Children: Adult Material Online

Lord Bishop of Liverpool Excerpts

Wednesday 19th June 2013 Lords Chamber

[Lord Nash]

The noble Lord is quite right. The Government want the industry to develop robust age verification systems to prevent children and young people being able to access these images. ISPs are bringing in closed loop e-mails so that when the filters are changed in a home, an e-mail is sent to the account holder and therefore to the adult. There is a major piece of work going on through UKCISS, but it is true that it will be difficult to ensure that all pornographic sites have robust age verification systems in place as many—indeed, most of them—are hosted outside the UK.

[The Lord Bishop of Liverpool]

My Lords, in light of yesterday’s question about sex education, and the important Question put by the noble Baroness, Lady Benjamin, can the Minister tell the House whether there is interdepartmental working that involves the Department for Education, the Department of Health, the Department for Culture, Media and Sport and the Ministry of Justice?

[Lord Nash]

There is, on a number of fronts, including work on troubled families, but I think that the right reverend Prelate’s question merits a more detailed answer, so I shall write to him.

Young People: Parenthood

Lord Bishop of Liverpool Excerpts

Wednesday 27th June 2012 Lords Chamber

[Lord Hill of Oareford]

Certainly, I agree with the noble and learned Baroness’s underlying point that we all have a shared interest in making sure that children are brought up as well as possible. It is a point that the noble Lord, Lord Northbourne, made as well, so we have a common interest. On the specific point about citizenship and the content of that within the curriculum, as the noble and learned Baroness will know we are looking at the whole question of the national curriculum. I will relay her point to my honourable friend Mr Gibb for him to reflect on.

[The Lord Bishop of Liverpool]

My Lords, is the Minister aware of the Children’s Society’s Good Childhood report in which parenting features considerably? Is he further aware of the number of primary schools that already offer parenting courses for pupils’ parents? Is his department able to tell us how many schools across the country offer such parenting classes?

[Lord Hill of Oareford]

I do not know how many schools offer that and I do not know how easy it would be to find out, but I will certainly ask the question. I am aware of how much work is being done in primary and secondary schools and the way in which many schools, particularly primary schools, are finding ways of bringing parents into schools and educating them at the same time as the children. I agree with him on the importance of schools developing ways of encouraging that.

Education: Academies Funding

Lord Bishop of Liverpool Excerpts

Tuesday 21st June 2011 Lords Chamber

[Lord Hill of Oareford]

I am not aware of the specific percentages, but there are big variations between local authorities and the decisions they take as to how they want to spend their money, which seems to me to be proper. There are variations between years, and then, more generally, the school funding system operates in a way whereby some children in some schools in some parts of the country are funded at a significantly lower level than children in similar schools with similar characteristics in other parts of the country. As well as looking at academies’ funding and trying to make sure that it follows the principles that I set out, we are consulting on the whole school funding formula to try to make sure that children in one part of the country are not out of pocket compared with children in schools with similar characteristics in another part of the country.

[The Lord Bishop of Liverpool]

My Lords, I declare an interest in that the diocese of Liverpool is co-sponsor of three city academies together with the Catholic archdiocese of Liverpool. Is the Minister aware of the difficulties faced by the early academies in raising their sponsorship of £2 million now that the funding arrangements have changed? It is good news to hear that there is a review. Will the review body take this into consideration?

Academies Bill [HL]

Lord Bishop of Liverpool Excerpts

Monday 21st June 2010 Lords Chamber

[The Lord Bishop of Liverpool]

My Lords, I declare an interest in that the diocese of Liverpool is a co-sponsor with the Catholic arch-diocese of three academies, as the noble Lord, Lord Adonis, mentioned. We have already seen remarkable progress being made in our first academy situated in an area of great deprivation. Within four years, the Academy of St Francis of Assisi has gone from 27 per cent to 66 per cent of its pupils gaining five GCSEs at Grades A to C. The one thing that I have learnt from the academy experiment—it is now more than an experiment as it is well established—is that children’s performance is improved through investing in the training and performance of teachers. There is a direct correlation between the performance of teachers and that of pupils. This surprised me, even though I began my professional career as a teacher. Investment in the head, the senior management team and the teachers in academies has made a remarkable contribution to improving people’s life chances, especially in deprived communities.

The noble Lord, Lord Adonis, is right that under the previous Administration there was a shift from the original intention, which was to break the mould of education in deprived communities, but the policy has broadened out and schools have benefited. In the context of Liverpool, the noble Baroness, Lady Morgan, made a powerful point. The Government may resist her amendment and stick with academies, but I hope that they will share the aspiration of the previous Administration to change the nature of education in our deprived communities—whatever name we choose, that is what is at stake—as the academy programme has shown that we can do that. If the Government persist with the title “academy”, I hope that they will also persist with the ambition to improve the life chances of young people in our most deprived areas.

[Baroness Morris of Yardley]

My Lords, this is an interesting debate that has raised important issues. Legal status and legal titles are exactly that, but at the end of the day they are not the mark of success or failure in our education system. We may disagree on whether legal status is the measure that raises standards or whether it is something other than that. I very much agree with the previous speaker that standards are raised through the quality of teaching and of leadership rather than through legal status or title. However, whatever the relevant legal status was under the previous Government, the fact was that most of the effort and resources were put into the areas of greatest deprivation. I believe that is what academies should do. Once you spread the size of the club, you make it less special and you are not able to devote the same expertise to the schools that need it most. That is the decision that the Government have to make. In that respect, I wish to ask a very specific question about the impact assessment. On page two, it is estimated that over four years the net benefit will be £1.72 billion. I am surprised at that. The relevant figure is £282 million a year. The impact assessment states:

“Benefits are in terms of the increase in estimated lifetime earnings of the additional number of pupils attending academies and obtaining improved GCSE results … Evidence for impact of academies on pupil attainment is based on evidence from academies that opened before 2006”.

