Home Education (Duty of Local Authorities) Bill [HL]

Debate between Lord Bird and Lord Storey

Committee: 1st sitting (Hansard): House of Lords
Friday 27th April 2018 Lords Chamber

[Lord Bird (CB)]

My Lords, I apologise for not speaking at Second Reading—please forgive me. I have to declare an interest, and here I address my remarks to the noble Lord, Lord Adonis. I was a child who was excluded from school, which meant that I had an incredibly impoverished education. When I brought up my own children, I started by putting them through the system where they failed and fell because they had inherited many of the problems I had. Poverty and crime and all these things can be passed on to many generations. They do not just fall off the map because you change your postal code.

I say to the noble Lord, Lord Adonis: my problem is that we fail 37% of our children in schools. When the noble Lord was the Schools Minister, he was a part of that failure in the same way as Justine Greening was, who reminded me that the failure rate is not 30% but 37%. Let us not do what I think is being done today, which is to bring together two considerations. The first is this. I have home schooled my children. If you meet them, you will find that they are the most socialised people I know. My grandchildren have also been home schooled, and I can swear on the lives of them all that their dignity, their citizenship and their quality of life have been increased incredibly by the beautiful opportunity we have to give parents and children a choice.

I am in love with that system, but I am aware that we cannot leave it to become a free for all. I have spoken to the noble Lord, Lord Soley, about this. However, I would ask the noble Lord, Lord Adonis, please not to bring two things together here. Social exclusion from school is a killer. I must have been one of the first pupils whose headmaster said, “You don’t have to come to school, Tony Bird. We will tick you off”. He did not call it home education; he sent me out shoplifting. It was a good Catholic school just down the road in Sloane Square—a lovely and beautiful school. They do not do that now.

The point I am trying to make is that we should not conflate these issues. The Bill drafted by the noble Lord, Lord Soley, is interesting because what it means is this: let us make sure that there are no perversities. However, school exclusion is a separate argument. I will be 100% with the noble Lord, Lord Adonis, as an example of a person who was violated by an education system created after the Second World War. They set up an underclass through the secondary modern school system, where all we were was being lined up to do jobs that had disappeared in the 1930s. That is one of the problems.

My problem is that I do not agree with the pedagogy in the school system today. It is preparing our children for 1972 while we have the fourth industrial revolution coming down the road. We should be preparing them for that, but I will leave that issue for another debate.

[Lord Storey (LD)]

My Lords, before I turn to the amendment, I want to say that of course no one wants to see pupils being excluded, but I have to tell noble Lords that all the meetings in the world with the Minister will not change things unless we are prepared to put in the resources to support special educational needs and to deal with all the other things that cause children to get into trouble in our schools. Teachers have a right to teach and pupils have a right to learn. A disruptive pupil can often destroy a classroom and a school. We want to change that system, and I agree that we should not have exclusions, but it is about resources.

I support the amendment. It is absolutely bizarre that, as a society, we do not have a clue how many children go missing from the education system or how many are being home educated. We have responsibilities towards children. There are very good home educators. I have been looking at the guidance for parents on home education. It is a charter to do exactly what you want.

What is the legal position of parents? You can decide from an early age that there are no requirements. What is full-time education? There is no legal definition; you are not required to do this and you are not required to do that. If your son or daughter is enrolled in a school and you decide to take them on holiday in term time, guess what. You end up in court. But there are no legal requirements on parents teaching their children at home to do anything. On the curriculum, we had a long, anxious and worrying debate about British values. If you are home educating, you do not have to teach those values at all. The guidance to home educators, which we proudly say is the full guidance on what has to be done, is a charter to do absolutely nothing.

What should we be doing as a minimum? First, it is right that we should ensure that local authorities have to record those pupils who are being educated at home. Parents should have to register that fact. But there are other issues linked to that, one of which is resources. When there is a problem, we often blame local authorities, but when there is a difficulty, we often ask local authorities to do something about it. If we are going to ask local authorities to do this work, there have to be the resources for them. You cannot just say, “Right, we’ll pile this pressure on local authorities”. Local authorities that do this work will need additional resources.

Again, the noble Lord, Lord Lucas, was right when he said in passing, “You know what, every pupil is worth a sum of money”. When that pupil is taken out of school and home educated, that money is lost to the education system; it goes back to the Treasury. Would it not be nice if that sum of money were used in some way, perhaps to support young people and excluded children or to give some resource to local authorities to ensure that this area is monitored properly? I support the amendment.

--- Later in debate ---

[Lord Bird]

I add to the comments made by the noble Lord, Lord Addington, that there are many ways to skin a rabbit or a fish, or whatever. It is about how we use education, and I welcome the idea that we do not tie it all down. We have a load of educational experts in the country: teachers. Other people are educational philosophers and developers. In Brazil, for instance, you can go to a school where they do not teach you anything at the age of seven except how to make a bike. In the course of the first term, the children come together to make a bike, in the process learning teamwork and other things. Whether you are dyslexic or not is entirely secondary, and it brings everybody together. I therefore believe it would be very wrong to tie home education down to a system chosen by practitioners. Practitioners have to get on with practising their art, which is teaching, and the philosophers, educationalists and psychologists have to look at where we will take our education in 10 or 20 years’ time. That is not the job of a practitioner.

[Lord Storey]

My Lords, briefly, on safeguarding, many home educators bring in people from outside to teach in particular subject areas, and it is absolutely important that we make sure that all the adults are checked by the Disclosure and Barring Service, which is what my amendment seeks to do.