Pupil Mental Health, Well-being and Development

Lord Bishop of Chichester Excerpts

Thursday 22nd February 2024 Lords Chamber

[The Lord Bishop of Chichester]

My Lords, I too am grateful to the noble Baroness, Lady Bennett of Manor Castle, for sponsoring this debate on a matter of great importance for the future life of our nation, and for the challenging sensitivity to the issues that she laid out for us in her introduction.

Church of England schools now educate just over 1 million children—around 20% of the country’s education provision. The Church’s current Vision for Education, published in 2016, is for an education system that promotes

“life in all its fullness”,

a phrase used by Jesus Christ in St John’s Gospel, and invites a wholistic approach to education, considering the material, cultural, social and spiritual dimensions of human existence and the wisdom with which we use the gifts God has given us.

In the diocese of Chichester, where I serve, our schools serve the many coastal towns of Sussex, with their distinctive blend of tourism and deep deprivation, as well as extensive rural areas, where small village schools play a vital role in the way that the noble Baroness, Lady Morris, identified. We in Chichester will not be alone in forging partnerships in our Church schools with NHS mental health support teams. I pay tribute to their importance. It has enabled us to develop home-school-church networks, building vital work where the life of school and the life of home interact. It also makes it possible to find better ways to support children who suffer with their mental health.

This NHS partnership has also opened up another partnership through a diocesan multi-academy trust that is working with the University of Sussex to assess the impact of the Covid pandemic. Among the things emerging from that are questions about the impact that working from home might be having on children’s attendance at school. It also looks at the impact of social media, which expanded for many children during lockdown, and asks questions about the extent to which cell phone use, for example, now might need to be more carefully restricted in schools.

I will also refer to the independent education sector, which is well represented in Sussex. It faces many of the same challenges among the pupil body but often with greater resources for meeting them. I wish to draw attention to just one aspect of this, since it indicates, as has been stated, a loss from the maintained sector: the need for arts provision, especially music, as a non-word-based medium that makes articulation of their deepest feelings much easier for children who might struggle with words. This can be especially true for pupils who experience the trauma of violence and abuse, as it can be for neurodiverse pupils, those with learning difficulties, or those for whom English is not their first language. The noble Baroness, Lady Bull, outlined these important points in greater detail in her comments.

This is something that Brighton College has developed remarkably well. It has used it as a way to welcome Ukrainian refugees into its life and to forge a strong partnership with schools in the East End of London. The model speaks to us about something that has been done and shown to be of enormous value, which surely also belongs to the right of all children as part of their school experience, especially those children with special needs.

Reference to the importance of wider influences that contribute to the educational life of young people is also evident in a recent study undertaken by the University of Leeds, which indicates that when fathers engage in

“multiple types of structured activities several times a week”,

it

“helps to enrich a child’s cognitive and language development”.

This raises important questions about the role of fathers in parenting, and about their absence—physically, emotionally, economically—and the subconscious impact it might have on their children. From a government perspective, might this suggest that it would be worth giving attention to the gender balance of the teaching profession and encouraging an increase in male teachers, especially in the primary school sector?

These observations indicate the intensity of the context in which education is delivered by a remarkably dedicated profession of teachers and classroom assistants, who face complex human needs that have to be addressed before other aspects of learning can take place. Sustaining that profession, with adequate resources through the recruitment of people of high calibre, remuneration that is commensurate with the skills we expect of them, and public recognition of their important work, is surely one of the best contributions the Government can make to the mental, intellectual and spiritual well-being of our children and young people in their schools.

Teacher Vacancies

Lord Bishop of Chichester Excerpts

Thursday 13th July 2023 Lords Chamber

[Baroness Barran (Con)]

This is an incredibly important target. As the House knows, we are an outlier in the G7 in not offering maths up to 18 for all students. In everything we do in this area we work closely with schools and colleges to make sure that we understand what works on the ground. The first step will be to launch a new, fully funded national professional qualification for those leading maths in primary schools, teaching them how to train teaching participants and other colleagues how to embed mastery through their school. We expect that to be available to all primary schools from February next year and, as I mentioned, we are offering significant bursaries, scholarships and premiums to early-career teachers in maths in particular parts of the country.

[The Lord Bishop of Chichester]

My Lords, is the Minister willing to undertake to work with Ofsted to make inspection programmes and grading of schools a more positive experience for teachers? If teachers themselves are not flourishing, it is hard to see how they can encourage, inspire and develop our young people to flourish. The Church of England has developed its own centre for education development to help teachers develop their skills and knowledge in a range of areas—every area in the curriculum—and I commend its work to the Minister’s department.

[Baroness Barran (Con)]

The department works closely with Ofsted and I think the right reverend Prelate will be aware of some of the recent changes that Ofsted made, particularly to the safeguarding grading.

Child Vulnerability (Public Services Committee Report)

Lord Bishop of Chichester Excerpts

Monday 11th July 2022 Lords Chamber

[The Lord Bishop of Chichester]

My Lords, I am glad to follow the noble Lord, Lord Davies, in this debate. I am immensely grateful to the noble Baroness, Lady Armstrong, and all those who have produced this outstanding report. One of the most impressive things about it is that one hears the voices of those who are so often not heard.

I think that the move from Sure Start to family hubs is a model for how we respond. The challenge of looking at the poorest and most vulnerable in our society today is such an important focus for us. The model of the family hub is absolutely invaluable, because in lengthening the time over which a person might need encouragement and help beyond the formative years of nought to five, we remind ourselves that being human is not a problem that can be solved with a quick fix of investment. It is actually a long-term story of investment and hope, of failure and recovery. That perspective, looking at nought to 19, is a really important one. I was also very encouraged by seeing the recognition of the needs of 18 to 25 year-olds, as people move into young adulthood, which is still a very important area.

When I was first ordained as a bishop and working in the north-east, on Teesside, the Sure Start centre in Grangetown—one of the most deprived parts of Middlesbrough—was an incredible place to go to because it offered hope, in contrast to so much that was derelict in life and the environment around there. What I saw there was that this was about families; this was about giving hope not only to children who were vulnerable but to the parents of those children, who did not really know quite how to deal with this gift that they had. Seeing parents with very tiny children being given the skills to parent their child was incredibly moving, and fruitful, of course, in terms of hope for the future.

