Education: Curriculum, Exam and Accountability Reform
Lord Bishop of Bath and Wells Excerpts(11 years, 9 months ago)
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The Lord Bishop of Bath and Wells
My Lords, I speak on behalf of the Church of England but on a personal note to begin with, I failed the 11-plus, went to a secondary modern and got five O-levels, not including English and maths. I ended up as a teacher. I have three sons who teach and they thoroughly enjoy the profession they are in. I welcome the announcement, on behalf of the Church of England, and await more details of what it will mean for our schools. Our concerns about the Government’s EBacc plans have always focused on the downgrading of religious education as a core subject. In modern society, understanding about faith has never been more important for both civic discourse and cultural enrichment and we eagerly await the findings of the All Party Parliamentary Group on Religious Education to be published next month.
Church schools have always followed the national curriculum. There are dangers in anecdote because I spent a very fortunate three weeks in one of our local comprehensive schools observing the RE teaching, which was of a very high standard indeed. We hope that Mr Gove’s plans will put the good of all the pupils first and not just those who are academically gifted—as it is quite clear I am not.
Lord Nash
I have listened to the right reverend Prelate. I am delighted that his family enjoy teaching so much. In my view it is the noblest of professions. I take the point about the dangers of anecdote but I could give him many more and would be happy to do so on another occasion.
Education: Academies and Free Schools
Lord Bishop of Bath and Wells Excerpts(11 years, 9 months ago)
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The Lord Bishop of Bath and Wells
I, too, thank my mentor, the noble Baroness, Lady Perry, for this debate. I offer my remarks particularly, but not exclusively, in relation to church schools. There are 140 primary and 97 secondary Church of England academies. Although that makes the Church of England the largest provider of academies, it still represents only 3% of our primary and 53% of our secondary schools. Within my own diocese, some 70% of secondary schools as a whole have moved to academy status, and that is quite remarkable. In respect of academies, two of our schools—one Church of England, one ecumenical—were indeed ground breakers. In the early days of academies, lack of understanding by the Department for Education of church school ownership and trusteeship led to too much problem solving on the hoof once the legislation had been passed.
Our concern is that, with so much attention and energy being devoted to this ideology about school structures, the risk is that we divert our attention from the needs of the vast majority of children in our schools, especially in the primary phase. We need to frame our debate as being about the effectiveness of schools and the ways in which to achieve greater levels of collaboration and effective partnerships that result in more good and outstanding schools, irrespective of their status as academies or maintained schools. For example, in Southwark diocese, 88% and, in Liverpool diocese, 85% of Church of England schools are rated as good or outstanding by Ofsted, with only a handful of those schools being academies. So the need to ensure that we learn the lessons of what makes for effective provision without limiting the debate to academies and free schools continues to matter a great deal.
In April, the work of the multi-academy trusts comes on stream. We welcome the Department for Education’s listening mode and are grateful for the sponsor capacity grant. However, it is regrettable that the grant is not really sufficient to fund adequately sponsored conversion. I hope that the Government take a look at that. Also, for many schools, anxiety has been increased as documentation is frequently changed at short notice, adding significantly and unnecessarily to work loads. As the local authorities gradually disappear and the academies and free schools have an increasing influence, if they are to succeed and if we are to achieve and ensure the quality that we are looking for, as the Government and all of us wish, it remains important that the department talks at a national and diocesan level with church schools and that both plan ahead and resource more effectively.
The Church of England approach in dioceses across the country is to recognise the need for real structural collaborations to bring about transformation in standards, resulting in effectiveness of schools. For many, this now includes setting up multi-academy trusts, but in doing so we must continue to find a way for schools of all categories to join the same MAT so that the expertise and capacities in our good and outstanding schools can be used for the benefit of weaker schools. I hope that Ministers continue to work with Church of England officials to enable that to happen.
Free schools often offer a good way in which to introduce new providers into the system and bring fresh ideas to the needs of the community, but there is a need to ensure that limited resources are focused on the need to provide much-needed pupil places in areas of population growth where there is a real lack of capacity rather than diverting resources to establish new schools in areas where there is no pressure for extra places.
I draw to the Minister’s attention the fact that there remains a continuing lack of engagement with BME communities in the free schools programme, particularly those that have been acutely disadvantaged in education, such as the African, Caribbean and Pakistani communities. Some such communities are attempting to seize the pre-school programmes as an opportunity to improve educational outcomes for BME and other pupils, but they face barriers to success. Other such communities remain largely unaware of the programme, and it is important that the Department for Education gives attention to the engagement of such underrepresented communities. Many free schools being established with the aim of improving education in deprived urban areas are enrolling people from disadvantaged backgrounds at much lower rates than other local schools. Barriers linked to financial expertise, financial resources and social capital all have implications in relation to this.
