Schools: Music, Art, Craft and Dance

Debate between Lord Addington and Baroness Blower

Monday 16th October 2023 Lords Chamber

[Lord Addington (LD)]

My Lords—

[Baroness Blower (Lab)]

My Lords—

Schools Bill [HL]

Debate between Lord Addington and Baroness Blower

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

[Lord Addington (LD)]

My Lords, can the Minister clarify how special educational needs fits into this picture? I know the Government are currently looking at this area, but it is one that has led to the growth of legal firms to fight a way through the system. It is a failing system. I remind the Committee of my interests in special educational needs, and dyslexia in particular. With dyslexics, for instance, we are discovering that something like 80% of those on that spectrum are not identified within the school system. There is capacity here for a group that exists but we know is not even being spotted. Should we not have some capacity for dealing with the people with these sorts of problems, because we know they are going to come across? This also applies to all the spectrum of non-obvious conditions and hidden difficulties.

If the Minister cannot reply now, when we are looking at this, could she write to us about what the Government’s thinking on this sector is at the moment? It is yet another element when it comes to choosing a school or a school’s willingness to take on a pupil. We know there are people fighting this. As I said, if ever there was a definition of failure, it is that you need lawyers to get your rights. That has to be the classic case. Can the Minister give us an idea of the Government’s thinking about admissions? If you cannot get into a school because it has set criteria, regardless of any formal test or examination, it will change how things work. It will be very interesting to hear what the Minister says about government thinking on this, because it is another factor that will affect this whole process.

[Baroness Blower (Lab)]

My Lords, I will briefly enter this debate on Amendment 35A and the question of whether Clause 28 should stand part. There is a so-called route to school improvement that my noble friend Lady Morris mentioned: you change your intake. It is relatively quick and it is not painless at all for the school, but because of the way our systems work it can be done. But it is immoral and socially unjust. It is not the right way to do things.

The fact that, in a debate, we can even talk about “children whom no one else wants”—which I put in inverted commas, as my noble friend Lady Morris did—is frankly quite appalling, and that is why I am enthusiastic about this Clause 28 stand part debate. My noble friends Lords Hunt and Lord Grocott made excellent speeches, which I hope they will redeploy if we ever get a Second Reading of the Private Member’s Bill I introduced this morning, because they made all the relevant points. I will not repeat them, except to say that the comprehensive principle is essentially about levelling up, because if you have schools choosing parents and children, you have selection for some and rejection for others. Frankly, no education system ought to reject significant numbers of children; they should just not do it.

Schools Bill [HL]

Debate between Lord Addington and Baroness Blower

Committee stage
Wednesday 8th June 2022 Lords Chamber

[Baroness Blower (Lab)]

My Lords, I will add to the question of “academies or maintained schools”. During the coalition Government, when Secretaries of State, often from the party opposite, talked about visiting schools and praised schools, they were always academies. I would like to find an example where they praised a maintained school, but I cannot remember a Secretary of State praising a maintained school. That is a problem because, while we may all accept at this stage that there is a rather unfortunate arrangement of different types of governance, contracts, and so on, if all we ever hear is that academies have saved everything and are brilliant, then it does not do anything at all for schools which have been and are successful and which have chosen in good faith with their community, parents and student body, to remain with their local authority and with democratic oversight.

I am not engaging in this argument by saying “Everything on this side is good; everything on this side is bad”. But I do say that I never once, for example, heard Michael Gove when he was at the DfE, in public or private conversation, praise a maintained school. That is a problem because clearly lots of young people are being educated in academies now, but equally there are still a lot of young people being educated in maintained schools. In fact, all young people in Wales are being educated in maintained schools—obviously not the ones in the private sector; I mean those who are being educated by the state. My noble friend Lord Knight talked about having been in Orkney and reflecting on this legislation. In Scotland, there are no academies, so we are an outlier in England, and it is regrettable.

I want us to think about this and, when we come to this debate, try not to always bring a particular prejudice about a particular style of school. Of course, we all want every school to be successful for every single child, but we have always wanted that, whether they were academies or maintained schools. I hope that, as this debate progresses, we will not hear any more about “This is always good” and “That is always bad”. It does not do us any favours in this Committee, and it certainly does not do any favours for our colleagues who are teachers and other education professionals—or indeed for young people being educated.

[Lord Addington (LD)]

My Lords, I intervene in what has been a wide-ranging debate. I must admit that I have felt increasing sympathy for the Minister. I do not think I have seen anybody quite so surrounded in this Chamber, with the only possible line of vague hope coming from the Opposition Benches. This is an odd Bill that we have got ourselves into.

