Schools Bill [HL]

Lord Harris of Peckham Excerpts

Report stage & Lords Hansard - Part 1
Tuesday 12th July 2022 Lords Chamber

[Lord Lexden (Con)]

My Lords, may I just point out that Mr Johnson and his colleagues sought no mandate for the substantial reform of academies in the 2019 election manifesto? There is one page devoted to education in the Tory 2019 election manifesto, and it contains no sentence on or reference at all to academies.

[Lord Harris of Peckham (Con)]

My Lords, I thank the Minister. She has been to one of our conferences with 200 people, and I am proud to say that she is coming to our conference in October, where we will have 4,500 teachers, and seeing some of our children. I am really passionate about academies. My noble friend Lord Baker got me involved in the first one at Crystal Palace 30 years ago. That was a very bad school, where 60 children a year were expelled. Over the last 30 years, it has been one of the best schools in the country. Last year, it had 5,000 applicants for 180 places. It is a world-class school for the second time, and 35% of its children are on free school meals.

The Harris Federation runs 51 schools, 52 this year. We have only taken over free schools from start-ups or failing schools. Some 90% of our schools are now outstanding, and we have five world-class secondary schools and one world-class primary school. I have to thank Michael Gove, Secretary of State at the time, for giving us that school seven years ago under a lot of opposition. It was in the worst 2% of schools in the country but now, seven years later, it is not just outstanding: it is world class. From the start, with my noble friend Lord Baker, and through to the noble Lord, Lord Adonis, Tony Blair and Michael Gove, academies have made a great difference to many children in this country, as we have given them a better education. One of my ambitions is to see every child in this country getting a great education, because they only ever get one chance at it. They might have five or six jobs throughout their lives, but only one education.

Five years ago, everyone was against Michael Gove getting the school over the road to be a sixth form—Harris Westminster. I am so proud of that school. It was the eighth best in the country last year, with more than 50% of the children there on free meals. The seven that beat us cost anything from £50,000 to £100,000 a year to go to. It is all down to having great teachers, giving good service, making sure that children enjoy going to school, motivating them and making sure they do the best they can. That is what we should try to do with every child in this country. If we could do that, we would have a much better country.

[Baroness Barran) (Con)]

My Lords, I start with an apology. Many of your Lordships started by saying that your remarks would be brief, but I apologise that mine may be rather longer. I know your Lordships will understand why, and I also say how much I appreciate the kind and generous comments that so many of your Lordships have made about my work on the Bill.

Starting with whether Clauses 1 to 18 and Schedules 1 and 2 should stand part of the Bill, I said in my letter of 30 June how seriously the Government take the views of the House and its Committees, and that is why we support the removal of Clauses 1 to 18 and have tabled the removal of Clause 2 and Schedules 1 and 2.

Before I speak about the policy behind the clauses, I confirm and shall elaborate on, as a number of your Lordships have asked me to do, our plan to develop new clauses. We will work closely with the sector and parliamentarians over the summer with the intention of developing a revised approach to the academy trust standards. I have had a brief conversation with the noble Baroness opposite about how the Opposition Front Benches want to be involved in this, but I extend my earlier invitation. We will take whatever time is needed to engage with your Lordships and those whom you believe it is important for us to talk to, but I ask your Lordships first to look at the information we have already posted on GOV.UK, and I shall set out in a letter a little more about our intended engagement plans, so that we use everyone’s time as intelligently as possible.

I am pleased to inform the House that we held the first meeting of the external advisory group, which I chair, last week and we began discussing these important matters. On my noble friend’s question about the terms of reference for the group, they are on GOV.UK, as is its membership. Its purpose is set out and the inbox for anyone wishing to contribute to the review is also there. I shall make sure that all those details and the links are included in my letter to your Lordships following this debate. We are planning an intensive programme of engagement with the unions and leaders of schools of all types, both multi-academy trusts and maintained schools. We have already started talking to a number of key system thinkers in the field and, importantly, a number of representative bodies, including, of course, the Churches. The interim findings of the review will inform a revised legislative approach to the academy standards.