Schools: Nutrition
Lord Bishop of Bath and Wells Excerpts(12 years, 5 months ago)
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The Lord Bishop of Bath and Wells
My Lords, yesterday I visited one of our schools, which is hoping to become an academy. It has reinstated its kitchen, providing excellent food not only for the school but for those in the locality. I was also involved in a discussion yesterday about the increasing number of young people whose family food is being taken from food banks around our country today. Does the Minister agree that the priority is to ensure that all school food provides adequate nutritional standards in the light of the fact that too many of our most vulnerable people are experiencing a need to get food from food banks in the 21st century?
Lord Hill of Oareford
There were two strands to the right reverend Prelate’s remarks. One was to make the point that in a school which he knows which is hoping to become an academy good work is being done to make sure that the quality of food is good, and I welcome that. On his broader point, standards clearly can play a part in helping to address the concerns that he raises. One of the things that we have discovered is that although standards are in place and the nutritional quality of food has improved, the take-up of that food by children has not increased at the same rate. So better food is available but the children are not always exercising their choice to eat it. One of the challenges for us is to make sure that children understand that eating healthy food is good for them.
Sure Start
Lord Bishop of Bath and Wells Excerpts(13 years ago)
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Lord Hill of Oareford
I agree on the importance of that. We must do all that we can to try to keep families together and children with their families. That strikes me as being vital and that is one reason why the Government are looking at ways of trying to trial more support for parents, looking at ways of putting extra funding into Relate to keep families together and, more generally, looking at the whole adoption system and the range of support that we make available for children. However, I agree with the noble Baroness about the importance of that.
The Lord Bishop of Bath and Wells
My Lords, 83 per cent of all Sure Start centres are facing budget cuts. Of these the worst hit, in Hull, faces a 56 per cent cut. Does the Minister agree that the cuts affect children, many of whom belong to families being helped out of poverty by the Sure Start provision? Does he further agree that by failing to require local authorities to ring-fence Sure Start, it has become a soft target for cash-strapped authorities?
Lord Hill of Oareford
I do not agree with the last point made by the right reverend Prelate. I hope the figures I was able to announce to the noble Lord, Lord Dubs, demonstrate that local authorities are working extremely hard to spend the money they get through the early intervention grant and maintain the important services delivered through Sure Start children’s centres. Of the 152 local authorities, I think I am right in saying that 119 have announced no change at all to the number of Sure Start children’s centres that they have; of the others a range of measures has been taken. The point of doing away with the ring-fence is to give local authorities greater responsibility and we think that is the right approach.
Academies Bill [HL]
Lord Bishop of Bath and Wells Excerpts(14 years, 5 months ago)
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Lord Lucas
I had better get around to addressing my amendments in this group or I shall be caught up by my old friend on the Front Bench. I like faith schools, although I have no faith myself. I send my youngest daughter to a Church of England school and am very happy with it. Although I sympathise a lot with what the noble Baroness, Lady Massey, said, I also have a great deal of understanding of what the right reverend Prelate said.
In the Bill we are looking at moving schools from the maintained school regime to the independent school regime. The provisions in relation to religion are different. We have fought long and hard for that in this House. I was one of the supporters of the noble Lord, Lord Baker, in the battle, which we sadly lost, to bring up to date the relationship between state-funded schools and their religious sponsors. As part of the old and untouchable settlements in this country, there is a group of about 60 what you might call extreme Christian schools. They are inspected by their own inspectorate and have their own rules. We have allowed latitude to independent schools—where parents go to the length of paying for their children’s education—that we have not allowed in state schools, where we pay for the education. That is fair enough. If the community is paying for education, we can reasonably ask things of the religious sponsors of schools that we would not ask of them if they were paying for the education.
There are two crucial elements. The first is now broadly accepted. Even in schools that are of a firmly religious character, children should be taught about the precepts and practices of other religions and—I agree—humanism. They should be taught about the world at large. I have had, as part of my recent education, a lot of correspondence with my Catholic friends and cousins about how the Catholic Church has changed over the past 50 years. I now know why I did not study religion at university. It is far too complicated and difficult to penetrate for a mind such as mine. I was quite content with nuclear physics.
It is clear that the Anglican Church, in which I was brought up, and the Catholic Church are committed to teaching a broad view of faith in their schools. However, I am worried about the people who might try to run free schools. One of the great motivations for running your own school is to run it within the confines of your religious faith. That is fine; I am happy for people to do that. However, if the relevant school is a state school, it should promote understanding, community cohesion and all the other virtues for which we have fought. In other words, it should teach children about the religious and non-religious worlds at large.