I find that very strange and would welcome an explanation of it. The schools that became academies before 2006 were situated in challenging areas. They were often failing schools that were letting down very bright students. The minute they got the chance, their grades improved, and over 12 to 24 months some schools went from fewer than 20 per cent of their pupils getting five A to C grades to as high a figure as 40, 50 or 60 per cent. The Government have decided to concentrate their effort, time and resources on outstanding schools, which may already have 90 per cent of their pupils getting five A to C grades, including English. Given that evidence, I am surprised at the impact assessment and the amount of money that is quoted. The maximum improvement that schools could make would be to increase from 90, 91 or 92 per cent to 100 per cent of all pupils. I like to think that I am an optimist in life, but I am surprised at how that could create a net benefit to the Exchequer and the nation of £1.72 billion over four years.

I have a further question on that. The figures relate to lifetime earnings. What measures or mechanisms are Ministers using, and in which years of these young peoples’ lives might that money accrue to the Treasury?

Academies Bill [HL]

Lord Bishop of Liverpool Excerpts

Monday 21st June 2010 Lords Chamber

[Baroness Morris of Yardley]

I support the amendment proposed by my noble friend Lady Royall. This is a very strange part of the Bill, and I am not sure what the rationale behind it is. The Bill purports to want to know the views of people in communities or schools where children’s lives are affected by what legislation says. However, it excludes from consultation at key points anybody outside the school. I wonder if this comes from the Government’s fears over what happened when they had ballots over grant-maintained schools. If so, I well understand that. That was a procedure that ended up causing terrible arguments and distrust between groups of people and communities who should have been working together. There is absolutely no way that I would want to return to that. Indeed, in my time at the department, we did not have ballots in that manner. I am sympathetic, but the Minister mentioned in the last debate that people are somehow suspicious of academies and free schools. There is no better way of making them more suspicious than to exclude them from being consulted. If the Minister accepts that that suspicion is already there, I am not sure why he wants to risk building it up by, as I say, excluding people from consultation.

I have two more points. When this issue was previously been raised in the course of the Bill, the Minister said that the previous Government did not have means of consulting anyway. Correct me if I am wrong, but the essential difference was that, under the legislation used by the previous Government, one school was closed and a new one was opened. The consultation took place as part of the school closure and opening. In the Bill, the conversion of a school—as far as I can see, there is no official closure and opening—excludes any consultation at all.

Finally, the amendments do not seek to take away from the Secretary of State the right to decide whether or not a school should be granted academy status. You might argue that they ought to, but they do not. I cannot see that they would delay any consideration. If I was the Secretary of State in this situation, I would want to put myself in a position where I took the community with me, just to give any new school the best possible start to its life. To load a school with potential suspicion when that need not be the case is really not acceptable. To accept amendments along these lines, if not in such detail, would be very good for any schools that become academies under this legislation.

[The Lord Bishop of Liverpool]

My Lords, as a supporter of academies, I very much encourage the Government to accept the spirit of these amendments. I have been involved with three academies. I chaired the first and co-chaired the second. The first academy arose from community consultation. When there was anxiety in the community over the other two, there was consultation which allayed people’s fears. I put it to the Government that the people who are being proposed for consultation—young people, parents, governing bodies—are the constituent parts of the big society. It seems a contradiction that if you want to build the big society, you then exclude the very people who are the essence of it. Consultation is called for here.

[Baroness Howe of Idlicote]

My Lords, I refer to my Amendment 102. It is interesting that several differing groups have tabled more or less the same sort of amendments, calling for much greater consultation. The differences between us tend, perhaps, to reflect our own particular interests. The whole area of consultation is crucial and I agree entirely with what the noble Baroness, Lady Walmsley, said about consulting parents, children and young people. This is crucial in today’s world. They will certainly have a view. We can disagree about trade unions but they could be relevant on the ground in local areas.

The point I would like to stress in my amendment is that the governing bodies of other schools in the areas, which might reasonably be considered to be affected by the making of an academy order, should be consulted. This comes back to the wider issue of whether the academy will advantage or disadvantage the rest of the school population in the area. The Minister stressed that he is not disallowing consultation. He is no doubt encouraging it, but he is not giving the view that it should definitely happen. It is not compulsory. I would like to see in the Bill some degree of requiring that consultation take place. The noble Baroness, Lady Walmsley, is not very keen on the second half of our amendment. Nevertheless, if you want to set out a range of issues that need to be looked at and thought about before deciding whether to apply to become an academy, that half is important too.

Finally, there is the letter to Peers dated 15 June from the noble Lord, Lord Hill, in which he wrote about understanding the importance of parental engagement with the conversion process. Everybody is very pleased to see him acknowledging this in the Committee. However, the Department for Education’s guidance to schools wishing to become academies suggests only that schools consider how they might wish to inform staff, pupils and parents of the intended conversion. That is not what I would call consultation before a decision is made by the governing body. It is about informing stakeholders once a decision has been made. I gather, too, that this guidance has not been changed since the letter from the noble Lord, Lord Hill, advising schools to engage with parents. I would have thought that this would be something that the department should include and send off to the various areas that need to consider this issue. On that basis, I would certainly support what the noble Baroness said in moving the first amendment. All the points that she made are very important in making a decision.