I turn specifically to the amendments tabled by the noble and learned Lord, Lord Judge, my noble friend Lord Baker, the noble Lord, Lord Addington, and the noble Baroness, Lady Chapman, which seek to remove Clauses 1, 3 and 4; and to the amendments in my name, which remove Clause 2 and Schedule 1 and make consequential changes to the Bill. I acknowledge that they are the correct response to concerns about both the drafting of the clauses on academy standards provisions as they stood on the introduction of this Bill and the breadth of the delegated powers that were proposed. The Government are supporting these amendments at this stage to secure time to engage with the sector and relevant stakeholders, and to reconsider how best to implement the policy intent behind these measures in legislation ahead of Committee in the other place.

Furthermore, in response to the Delegated Powers and Regulatory Reform Committee’s recommendation, we are determined to use this summer’s review to find a way that meets our policy objectives without the need for the Henry VIII power originally sought through Clause 3. The Government remain firmly committed to a fully trust-led school system; to enable this, we are still clear that changes are needed to the way the school system is managed. My noble friend Lord Lexden referred to the Government’s manifesto, but I would also refer him to the schools White Paper, where we set out clearly our plans in relation to this.

We need to establish a statutory framework that enables effective, risk-based regulation and ensures that the same minimum standards are applied consistently across all trusts. By defining the scope within which the Government can set standards, we will be able to protect the core academy freedoms from being amended by the regulations. We want to provide clarity for the academy sector about the limits of the Secretary of State’s powers to make decisions on its behalf, as well as sending a strong signal to the wider school sector about the Government’s commitment to moving to a fully trust-led school system in which all schools can benefit from being part of strong multi-academy trusts. The examples given by my noble friend Lord Harris were wonderful; I look forward to the next conference.

The intention behind the drafting of these clauses was to take an important step towards securing the permanence of that system and to bring clarity to the limits of the Secretary of State’s powers. Although Clause 1 was intended to reduce the complexity of the regulatory landscape by bringing existing requirements into one set of standards, I recognise the concern that, as drafted, the clause would allow a Government to go beyond these intentions. The Government’s aim is not and has never been to centralise power over academies or undermine their freedoms.

As my noble friend Lord Agnew elaborated on, we know that the best academy trusts use their freedoms to transform outcomes for pupils, particularly the most disadvantaged, and deliver improvement in schools and areas where poor performance has become entrenched. We do not believe that great trusts are made through lists of standards and regulations, and we do not intend to micro-manage or further centralise power over them. Rather, we want to simplify the regulatory framework for academy trusts, seeking opportunities for deregulation where it is appropriate to do so. Our intention is to bring back a revised power that makes the limits on the Government’s powers crystal clear. I wish to provide certainty that we will protect the fundamental freedoms to which my noble friend Lord Agnew referred.

Through our work to develop revised clauses, we will seek to establish the principles on which the academy standards will be based and ensure that any delegated powers sought provide a more clearly defined and constrained regulatory approach. Through these reforms, we are committed to creating a regulatory environment that enables the best academy trusts to drive system-wide improvement through innovation and best practice while ensuring that all academy trusts meet the same minimum standards, providing fairness and consistency for all. I will now turn to the remaining amendments relating to Clause 1.

Free Schools: Educational Standards

Lord Harris of Peckham Excerpts

Thursday 10th January 2019 Grand Committee

[Lord Harris of Peckham (Con)]

My Lords, I am sure that your Lordships will all agree that every child in this country deserves the best education possible. Before I speak about free schools, I will say a few words about our 47 schools, which include 13 free schools.

Almost one in 40 children in London now attends a Harris Academy and 95% of our secondary schools are outstanding, against the national average of 23%. With the exception of two schools, all were either failing or in special measures when we took them over. We have four world-class schools: in Thurrock, Greenwich, Crystal Palace and Battersea. Battersea was the worst school in Wandsworth only four years ago and last year the Progress 8 score made it the best school in Wandsworth and the fourth best in the country. Last year’s results for primaries were: national average 64%, Harris 79%. The average proportion going to a Russell Group university was 12%; ours was 24%. Some 90% of our students now attend university—an amazing number.

