Child Safety: Video Games

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Monday 8th July 2013 Lords Chamber

[Baroness Howe of Idlicote]

My Lords, would the Minister—

[The Chancellor of the Duchy of Lancaster (Lord Hill of Oareford)]

Forgive me, but it is this side and then we will come to the noble Baroness, Lady Howe.

Schools: Pupil Premium

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Wednesday 24th October 2012 Lords Chamber

[Lord Hill of Oareford]

I understand how dear a subject that is to the noble Baroness, Lady Whitaker. The reason that we have gone for a single and simple measure of eligibility, based around free school meal status, is that we think it is important to keep the pupil premium as simple as possible so that we can learn the lessons and not make it too complex. The best proxy that we felt that we could have was economic disadvantage, because we know the difference there is between how the poorest children achieve and how better-off children achieve. That is why we went for that simple measure.

[Baroness Howe of Idlicote]

My Lords, given that 50% of the schools are perhaps not using the pupil premium effectively, what role does the Minister expect school governors to play in ensuring that the money does in fact go to the right pupils?

[Lord Hill of Oareford]

I know that the noble Baroness, Lady Howe of Idlicote, agrees with me on the importance of the role of governors generally in concentrating on the performance of the school and the achievement of pupils. One of the key indicators that there will be, through Ofsted and the performance tables, is how schools are doing, particularly for children on free school meals. Governors can play an extremely important part in holding the head, and the rest of the school, to account for delivering that.

Schools: Careers Advisers

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Tuesday 22nd May 2012 Lords Chamber

[Lord Hill of Oareford]

My Lords, it is the case in terms of producing statutory guidance. The department’s view, which I think is the right view, is that statutory guidance should always as short, focused and clear as possible. But it is the case, as my noble friend mentions, that there could be benefits in having some practical information and additional support to schools to help them to understand what their duties are. It is the case that my honourable friend John Hayes, who is the responsible Minister, would be very happy to have that discussion with my noble friend Lady Sharp and to see how that practical information could best be provided.

[Baroness Howe of Idlicote]

My Lords, the Minister will know that there are many industries and careers in which girls are under-represented. Within the Government’s plans, do they have specific arrangements for seeing that girls are enlightened about some of the better paid and more needed careers within the communities that they live in?

[Lord Hill of Oareford]

The general point to which the noble Baroness refers would be well illustrated in the kind of work that we want to do with university technical colleges, trying to make sure that girls, for example, have the opportunity to study and get those technical qualifications that will lead to well paid jobs. In terms specifically of the guidance, consistent with my earlier answer, our overall approach is to say that we would trust schools to take the best judgment as to what is in the interests of their pupils, whether that is boys or girls. But I agree with her that careers guidance is important for children of both sexes.

Schools: Parenting Skills

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Thursday 17th May 2012 Lords Chamber

[Lord Hill of Oareford]

I agree with my noble friend’s remarks about those appalling cases, which are shocking. I also agree that good PSHE in schools can help to raise some of those issues, educate children and warn some of those who are most at risk of the kind of behaviours that they ought to avoid. Part of the PSHE review is looking at the question of best practice, the quality of the teaching—which is vital—and the content of PSHE.

[Baroness Howe of Idlicote]

My Lords, bearing in mind that citizenship education, through which it was intended to teach parenting, became devolved and was never sufficiently taken up, can the Minister assure us that parenting skills are emphasised to the young people concerned, because it will be one way to encourage early intervention to be successful, particularly if you can make it clear to young children from deprived backgrounds that their skills are going to be important for future generations?

Education: Engineering

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Thursday 15th March 2012 Lords Chamber

[Lord Hill of Oareford]

I am aware that this matter has given rise to some strong opinions among those who are committed to the engineering industry. I am afraid that I am not able to give the noble Lord the commitment that he would like, because the overriding objective of trying to simplify the qualifications is to have a consistent approach across different subjects and areas, and the benefit that we think we will derive from simplification is worth striving for. I recognise that there are strong concerns. I am glad that engineering employers are talking to the awarding organisations that want to carry on offering the principal learning element of the engineering diploma, and I hope that that will continue. I urge the noble Lord, with his experience, to help us in those conversations.

[Baroness Howe of Idlicote]

My Lords, does the Minister agree that whether one GCSE equivalent or more is required to qualify, there is an even greater need to increase the number of girls who apply for this career and make it much more attractive to them, because their skills will clearly be needed much more than in the past?

[Lord Hill of Oareford]

My Lords, I agree with the noble Baroness about the importance of that, and I know that it is one of the issues that the university technical colleges are grappling with because they are keen to encourage that kind of take-up. The noble Baroness is right to remind us of that, and I hope that we will see the figures increasing.

Education and Skills Act 2008

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Wednesday 23rd November 2011 Lords Chamber

[Lord Hill of Oareford]

My Lords, I agree with my noble friend about the importance of the guidance and it being clear and intelligible. I am not able to give a specific date today as to precisely when we will be publishing that. I fall back on the normal formulation of “soon”. I know how much the issue matters to my noble friend and I will make her point and point out the arrival of the anniversary to my honourable friend in the department.

[Baroness Howe of Idlicote]

My Lords, will the Minister agree that, by becoming a school governor and making an important contribution to their school’s well-being, pupils can gain early experience of citizenship that will be so important later in life, so this will be a really important step in the right direction? Can he please encourage his fellow Ministers to encourage all those who are going to make that decision in future?

