of a great deal of what one might describe as “micromanagement” from the schools. Many of us on this side of the House, and many of us in the coalition, have been concerned about the levels of micromanagement in schools, and we believe that there is likely to be a more innovative approach and a greater deal of discretion for teachers if this experiment succeeds as the Government clearly intend it to do. On the other hand, there is a valid question that hangs in the sky: might we be moving towards a two-tier system of education? The initial applications are a little troubling in that respect. For example, counties such as Surrey and Hertfordshire appear to be responding at a rate of around 10 per cent of the secondary schools that might be applicable to become academies, whereas areas such as Middlesbrough, Knowsley and other poorer parts of northern England do not seem to be caught up with excitement at the idea of academies and are therefore not applying in large numbers to join.

There is another, related factor. So far, the schools that have applied appear, from the London School of Economics study which has been published in the past couple of days, to be atypically low in terms of free school meals and youngsters with special educational needs. These things will need very close observation, discussion and scrutiny. An annual report will be crucial in making that happen.

Again, I thank the Ministers on behalf of my noble friends and me for the consideration that they have given to this issue. I hope that this—which will, in its way, be something of an experiment—will turn out to be a very useful, radical new proposal in managing government and making it more accountable to Parliament than ever before. I beg to move.

[Baroness Walmsley]

My Lords, I added my name to this amendment, which I strongly commend to the House. I share my noble friend’s concern about the analysis of the socio-demographic groups of the children in the schools that have shown initial interest in this experiment. I hope that the attraction of the programme will spread more widely among the schools in this country if individual schools find it the best option for them.

I am delighted that the amendment is not too prescriptive. Noble Lords have mentioned in the course of our debates many groups about which they have concerns. An opportunity for a vigorous debate every year in Parliament about, for example, the impact of the programme on children with special needs, children in public care, children who are themselves carers, children in primary schools and children with the major deprivations that concern us all will be a very good contribution to the further development of the programme. It is important that Parliament has a vigorous and widespread debate about the progress of this programme.

Academies Bill [HL]

Debate between Baroness Walmsley and Baroness Williams of Crosby

Tuesday 6th July 2010 Lords Chamber

[Baroness Walmsley]

My Lords, I think that the noble Lord meant to refer to Amendments 3, 4 and 7, because I now speak to Amendment 5, which is in my name.

We on these Benches do not favour a complete ban on primary schools. However, as the Minister knows, we have considerable concerns as we feel that the issue of primary schools should be approached with considerable caution and careful thought. I leave my noble friend Lady Williams to speak to Amendments 22A and 24, which set out our ideas, briefly referred to just now. Amendment 5 paves the way for one of those measures, which is to allow schools to apply as groups. Clause 1(5) says:

“The undertakings are … to establish and maintain an independent school in England which … has characteristics that include those in subsection (6)”,

and so on. My amendment would change that to say that,

“the undertakings are … to establish and maintain an independent school or group of schools in England”.

It is a very small amendment, but it paves the way to the idea that my noble friend Lady Williams will address in a moment that we should perhaps encourage primary schools to apply as a group or federation rather than a single school.

[Baroness Williams of Crosby]

My Lords, as the Minister knows, we have given careful thought to the whole issue of primary schools, and I am grateful for what the noble Lord, Lord Hunt, had to say about it, with which I very much agree. Primary schools have about them a number of characteristics that are simply nothing like as typical of secondary schools. Many of them are relatively small schools in rural areas, and 25 per cent of the population of primary school children in England and Wales attend 75 per cent of the number of schools. In other words, there are a great many very small schools in small towns in rural areas, which no less than 25 per cent of all our schoolchildren attend between the primary school ages. Secondly, of this group of schools no less than one-third are either church voluntary or church-controlled schools, mainly Anglican but some Roman Catholic and others of other denominations. That is a factor about primary schools that is far more significant than would be the case with secondary schools.

Furthermore, as the noble Lord, Lord Hunt, implied—and we have tried to indicate on this side of the House that we share his view—primary schools are often at the heart of the community, the centre of civic life and the place where people meet to discuss things, where they feel themselves drawn to support the school. At a time when schools will need more support—among other ways, financially—that is a very crucial asset that should not be easily put at risk. I suspect that many noble Lords other than myself spend a certain amount of time attending school fetes and competitions and this and that, which all help to contribute some money to the financial needs of the school.