Before I continue, I would like to thank the noble Lord, Lord Baker, who started the CTCs. The first school he ever gave us was Crystal Palace, when it had a pass rate of 9%. Today it is world-class. We are changing the lives of many children in that area over the years. I also thank the noble Lord, Lord Adonis, and Michael Gove for continuing to give us failing schools and free schools that we can make successful to give the children of this country a better education.

Turning to the subject of the debate—free schools—I think the idea was brilliant. It was what the country needed to put new schools into difficult areas. We have 13 free schools. Seven are outstanding, two are good and four have not been inspected yet as they have not been open long enough. With most of these schools, the parents have asked us to run them.

Harris Westminster, a sixth-form free school, has had amazing results. It is a school for bright children from working-class homes. More than 45% of them are on free school meals and free transport. Last year, 16 students got to Oxford or Cambridge, eight of them black—your Lordships will remember the report by David Lammy in 2015 which said that there was not one black student going to Oxford or Cambridge—and 70% of these children got to a Russell group university. This year 64 students are having interviews for places at Oxford or Cambridge, providing they achieve their results. The sixth-form college now has more than 600 students, which is more than Westminster School itself. I have to say that Westminster School has been very helpful in allowing us to use some of its facilities. This school is changing the lives of many students and giving them a better future.

Our outstanding free schools include: Harris Academy Tottenham, which has primary, secondary and a sixth form and which, after the building that has been going on for the past four years, got outstanding; Harris Invictus Academy Croydon, Harris Primary Academy Shortlands and Harris Primary Academy Beckenham, which all got outstanding; Harris Westminster, which I mentioned; and Harris Primary Academy East Dulwich. The Mayflower Primary School is going to be one of the biggest primary schools in the country with more than 1,000 students. It was also in Portakabins for two years.

One of our schools, Harris Aspire Academy, which has been graded as good, is for children who have been excluded from not only Harris schools but other schools in the area. Inspectors said this school has “outstanding leadership” and “outstanding teaching”, and the only reason why they could mark it as only good was that the attendance was 93%—which is excellent for a school with such difficult students. They said that the school would be marked outstanding if attendance were 96%.

I believe that free schools have helped the Harris Federation to give children a better chance in life, and our schools are now four and a half times oversubscribed. The only thing I would like the Minister to look at is the funding of them at the beginning. It is very difficult when you have a school with the potential to have 1,000 or 1,200 students, and you start off with 180; on average, you would need £900,000 to keep the school going. That is very difficult as you cannot make it break even until the second or third year. However, what has happened with them has been great. It has given free schools the opportunity to put in new buildings which will be there for the next 30 to 40 years and I am really in favour of that.

Before finishing, I would like to thank Sir Dan Moynihan and his team for all their hard work in making these schools so successful and changing the lives of many children. I recommend that the department and the Minister continue the free schools programme. We have three more to open next year.

Education and Adoption Bill

Lord Harris of Peckham Excerpts

Wednesday 16th December 2015 Lords Chamber

[The Lord Bishop of Ely]

My Lords, I am very keen to support the idea of effective communication with our parents, not least about the ethos and character of schools, given that they have a deep effect. We see in the good key stage 2 results this last year the impact of character and ethos on effective academic results. Our parents are really keen to ensure that in any change of school, its ethos and character are maintained and that that is effectively communicated to them by any academy proprietor.

I had submitted my own amendment, which I have now withdrawn because I am content, following conversation with the Minister, that he agrees that ethos and character can be maintained and should be safeguarded effectively. I understand that parents around the country want, of course, to have even more say in what happens, but consider that church schools, in particular, have something significant to offer in relation not only to academic performance and ethos but future guarantees of religious literacy in the way in which our country is served.