[Lord Hill of Oareford]

I agree about the advantages and benefits that could come from schools involving their pupils in decisions affecting them and the school. No one will know better than the noble Baroness the extent to which that happens, given the large number of schools—I think 95 per cent of schools—that have school councils. Many governing bodies have pupils as associate members. I know the noble Baroness would like to go further and faster on that, and we had a good debate about it during the Education Bill. I agree with her in that, where schools want to find ways of involving and encouraging children, I would very much support that. Where the Government and the noble Baroness parted company during the Education Bill was over making that a requirement and compulsory in both primary and secondary schools. However, the principle of involving children is an important one.

Education Bill

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Wednesday 9th November 2011 Lords Chamber

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, I am grateful to the noble Baroness, Lady Howe, for returning to this issue. As she said, unfortunately she was not able to be present at Committee stage, where some of the important points that she has raised tonight were debated, although she kindly gave us advance notice. I am glad that she has raised them again tonight.

The noble Baroness spoke eloquently of the importance of encouraging pupils to participate in decisions that affect them. I think that support for the principle that she is seeking to achieve is shared on all sides of the House, by the noble Baroness, Lady Jones of Whitchurch, and by my noble friend Lady Walmsley. I would certainly agree with her that involving pupils in that way can help to make sure that decisions properly reflect the interests of pupils, contribute to their development and encourage them to feel a sense of involvement and pride in their school. It is also of course a fundamental principle of the United Nations Convention on the Rights of the Child, to which this Government are a signatory.

The evidence also shows that schools themselves share the views expressed by noble Lords today on this issue. We know that the vast majority of schools involve their pupils in a variety of different ways. Over 95 per cent of schools already have a school council. Pupils of all ages can serve as associate members of governing bodies, which means that they can attend and speak at governing body meetings. Governing bodies have the power to invite pupils of any age to attend and contribute to governing body meetings. That is extremely important.

I share some of the reservations expressed by the noble Baroness, Lady Jones of Whitchurch, as to the specific amendment tabled by the noble Baroness, Lady Howe of Idlicote, in that it would add to our current arrangements a requirement on all governing bodies of all maintained schools to have an unspecified number of student governors. The amendment would apply to the governing bodies of all maintained schools, including nursery schools. It would force all governing bodies to change their instrument of governance and appoint pupil governors, even if they already had effective arrangements for pupil participation in decision-making.

I am keen to continue to talk to the noble Baroness about these issues and about governance more generally, as I think she and I have a shared interest in this issue. However, as she might expect from the conversations we have had on governance, she will know that placing this additional prescription on the constitution of governing bodies runs counter to the Government’s broader policy on school governance, where we are trying to give governing bodies more freedom to recruit governors based on skills and to minimise prescription around the proportions of governors required from different categories.

I have reflected on the points that were made in Committee and again today, but I continue to believe that there are sufficient ways for governing bodies to take account of pupil views. I do not think it would be right to place a mandatory requirement on all maintained schools—including primary schools—to appoint pupil governors. The noble Baroness, Lady Jones of Whitchurch, mentioned the Education and Skills Act provisions on pupil consultation. There is a requirement on schools to have regard to guidance on pupil consultation, an issue which my noble friend Lady Walmsley raised. We will be talking about that further in response to her Oral Question.

I hope that the noble Baroness, Lady Howe of Idlicote, knows that I am always ready to talk to her about governance, and I am happy to talk further about this issue. While I agree with her on the importance of involving pupils and the benefits this can bring, I cannot support this specific amendment. I would therefore ask her to withdraw her amendment.

[Baroness Howe of Idlicote]

My Lords, I am most grateful to all those who said a few words, some in support and some not in support of my amendment. I am particularly grateful to the Minister because he has been extremely helpful in many respects as far as the role of governors is concerned. Wearing my NGA hat—I should perhaps have said earlier that I am president of that organisation—I know that it, too, is very grateful for the value that he and the Government place on the important role of governors.

I am obviously sorry that the Minister cannot move quite as far as I would like to move. However, I shall continue to hope that I shall live long enough to see my particular wish come true. With that, I am happy to withdraw my amendment.

Education Bill

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Wednesday 26th October 2011 Lords Chamber

[Baroness Howe of Idlicote]

My Lords, I have listened to the whole debate, particularly to the noble Baroness, Lady Morris of Yardley. She completely impressed us all and has certainly convinced me. Until now I wavered a little on this point. It does not make sense for Ofsted not to be involved in the ideal against which other schools and schools in the future should be measured. I hope that the Minister, after the few extra minutes he has been given to breathe by virtue of the intervention of the noble Lord, Lord Quirk, will be able to rethink a little and, above all, get the other place to read what the noble Baroness, Lady Morris, said.

[Lord Hill of Oareford]

My Lords, I am grateful to the noble Baroness, Lady Morris of Yardley, for her career advice, which I take in good part. I am sure that it was meant in good part. If she sees the humps developing on my back as I respond, she will understand that, camel-like, I must bear the course—I misquote Shakespeare.

The noble Lord, Lord Knight, set out the main points, and I will not speak at length because the substantive response in terms of what the Government are trying to do relates to the principle of proportionality upon which this issue is based. In response to the concerns raised in Committee, we went back, thought again and strengthened the safeguards that have been put in place. However, I recognise that they are not to the satisfaction of all noble Lords.

