Schools Bill [HL]

Debate between Lord Baker of Dorking and Lord Knight of Weymouth

Report stage & Lords Hansard - Part 1
Tuesday 12th July 2022 Lords Chamber

[Lord Baker of Dorking (Con)]

When I looked through the list of committee members, I could not see anyone representing local authorities. The Minister might well discuss this with them, but it would be helpful if she could send us all the terms of what they are expected to cover. If it is just about multi-academy trusts and the controls that the Government have held to regulate them, I would go along with her. If it goes further than that, I have reservations. The involvement of local communities and local views has inspired English education since the great Act of 1870. Quite frankly, however, there is none of that in this Bill; nowhere are the views of local people to be found. A school is not just an education institution; it is part of a local and social community. This has always been the tradition, and these views must somehow be reflected in any proposal that the Minister brings to us.

I am very grateful for the support of various Peers, particularly the noble and learned Lord, Lord Judge, on the question of the Government’s power. This Bill increases the powers of both the Secretary of State and the department in a way that has never been known since 1870. I do not believe that the Minister had any hand in drafting the Bill. When I was Secretary of State, I always found that there was an element in the department which wanted these controls from the word go. Although these people have never run a school, some of them always want to run all the schools—thank heavens we managed to stop that. I do not think this will come back in any of the amendments we get after the new Government take over.

This is really strange procedure but it is utterly unsatisfactory to be offered only one day for debate. The clauses will be important and a way must be found—and a guarantee given by the Government before we pass Third Reading—for us to have plenty more time to discuss it in this House, should we pass Third Reading. This Bill started in this House and can be improved again in this House.

[Lord Knight of Weymouth (Lab)]

My Lords, I will speak briefly, focusing on this group of amendments and to help the House move on from discussing procedure and process. There are some really strong amendments in this group. It is right that the Minister has listened to us and agreed to take out the clauses that she has—extraordinary as that feels. It gives us the procedural problem that we have been debating. I welcome the contribution of the noble and learned Lord, Lord Judge, on that subject.

I support Amendment 2 in respect of “parents councils”; it is important that the voices of parents are heard in our academies. I especially support Amendment 5 from my noble friends on the Front Bench. Thinking forward to how this Bill will proceed, when we have a substantive new Secretary of State, it will be really helpful for that person to look at this amendment and make some kind of policy statement to both Houses on how they see an all-academy school system working, so that we have clarity around several issues: how we attract and retain sufficient high-quality teachers in the system; the view on qualified teachers working in academies; the view on them abiding by national pay and conditions; and how we hold accountable academies and the regional directors in the system who will be carrying out the Secretary of State’s bidding. What is the role of local governing bodies alongside parents councils? That question is the substance of the next group of amendments, so I will not speak to that. What is the place of a national curriculum when academies do not need to abide by it, and what elements of the curriculum do we want to make compulsory in such a school system?

Finally, of course, there is clarifying which academy freedoms are left once all those other things have been made clear. That is the kind of thing that Amendment 5 is trying to set out; it is trying to put some kind of guide rail around the standards that will come forward in the fullness of time. On that basis, I very strongly support the amendments.

Schools Bill [HL]

Debate between Lord Baker of Dorking and Lord Knight of Weymouth

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

[Lord Knight of Weymouth (Lab)]

I am grateful for those last comments, and that I do not have to speak for six minutes before I get my food while others discuss the national food strategy.

I am pleased to hear that, all being well, on Wednesday the Minister will be able to come and give us a little more information about the Government’s intentions, which is really important. It is also helpful that she was able to give us a vague timescale of “in the coming weeks” on the regulatory review. If on Wednesday she was able to give a little more detail on that timescale, I think the whole sector would be really grateful in terms of understanding the sequence of how things are likely to play out on all this.

The Minister talked about the blunt powers in agreements that she is looking to replace with a more nuanced and consistent response through the series of sequences, yet many of us are worried that the nature of the Bill, as written at the moment, will still be heavy-handed. If only all current Secretaries of State paid attention to their common-law responsibility to proportionality, I think we would all be a lot happier in this place.

The issues around paying and governance are issues to reflect on. All those many years ago, when I was Schools Minister responsible for academies, among other things, I commissioned some work around governance but it never really got anywhere. There may well be reasons why we want the ability to bring in people with a much more professional approach who therefore might be paid, but we need a really full debate around that. The people who give of their time voluntarily to be school governors, multi-academy trust trustees, ambassadors for local schools, et cetera, do so willingly, and we have to be really cautious about interfering with that by offering to pay even a few.

We look forward to hearing more on Wednesday. I do not think the Committee is persuaded about these clauses as they stand. I am sure the comments from my Front Bench about what will happen if we do not get a good response are being listened to by Ministers, but I am happy to withdraw my amendment.

[Lord Baker of Dorking (Con)]

My Lords, I thank the Minister for carefully explaining the Government’s justification for doing this. She is in a difficult and unenviable position, but I do not think anybody could have handled it better.