One school deeply embedded in its community is the Saint Mary’s Church of England primary school in Moss Side in Manchester. This school was named primary school of the year in 2014, having previously been towards the bottom of the north-west league of schools. It is now in the top 2% of schools in progress in reading and 7% in maths. The judges said:

“This is a school with a determined attitude that not only achieves wonderful results for its pupils but also challenges stereotypes about its catchment and local area,”

In the service of religious literacy, we also have a school, St Luke’s primary school in Bury, where I am pleased to say that the head teacher is Jewish and the majority of the children are Muslim. Another school, St Chrysostom’s in Manchester, has an intake of about 40% Muslim students. This is to demonstrate that the Church of England is engaged in education because parishes and generations of citizens have provided land, buildings and teachers to ensure that Christian values could be shared with future generations and to give poor, disadvantaged children with no previous access to education the chance to receive that wonderful gift as a matter of right.

Church of England schools are deeply embedded in their local community, whether it is affluent or deprived. Schools such as Northern Saints in Sunderland and St Peter’s primary school in Wallsend have 49% of their students on free school meals. Both schools are doing excellent work to ensure that their children develop academically and personally. Stretton Church of England Academy, sponsored and managed by the Diocese of Coventry multi-academy trust, went from special measures to outstanding in less than three years. In the most recent Ofsted report, it was written:

“Disadvantaged pupils, disabled pupils and those who have special educational needs are making the same outstanding progress as that of their classmates”.

Our own diocesan multi-academy trust in Ely has outstanding rural schools such as St Martin at Shouldham, inclusive of a great cross-section of the community. The parents there are deeply engaged with the governors and the students themselves, proud of the school’s commitment to sustainable development and the preparation of the pupils to be responsible custodians of creation.

It is schools such as those which I have mentioned that are the norm for Church of England provision. That commitment to serving the common good and providing excellent education for all is the driving force of the Church of England’s involvement in education, and it is this ethos and vision that we, with our parents, seek to protect.

As I said, I have withdrawn my amendment on the safeguarding of the ethos of Church of England schools because the Minister has been helpful in offering us assurances that it will be protected, and because I am hopeful that amendments to come, including Amendment 20, will offer parents some confidence that in helping to improve failing or coasting schools they will not lose the values and ethos that they want from a school. The Church of England is keen that any change must always be for the benefit of the children and that it should happen in a turnaround fashion, as swiftly as possible. In support of that, I would still be grateful if the Minister could expand on the safeguards that exist to ensure that that much-valued ethos is secured, and if he will commit to ensuring that the Secretary of State will work with dioceses to ensure that those safeguards are enforced.

[Lord Harris of Peckham (Con)]

My Lords, I have some experience of these meetings with parents. I should like to talk about three primary schools: Roke of Croydon, a school which took us 18 months to get approval for, was failing and letting children down. All of you will have heard about the Tottenham school, which took us two years to get approval for, and Carshalton. They were all failing, and they all took more than two years to get approval.

I went at least twice to all those schools, and we had six meetings. A small group of parents complains. The governors are worried about their jobs and whether they can stay on. Of course, some teachers have to worry, and we meet all the teachers before we have the meetings with the public. At the second meeting, the same thing happens: eight or 10 of the parents complain about it.

I would like to say a few words about Roke at Purley. I could pick any of the three, but time is short tonight, and I want to talk about that school. It was failing for three and a half years. We have now had that school for two years and one term. In the first two years, we moved exam pass rates up from 42% to 94%. In those two years, the school has become outstanding. What is more important is that parents now want their children to go to that school. The 10 or 12 parents who complained were stopping that happening. Last year’s intake was 45. Last September, we had 550 applicants for 60 places. The parents want their children to go to the schools, and we want them to be successful. That is true of many of our schools. We take over failing schools. All but one of our schools was failing, apart from five free schools. We know that we can turn these schools around in under two years, but we need help to get to them more quickly—to make sure that we get hold of them in six months and put a governing body in as quickly as possible and make these schools successful and the children motivated.