The noble Lord began with two points. His first concern was to ensure that there was no intention to exempt free schools or academies en bloc. There are two answers to that. The first, which he acknowledged, is that we have made changes so that that could not happen other than through an affirmative order. However, that is not the intention of the Government. I have no desire to exempt all free schools and academies from inspection. That comes back to the point made by the noble Lord on Monday, which he half remembered. He talked about there being three principles—fair funding, fair access and fair inspection. I reiterate my agreement with that because the approach to inspection should be the same for any type of school. However, we would argue that an outstanding academy or mainstream school obviously should be treated in the same way. I would not want there to be exemptions for any types of school.

The noble Lord said that in the past—perhaps speaking from his own experience—Ministers may have looked too favourably on academies because they did not want those schools to be seen to fail because they were seeking to take forward a policy direction. That is not my wish at all. One of the things that we are doing is seeking to increase the pressure on underperforming academies to make sure that we apply that approach to them just as we would to any other school.

The noble Lord asked in passing whether our proposal is driven by money. The matter was raised previously so I shall respond to it. It is a perfectly fair question and the answer is that it is driven by the desire to have a more proportionate approach to inspection and regulation. Money is not the driver.

A point raised a number of times concerned how one picks up best practice. I accept that that is a good and fair question and it was put by the noble Lord, Lord Quirk. Clearly, a flow of new outstanding schools will be coming through routine inspection every year, but the thematic reviews and surveys will also pick up best practice. However—this relates to the point raised by my noble friend Lord Lucas—it is also the case that we are keen to encourage more and more the professional sharing of good practice, and it is spreading. I do not think one needs to argue that an inspection which currently takes place once every five years is the only way to deliver the professional sharing of good practice.

I take the point raised by my noble friend Lord Lucas about the process being faster acting. The current regime leaves five years between inspections, but the combination of the triggers which will kick in earlier will mean that, if there are problems, they will be picked up faster under our new system than under the current one.

In response to the point raised by the noble Baroness, Lady Hughes of Stretford, I do not think that a school would have the certainty of there being no inspection. The much tougher triggers will mean that there will never be that certainty because there are all sorts of way in which an inspection can be brought forward.

I understand the position taken by the noble Lord, Lord Knight, and the noble Baronesses, Lady Hughes of Stretford and Lady Morris of Yardley, who argued their case forcefully and clearly. The difference between us is not about the importance of inspection, the fact that we think parents should have information or that we want to go soft on inspection; at heart, it is that we think it is time to develop the existing approach to proportionate inspection and take it one stage further.

Education Bill

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Monday 24th October 2011 Lords Chamber

[Baroness Howe of Idlicote]

Before the noble Lord sits down, will he address the point I made that careers advice for girls should be as wide-ranging as possible?

[Lord Hill of Oareford]

My Lords, I hope that the noble Baroness will forgive me for not responding to that point. We clearly want to see high-quality careers guidance for girls as well as for boys. We expect schools to want to do that. The noble Baroness’s particular concern may be to make sure that some of the career options that schools have not traditionally thought of as being suitable for girls get full consideration. I agree with her that one would very much want to see that.

Education Bill

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Monday 12th September 2011 Grand Committee

[Baroness Howe of Idlicote]

My Lords, what the noble Lord has just said may well be the right approach. However, in the mean time, the important question was that asked by the noble Lord, Lord Elton, regarding number, where there has certainly been an increase. Obviously, as these matters are spread—as they should be, in my view—throughout the education system generally, it is very important that we know that adequate teachers and teaching assistants are trained to see that these children receive the very best education.

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, I start by saying that I agree very much with the noble Lord, Lord, Low, about how important it is to make sure that teachers have the skills that they need to teach all pupils in the classroom, including, of course, those with special educational needs, and that it is not something that will be swept under the carpet—a point made by the noble Baroness, Lady Jones of Whitchurch.

In our SEN and disability Green Paper, which we published earlier this year, we set out a broad approach to achieving higher standards in the teaching of special educational needs and disability. Those measures included making the highly successful Achievement for All approach available to all schools; strengthening the coverage of SEN and disability in initial teacher training—in particular, by giving more trainees the opportunity to undertake extended placements in special provision in mainstream and special schools; continuing to fund the training of new SENCOs; establishing scholarship schemes to give experienced teachers and support staff the chance to undertake continuing professional development in SEN; developing advanced training modules in the most prevalent types of SEN, which will support teachers in developing their own knowledge and skills and in supporting other teachers; developing specialist modules in severe learning difficulties, and profound and multiple learning difficulties; and supporting specialist SEN training across clusters of schools. Those are some of the more general measures that we are taking, which I hope will reassure noble Lords. This is an area that we continue to take seriously. I agree with the noble Baroness, Lady Morris, that this is not something that one wants to see as an add-on; one wants to see it as integral to training.

Alongside those measures, teaching schools will, we hope, play an important role. We announced the first 100 teaching schools this July. The designation criteria did not include a specific requirement in relation to SEN, but they are intended to ensure that each teaching school has the capacity to improve teaching schools in SEN and disability in its area. I will write to the noble Baroness, Lady Morris of Yardley, with the information we have on the teaching schools rated as outstanding. In response to the point made by the noble Lord, Lord Sutherland of Houndwood, the new inspection framework we are developing with Ofsted will embed the connection between the achievement of different groups of pupils and the school's overall Ofsted judgment. Under that framework, for a school to be outstanding it will need to demonstrate that it is doing well for pupils with special educational needs and other vulnerable groups.