Another thing I came across in that instance was somebody who, as a child, had been a victim of all the vices that he might have encountered in that area of Middlesbrough. He had fallen foul of the law and had ended up literally in the gutter, where he was picked up by a Christian woman and put back on his feet over the course of time. He established a small charity called Father to the Fatherless—a quotation from Psalm 68. He talked to young male adults—late teenagers—about what he had been, how he had failed and how he had found life, hope and potential for the future.

One thing in the interstices of this report, which I would want to point to, is something that the noble Lord, Lord Davies, has already mentioned: the role model. Where are the role models for those who are so often lost and most vulnerable as they grow through childhood into their teenage years and early adulthood?

I remember being very struck when I went to one of our schools—it was not a church school, but one that had very close working relationships with one of our parishes on the edge of Middlesbrough—and saw, in this large primary school, that all the teaching staff were female. The vicar of the parish, who had a marvellous role there, was also female—a very impressive female priest. I thought, “Everybody who is in a position of achievement, power and authority here is female.” The one person who was male was the person who was in charge of sport. It is positive in its way, but it did not say anything to the boys in that school about what their aspirations might be. Where do we find the role models? In particular, the challenge to us as nation, as wider society, as a wider issue than something we can legislate for, is to find role models for boys, in particular, to help them grow and become mature and responsible citizens.

I want to touch briefly on something that has already been explored by the noble Baroness, Lady Pitkeathley: the voluntary sector and its relationships with the statutory sector. When I was a curate, first ordained in Plymouth back in the 1980s, the probation service was in the lead in terms of partnership with the voluntary sector. It invested, from its own funding, in the voluntary sector that it worked with and set up voluntary charities. For example, it set up a garage where boys, again, who had a criminal record or were at risk of offending through stealing cars and motorbikes, could be taught mechanics and develop skills that might help them find employment. This extraordinary partnership between the voluntary and statutory sectors was modelled in a variety of other ways as well. Reading the report, one of the questions I had was the extent to which the initiative for forging those links rests with the voluntary or the statutory sector. It is not entirely clear where the responsibility might be, or just how far that relationship might go.

Relationships are at the heart of tackling deprivation and vulnerability for children. Looking at the voluntary sector, one area that is not touched on here is, once again, the question of the extended family. Certainly, on Teesside it was probably the most important relationship, between child and grandparent, as children grew through their teenage years. What we offer encompasses a wider community, and builds on relationships, as I think has already been rehearsed in this debate. This is very important.

On the business of information sharing and schools, it is certainly very important that information is shared, and schools are of enormous importance. I valued the reference to education in the report, but I want to speak up for what I have seen in some of our church schools, when I was in Yorkshire and on Teesside, but even in Sussex. There is pressure on teachers to take on responsibilities for which they have not necessarily been prepared, where information can be a burden and possibly a trauma, in terms of how they are then expected to respond. How do we prepare those who are working in education for this? What investment is made to support them? How do we ensure that this aspect of their work, which is increasing, I think, does not demoralise the profession, as we see a rapid departure from our teaching profession? These are important issues to be addressed in the application and implementation of some of the hopes in this report.

Finally, I touch on something that I mentioned earlier, in terms of the perspective of family hubs and the age range, and that is loneliness. The age range 18 to 25 as an area for support strikes me as being very important. It touches on what it means to be lonely. As many youngsters find themselves in a world where our society is atomised, where do they find reliable safe spaces and relationships? Psalm 68, used by the young man who was working with youngsters on Teesside, also has an interesting statement:

“God setteth the solitary in families.”


I think the loneliness of many of our young people begs us to answer how they find the family in which they will be valued, encouraged and given purpose for their lives.

Schools Bill [HL]

Lord Bishop of Chichester Excerpts

Committee stage & Lords Hansard - Part 1
Wednesday 15th June 2022 Lords Chamber

Moved by

[The Lord Bishop of Chichester]

59: Clause 29, page 23, line 23, leave out “of its maintained schools” and insert “maintained schools in its area”
Member's explanatory statement
This amendment makes the language in this section consistent with language used elsewhere in legislation relating to maintained schools in a church context.

[The Lord Bishop of Chichester]

My Lords, I rise to speak on behalf of my colleague, the right reverend Prelate the Bishop of Durham, who regrets that he cannot be here to move the amendments in this group tabled in his name. I declare his interest as chair of the National Society.

Firstly, I shall say a brief word about Amendment 59, which is a small effort to ensure consistency of language used throughout the legislation relating to maintained schools in a church context. The particular amended line in Clause 23 removes the wording that assumes control of all maintained schools and replaces it with language that is applicable in a church context.

On Amendment 64, diocesan boards of education, as set out by Section 8 of the DBE Measure, exist to promote and assist the provision of religious education in church and other schools throughout the diocese. However, they also co-operate with other educational providers in their dioceses and play a vital role. In the right reverend Prelate the Bishop of Durham’s own diocese, around 50% of schools are academies. Across the Church of England as a whole, it is about a third of our schools, including secondary schools, and this is growing all the time—working in a range of different kinds of multi-academy trusts. There is a strong and growing diocesan trust in Durham, serving the needs of all the community it serves, working in strong partnership with a range of school-led MATs across the north-east. The joint diocesan board of education for Durham and Newcastle has been crucial to the success in the diocese and has contributed much to serving the whole community.

Amendment 64 requires the consent of the relevant diocesan board of education before seeking an academy order on a school for which it is the religious authority. Consultation with the diocesan boards of education before seeking an academy order is an important step to retain the cohesion that they already help to promote, and to ensure that the governance of schools with a religious character is maintained by the religious authority. DBEs will also be increasingly important as the education system nationalises, which is evident in this Chamber as we discuss questions of adequate funding for rural schools and other issues for which more local insight is invaluable.

Amendment 65 and the consequential Amendments 66, 67, 71, 72, 73 and 74 are intended to reflect the position of the churches as partners in state education. Amendment 65 inserts proposed new Section 3B, which mirrors the power of local authorities in new Section 3A and applies the power to submit applications for an academy order to the religious authority for church schools. The drafting also reflects the expectations of each religious authority before applying the power and accounts for schools with a religious character that do not have a religious authority. This would enable the religious authority, or appropriate religious body, to apply for an academy order in respect of its schools, in line with a strategic plan to enable a fully trust-led system.