I am going to keep my speech short tonight, but I want to say one thing. We talk about sport. We won five national championships last year, with all our schools, and last weekend Louisa Johnson, who goes to one of our schools, won “X Factor”. We have singing and we make sure that our children are motivated and that parents want them to go to our schools. At Crystal Palace, there were 3,200 applicants for 180 places, and there are many more like that. We have got to get more successful schools and get schools that are failing to become academies as quickly as possible, and we have to make to make sure that every child in this country gets a good education.

--- Later in debate ---

[Lord Watson of Invergowrie]

That is the sort of doom and gloom we have come to associate with the Minister. I will write to him with examples of schools which have been successful in the longer term, when I get the opportunity. I was suggesting that parents at underperforming schools are in many cases likely to want changes, but you do not know whether they want changes until you ask them.

As a parent of a child at a maintained school, I would certainly want a say if that school were being forced to become an academy, but whether that was because it received an inadequate Ofsted judgment or because it was deemed to be coasting, I would take some responsibility. If it had been in those categories for two years and I had not known about it and had not banged on the head teacher’s door to say, “What are you doing to do about it?”, I would be responsible as well. So parents have responsibilities—but, equally, they have rights, and these rights should not be denied.

The noble Lord, Lord Sutherland, talked about a black and white situation. That is what Amendment 16A seeks to avoid by introducing shades of grey where improvements can be made. The noble Baroness, Lady Pinnock, suggested that the consultation did not need to be a plebiscite. That, too, is implicit in Amendment 16A, and it is not what is being suggested.

I welcome the fact that the schools that the noble Lord, Lord Harris, mentioned have been turned round, and I congratulate the trust on its achievements, but he might have mentioned that not all of his academies have enjoyed that success. On consultation, just because some parents in some schools will object is not a reason for no parents to have a say in any school.

[Lord Harris of Peckham]

Perhaps I may say that after two years, in every school we have taken over the lowest grade we have had is “good”. They were failing schools, and I consider that getting “good” in under two years and having 80% of our secondary schools “outstanding” already is a great result. Sir Dan Moynihan and our teachers have done a great job, and I am really proud of them.

[Lord Watson of Invergowrie]

The noble Lord is entitled to be, and I was not denigrating him. I was merely saying that not all schools are of the same standard, which is to be expected.

I will not go into the manifesto issue. I am surprised that the Minister has raised it again. We dealt with it in Committee when I quoted the Conservative manifesto to him. It is very vague—to be kind to it—on this issue, and to mention the Salisbury convention just bewilders me. I return to the point that the noble Lord did not acknowledge that the Secretary of State would still retain the final word if consultation was introduced. I made that point earlier. The Minister does not seem to have grasped it, but I hope he will. He goes on about informing parents, not consulting them. There is such a difference between being informed, which is basically being told what is going to happen, and being consulted, which is being asked what is going to happen. They are well apart.

I am not going to repeat any further arguments. I believe that the right to consultation is a basic democratic right that every parent should expect. If the Secretary of State was forced by the wording of Clause 7 to make an academy order, consultation, even if it were permitted, would be meaningless. For that reason, Amendment 15C is necessary to allow the Secretary of State the necessary flexibility—and for that reason, I wish to test the opinion of the House.

Education and Adoption Bill

Lord Harris of Peckham Excerpts

Tuesday 20th October 2015 Lords Chamber

[Lord Harris of Peckham (Con)]

My Lords, I am sure that everyone here wants to give every child in this country an outstanding education. Way back in 1988, when my noble friend Lord Baker asked me to start a CTC in an inner city, I thought about it hard. I realise now that it was one of the best decisions of my life to carry on and open the school. It took two years—not only to find the site but to get the local authority to sell the site, to get the parents to agree and to get the governors to agree—which was far too long.

What was the school like that they wanted to keep? It had a 9% pass rate. A school that was built for 1,200 students had only 400. Some 60 students a year were expelled. On average, teachers lasted less than six months. The discipline was awful. So we started from a new sheet of paper. We got a new principal in and a new board of governors. We bought all the school uniform, which 25 years ago was not really respected. But in four years this school changed and went from the 9% pass rate—which was different from GCSEs today—to 54%. It was the most improved school in the country. Five years later it went to 92% and for the second time was the most improved school in the country. This can happen. This can change the lives of many, many children. Today the school that had only 50 people apply for places has between 3,500 and 4,000 applicants for 180 places. We have 1,500 students in the school. In the past three years we have averaged nearly 90% five A to C results and it is one of the most popular schools in the country. So we know it can happen.