Schools: Funding Reform

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Tuesday 19th July 2011 Lords Chamber

[Lord Hill of Oareford]

My Lords, the point of carrying out the condition survey is precisely to arrive at the point, to which my noble friend referred, where one can make a fair comparison between schools across the country to work out which of them have the greatest need and are most in need of having their condition improved. He is obviously right about that.

So far as the cost of the building projects is concerned, my noble friend makes a good point. One of the things that we will be looking at is how to try to secure the best possible value in a number of different ways, perhaps by grouping schools.

[Baroness Howe of Idlicote]

My Lords—

[Lord Davies of Stamford]

My Lords, the noble Baroness is a very distinguished Member of this House, but I think Labour Back-Benchers are the only group who have not had a turn so far. We have a certain amount of time.

On design, did not the Victorians produce some extremely distinguished school buildings that have stood the test of time on the basis of just three or four rather standardised models? I hope the Minister will look at that example and perhaps be inspired by it.

On revenue funding, at first sight, one sees that it appears very just and sensible to cut back proportionately revenue funding to LEAs where a portion of that funding is earmarked for services that are now being paid for directly by funding academies. However, is it not the case that there are very considerable economies of scale in education, including in the operation of LEAs, and that the administrative and other fixed costs of those LEAs in providing those services will now, under this new system, fall on a reduced volume of funding for the LEA schools and therefore be a higher proportion of that funding? Therefore, schools that remain within the LEA system, will lose out, simply because there are academies in that area, and they will lose out more, the more academies there are in that area. Surely that is not fair either.

[Lord Hill of Oareford]

I agree with the noble Lord about Victorian schools. I am not an expert, but I think one of the reasons why, when one goes around London, they all look quite similar is because they were procured by a board. He is absolutely right about the question of how one goes about doing that. That demonstrates that it is possible to have something that looks recognisable but is also good quality and stands the test of time. My observation, as someone who gets sent around academies quite a lot, is that they all had fantastic architects and a lot of expense, and they all pride themselves on how original they are, but they all look quite similar if you look around the country. Going back to our earlier debate, I think the point about how design is accepted at a time is well made.

I understand the noble Lord’s point about economies of scale and academies. It is obviously the case, and it is indeed happening, that many academies are choosing to carry on buying services from the local authority if they think they are good quality local services and that they are delivering what they want. It is also the case that some local authorities are embracing, if that is the right word, a different role and are thinking that they want to be in the business of becoming commissioners and selling their services to a range of schools across broader areas. A number of different approaches are developing. I accept the underlying point he makes, but there is a varied response going on across the country.

[Baroness Howe of Idlicote]

My Lords, I want to add to the design debate. First, I entirely agree with what the noble Baroness, Lady Walmsley, has said. Energy efficiency is also very important, but please let us have a design architectural competition to choose some of the best experts in that area. Secondly, the repairing of the older schools is terribly important because, again, pride in your school requires you and enables you to keep it in good order. The less well cared for a school is, the more likely it is to get kicked about and made even worse. Thirdly, and anticipating a debate we might have tomorrow but which sadly I can no longer take part in as I shall not be there, the involvement of the children themselves in the design of these schools and what is required there is crucially important. I have seen it in action with some young children advising student architects on what they should incorporate into a design. I hope that the Minister will bear that in mind when he is thinking of student governors.

Education Bill

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Monday 18th July 2011 Grand Committee

[Baroness Howe of Idlicote]

My Lords, perhaps I may make a brief intervention because, obviously, one supports a great deal of what has been said, particularly on fairness and ensuring that the least well provided for children are given not only a fair, but a more than fair, chance. I thought that one of the bases on which academy status was to be granted was a clear understanding that academies would take a proportion of these children. If that is the case, how will that be ensured?

[Lord Hill of Oareford]

My Lords, I start by responding to the noble Baroness, Lady Hughes, and recognising her commitment to fair access and the points made by a number of noble Lords. I hope we can accept that there is common ground between us and that there is nothing more important than working to make sure that all children and young people have a fair opportunity for excellent education and training. Part of the answer, as the noble Lord, Lord Sutherland, said, lies in increasing the provision of good places. We are not there yet, but that is one of the underlying principles of what the Government are trying to do in their reforms—trying to give schools more autonomy and encouraging more diverse provision. That is, in a way, the other side of the coin to extending autonomous schools, about which noble Lords have concerns. We can address those concerns, but it is the drive towards greater autonomy and variety that will, over the longer term, provide a greater number of better places and deal with the underlying problem with admissions, which is that there are not enough good places.

I shall pick up on the point made by the noble Baroness, Lady Morris of Yardley, and put the scale of the problem into context. In February, the schools adjudicator gave evidence to the Education Select Committee in another place. He said that,

“the vast majority of admissions authorities … if they are breaching the rules, don’t mean to be doing so”.

In 2009-10, there were 151 decisions, in the context of around 5,500 admissions authorities, in more than half of which the complaint was not upheld. I say that just to provide a little context.