This is important because the churches and other religious authorities have a strategic role in the development of the educational landscape. The move towards all schools being in a strong academy trust is not something that can be allowed to happen in an ad hoc or piecemeal way but requires strategic planning and the development of a system that works for all schools concerned. It requires the religious authority to be able to propose strategic change to ensure that none of its schools is isolated or left behind. This will be particularly important as we consider the large number of small schools, often in isolated rural communities, many of which, as we have already heard in previous discussions, are church schools.

--- Later in debate ---

[Baroness Penn (Con)]

The most successful multi-academy trusts build on the strengths of these types of schools. The intention is to build on the strengths that we see in all sorts of academies, including specialist academies, in building the school system that we want to build in future. That is what is set out in the schools White Paper and what we are trying to deliver and achieve. Looking at and building on the freedoms that those kinds of schools have used to strengthen our education system is the direction of the travel that the Government have set out. We certainly want to continue to support that. We believe that these schools do an excellent job and we want to protect them in future.

I think I have gone as far as I can in setting out my understanding of what the Bill does and in seeking to reassure noble Lords that I will go away, check this point and look at it in the context of the wider concerns about the powers in certain sections of the Bill.

We heard in the debate about the partnership model that these schools have and their important role in providing outreach to other schools in the local area; indeed, that is part of the model that they have. Although it is our view that they can be part of a successful multi-academy trust, I have none the less given an assurance about our intention behind these powers and an undertaking once again to go away and confirm that point for noble Lords. With that, I hope that the right reverend Prelate will withdraw the amendment for now.

[The Lord Bishop of Chichester]

My Lords, the amendment in the name of the noble Duke, the Duke of Wellington, has produced far more energy. I have to say, what I think is shared here is a concern that what happens in our schools is not done in a piecemeal, ad hoc way but intentionally. So it is not just about the intention of the powers that are brought but about what their effect will be. Of course, finding that you are alone is a dangerous place to be in a powerful, fast-moving organisational circumstance.

I am grateful to the Minister for her assurance that she is sympathetic to and understands the Church’s concerns over church schools. The need for a wider scope for what we had drafted in this amendment will be considered. I beg leave to withdraw the amendment in the name of my right reverend friend the Bishop of Durham.

Amendment 59 withdrawn.

Schools Bill [HL]

Lord Bishop of Chichester Excerpts

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

Turning lastly to the points raised by the noble Lord, Lord Knight, about Ofsted, as a number of noble Lords have said, we were promised a regulatory review, which is frankly far more important to the sector than tinkering with funding agreements and existing arrangements. That regulatory review would presumably look at how the DfE, regional directors, the ESFA and Ofsted all interact with each other. We might well have a consensus that Ofsted inspects MATs but only, I would say, in relation to the educational outcomes, the outputs and the safeguarding, which, after all, we all should be concerned about. I do not think that it is set up to inspect the organisational structure of the MATs operation in the broader sense. That is also not relevant. If we have the outputs, we have the educational outputs, which is exactly why we need a regulatory review—to discuss these points.

[The Lord Bishop of Chichester]

My Lords, I speak on behalf of my colleague, the right reverend Prelate the Bishop of Durham, and declare his interest as chair of the National Society.

I speak very briefly against Amendment 39C. It is well intentioned but poorly drafted. Its wording is too broad and too open to interpretation. For example, what would constitute “supportive”? How would “other considerations” be interpreted? As it stands, this amendment is unable to have meaningful impact.

[Lord Addington (LD)]

My Lords, my degree of fellow feeling for the Minister is growing, as it was when the noble Lord, Lord Knight, was talking, because of the amount of nodding and smiling in agreement behind her from her distinguished predecessors in the post—both of whom are true believers in academies—saying that this series of powers is unnecessary. The noble Lord, Lord Nash, has given us a classic example of “Don’t make us pass this because you can do it already. You’re effectively wasting ink.” The fact that it comes from the Secretary of State and not from another structure merely enhances the problems that there already are on this.

I would be interested to see what the down side of going back would be if we were to go through this. Can the Minister point out what the problem is with having this all in the office of the Secretary of State? Is it going to the Secretary of State themselves and this is some form of punishment for whoever holds the position, for having that amount of power? It is going to concentrate everything and it is already done. What great failings are we addressing? This is not the first Bill where we have thought that something must be done so we do it and then discover that it can already be done somewhere else. The Home Office normally holds the record for this, but if the Department for Education is going into some sort of competitive tendering process on this, I hope that the Minister can tell us how. Possibly it is some sort of Whitehall competition. If there is a problem, can the Minister identify it for us?

I appreciate what the right reverend Prelate has said about Amendment 39C. I was going to ask the Minister whether she could give us some description of what this would mean in practice if it was implemented. I appreciate that there may be problems with it. There are a series of arguments and messages running around the place about certain smaller religious groups that are getting very worried about this. What would be the result here and what is the Government’s thinking about how smaller religious schools will fit in?

Schools Bill [HL]

Lord Bishop of Chichester Excerpts

Committee stage & Lords Hansard - Part 2
Monday 13th June 2022 Lords Chamber

Finally, I come to Amendment 95. Again, the noble Lord, Lord Shipley, has done a great job with this, but we are talking about transparency. If you have this lump of money, where is that money being directed? If we have a geographical spread—even if we do not—we know how money is often allocated in organisations: the way organisational structures work is that they often depend on personal relationships and emotion, not on explicit measures of need, so it is really important that people can actually see how the money, if it is given to one MAT, is spread around the members of that MAT.

[The Lord Bishop of Chichester]

My Lords, I shall speak on behalf of my colleague, the right reverend Prelate the Bishop of Durham, and declare his interest as chair of the National Society. I shall speak against Amendments 50 and 55. Amendment 50’s proposal to give power to local governing bodies to withdraw from a MAT may inadvertently trigger fragmentation of MATs that are growing, an erosion of strong MATs that are reliant on academies within the MAT for sustainability and, as a result, wider instability in the system. The proposal does not reflect the company structure of the MAT or the remit of a local governing body as a committee of the board. Where there are concerns about the quality of provision, or the ability of a school to flourish and grow, these things should be discussed at a strategic level with the relevant regional director and, where appropriate, religious authority, so that together we can shape and develop an educational landscape that works effectively across communities of schools.

The language used in Amendment 55 is unhelpful. It should be noted that church academy trusts are based on church model articles which have a religious object, but that does not make them religious trusts. Church model articles provide a commitment to supporting the individual ethos of the school, whether it is a designated school or not. The requirement for additional consultation would add an unnecessary level of bureaucracy.