In addition, as briefly said by the noble Lord, Lord Hunt, primary schools are peculiarly dependent on local authority support, whether for SEN, management issues, financial issues or simply to deal with a very difficult governor or parent. As chairman of the judges of the Teaching Awards, which I declare as an interest, I have repeatedly been approached by primary school heads who talk about the support of their local authority and say how important it has been to them. That is not something that I have tried to elicit from them; it is something that they freely mention themselves, over and again. That is even truer if the school is small, isolated or on its own.

Academies Bill [HL]

Debate between Baroness Walmsley and Baroness Williams of Crosby

Monday 28th June 2010 Lords Chamber

[Baroness Walmsley]

My Lords, I have Amendment 82 in this group. I agree with what the noble Baroness, Lady Howe of Idlicote, said about the importance of parent governors. My amendment differs from hers only in that I have specified a range of numbers of parent governors, including a minimum, rather than a percentage, because schools can become tied up in knots if the percentage is calculated to include a fraction of a governor. We would not want a set of legs without the brain. The range that I have specified caters for very small primary schools and larger secondary schools. In both cases, the elected parent governors are an important factor in the governance of schools and fulfil the coalition commitment to involve parents more in the education of their children.

The composition of the governing bodies of maintained schools, as the noble Baroness, Lady Howe, said, is set out in the School Governance (Constitution) (England) Regulations 2007, but academies are not covered by any such regulations. Their governance arrangements can vary widely, depending on the views of the proprietor. In any case, it is vital that on the principal governing body, the board of the academy, or whatever it is called, there is proper representation of parents, staff and the local authority—all of whom have a vital and obvious interest in the good management of the school as part of the local community. My amendment also includes a requirement to have as governors two members of staff, one of whom must be a teacher, and a member of the local authority. Of course, if one of the academy partners—one of the sponsors—is the local authority, one would expect it to have representation on the board anyway. However, all academies should have this.

We have heard from many noble Lords that what makes a good school is not its legal status or how it gets its funding, but the quality of teaching within its walls. I agree, but the staff must feel that they are an integral part of the school, including of its governance. That is why it should be not just good practice but an essential requirement that staff are represented on the governing body.

The Secretary of State has also made it clear that the new academies will have a robust relationship with the local authority. Part of achieving that will be to have at least one member of that authority on the governing board. I am not talking about a majority or even a large number, because it is intended that the school should be autonomous and free from the local authority; but it will be easier for academies to be seen as serving the local community, which they will have to do, if local authorities are represented on their boards.

I was distressed when the previous Government introduced academies with a requirement only to have one parent governor on the board. That is not enough, and I hope that this Government will put it right.

[Baroness Williams of Crosby]

My Lords, I will intervene briefly, partly because I was the Minister who introduced the Taylor report, which laid down a requirement that school governors should include representatives of the staff, of the non-teaching staff, of parents and representatives of the local authority, roughly in the order of a quarter each. It was one of the more successful education reforms, for reasons eloquently set out by the noble Baroness, Lady Howe of Idlicote, and also because deep within the sense of the school was a feeling of it being owned by, and part of, the local community. That was where the significance of parent governors came in. The parent governor often shared the same income and problems of living as the community, and spoke for the community in a way that governors appointed by the proprietor or the agency simply could not do.

Secondly, it is vital to have some representatives from the staff on the governing body, so that they speak as part of the entity of the school and not simply as representatives of a staff union or association: they become part of the body and success of the school. As regards non-staff governors, anyone who knows the extraordinary record of teaching assistants—I thank the previous Government for this—will know that, particularly with respect to children with special educational needs, their role has been crucial and can be represented only by a governor who represents the non-academic staff of a school.

It puzzles me—I hope that the Minister will think hard about this—that a Government committed to the idea of decentralisation, of the big society and of involving far more citizens in building and creating that society, should dream of going back to a situation where we have just one elected parent governor in an academy. One reason for this was that it was felt that in the very deprived communities from which the early academies sprang, they would find it difficult to find more than one parent governor, because so many husbands and wives would be working all day long and would find it very difficult to attend governing body meetings. The much more privileged group that we are likely to see now coming into the world of academies of outstanding schools will certainly find it easier to produce governors, but that is no reason to move away from the principle that in every school—whether the community is deprived or not—there should be a clear commitment to the school by the community. I plead with the Government to reconsider the mistaken decision to cut down the governing body and its composition to just one, at a time when we should try to rebuild and strengthen relationships between parents, schools and the community. It is clear from the coalition agreement that the Government are committed to this.

I will leave this hanging in the air: will the Minister consider ways in which we can bring back the community and its parents to the support of, and involvement with, the school? What was said by the noble Baroness, Lady Howe, and by my respected and distinguished noble friend Lady Walmsley, suggests that this is something well worth thinking about.