Education Bill

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Wednesday 13th July 2011 Grand Committee

[Lord Hill of Oareford]

The point on the funding agreement is the one that I mentioned to my noble friend Lord Willis, which is that the agreement specifies that academies will provide a broad and balanced curriculum that includes English, maths and science. I will need to follow up on the point about creationism and write to the noble Baroness explaining what the mechanism is to prevent that happening. It is prevented and I will make that clear in a letter.

On that point, I would now ask the noble Baroness, Lady Hughes, to withdraw the amendment.

[Baroness Howe of Idlicote]

Could we all have a copy of the letter explaining how creationism is prevented being taught?

Education Bill

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Monday 11th July 2011 Grand Committee

[Baroness Howe of Idlicote]

Yes. We will be seeing an update of this going on the whole time and, to my mind, it could not be a more important age group or area so I hope that the spirit of what my noble friend's amendment stresses will be very much borne in mind.

[Lord Hill of Oareford]

My Lords, like the noble Earl, we are committed to a diverse and high-quality early years sector. The department will be publishing its foundation years policy statement later this summer and, as we discussed earlier today, it is currently consulting on a revised EYFS framework following Dame Clare’s review, which will set out our proposals to build on existing requirements relating to qualifications and training for childcare providers. The early years foundation stage, we think, outlines staff qualification requirements that are proportionate and encourage suitably qualified staff into the early years sector. Nursery managers, for example, require at least a full and relevant level 3 qualification, equivalent to A-level, and at least two years’ experience of managing an early years setting or other suitable experience of working with children. We have seen steady progress in recent years in the skills of the early education and childcare workforce, with over 70 per cent now qualified to level 3.

In her report, however, Dame Clare Tickell noted the need to reduce the complexity and burdens of the existing framework, and to recognise the sector’s growing capacity to take on more responsibility for its own quality and standards. It is ultimately employers who have the strongest interest in ensuring the best possible skills and qualifications among their staff and in ensuring that the most effective arrangements are in place. I am sure that many noble Lords would agree that improving the quality of early education and childcare is not just about the level of staff qualifications because it is also supported by the wealth of dedicated, experienced staff in the sector with on-the-job experience, which in some roles can be as important as formal qualifications.

Education Bill

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Wednesday 6th July 2011 Grand Committee

[Baroness Howe of Idlicote]

My Lords, like other noble Lords, I think that the aspiration behind these amendments is to be applauded. The hours that might or might not be available are more of a problem. Whether there should be some tinkering with the hours required must be a matter for more careful thought on Report. Certainly, I am intrigued by the amendment in the name of the noble Lord, Lord Lexden, and there is a lot to be said for it.

We have got quite a lot of flexibility in how academies will develop. Whether there is room for this in the new schools, I do not know. At one of the schools I was at, the Fleming report approach worked extraordinarily well. There was no question of other students knowing about it at all. Everyone was very much on a par and no one knew who was entering in that way and who was not.

My question for the Minister is: who is in charge and are they sufficiently qualified to teach those who are being educated in prisons—young offenders and so on? There is a great deal of young offender education, which I know the Government want to put on a much more comprehensive basis and for many more hours. Under those circumstances, it would be good to know whether any of these amendments might apply.

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, I am grateful to the noble Earl, Lord Listowel, for raising the issue of teacher quality and continuing professional development. We have heard that evidence from practitioners—which can be supported, as if that were needed, by a study by McKinsey—has found that the most successful education systems are characterised by strong systems of professional development, high levels of lesson observation, as the noble Earl argued, and continuing performance management. Also understood is the importance of teachers learning from the best and applying appropriate changes to their own teaching practice. Our approach to CPD and leadership training for teachers is based on that evidence. We are keen to improve the capacity of schools to take the lead for the training and development of teachers, and to create more opportunities for peer-to-peer training.

A key part of our overall proposals is the creation of a new network of teaching schools. This will help give outstanding schools the role of leading the training and professional development of teachers and head teachers so that all schools have access to high-quality professional and leadership development. We have also set up an independent review of teacher standards led by outstanding head teachers and teachers, whom we have asked to recommend to us new standards of competence and conduct for teachers. We hope that these standards will underpin our proposed reformed performance management system to make it easier for teachers to identify their development needs. The terms of reference for the standards review specifically require the standards to include the management of poor behaviour.

The noble Earl also suggested that teachers should have to be qualified in child development and behaviour management. I completely agree that these issues are of the utmost importance. Those points were made by the noble Baroness, Lady Hughes of Stretford, and by my noble friend Lord Elton. Training in relation to these issues is already included in all initial teacher training and trainees must demonstrate their knowledge and skills in these areas in order to attain qualified teacher status. However, I was struck by the points made by my noble friend and by the noble Baroness, Lady Hughes, and I will follow up those points with my honourable friend Mr Gibb, who is the Minister responsible for this area. I hope that the noble Earl will also be pleased to know that the Training and Development Agency for Schools has recently developed and put in place a package of support to improve training in behaviour management for all teachers.

The noble Earl also raised the important question of classroom observation. Again, I agree with him—as I think do all noble Lords—about the importance of that. We are keen to encourage more teachers to take part in school-based collaborative and peer-to-peer professional development and to get feedback on their own practice. That is one of the reasons why we are taking steps to remove the so-called three-hour limit that the current performance management regulations place on the amount of time that a teacher can be observed. I know that these are probing amendments but, as regards some of the specific suggestions, I agree with the points made by a number of noble Lords that a requirement to undertake a minimum amount of 50 hours of CPD is not the route down which we want to go, but I know that he was seeking to elucidate the broader points.