[Lord Knight of Weymouth (Lab)]

My Lords, I shall speak principally to the amendment in my name, Amendment 79B, about regional boards. This is part of my ongoing quest—our ongoing quest, as a Committee —to stimulate thinking on what an all-academy school system might look like in practice, and flush out a few thoughts to inform the Minister’s reflections as she seeks to improve the Bill as it goes through its journey in Parliament. In particular, what I am interested in in this amendment is the accountability of MATs.

One of the main criticisms I have of academies generally and, to some extent, multi-academy trusts, is that they are insufficiently accountable. We have heard that in the context of this debate now. I am also interested in the accountability of the Secretary of State, particularly if they take on a lot of powers through the Bill. The most appropriate body, or set of bodies, to hold the academy system to account are local authorities, because they are locally elected and have that legitimacy of election—he said, speaking in the House of Lords. Currently, the system has advisory boards for what, up until just after I tabled this amendment, were called regional schools commissioners; they are now regional directors. My sense is that the system does not actually regard the current RSC advisory board that highly. They are elected by the CEOs of MATs in the region and they elect some of their number to serve and advise the regional schools commissioner in her or his job.

I think we can do better than the current construction, so I am not giving up on a structure that already exists. If you can make something that already exists work, that can often be quite a helpful way forward. It is important to focus accountability at a regional level, rather than at a local authority level. We have local authorities of various sizes, from Rutland to Birmingham—in terms of the number of schools; I am sure there are local authorities with larger geographical sizes than Birmingham. But that we might want a set of local authorities within a region covering multi-academy trusts, given their catchments and the geography that they are drawing on, seems to make sense to me.

I am suggesting that the local authorities within a region form the majority of such advisory boards that now would have a statutory basis; and that they would be required to publish an annual report, so that they would be reporting on the way that the powers had been used by the Secretary of State in that region, and by the regional director. It was notable that the Minister, in response to the previous group, confirmed that in practice some of these functions will be performed by regional directors. This is an attempt to make those civil servants accountable for some of the decisions they are making in the name of the Secretary of State. In essence, it is the accountability of transparency that I am after—that, by asking those boards to publish and make publicly available an annual report, we can all see how the powers are being used and how the needs of the children in that area are working, and how local authorities would function as the voice of parents and pupils in their areas.

As I think the noble Baroness, Lady Bennett, was just talking about, in the end this is rooted in the importance of schools as part of a community. I do not think anyone in this House, from the Government Benches through to this side, disagrees with that. It is important that the community is reflected in the work of an academy, that the community as a whole is there to attract and retain teachers, that the school understands how to engage parents on the basis of the parents in that community, that it is able to develop engaging learning by making it relevant to that community, and that it is able to adjust the curriculum according to what is going to create the relevance to its community. That is my suggestion, and it is merely a probing amendment to see if anyone thinks it is a good idea.

There are just a couple of amendments tabled by the noble Lord, Lord Shipley, that I would comment on. Amendment 41 talks about a “similar geographical area”. I chair a multi-academy trust that is national and works across a bunch of regions, which by and large works pretty well, and some of the other national trusts work pretty well. The overall direction of travel of policy from the Government and elsewhere is that a more regional, localised approach is probably on balance better, but we are where we are with those large national trusts. We need to understand what is a viable footprint within a region to have a good relationship with a local authority, with its duties to SEND, and with its duties to children generally. If those national trusts have a mere smattering of a presence in a region, it might be as well for them to between them work out how to be more focused on a geographical basis. But if they already have a substantive footprint, and a substantive relationship with the local authorities, I do not think that it should be disrupted. The noble Lord, Lord Shipley, might want to think about that.

Amendment 95 is about reporting on funding. Some multi-academy trusts do something called GAG pooling, which is nothing about keeping people quiet; rather, it is pooling the general academies grant to then distribute money across the map where it is deemed to be needed. As an example, I was in a meeting today to discuss an academy in Walsall that is the last one in the E-ACT group that is struggling. We put a considerable amount more funding into school improvement in that case than it would get through its general academies grant. It is that redistribution of wealth—to use an old-fashioned phrase that we like on this side of the Chamber—that is at the heart of the flexibility that the noble Lord, Lord Shipley, is questioning. I think he is basically saying that it is fine but that we should have some transparency about this. I am not afraid of transparency, and if the Government choose to move to get more transparency about things, so much the better. We have to publish in our annual report quite a detailed amount of financial information, and that is all publicly available. I hear criticism that more information should be easily available on an academy-by-academy basis. I do not think any of us should be afraid of transparency if that is what people would like.

--- Later in debate ---

Moved by

[The Lord Bishop of Chichester]

51: Clause 20, page 14, line 30, at end insert—
“(1A) In the application of this section to the proprietor of a Church of England school, subsection (1) has effect as if the power to make regulations were a requirement to do so.”Member's explanatory statement
This amendment ensures that regulations are made for Church of England schools in minority trusts.

[The Lord Bishop of Chichester]

My Lords, I speak on behalf my colleague, the right reverend Prelate the Bishop of Durham, on his Amendment 51 and declare his interest as chair of the National Society. We tabled this amendment because, for Church of England schools, there will be occasions when schools are not in trusts where former voluntary aided schools are in the majority. For us, there needs to be the same consistency of approach in Clause 20, which is of particular importance for Roman Catholic schools, for example, as there is in Clause 19. Clause 19 sets out the requirement that the Secretary of State “must make regulations” concerning multi-academy trusts. However, as things stand, Clause 20 is only a “power” and does not guarantee regulations for trusts that do not meet the baseline voluntary aided numbers outlined in Clause 19.

We must ensure that there are appropriate regulations for all Church of England schools in trusts, so it is crucial that the Secretary of State must, rather than just may, make regulations in the context of the Church of England to provide legislative protection and assurance for any MATs where there are less than 50% voluntary aided schools within the trust. I would further welcome any assurance the Minister can provide that our understanding is correct that Clause 19 describes a baseline over which a trust must have majority articles but does not represent a threshold, and therefore does not prevent MATs that do not have a least 50% voluntary aided schools within the trust operating under majority articles.

[Baroness Penn (Con)]

I thank the right reverend Prelate the Bishop of Chichester for moving this amendment. As he said, the amendment would require the Secretary of State to make regulations under Clause 20, rather than providing the Secretary of State with a power to make regulations.