What the Government need is time to think about this and to reflect on what is needed. I am fairly clear what they are getting at, and it is a very narrow thing they want to do. I do not think that can be covered by tinkering with the existing 18 clauses, quite frankly. It will mean a redraft and new clauses, so I very much recommend what the noble Baroness, Lady Brinton, said on the screen: we should gain time. That is to say that Report on the Bill should take place in the autumn, not in July. The Government really have to reflect carefully and define their targets more precisely than they have, so that solutions can be given. My three friends and I would be able to help and co-operate with that as much as possible. I very much hope that on Wednesday my noble friend will be able to say that Report will be done in the autumn.

Education Bill

Debate between Lord Baker of Dorking and Lord Knight of Weymouth

Monday 11th July 2011 Grand Committee

[Lord Baker of Dorking]

My Lords, could I thank the noble Baroness for the kind words that she said about me and fashioning the national curriculum? I am usually criticised more than praised for it these days, but it fell to me and to many hundreds of others to fashion that curriculum 25 years ago. For the first time, we were putting on to the statute book a national curriculum. It was very broad and very balanced; that is what I was criticised for. It could not have been more broad or balanced. It had many things in it which have now been dropped: languages up to 16; art and music up to 16; history and geography up to 16. All of those have disappeared and gone, but it was certainly broad and balanced.

I have now come to the conclusion that if I was given the task of fashioning it today, a much more fundamental change really would be needed. I would actually stop it at 14. I am now quite convinced that the right age of transfer in our English education system is 14, not 11. I draw some strength from that because the Board of Education, meeting in 1941 to plan the pattern of education after the war, in the event of victory—it actually met before El Alamein—said to have selective grammar schools, selective technical colleges and secondary moderns and that the transfer age should be 13 and 14. The decision to change that never went to Ministers, as far as I can see from the records. It was decided by the Permanent Secretary of the day, who simply said, “You can’t have selection at 13 or 14 because grammar schools start at 11”.

It was a great opportunity missed. Why do I say that? First, I have great sympathy with what the noble Lord, Lord Sutherland, was saying. During the fashioning of the national curriculum everybody wanted everything in it. Not only that, but he will remember the battles on the content of the national curriculum. I set up independent committees to advise me on maths as on maths there can be no controversy. Surely you can define a maths curriculum. Feudal armies marched across this battlefield. Some said, “You must teach children tables by heart”. Others argued, “No, that is appalling”. Some said, “You mustn’t let them use calculating machines”. Others asked, “Should you teach calculus before 16 or not?”. Blood was spilled on these battlefields. When I came to English, I thought I would outwit all these people by appointing the most reactionary and right-wing educationalists I could find, who wrote the black papers, who would deliver the sort of English curriculum I wanted. I was bitterly disappointed. They produced a curriculum, which said, “Don’t worry about spelling and don’t correct the grammar of little boys and girls who get it wrong at the primary level. Let them enjoy it”. I had to turn to an engineer in Bristol University to right the sense of that. When it came to the history curriculum, I knew perfectly well it was going to be a battlefield, so I appointed someone who owned a castle to write it. He was also a highly intelligent scholar who became the chairman of the British Library and produced a very good curriculum. Having done all of that, why do I now say it should really be at 14?

[Lord Knight of Weymouth]

I agree with the noble Lord about 14, but I am interested to hear that he would keep a national curriculum for key stage 3 when most secondary schools—if the Government’s ambitions are realised—would become academies and free of the national curriculum. Why would he keep the national curriculum at key stage 3 and does he think academies should stick to it?

[Lord Baker of Dorking]

I do not support everything that the present Government do. I think a lot of what they are doing is brilliant and wonderful and I speak in favour of that, but up to 14, I would make it a very prescriptive curriculum. Rab Butler said in one of his minutes that all children should go through the common mill of education. I think there is a connective knowledge required in our country that all children should have, whatever part of the country they come from and of whatever race or creed. At 14, there is a natural division of the ways. It is rather like the pattern in Europe. Europe generally distinguishes between upper secondary and lower secondary at the age of 14. What I would like to see slowly develop is four different pathways open for youngsters at 14: an academic pathway, perhaps a bit similar to the grammar school, but wider than that; the technical pathway; the voluntary pathway; and a creative arts pathway. I am coming round to this, it is very true. Do wait; there is better to come.

I am directing my remarks precisely to the curriculum and to this amendment because I am going to say why some of these things should or should not be in and that will take a very long time. Do not tempt me to get into that area. In the requirements mentioned in the amendment—there you are, I am on course again now—there is a spread of different activities. I am engaged in establishing technical schools at 14, which have some of these things in them—in fact, they have all of these things and go rather wider. One might think that by having technical schools, I am narrowing the curriculum. Not at all. In the technical schools, they will have technical subjects to study but they will also study three GCSEs: English, maths and science. We do not think that an IT GCSE is necessary because IT is so infusive today a particular GCSE is not needed for it. They would also have a foreign language: German for engineering, not Goethe; French for business, not Molière. They will also have humanities subjects: history of engineering and great scientists.

When we come to the curriculum, it goes much wider than the amendment. The amendment fights the battles in the way of yesteryear because much of what is said in the amendment is covered in school today. Sport, for example, is legally required up to 16 in schools, and that will be in our academies as well. This is the first occasion we have been able to actually speak in the Committee on the curriculum. It is probably the most important, radical change still waiting to be made in the education system.