Education Bill

Lord Griffiths of Burry Port Excerpts

Wednesday 13th July 2011 Grand Committee

I agree with the amendment of the noble Lord, Lord Boswell, that says, “Let’s look at this every three years”. When the previous Government introduced the Apprenticeship Act, we had a lot of this advice in there but maybe it was just not robust enough in terms of coming back and checking how this was doing, because it is still a major problem.

[Lord Griffiths of Burry Port]

My Lords, I preface my remarks by asking for some agreement on definitions. It is the word “school” that interests me. In its broadest sense, and I think that we would all concur with this, it is a community of people focused on the well-being and the best interests of children and pupils. It has been used in a different way in this debate, though, and it is in that different way that I would like to use it, while remaining conscious of the base meaning that lies behind it.

We have been using the word “school” to mean those who govern our schools. Schools are expected to take independent advice, and new legislation is placing a duty on schools to achieve two objectives—just two examples from this very debate. I am interested in that definition of “school”, which I think amounts to “governing body and head teacher”, who are expected, in the way that things are developing, to achieve more and more than has been done elsewhere until now.

I do not flinch at that. I am a governor and chair of a foundation that runs two schools in the inner city here in London. We try our hardest as governors and head teachers in the area of career development, particularly because we see increasingly that, if we want to achieve excellence in the provision that we offer, partnership with other schools is increasingly going to be the way forward. I do not know how every school can produce an adequate and rich service in this area. In the Borough of Islington, for example, our school operates with others and we try to pool our best efforts and to make careers advice available in a richer and broader way.

In another initiative that perhaps I might report because it is of some interest, our inner city school co-operates with a school in the independent sector, the Leys School in Cambridge, and we cross-fertilise and attend each other’s careers festivals. I have to say that the independent sector provides a somewhat narrower focus for the range of careers that it seeks to interest people in, but, for all that, it is richly provided for by those who come and help people in conversation and all the rest of it.

We have not quite got reciprocity to the point where I would like to see it, with people from the independent sector coming to us for careers advice. We are situated on the edge of the City of London, and some quite extraordinary people come to us from City institutions to offer that kind of advice, which people from Cambridge could well benefit from. If we are envisaging that schools, in the way that I am defining them, will provide an adequate service across the land, with every school expected to provide excellence all the time in careers advice, we are just baying for the moon. Those are two initiatives that I can report now.

Throughout my contribution to the discussions of the Bill, I am afraid that I will drone on about the extra expectations that are coming the way of schools—that is, governing bodies and head teachers. During this afternoon's debate alone, the responsibility for shaping and focusing the curriculum has fallen to governors and head teachers. I am not saying that they should not do that, but more and more expectations of schools as independent and freestanding bodies are coming our way. There is the curriculum, now there is careers advice. Before we finish our discussion on the Bill, what else will be expected of governors? I am a governor. I attend, as regularly as I can, refresher courses offered by my local authority. I try to be up-to-date with seminars and other things that stretch your mind about new possibilities offered for all of us. I look around the table. I see some absent places where some very busy people are feeling increasingly deskilled and disempowered to do the tasks expected of them—all voluntarily, without a single penny coming our way. As we go down this path and pass more and more responsibility to the school, under the definition I have offered, we must bear in mind that implementation of these grand ideas will be left to people who will be under greater and greater burdens.

[Baroness Benjamin]

My Lords—