The Government entirely appreciate that the governance protections in Clause 20 are incredibly important to the Church of England and all other religious denominations. They will provide reassurance to local authority-maintained schools with a religious character that their religious character, which is maintained and developed through their governance arrangements, will continue to be protected once they become academies.

To explain why the current wording in Clause 20 is appropriate, it is useful to compare the clause with Clause 19, as there are some differences. Clause 19 relates to a very specific point regarding members and directors in certain academy trusts. The exact provision that is to be set out in the regulations is stated in the clause. It is therefore appropriate for this clause to provide that the Secretary of State must make these regulations.

In contrast, the regulation-making power in Clause 20 is much wider and the extent to which it is used will be finalised only after consultation. Clause 20 applies to all academy trusts which contain academies with a religious character. It also covers a much wider range of governance matters than the specific point in Clause 19. For example, regulations made under Clause 20 may include who can be appointed into different governance roles and the connection they must have to the relevant religious body. It may also include alterations to the articles of association, the composition of committees and the delegation of responsibilities.

Clause 20 needs to be a power for the Secretary of State to make regulations as the exact scope and content of the regulations will be informed by future consultation. However, to be clear, the Government do not intend to avoid making regulations under Clause 20. Instead, I assure the right reverend Prelate of our absolute commitment that, after consultation, the Government will make regulations under Clause 20 which apply to all academy trusts with an academy school of any religious character.

The regulations made under Clauses 19 and 20 will make clear the circumstances in which certain governance arrangements must be in place. For example, this could be when a trust must ensure that the majority of directors are appointed by the relevant religious body. However, this does not mean that similar arrangements cannot be used in other circumstances. For example, an academy trust in which fewer than half the academies are former voluntary aided Church of England schools can still adopt articles of association in which the majority of directors are appointed by the relevant religious body.

In addition, as stated in the clause, the Secretary of State will consult before the regulations are first made. This consultation will include appropriate stakeholders, including religious bodies. The right reverend Prelate can be reassured that this means we will continue to work constructively with dioceses and other religious bodies to agree the most appropriate governance arrangements for academy trusts comprising different types of academies with a religious character.

I hope this has provided some confidence to the right reverend Prelate that, after appropriate consultation, regulations under Clause 20 will be made. I hope he is therefore able to withdraw the amendment on behalf of his noble friend.

[The Lord Bishop of Chichester]

I beg leave to withdraw the amendment.

Amendment 51 withdrawn.

--- Later in debate ---

[Lord Knight of Weymouth (Lab)]

My Lords, I am supportive of the last two speeches. One of the things that I suppose I regret about the decline of collective worship is the decline of moments of collective reflection, although I am not of faith. Indeed, I am a humanist, and two years ago I was lucky enough to get married on a deserted heart-shaped island in the Orkneys at a humanist wedding. At that time, and I imagine this is still the case, I was advised by the celebrant that there are more people getting married in humanist ceremonies in Scotland than all the other faiths put together. That is a demonstration of the sense that society is changing, whether we like it or not.

I shall speak to Amendments 54 and 56 in the names of the noble Baronesses, Lady Burt of Solihull and Lady Bakewell, and myself. Amendment 54 would require faith academies to provide an inclusive alternative to faith-based religious education for those who request it. Amendment 54 seeks to mitigate some of the issues caused by compulsory faith-based RE. It would do so by introducing a requirement for faith academies to offer those pupils who withdraw from faith-based RE a new subject called religion and world views education. This new subject would be objective, critical and pluralistic. This alternative would cover both religious perspectives and non-religious perspectives such as humanism.

We have heard from the noble Baroness, Lady Meacher, the stats from the British Social Attitudes survey regarding the number of those now identifying as non-religious, non-Christian and so on. It is particularly high, at 72%, among those in the age bracket 25 to 44 —that is, those most likely to have school-age children—yet over one-third of our state-funded schools have a religious ethos, and I respect them. The vast majority of those, 99%, are Christian, and I respect that too. Indeed, in 2020 the Church of England’s own Statistics for Mission revealed that the number of places in Church of England schools now outstrips the Church’s entire worshipping community.

The DfE’s associated memorandum declares that it is not compulsory for a child to attend a school with a religious designation, but of course this ignores the fact that, as we have heard, thousands of parents are effectively having to send their children to faith schools every year because there is no suitable alternative locally. That was definitely the case in my former constituency of South Dorset in the rural areas where many or indeed most of the village schools were Church of England schools. They did a perfectly fine job, but while you could get assistance with transport if you wanted to send your child to a different faith based-school, you certainly could not get such assistance if you wanted to send them to a comprehensive non-faith-based school if that was what in accordance with your views.

It is that kind of discrimination against people who are not of faith which I am keen to try to do something about, when we have the right opportunity to do so in an inclusive way. Amendment 54 provides a remedy. It would mean that children who do not share the religion of the school they attend will have access to an “objective, critical and pluralistic” version of the subject that does not seek to indoctrinate them into one religious perspective.

Amendment 56 would make it explicit that RE outside of faith academies must be inclusive of non-religious worldviews such as humanism, in line with what is already required by case law, and rename the subject accordingly to “religion and worldviews”. RE is a statutory subject in all schools. However, recent figures from the National Association of Teachers of Religious Education found that 50% of academies without a religious character, which make up approximately two-thirds of academies, do not meet their legal requirements to provide the subject as set out in their funding agreements. Although there are a range of reasons for this, it seems plausible to suggest that many schools—as well as pupils and their parents—see the subject as outdated and irrelevant to their lives. This is an opportunity to give the subject a shot in the arm.

I think that is why, when there was a review of the subject by the Commission on Religious Education in 2018, chaired by the Very Reverend Dr John Hall, the Dean of Westminster and former chief education officer for the Church of England, that report recommended the policy of both the RE Council and the National Association of Teachers of Religious Education: that we should do exactly this. It has been properly considered and thought through, and seems a perfectly reasonable adjustment to make, as do the amendments proposed by the noble Baronesses, Lady Meacher and Lady Whitaker.

Finally, I stress that the new “religion and worldviews education” would still reflect the fact that the religious tradition in Great Britain is, in the main, Christian. This is not at all an attempt to whitewash out teaching about religious traditions. Those are really important if we want to have an inclusive society that respects each other’s traditions and faiths. However, as I say, this amendment provides a shot in the arm for what I think is a vital subject.