The noble Lord, Lord Adonis, helped with academy growth. Between 2002 and 2015 we opened 36 academies. Most of them were in special measures or inadequate. Now, of the secondary schools that we have had for more than two years, 12 are outstanding, four are good and five are yet to get Ofsted reports. It is a pretty good result. It is not down to me; it is down to our teachers and principals, motivating the children to do well, not only in work but in sport. All our schools take sport very seriously.

One of the schools we took over—in Battersea, just down the road—had a pass rate of 37% when we took it over last September. In one year we changed that to 67%—a 30% increase in just one year; these are the same students who the year before got only 37%—and 60% of that school we got to university. That is a fantastic result. One thing I would like the Minister to take note of is that when we did our report on the school in March 2014, it said it had £1.5 million in reserves. When we took over the school six months later, it had only £525,000. Where did that £1 million go? When we asked the question, we were told we did not need to know the answer. That is something that the Minister should take on board, and any academy that takes over from a secondary school should put two governors on the board immediately.

I will talk about a few of our other schools. Three years ago the local authority in Greenwich said, “We don’t want to run the school”. Before it became an academy, the council let us run it. In those three years —two years as an academy and one when we were running it for the local authority—it has gone from a 23% pass rate to a 70% pass rate, and within 18 months was outstanding. South Norwood had a pass rate of 20%. Over the past five years it has averaged 65%. The school is outstanding. This year we got four students from our Crystal Palace school to Oxford and Cambridge. Again, it is changing the lives of the children. In all our academies, 80% of our students get to university. It is down to the hard work of the principals, teachers and support staff and the chief executive Sir Dan Moynihan, motivating the children to do well—which is so important.

Three years ago we started primary schools because we had children come in year 7, aged 11, who could not read and write. It was awful. We took one to two years to get them up to a normal standard. So we decided to open primary schools. We have 17 primary schools now, which include six free schools. Three years ago, 10 of them were in special measures. We now have four outstanding primary schools, six good and seven still to be inspected. We have never had less than “good” after two years for any academy that we have taken over. With our good staff and good management, we hope that we keep that record up.

As for primary schools, we have a school called Coleraine in Tottenham, which had been in special measures for 10 years. Can noble Lords imagine a local authority leaving a school in special measures for 10 years? In 18 months, we changed that school and it became outstanding—from being in special measures for 10 years to outstanding in 18 months. The pass rate there moved up from the low 40s to 83%. In July this year, it was the most improved primary school in the country. What a fantastic achievement for a place like Tottenham.

Then there is Roke Primary School. The parents were so much against this school that they closed one of our shops one day and came out and protested at the Secretary of State’s office in London. What happened to that school? It was in special measures, but in just under one year and one term it became outstanding, with an improvement from 64% last year to 94%. It is a fantastic achievement. Academies with the right management, of which we have quite a few in this country, can change the lives of many pupils. That is what we are all out to do. It is not about who runs the schools or who does the work but about making sure that we give all our children the best education possible. That is what many academy chains in this country are doing: they are improving the standard of education of the people in this country. I know you get figures from the past which say that an academy has not improved. That may be because they had an inspection within six months of taking over the school. That is too early. I am very pleased that the Government are now giving us three years to put a school right. That is very important.

Finally, I would like to mention our school at Westminster, Harris Westminster, which has joined up with Westminster School. We got the building last July and had to open it in September. We opened it in September with 142 students. The school is mostly for very bright children who come from poor families—44% of the children have to be on free meals. I am very proud to say that in the first year we expect to get at least 60% of those children to a Russell university and over 95% to university. In this year’s intake, we had 1,100 applicants for 250 places and we took in just short of 300 students. This is changing lives and putting these children, who come from poor families, into a school where we want to get them into Oxford, Cambridge or one of the other top universities. It will change their lives and I recommend noble Lords in this House go over and see this school. It is a fantastic school that is doing a fantastic job.