My noble friend Lord Lexden raised the important issue of partnership working between schools in the independent and maintained sectors. I am sure that we can all think of lots of examples where that is going on. I agree with him that it would be good to see even more of that. We are working with groups in the independent sector such as the Independent Schools Council and the independent state school partnership forum to explore how we can get more partnership working between schools in the independent and maintained sectors. As he said, schools from the independent sector can apply for teaching school designation. I think that three independent schools have already made such an application.

It is also the case that independent schools can apply to the education endowment fund that helps support new approaches to raise the attainment of disadvantaged pupils in maintained schools that are below the floor standard. I hope that will be another area that will please my noble friend, as we are trying to build closer relationships and break down some of these barriers that have divided the sectors. As regards his specific amendment, however, he may not be completely surprised to discover that a statutory and particularly prescriptive approach is not one to which I am attracted. However, I would certainly be very keen to do all that I can to bring the two sectors together.

The noble Baroness, Lady Howe, asked about the quality of offenders’ education. I am afraid that I am not able to reply to her specific points but I will follow that up with the Ministry of Justice to see whether we can get her an answer on those.

There is clearly broad agreement that raising the quality of teaching is important. I hope that I have reassured the noble Earl that there are plans in place to improve this aspect of the education system. We are keen to raise teacher quality by creating the conditions in which schools and teachers take responsibility for driving their own improvement, as has been discussed. In thanking the noble Earl very much for—

Education Bill

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Tuesday 28th June 2011 Grand Committee

[Baroness Howe of Idlicote]

My Lords, I was not going to speak on this but I think I will. I am reminded of what happened under the previous Government regarding diversity and the range of provision. I declare an interest: at this precise moment I have a granddaughter at a Montessori school who is enjoying it very much and doing very well. I am also president of a settlement in Peckham, one of the areas where, when the previous Government did a great deal of spending on nursery provision, that actually had quite an adverse effect; the local authority wanted to provide everything and put the squeeze on settlements and other providers. Although I take the point that some public money already goes towards diversity, training and expertise among early-years teachers, there is more than one side to this issue. We should think of the range of diversity in serving different needs of people right across the board, all of whom increasingly believe that nursery education is important.

[Lord Hill of Oareford]

My Lords, like a number of noble Lords who have spoken, the Government are sensitive to concerns about the sustainability of private, voluntary and independent provision. I agree with my noble friend Lord True that we want the early-years sector to remain diverse and to continue to provide parents with a range of options for their children. We know that something like 37,000 different providers currently offer free entitlement, and it is good that we have that range and diversity. The PVI sector plays a significant part in that provision and we want to see that continue.

I understand the points that the noble Lord made; as always, he makes his case forcefully and clearly, but I find myself in the same position. The noble Baroness, Lady Hughes of Stretford, set out her concerns about the amendment clearly, and I was interested to hear some of the history of the independent review to which she alluded. The current Government have gone ahead with the early-years single funding formula introduced in April this year. I hope that that will provide greater transparency in how funding for three and four year-olds’ early education is distributed. Greater transparency should help flush out some of these issues.

The noble Baroness recognised that, in the past, there was concern that private providers were not getting a fair crack of the whip compared with maintained sector providers. The single funding formula will help. It will mean that parents and providers should be able to hold local authorities more to account. That formula is based on a common set of principles to ensure that funding is distributed to providers based on clear and common criteria. To increase efficiency and fairness, that funding will be participation-led—it is based on children actually participating—rather than place-led, as it was in the past, whether or not the place was filled. That will also help.

My noble friend's amendments raise the question of whether providers should be able to charge top-up fees. The Government have considered the issue carefully, but we are clear, as were the previous Government, that provision guaranteed by the statutory entitlement must be free to parents. My honourable friend the Minister of State for Children and Families, Sarah Teather, who is responsible for this area, is clear that she does not see top-up fees as an answer to the concerns that some providers have expressed.

Local authorities have a statutory duty under Section 7 of the Childcare Act to secure a prescribed amount of early education free of charge for eligible three and four year-olds. Under Clause 1, we will extend that duty to include disadvantaged two year-olds. There is a danger that allowing providers to charge top-up fees could put the entitlement out of the range of the very people that we most want to help. It would mean that those children who have most to benefit from the early-years help—the most disadvantaged—might be unable to access it. We could not support that.

Amendment 8 would ensure that the guidance issued by the Secretary of State under Clause 1 addresses the issues of sustainability and viability. As I said, we have the early-years single funding formula. The Government's commitment to the free entitlement does not prevent providers charging fees for hours outside the 15 free early education hours per week. We take the view that additional hours and services outside those for which the provider receives funding from the local authority are a private matter between the provider and the parent, and it is perfectly reasonable for providers to charge for additional hours or optional extras, provided that access to a free place is not conditional on taking those options.

Funding for free entitlement places is one part of a broader package of support to which providers have access. Many receive training and other assistance to support improvements in quality and to secure sufficient childcare provision. We want to work with the sector on issues such as this. I recognise the points that my noble friend raised. As he knows, I always listen to what he says with particular care. We have invited sector representatives, including the Pre-school Learning Alliance, the National Day Nurseries Association, the Daycare Trust and the National Childminders Association, as well as local authorities, to discuss with the department some of the issues that he raised.