[The Lord Bishop of Chichester]

My Lords, I speak on behalf of my colleague the right reverend Prelate the Bishop of Durham and declare his interest as chair of the National Society. I speak against Amendments 53, 54 and 56 to 58.

I strongly urge noble Lords not to support the proposal set out in Amendment 53. It is framed as a mandatory requirement. However, it is unclear what would satisfy the definition of “a meaningful alternative” for pupils. Furthermore, it does not consider the resourcing implications in terms of staff and accommodation, depending on the number of pupils opting out.

Amendments 54 and 56 provide no definition of what constitutes such an “objective, critical and pluralistic” education. This would require a much fuller consensus to be achieved about the purpose and content of the RE curriculum, which is not the purpose of the Bill—although I note the helpful observations of the noble Lord, Lord Knight, on the work done by Dr John Hall. There may be some helpful work elsewhere that could be continued from that.

The wording around acts of worship and “religious observance” in Amendment 57 is open to interpretation, which is subjective. It would be very difficult to define or apply it consistently. A prohibition as proposed under this amendment would appear excessive and it is unclear how it would be monitored.

Amendment 58’s removal of provisions may conflict with church school trust deeds and governance documents that require certain staff in a church school to have particular attributes as a genuine occupational requirement; for example, fitness and competence to teach religious education because of their religious opinions, attendance at religious worship, and/or willingness to teach in accordance with religious tenets.

[Baroness Meacher (CB)]

I thank the right reverend Prelate for giving way. I just want to make two points. First, does the right reverend Prelate really feel he should be persuading Ministers not to adopt these amendments when religious communities as well as non-religious communities support them? Secondly, he said that teachers must not be discriminated against if they have a requirement in their job, but the amendment allows for that very clearly. If there is an occupational requirement to have religious knowledge, that teacher will be expected to have religious knowledge, so I am unsure why the right reverend Prelate is arguing those points.

[The Lord Bishop of Chichester]

The points I am arguing reflect the experience and response, particularly that garnered by the National Society. It is on the basis of that that the rejection of these amendments is built. It presents for us a national picture from the Church of England.

[Baroness Fox of Buckley (Non-Afl)]

My Lords, it is very useful to have the right reverend Prelate raise a religious voice against these amendments and raise some concerns. Maybe I could raise a non-religious voice with some concerns I share against these amendments.

I am particularly worried about Amendments 53 and 57 and the idea of alternative assemblies

“directed towards furthering the spiritual, moral, social and cultural education of the pupils”.

I fear this would become a secular version of religion, with all its preaching of things I do not particularly like. It was interesting that the noble Baroness, Lady Meacher, mentioned what is happening in Wales, where I am from. I met some teachers from Wales over the weekend and one talked about how, apparently, the alternative to religion is that we teach environmentalism—the new religion—and made that joke. What would the content of these things be?

While I am not religious and consider myself a humanist, I feel queasy because we have a problem in this country of religious illiteracy. I think we want a secular society that understands religion and shows some regard for religion and its tradition. Religion seeps into the public sphere and a lack of religious literacy can be problematic. We have seen in the last week the issue around the film “The Lady of Heaven”, which several major cinema chains have backed off from showing in a really disgraceful instance of artistic censorship. I noted that the reason given for that was that it was offensive to local Muslims, but the film was made by a Muslim filmmaker. At the very least, that could indicate that people panic in the face of religion without necessarily understanding it.

This religious illiteracy is perhaps why I have a preference—if I had to choose between them—for Amendments 54 and 56, which make some attractive points. “Religious and worldviews education” sounds more palatable. If anything, I would say, “Why not for everyone?” The amendment mentions non-religious philosophical convictions to be taught. I think all pupils, including those of religious faiths, would benefit from reading John Locke’s A Letter Concerning Toleration and understanding the philosophical roots and importance of religious freedom for a secular society, ironically, and from reading On Liberty by John Stuart Mill. This might counter, for example, the shocking events we saw in Batley, where a religious education teacher is still in hiding for his life over the allegation of blaspheming—despite the fact there is no blasphemy law. People seem to feel very queasy about calling this out or saying anything about it in this House, or in politics more generally.

I was glad to see in Amendments 54 and 56 an acknowledgement that Christianity is the predominant religion in Great Britain, because I think people have got a bit queasy about saying that for some reason. It is important to understand that the Christian tradition does not just inform faith or even a moral framework for the country, but has provided centuries of cultural imagery in art and literature. I remember, as an English teacher, standing in front of a group of A-level students and asking, “What might that apple symbolise?” I was met with blank faces because they could not understand what I meant: the apple did not symbolise anything to them. I do not think that it was entirely my poor teaching that did that; when I explained it, it took quite a lot to get there because they were unfamiliar with the symbol. I would like a greater understanding of the traditions, history and philosophy of religion, if anything.

Finally, I worry about some of the comments made that assumed that people of faith or introducing pupils to faith—within faith schools, for example—equals indoctrination. That is the wrong way to see it. I was brought up in a Catholic school but it backfired on them terribly, which made me think that people are not indoctrinated in that way.

It is also wrong to associate religion with extremism per se, or to imagine that the problems of political extremism that we might see in society are to do with religion—goodness knows that there is plenty of secular extremism about. We should also be concerned about a mood of intolerance to Christianity, or even a squeamishness, with people feeling embarrassed by Christianity in this country; I do not think that that is particularly helpful. Although I have some sympathy with two sets of the amendments rather than the others, we should be careful not to demonise religion, religious people or faith in our aspiration to widen education and give more options for non-religious families.

--- Later in debate ---

[Lord Lucas (Con)]

I have a great deal of sympathy for what the noble Baroness has just said. The phrase that comes to my mind is, “Better the devil you know”—if I am allowed to refer to the Church of England in that way. We know that religion is an immensely powerful and deep force for people. The Church of England is very civilised and easy to get on with; it is part of our community and history. That is the right way, and the right environment, for that part of children’s education.