I am very pleased to say that the Minister, my noble friend Lord Nash, has given us permission to run a training school for teachers. We all know we are short of teachers in this country, but we are training teachers on our top two floors over there. We are currently training 92 teachers this year, and over the next three years we will extend that to more than 500 teachers, who we will be teaching to work in all schools—not only academies but state schools, grammar schools and schools all over the country. We look forward to producing many great teachers and principals for the future.

Education: Development of Excellence

Lord Harris of Peckham Excerpts

Thursday 18th October 2012 Lords Chamber

[Lord Harris of Peckham]

My Lords, I have some experience of the subject having run 13 academies last year and 19 this year. I thank the noble Lord, Lord Baker, for talking me into sponsoring CTCs 20 years ago; the noble Lord, Lord Adonis, for helping me to get eight failing schools through local authorities; and the noble Lord, Lord Hill, for giving us 10 schools in the past two years and six new schools for next September. We now have 19 schools, and we had 3,200 parents applying for our schools this year. Up until today, we have had 28,000 applicants for 3,200 places. In less than two years, four schools have gone from failing to outstanding; and of the last 10 schools, Ofsted reports have rated nine out of 10 as outstanding, including three at the new grades which were outstanding in every department. So we do know a bit about how to run schools.

We think that education is the most important thing in children’s lives. Some 73% of children in our schools are black, and 54% receive free meals. We do not pick out all the best children, we pick a mixture. We can change a school round very quickly. How do we do it? We do it by getting a good principal, who has the backing of all of us in the team, and good teachers. We also set standards for the teachers of what we expect. We expect all six of the schools that we took over last month to be outstanding within three years. That is the target that we set for all our schools. We like not only results but motivation and sport, which our schools support strongly.

Let me give some figures. Our exam results for maths and English over the past three years have gone up from 31% to 71%—a massive improvement—and the percentage of those achieving five A to C grades has increased from 49% to 96%. In our Croydon academy of 400 sixth-formers—the noble Lord, Lord Adonis, agreed that we could put five schools together—90% got qualifications enabling them to go to university and 85% did go to university. However, the problem we have—the problem that all Governments have—is getting local authorities to agree to failing schools being changed. Parents actually think that failing schools are good. A year later, parents still think they are good. To give an idea of this, we have a school in Beckenham—a classy area—which on average took in 50 children a year and had 50 come in from outside. The school had a total intake of 200 pupils. We have had this school for just one year. Last Thursday we had 2,000 parents there. Last year, instead of 100 children coming in, we took 200 from the local community. So we did not have children thrown in. It is fantastic that parents realise what makes a good education, and realise it quickly. What happened to that school? It went from 36% of pupils achieving five A to Cs in English and maths to 52%. These are the same children and we have changed them in less than two terms.

I know that we do not have much time but I would like to mention quickly that we also took over a school at Eltham Green where, five years ago, a lot of the children were murderers—some of the people involved in the Stephen Lawrence murder went to that school. We had the school for one year under contract from Greenwich council and it went from a 28% pass rate to a 73% pass rate in just one year. This year, our target for that school is 75%

I hope that we have another debate soon but I would like to finish by explaining to the House how we improve our schools and what we do. I would like to explain why I am thankful to the Government and the noble Lord, Lord Hill, for giving us the opportunity to become teaching colleges for teachers, which is very important, and also teaching colleges for heads and vice-principals of the future. One matter which is dear to my heart is that we are going to open within the next 12 months a school for 130 children who have been expelled—excluded children—not only to teach them English and maths but to teach them a trade.

