Free Schools: Educational Standards
Debate between Lord Baker of Dorking and Lord Nash(5 years, 11 months ago)
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Lord Nash (Con)
My Lords, it gives me great pleasure to open this debate on free schools and the programme of this Government and the previous coalition Government, which I think I can safely say has been an unqualified success. It has been a success on many fronts: on quality and on bringing capacity, choice, innovation and competition to the system.
I will deal firstly with quality. Some 32% of free schools inspected have been judged outstanding by Ofsted, compared with 21% of all other schools, and 86% have been judged good or outstanding. This is truly remarkable, considering how early in their life free schools are inspected, when they have little if any test data to show and Ofsted inspectors generally are not rushing to award outstanding ratings to schools with few or no results. It shows that the pupils in these schools must be making good progress and that the schools must be demonstrating this to Ofsted.
It really is striking that free schools are 50% more likely to be rated outstanding than other schools. Last year, for the fourth year running, primary free schools were among the top-performing schools in the year 1 phonics screening check and key stage 1 SATs tests. Last year, for the second year running, secondary free schools were the highest performers at Progress 8, with an average score of +0.24. Indeed, four out of the top 10 performers at Progress 8 last year were free schools: Dixons Trinity Bradford, Eden Girls, William Perkin Church of England and Tauheedul Boys. At key stage 5 we have the London Academy of Excellence in Newham sending many of its pupils to Russell group universities, including Oxford and Cambridge, clearly raising the game of other sixth forms in Newham. At King’s maths school last year, 99% of students achieved an A or A* in maths A-level.
On capacity, 442 free schools have been opened, providing nearly 300,000 new school places. Adding those approved and in the pipeline but not yet open brings the total to more than 700. Half have been opened in the 30% most deprived areas of the country, and 83% address a need for places.
I must pay tribute to the free schools team at the Department for Education, headed by Mela Watts. You do not normally become a civil servant expecting to find yourself as a kind of venture capitalist opining on the merits of new organisations, but the people in the free schools team have adapted brilliantly to that challenge. I must also recognise the very significant role now played by regional schools commissioners in assessing free schools proposals.
On costs, free schools have been brought in at a cost one-third lower than under the preceding Labour Government’s BSF programme. Finding sites for these schools obviously is not easy, particularly in inner cities. I must also pay tribute in this regard to the Department for Education’s property arm, LocatED, very ably run by Lara Newman, which has been particularly effective and imaginative in this regard. Free schools have been opened not just in former offices and factories but in former police stations, a church, on top of a supermarket and in one case in a former fire station. I remember visiting that school. The planners had insisted for some reason that the pole that the firemen used to slide down had to be kept in place. I was particularly upset that, for health and safety reasons, I was not allowed to slide down it. I am delighted that 34 specialist free schools have been opened and 41 AP free schools, with more to come.
On innovation, the Sutton Trust has found that one-third of free schools have been shown to demonstrate a genuinely innovative approach to ethos and curriculum. Unfortunately, a limited number of schools have engaged with the knowledge-rich curriculum and teacher-led instructional approach now shown to be the most successful compared with the now debunked more progressive approach followed in this country for the past 30 years. As that approach is favoured by the Government, with hindsight it might have been better if the Government had been more prescriptive in this regard and aligned their policies more. I exhort them to do that in future.
However, there has been innovation in other areas. Dixons Trinity Academy, Bradford, follows Carol Dweck’s “growth mindset” approach. There is innovation at the four maths schools at King’s College London, in Exeter, in Cambridge and at the University of Liverpool—the latter two are in pre-opening—at Saracens High School, Barnet, which is supported by Saracens rugby club, and at Bolder Academy in Hounslow, which has teamed up with Sky—to name but a few.
Of course, the free schools programme has provided much-needed competition for the state school sector, as has the academy programme. All monopolies suffer from a lack of competition, which breeds inefficiency and complacency—a point that Marxists always seem to miss when they are keen to create yet more monopolies. The free schools programme has been particularly effective at providing competition and creating an environment in which a rising tide lifts all boats.
In conclusion, I pay tribute to my right honourable friend Michael Gove, my noble friend Lord Hill—I see that he is in his place—who started the programme, my noble friend the Minister, who continues it so well, and my noble friend Lord Baker, who has been involved in it so much. I also pay tribute to my noble friend Lord O’Shaughnessy—I see that he is also in his place—who invented the programme with his 2005 paper, More Good School Places. I particularly want to mention the teachers, school leaders, MATs and sponsors who have supported the programme since its early days, when it often faced significant opposition. In this regard, I will mention in particular Katharine Birbalsingh at Michaela Community School, Ed Vainker at Reach Academy, Feltham, Hamid Patel at Tauheedul and Luke Sparkes at Dixons Trinity, Bradford—but there are many more. Those of us who have been involved in starting new ventures, organisations and schools know how challenging it is; we should be extremely grateful to these social entrepreneurs and pioneers.
Lord Baker of Dorking (Con)
My Lords, I cannot speak in the debate, unfortunately, as I must be in the Chamber because I will be the last speaker on Monday night. I want to place on record the educational world’s thanks to my noble friend Lord Nash for his enthusiasm in creating the free schools movement. Without him and my noble friend Lord Hill, we would not be where we are.
I was a bit disappointed that my noble friend Lord Nash did not mention UTCs, which are a form of free school too. They are funded in the same way, are independent of local authorities and have some of the best results in the country, which we are proud of. We produce 30% of apprentices compared with 7% from other sectors, and 47% of our students go to university, three-quarters of whom do so to study STEM subjects. My noble friend supported us strongly in that, for which I thank him. Indeed, the UTC in Pimlico will join my noble friend’s MAT in Westminster later this year.
Education: English Baccalaureate
Debate between Lord Baker of Dorking and Lord Nash(7 years, 5 months ago)
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Lord Baker of Dorking (Con)
My Lords, is the Minister aware that the GCSEs which are just now finishing this term have seen a drop in every technical subject and every creative and artistic subject? If this trend continues, there will be no technical education or creative education in schools for those aged under 16. This is a disgrace and really is unacceptable. Changes must be made to the EBacc, otherwise the Government will not meet their objective to improve technical education.
Lord Nash
I refer to my previous remarks about the take-up of computer science and the dramatic increase in the number of pupils taking IT. Of course, we must always remember the very low base that we had in 2010 when only one in five pupils was taking a core suite of academic subjects, which we know are so essential particularly for those from a disadvantaged background. I think that we should all be extremely pleased that we have actually doubled the percentage, which is rendering our education provision much more fit for pupils, particularly for pupils from a disadvantaged background.