If you are sending your child to a school run by the Church of England or the Catholic Church, for goodness’ sake, you know what you are getting. Although I have come out the far side of religion some long time ago, I very happily sent a couple of my children to schools with a strong Church of England ethos, and it did not do them any harm any more than it did me harm to go to church twice a day for 15 years of my life. Religion is not a poisonous thing; it is an enriching thing. When I get to go to a decent wedding, I bellow the hymns with enthusiasm and deep memory. I am sure that a lot that I have experienced enriches my life. We should not look at this as something harmful; it is something that we are, by and large, all used to and live with, and is a positive force in our country and lives. We should celebrate it and not try to shy away from it.

[The Lord Bishop of Chichester]

My Lords, I am grateful to the noble Baroness, Lady Fox, for her comments. There are two things. I am very aware of the important statement that the Queen made in her Diamond Jubilee about the vocation of the Church of England, which is not to promote itself but to promote faith, the practice of faith and respect for people of faith. The noble Baroness’s comments on religious literacy are very timely, particularly if we are taking seriously the education of our young people as they face not only a global issue in which religious literacy is of increasing importance but also, of course, as we prepare them for a pluralistic society here in England, in Britain, where, once again, religious literacy is increasingly important because of the range of places from which people come and the faiths that they bring with them. I greatly value the comments—thank you.

[Lord Shipley (LD)]

My Lords, I will just make a very brief contribution. I have found this a very helpful, thoughtful debate which will merit reading in Hansard tomorrow to get some of the finer points.

I want to say a word or two about Amendment 54 and Amendment 56, which my noble friend Lady Burt has signed. It is based on my understanding of what the amendments are saying. As I read them, these amendments are not aimed at diluting the approaches of faith schools or undermining their rights to maintain the faith ethos taught in them. They simply mean that students who opt out of faith-based RE and all students at non-religious schools have a more inclusive subject available to them. That is my understanding, so I would be grateful for the Minister’s confirmation.

Can I add two questions to the Minister? As I understand it, these amendments would not actually change the legal position but place existing case law into statute. In 2015, in the case of Fox v Secretary of State for Education, the High Court ruled against the DfE and in favour of three humanist parents and their children who challenged the Government’s relegation of non-religious world views in the new subject content for GCSE religious studies. The court stated that religious and non-religious world views, such as humanism, must be afforded equal respect in the RE curriculum. I have concluded that the amendments would simply ensure that equal respect becomes a statutory requirement. Does the Minister see it in the same way?

Secondly, can I build on a point made earlier by the noble Baroness, Lady Meacher, in relation to recent legislation in Wales? That has not been particularly debated this evening. Maybe we should look at it in greater detail because I think it is important to consider, and I hope the Minister will be considering it in the context of this Bill. In looking more carefully at that, does the Minister think that there may be a case for legislation in England being similar to that which applies in Wales? Does she think it might be helpful to try to build on it? I am looking forward to a response from the Minister about that because I often get worried about the United Kingdom having key differences on matters of approach in law on matters such as this which seem to me would benefit from a single legal understanding.

That is two legal questions. I acknowledge that the noble Baroness, Lady Fox, pointed out that, in Amendments 54 and 56, the statement is clearly made that the religious traditions in Great Britain are, in the main, Christian. I am glad that, on behalf of my noble friend Lady Burt, who was the first signatory to the second of these amendments, that point has been fully understood.

Education: Music A-level

Lord Bishop of Chichester Excerpts

Monday 24th June 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, it is correct that some universities have withdrawn the list of facilitating subjects, but they have replaced it with a website which gives children pointers to the sorts of subjects they need to study if they are to go on and do challenging degrees; for example, if you want to read medicine, you cannot do that by dropping science subjects at either GCSE or A-level.

[The Lord Bishop of Chichester]

My Lords, does the Minister agree that the decline in music A-level is part of a broader problem of social inequality in access to music itself and music education? Is it not time for the Government to reassess the persistent and growing evidence of the damaging effect of EBacc and the contribution of music through other routes such as BTEC in broadening access to our leading conservatoires, and to adjust the disproportionate bursary funding that allows £9,000 to music graduates but up to £32,000 to graduates in other subjects, in spite of recognition that music is vital to sustaining the creative industries in our country?

[Lord Agnew of Oulton]

The right reverend Prelate shares the concern of many Peers in this Chamber today. As I have said in Answers to earlier Questions, music has been extremely important in my own life; as I mentioned a year ago when this was raised by my noble friend Lord Black, my own father was cured of a debilitating stammer through the discovery of singing when he was a teenager. However, as I said earlier, children can discover music not only through the specific routes of GCSE and A-level. We have set up the music education hubs, which have been an outstanding success. In 2013-14, some 600,000 children had access to them, and last year, according to Birmingham City University, 89% of schools and some 700,000 pupils benefited from them.

Religious Education

Lord Bishop of Chichester Excerpts

Monday 17th December 2018 Grand Committee

[The Lord Bishop of Chichester]

My Lords, I am grateful to the noble Lord, Lord Alderdice, for securing this debate and for placing our understanding of how to be in the world as the foundation for this report, Religion and Worldviews: the way forward. A national plan for RE. The report has been widely welcomed by many who are committed to the best possible teaching of RE, including the Church of England’s education office. We are grateful to the very reverend John Hall for leading the commission that has produced the report.

There may be many causes for the decline in the delivery of good-quality teaching in RE, but one of them will undoubtedly be the exclusion of the subject from the EBacc and a consequent decline in the number of qualified RE teachers in schools. This might well be an unintended consequence, but it is worth noting that for the same reason there is also a serious concern about the lack of music teachers and teaching posts. The EBacc is seen as a disincentive. On both subjects, I believe that the quality of the education we give to pupils in our state-funded schools is seriously diminished. I join others in welcoming the recent comments by Ofsted Chief Inspector Amanda Spielman, who in a recent speech at the SCHOOLS NorthEast summit in Newcastle, asserted the importance of quality education in the broadest terms,

“encouraging the take-up of core EBacc subjects such as the humanities and languages at GCSE, alongside the arts and creative subjects”.

I hope the Minister presses the point with Ofsted so that a school could not be judged outstanding if it were not able to demonstrate excellence in religion and worldviews—RE, if you wish to call it that—and the arts, especially music.

It is the Church of England’s hope that this CRE report will contribute to a significant improvement in the delivery of an education in which the skills of religious literacy are a natural and valued element. The urgent need for this has been well stated by the Religious Education Council of England and Wales’s chief executive, Rudolf Eliott Lockhart, when he observes:

“More than ever, as our society becomes multicultural and religious extremism dominates the news agenda, we need young people to be religiously literate”.