At bottom, as my noble friend suspected when he rose to move the amendment, we do not want to run the risk of placing barriers in the way of our most disadvantaged families. I therefore ask him to withdraw his amendment.

Children: Ofsted Report

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Wednesday 25th May 2011 Lords Chamber

[Lord Hill of Oareford]

My Lords, one of the themes coming out from the Munro review and the Ofsted report, which I think is widely accepted, is the need to make sure that all our child protection systems put the interests of the child at their heart. The underlying critique that Professor Munro has developed is that, over time, the system has become more focused on a box-ticking, prescriptive approach, rather than putting the interests of the child at the heart of everything that we do. I accept the point made by my noble friend: we need to make sure that children are aware of their rights and the avenues that are open to them. The Ofsted report highlights the fact that children do not have a loud enough voice in the processes as they currently operate. We need to try to redress that balance.

[Baroness Howe of Idlicote]

My Lords, can the Minister tell me whether an assessment has been made of how many perpetrators of serious neglect and abuse had similarly abusive and neglectful backgrounds and whether this is likely to influence the prioritisation of early intervention in the coalition’s programme?

[Lord Hill of Oareford]

I do not know the answer to the noble Baroness’s question about whether anybody has done that analysis and I do not know how simple it would be to do. I will ask my officials whether such an analysis has been done and, if it has, I will of course share it with the noble Baroness.

Children: Policy

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Monday 14th February 2011 Lords Chamber

[Lord Hill of Oareford]

I have already replied concerning the Government’s policy towards Sure Start’s children’s centres. I hope that we will be able to find more efficient ways of delivering services across the piece. One idea that the Prime Minister talked about was bringing together budgets in various areas with early intervention places instead of having silos of different funding. I take the noble Baroness’s point: there are concerns about Sure Start children’s centres and funding, and my honourable friend Sarah Teather is monitoring the situation. We all have a shared interest in making sure that those services are delivered as effectively as possible and, as I said, local authorities have a statutory responsibility to make sure that they are.

Baroness Howe of Idlicote: My Lords, can the Minister assure me that the most important next step with regard to early learning will be to prioritise the finance which is essential for the two neediest groups of children—that is, those with special educational and disability needs and those from deprived and chaotic families? He has given a hint of that already but can he please confirm that the finances will be available?

[Lord Hill of Oareford]

Those kinds of priority targets relate very much to the groups of people that the Government will want to ensure get the support they need. So far as concerns children with special educational needs, the noble Baroness, Lady Howe, will know that my honourable friend Sarah Teather will shortly be bringing forward a Green Paper on special educational needs and disability, and that will be an opportunity to make sure that those services are provided.

Apprenticeships

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Wednesday 9th February 2011 Lords Chamber

[Baroness Howe of Idlicote]

My Lords, I congratulate both Governments on their records on making more apprenticeships available. Does the Minister agree that it is equally important to make more apprenticeships available to those in the age group somewhat above the 16 to 18 year-olds, who may well have missed out on previous opportunities, no doubt often due to circumstances such as deprived backgrounds?

[Lord Hill of Oareford]

My Lords, I am glad to tell the noble Baroness, Lady Howe, that as well as increasing the number of apprenticeships available for 16 to 18 year-olds, we are increasing the number available to people older than 19.

Schools White Paper

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Wednesday 24th November 2010 Lords Chamber

[Lord Hill of Oareford]

I agree with the right reverend Prelate that we could just as easily have called the White Paper “The Importance of Teachers”. I hope he, and other noble Lords, will accept that there is widely shared support on all sides of the House for teachers, for the important job that they do and for the status that we want them to have. As I said, there will be a review of slimming down the curriculum. We want to slim it down so that teachers have more latitude and more time in the school day to teach a broader range of subjects, as they think fit. However, the emphasis on the core subjects will be important, and the introduction of the English baccalaureate as a sign of the breadth of academic standards that a school offers will also help with content. I take the point about the importance of rural schools and making sure that arrangements there are properly taken into account. If schools increasingly work together in federations and partnerships, there will be more opportunities to deal with those arrangements. However, I think that we all need to reflect on the particular circumstances of rural schools, including small ones.

[Baroness Howe of Idlicote]

My Lords, I very much congratulate the Government on this White Paper because, even from a quick glance at it. There are a number of things that we can all applaud and look forward to seeing developed. I have two specific points to make. First, the idea of bringing in second-career teachers under the Teach Next programme is excellent as it will bring in a range of different disciplines to schools. Speaking as president of the NGA, I am particularly glad that there is a reference in the White Paper to the role of governors and, indeed, that there will be opportunities for the National College to train the heads of governing bodies. However, I should like to ask about children with special needs and perhaps those who are difficult. Specifically, will there be early intervention to check the needs of children who may have autistic or other problems so that they can be dealt with and supported earlier? Secondly, there is reference to an experiment in how head teachers can be held accountable when they exclude a child from class activities. Can the Minister give us a little more detail about that? It sounds very interesting.

[Lord Hill of Oareford]

I am grateful for the noble Baroness’s comments, particularly about governance, which she and I have discussed at length. The NGA has repeatedly pointed out to us the importance of training for chairs of governors. As the noble Baroness rightly says, we hope to improve that training and to make it available through the National College. The White Paper also talks about the importance of trained clerks—another subject which I know is dear to the noble Baroness’s heart. We also talk in the White Paper about the option that schools will have to change their system of governance. Again, this is not a compulsory change; it is part of our permissive approach. Moving to smaller governing bodies that are more strategically focused with particular skills, rather than numerically prescribed, is also an option. I completely agree with the noble Baroness’s point about early intervention, and we must make sure that that persists.