My second amendment goes back to the battle that the noble Lord, Lord Baker, and I fought. Purely religious schools that accept no other pupils are, of their nature, divisive and always have the potential to cause harm to the communities of which they are part. There may be circumstances where that is not the case—for example, where the relevant community is very much a minority community. However, where large proportions of a particular faith are represented in the make-up of a community and that community resorts almost entirely to its own schools, the situation becomes divisive. By observation, that is the case in the west of Scotland and Northern Ireland. It is not something that we should encourage. Some Anglican schools and more Catholic schools remain exclusive. One should seek to persuade them to open their doors. However, the notion that we should create new schools with this exclusivity—that we should not just perpetuate it but increase it—seems to me a very bad idea, as it was three years ago. I very much hope that I can convince my noble friend that it is a bad idea.
The Lord Bishop of Bath and Wells
My Lords, in the diocese of Bath and Wells, which is very largely rural, we have some 184 church primary schools, which have served their communities for a long time. They are essentially community schools. That is reflected across the country to a greater extent than we might imagine. The essence of those schools is built around how you make a community and what is part of a community. Some of them have rather more effective relationships with their parish church than others. Some of them have Christian head teachers, others do not, but the essential ethos of those schools, founded within the framework of Anglicanism, has carried through to a greater or lesser extent in their religious commitment.
It is key for us to recall the requirement for a national curriculum of religious education. There has to be a commitment to that going across not just the faith tradition of the particular school but the wide experience of religion so that young people have an opportunity to understand it. I say to the noble Baroness, Lady Massey, that many of these schools are committed to reflecting on the philosophy underpinning humanism. I was asked a few moments ago to try to clear up what is a faith and what is a belief. I shall not risk doing that, but I will say that all faith involves belief at some level or another and is committed to some kind of system. By definition, faith cannot ultimately be proved. Therefore, how we understand and develop these things depends on a whole variety of our relationships with one another in the wider spectrum of life.
I support academies. Indeed, I had the privilege of being the chairman of the board of education in the diocese of Southwark when the first of the academies in south London was formed. I am extremely proud of that, because it did indeed reach into that community at its most vulnerable level.
However, the concept of free schools raises for me real anxieties, particularly in the sphere of religious influence. That is not simply because I want to hold up my hand to say that the Anglican or Catholic churches have a corner of the market. I remind your Lordships of our national identity and the way in which we are tied into the concept of the sovereign as the head of the Church of England, under our constitution, and our relationship with Parliament. The issue is much more complex from that point of view.
There is real merit in our looking towards the development of academies, but I hope that the view of the future of good schools will not be that they should all become academies and enter the independent sector. We have many good schools and, if we go down that road, I fear that we will, in the end, marginalise some of the poorer communities.
Baroness Whitaker
My Lords, I had not intended to prolong this long debate by joining in, but I have to confess that I, too, was made more anxious during the course of it. I share the anxiety of the noble Baroness, Lady Murphy. I should say that I, too, am a humanist. Indeed, I am now a vice-president of the association. Long before that, however, I felt strongly that we live in a plural society and we need more than ever to be at ease with our fellow citizens. Our education system ought to increase that. I have some sympathy with the approaches taken by the noble Lords, Lord Baker and Lord Lucas, but most of all with Amendments 61 and 133 in the name of my noble friend Lady Massey.
Perhaps I may quickly throw this in: “belief” is the name given by international law to those systems of morality or ethics that are not religious. I quite agree that it is rather an odd word for that purpose, but it is generally taken to mean that. My question for the Minister is—if he does not mind putting my anxiety in the anxiety basket, so that it is a bit heavier than the certainty one—in what way will academies teach the national curriculum in respect of religion and belief?
Academies Bill [HL]
Lord Bishop of Bath and Wells Excerpts(14 years, 5 months ago)
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The Lord Bishop of Bath and Wells
My Lords, from the diocese of Bath and Wells, I should point out that in Taunton we have just inaugurated an academy that will begin in September. It comprises two schools with a history of difficulty; we have spent a lot of time in preparation for them to become an academy, and we are very much looking forward to that.
Once the Bill was announced, one of our successful—indeed, our most successful—church secondary schools made a bid to become an academy. Listening to the reason given by the head of the school that it serves to produce an additional half-a-million pounds for his school budget made me a little cautious about motive. I have been a supporter of the academies since they began. I have no difficulty whatever with continuing with a single title, provided that we can ensure that none of this will make the more vulnerable in our schools less able to enjoy the benefit of full academy status.
The Earl of Listowel
My Lords, I have listened to the debate with great interest and am prompted to speak by what the noble Baroness, Lady Morgan of Drefelin, said about the independent, and possibly isolated, schools. I want to ask the Minister one quick question, which may well fall within the ambit of later amendments. I recently met a social worker, whose job is to work with and support a number of schools in the local area. I also spoke fairly recently to a head teacher, who said how helpful it was to have a social worker support her in what she does. Therefore, I would appreciate an assurance from the Minister that in this legislative process we are not going to make it any more difficult for that sort of set-up to carry on working.