In the 11 recommendations of the report, the language of national entitlement underlines the seriousness of the matter. I believe this is something that the noble Lord, Lord Alton, has also touched on as a right. The entitlement is outlined in pages 12 and 13 of the report. The recruitment and training of teachers in this subject is a vital element in the delivery of excellence in this important area. The call for teachers of secure subject knowledge and for promoting the value of scholarship is greatly welcome.

In today’s pluralist society, we need teachers who will challenge cultural and religious stereotypes from a position of understanding and respect. In the case of religions that have an inherited and shared cultic practice, an identifiable canon of foundational texts and an organised pattern of leadership, it will be important to ensure that secure subject knowledge also includes the ability to explore a faith system’s world view through the practices that define and sustain it. In this respect, I hope that any national body that is responsible for developing coherent programmes of study would be required to consult religious and cultural organisations, particularly those whose practice, texts and organisation are the material for study in our schools.

Finally, recommendation 11 opens some serious questions about the withdrawal of pupils from this vital area of education. What plans does the Department for Education have to provide additional legal advice to governors and teachers about what should constitute legitimate grounds for the right to withdraw a pupil from the best that can be offered in the study of religion and world views? How will the Department for Education protect teachers from complaint and prosecution on the basis of ideological or racist views about this subject?

The Secretary of State has stated in his response to the report that his priority is to provide stability to schools, yet I fear that without action to support and incentivise the teaching of humanities, arts and RE by well-trained teachers the inevitable outcome will be not stability but narrowness and decline.

Schools: Music Education

Lord Bishop of Chichester Excerpts

Thursday 18th October 2018 Lords Chamber

[The Lord Bishop of Chichester]

My Lords, I am grateful to the noble Lord, Lord Black, for his magnificent introduction to this debate, and for the opportunity for us to remind ourselves of the vital importance of music and the arts generally to the creative industries and the life of our nation.

The decline in funding for music in schools, and in its take-up at GCSE and A-level, has already been identified and the crisis we now face has been rehearsed. I add my voice to those who have called for a thorough review, and possibly the abolition of the EBacc as a means of addressing the situation.

The benefits of music are considerable in the delivery of an integrated education that develops the whole person and meets the diverse needs of any school and the community it serves. Many of these achievements have been rehearsed already in the debate. Learning a musical instrument can develop personal discipline, as performing in a band, orchestra or choir develops a sense of mutual responsibility and respect. Similarly, performance can enhance self-esteem, leadership skills and the determination to achieve. The importance of these skills for future employment has also been noted by the noble Lord, Lord Lipsey.

So much of this is recognised in the 2011 DCMS national plan for music, which makes the failure to deliver and secure the future of music all the more alarming. The decline of the music sector in state-funded education is, as we have also already heard, not replicated in the independent sector, where emphasis on music and the arts remains one of the major selling points of an education that will develop the whole person, build confidence for life, and lead to fulfilling employment.

Music is in danger of being eliminated from areas of deprivation, and of becoming something increasingly London-centric. The Music in Secondary Schools Trust—which, as the noble Lord, Lord Lingfield, mentioned, is supported by the noble Lord, Lord Lloyd Webber—makes an incredible and important contribution, but it is London-centric.

It is noteworthy that the Church has been a patron of music across many centuries; many of our cathedrals still play a part in opening a door to a child with musical ability from a family that may not be wealthy but will be willing to support their development. We in Chichester have recently seen a child from a low-income family win a choral scholarship and board and get an outstanding fully funded education, which resulted in winning a similar package of scholarships at Lancing College—although this is all in the independent sector. We in Chichester are also linked with the Lutheran Church in Germany. I recently visited the Diocese of Bayreuth and there, through the state funding of the Church—through church tax—they have an independent music academy that specifically trains young musicians for church music. This extraordinary, wonderful facility, as a conservatoire, boasts a building with seven organs, 12 harpsichords, a piano in every room, recital spaces, and training in music teaching for young and old alike. We are nowhere near this; our pride in the English and Anglican choral tradition is likely to be eclipsed if we are not careful.

The importance of music as an element of education that nurtures ability in the humanities and the sciences alike is too valuable a resource to be left to the small sector of society that benefits from independent education through being able to afford it, or through having parents with the determination and social confidence to secure it through scholarship—and that is never without personal, social and emotional cost.

The loss of music resources from state-funded schools means we will inevitably fail to release the talents of some of the most able and imaginative children in our nation, because only some have access to its benefits. Moreover, we shall fail to provide an education that gives those with particular needs—in terms of learning, social adjustment, personal development and many forms of impairment—an opportunity to benefit from a mode of communication that can release them to attain a more socially fulfilled life.

One of the complications in sustaining a vibrant musical life in our schools is the availability of appropriately qualified teachers, as we have already heard. Music gave space for creativity in the curriculum; the lack of that space has increasingly created a feeling that teaching is simply a tick-box exercise. It was recently reported nationally that, in Devon, a primary school teacher of 17 years’ service—who represents the “wastage rate” of 10.5% in the profession—resigned to go freelance as a poet. On resignation, he sponsored a billboard poster that read:

“Children! You are not data: learn, inspire, dream, create”.


The loss of music from our schools is of detriment to the teaching profession. I hope the Minister will encourage a review of teacher retention, addressing the causes of its low levels and how to redress this.

Another challenge in promoting music in schools is that it often lacks a supportive culture to make it as attractive in a peer group as sport. How good it is that the crisis in music has prompted celebrity role models to speak out: Ed Sheeran, JB Gill and Laura Mvula have all spoken about the importance to them of music, representing the diversity of cultures from which they come, and which is important in our schools in making music.

The funding of local choirs and youth orchestras, and places where people can rehearse and perform, has been widely diminished by the loss of public funding in local government. The Guildhall School of Music & Drama notes that 76 music teachers were made redundant in the closure of Wiltshire County Council’s music service in 2016. In some counties the service continues but with a charge, although the Guildhall School also notes that in some cases that charge is as much as £4 an hour more than in the independent sector of music teaching. I hope that this can be reviewed and that we address the need for funding at a local level those community organisations that will sustain and enable to flourish what we seek to pay for in supporting music in our schools. The long-term damage that we shall sustain as a result of what we are doing to music in schools and local communities will ultimately cost us far more in many different ways than the short-term financial savings that seem to be causing this damage.