The discussion about the philosophy of schools and how they are organised is one that will colour this debate, but the noble Lord, Lord Baker, put his finger on the essential thing here: we have a Government who have given themselves the capacity to change how things operate at the drop of a hat. That is it—“We can tell you how it should be.” The noble Baroness, Lady Chapman, started on that. It is worth remembering —I hope those on the Conservative Benches will remember—that nobody is guaranteed to be in power for ever. Some appalling person in the Labour Party or some evil Liberal Democrat may one day be making these regulations. It could happen. We can argue about when it will happen or whether it will happen, but the tide of history is that eventually everybody changes. Therefore, we should have some capacity here for checking what goes on.

Taking out the first 18 clauses was the radical surgery proposed by the noble Lord, Lord Baker—cutting out the rotten bit. It looks increasingly attractive to me and, I suspect, to quite a lot of Members on his Benches. Two major reports from this House have come out and said that this is bad. They are Henry VIII clauses. Henry VIII may have inspired a very good musical recently but, in parliamentary terms, he is not seen as an example of good governance. He is stamped all over this from start to finish. If we are going to allow this to happen, a lot of us might as well pack up and go home. If any Secretary of State in any department—it starts with Education—gets away with it here, it will happen somewhere else. We might as well not be here. The amendment that I have put forward is one answer to this, but it would not be a complete answer; it is merely a way of saying that there are limits—that is, what is put down here must be what we are talking about. If it comes back to this, I would still, shall we say, judiciously prune that list, but that is what we are talking about in this Bill.

The educational merits of various types of school system are interesting and important, but let us concentrate on this bit first. A Secretary of State can wake up in the morning and change a system. I am not sure how we are going to get down to this—there is a lot of Clause 1 to go through—but this is the backdrop to it all. I hope that the Minister can say, as she has told me in meetings before, that the Government are in listening mode; I know she is trying to make things work. My challenge to the Minister on this occasion is: how good is her hearing? How much capacity does she have to tell people that they should change, should put some limitations on this and should allow discussion in Parliament and elsewhere to get at this. If we do not, I am afraid we are going to a very strange and unpleasant place.

--- Later in debate ---

[Lord Addington (LD)]

My Lords, I rise to speak briefly. This amendment is in the spirit of many of the amendments that were moved before. Basically, we need it to see what is coming and get some opportunity for comment. Is the super-affirmative procedure here the same as that for the amendment I moved earlier? No, but it is another way of skinning this particular cat—if one is allowed to use that expression any more.

We must make sure that Parliament sees this and can interact with the process. That is what we are all arguing about here and what has dominated both Part 1 and Clause 1 of the Bill. If the Government accepted something like this amendment or some combination thereof, they would probably have a much easier time of it and rather less excitement in Committee.

[Baroness Blower (Lab)]

My Lords, given the lateness of the hour, I will comment but briefly. Notwithstanding that some of us on these Benches have found this a difficult Bill to amend in the way we might have wanted, I hope the Minister can see that, by proposing the super-affirmative procedure, we are seeking a way through so that we can improve the Bill, at least from our perspective, although I hope that, on reflection, the Government might also consider that the Bill will have been improved.

Health and Care Bill

Debate between Lord Addington and Baroness Blower

Lords Hansard - Part 2 & Report stage
Wednesday 16th March 2022 Lords Chamber

[Lord Addington (LD)]

My Lords, the last shall probably be quickest on this. We have all, as is agreed, said that we need to do something that is coherent. This has not been coherent. We have had committees that met once every full moon, provided everybody had had tea of the right quality that day; thus was their infrequency. Nobody was prepared to ensure that something that was inconvenient for one department was done to ensure that another department fulfilled it. There just was not anything. The Olympics did not manage to make them work together. We need coherent leadership and a price to be paid—accountability—for not doing it. If the Minister can give us that, we will have taken a major step forward. I would of course prefer the amendment that has been tabled, but I will take half a loaf any day over no bread. Can the Minister assure us that there will be leadership and that a price will be paid, publicly paid, for not doing it? Without that, as we know, this will merely become a report with somebody else saying, “They should have had a meeting about it some time”. Let us bin this. I am fed up with making that speech, even though it does usually get me out of a lot of trouble.

[Baroness Blower (Lab)]

My Lords, this is a key opportunity to do something really significant for the health of the nation, from the youngest to the oldest, and for all the groups we refer to as “excluded.” This is a key moment. If the Minister can respond positively to the questions put to him by the noble Lord, Lord Moynihan, he will be doing a very good job for the nation.