Academies Bill [HL]

Lord Harris of Peckham Excerpts

Monday 7th June 2010 Lords Chamber

[Lord Harris of Peckham]

My Lords, when the noble Baroness, Lady Thatcher, and the noble Lord, Lord Baker, started CTCs in the late 1980s, I agreed to sponsor a school in Croydon and one jointly with the church, Bacon’s, in Bermondsey. The school at Croydon was one of the worst in the country, with a GCSE pass rate of only 9 per cent and only 400 pupils. Of those 400 pupils, 60 every year were expelled—that is 15 per cent. The teachers on average lasted only six months, so there were supply teachers. We were letting the children of our country down. Now the school has 1,200 pupils, and the spend on it in those 20 years has been only £2 million. This year we had 2,000 applicants for 180 places. Over the years, the school achieved “most improved” school in the country twice, and last year had 99 per cent of five A to Cs, 84 per cent including English and maths. Some 15 per cent of the children come to the school from as far as Lambeth. More importantly, 147 out of 165 children went on to university.

When we took over the school, most of the teachers were replaced. There were 40 there, and we took 30 new teachers on, five of whom are now heads of our other academies.

Last November, under the new Ofsted rules, the Harris City Academy Crystal Palace, as it is now known, achieved an outstanding Ofsted report of 30 grade 1s. It is one of only two schools in the country to have achieved that so far. The 15 schools that had become CTCs saw their GCSE results improve by 43 per cent, against the national average of 34 per cent. Since 2001, the CTCs that achieved five As to Cs including English and maths had seen a rise of 12.6 per cent compared with 8.6 per cent for all other schools. Remember that most of the schools were failing schools.

Academies began in 1998-99, and again proved very successful. There are now 203 academies of which we—the Harris Federation—sponsor nine and one with the Church of England. Approximately 20,000 children attend our academies, six specialist schools and four primary schools.

We took over a failing school in September 2008 in Bexley. A third of the school was condemned—unusable. In just one year—two terms with the children—the GCSE results for five As to Cs with English and maths have gone up from 17 per cent to 42 per cent, and we expect them to be 65 per cent this year. The rate of five As to Cs has moved from 47 per cent to 92 per cent, all in the first year. This year we expect 95 per cent. That proves that failing or unpopular schools can be turned around quickly by motivated staff and pupils, strict discipline and creating an environment to learn.

I thank the noble Lord, Lord Adonis, for all the help that he gave us to achieve the opening of eight more academies. It has been fantastic; no one could have done a better job for us. All those were failing schools when we took them, with 35 per cent of the schoolchildren on free meals, against the national average of 12.9 per cent. In a short time—two to three years—five of the schools have now been judged outstanding, one good, and one satisfactory with outstanding potential. We took two of them on last September, and we have our own team inspecting them; in the next 12 months, we expect them to receive at least good and probably outstanding status.

Harris academies’ exam rate of five As to Cs last year was 84 per cent compared with the national average of 67 per cent. Bear in mind that five of the schools were failing badly less than three years ago. In Croydon alone we have three academies, with 4,500 applicants for just 600 places. Because we are so oversubscribed—as much as five or six times—we are always accused of taking the best pupils, but we do not. We put them into 10 bands and take 10 per cent from each band. I am dyslexic, and 10 per cent of our children are dyslexic as well. That is why our value added is pretty impressive.

Bermondsey, Merton and South Norwood are all in the top 2 per cent in the country—outstanding. Crystal Palace is in the top 4 per cent—the children, who start there at 11 and finish at 16, are at a better standard than those at other schools—and is outstanding. Falconwood is in the top 6 per cent—outstanding. Peckham is in the top 15 per cent—good. East Dulwich girls’ academy is in the top 25 per cent—satisfactory with improvement.

The noble Lord, Lord Adonis, allowed us to operate one centre across the three academies for our sixth form, which has been very successful. It has been agreed that we can put the sixth form of all our schools together. By 2012 we will have 2,000 sixth-form students and we hope to get at least 80 per cent of them to university. I am a great admirer of and believer in academies. There should not be failing schools in the UK. If there are, we are letting our children down. I thank our head teachers, staff and support staff for making all our schools so successful. I hope that, over the next few years, the Harris Federation will have as many as 25 successful schools in south London. I support the Bill. We want to give a better education to our children in this country.