The suggestion in the White Paper about a pilot is to see whether it would be possible, as the noble Baroness correctly identified, to give the budget and responsibility for excluded children to head teachers to address the perception of some that some schools parcel out difficult children and then wash their hands of them. Like a lot of these issues, this might not be straightforward. We need to see how it would work, which is why we are piloting it, but that is the thought behind that statement.

Academies Bill [HL]

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Tuesday 13th July 2010 Lords Chamber

[Baroness Howe of Idlicote]

My Lords, it will not surprise your Lordships to know that I fully support the amendment, and would be grateful for the additional reassurance asked for by the noble Baroness, Lady Walmsley: that, at least in the old academies, as it were, there will be elections. Sadly, I remain unconvinced that we do not need to specify a number of parent governors to be represented on the board, which was the whole purpose of my previous amendments. I will not go into that again, because we are on Third Reading, but I would love to have more reassurance from the Minister.

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, I am grateful for the points that have been raised and believe that I can provide that reassurance. First, I echo the point made by the noble Lord, Lord Hunt, about the importance of governors, which is accepted across all sides of the House. The point that lies behind the amendment has been raised in debate before, and I apologise if I have not made the situation sufficiently clear. The arrangements for the collection of parent governors are set out in the articles of association of the academy trust, which are agreed between the academy trust and the Secretary of State. Those articles are annexed to and form part of the funding agreement, which, as we know, is what controls the relationship between the Secretary of State and the academy, and always has done.

The model articles state that—I am sorry if this was not appended to the model funding agreement:

“the Parent Governor(s) shall be elected by parents of registered pupils at the Academy. A Parent Governor must be a parent of a pupil at the Academy at the time when he is elected”.

The articles therefore make clear, first, that the election of governors should be by parents of pupils attending the academy and, secondly, that parent governors must be drawn from among the parents of pupils at the academy. Those are the current arrangements for the election of parent governors in academies, and I believe that they are known to be effective.

The articles of association of an academy trust cannot be amended without the agreement of the Secretary of State, so the position as set out in the articles cannot be unilaterally changed by an academy. The previous Government argued and accepted that the funding agreement was the right place to deal with issues of that kind, and I agree with them. We do not need a requirement in the Bill of the sort set out in the amendment. That said, I take the point that the noble Lord, Lord Hunt, just intended to clarify the situation. I hope that that has done so and provides reassurance to all noble Lords who have raised the point. With that, I urge the noble Lord to withdraw his amendment.

Academies Bill [HL]

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Wednesday 7th July 2010 Lords Chamber

[Baroness Howe of Idlicote]

My Lords, I support this suggestion. There will be considerable power at the centre and a need for parliamentary accountability. The approach proposed by the noble Lord, Lord Greaves, and spelt out in more detail by the noble Baroness, Lady Williams, is one that I certainly find acceptable.

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, the issue of accountability that we have just been debating is extremely important, as the amendments rightly reflect. I take the point made by the noble Lord, Lord Hunt, as he prompted me to think whether it is right to make provision for greater parliamentary scrutiny. I think that there is broad agreement across the House on the need for that, which I shall come back to in a moment.

Amendment 17, moved by my noble friend Lord Greaves, would, as we have debated, require the Secretary of State to make regulations to set out criteria for entering into academy arrangements. I hope that he will accept that the Government have made it clear that they will apply a rigorous fit-and-proper-person test in approving any sponsors of an academy or promoter of a free school. We have circulated the draft funding agreements so that noble Lords can see the kind of terms and conditions that will apply to academies. We will publish the criteria for deciding applications from schools that are not rated as outstanding by Ofsted, which, as my noble friend knows, are proceeding on a slower timetable in any case.

That said, since the academies programme started, the signing of the funding agreement has always been a matter between the Secretary of State and the academy trust. The Secretary of State has discretion over his decision in that respect to enter into academy arrangements and will want to review each application for an academy order on its merits. We think that some flexibility is needed in his consideration of these factors to ensure that he can make the right decision in each individual case. We have touched before on the point that the Delegated Powers and Regulatory Reform Committee has scrutinised the Bill and is satisfied that the level of parliamentary scrutiny it includes is appropriate. Nevertheless, as I alluded to yesterday on Report, there is a case for the Government going further in trying to make sure that Parliament has the opportunity to see how the policy is working.

Academies Bill [HL]

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Wednesday 7th July 2010 Lords Chamber

[Lord Hill of Oareford]

There will certainly be election. I must apologise, but I am not currently 100 per cent sure whether there is provision for election or not, and I will need to follow that up, but there will be election.

I was headed toward saying to the noble Baroness, Lady Howe, that I am sorry not to be able to be more helpful. I understand her point. I hope that she will spare the time to meet me with the NGA to talk about the matter more generally but, at this juncture, I ask her most respectfully to withdraw her amendment.

[Baroness Howe of Idlicote]

My Lords, I very much thank the Minister for the consideration that he has given. Of course, I am hardly completely satisfied, as he will understand. The conversation that followed the initial moving of the amendment expressed the view that we all share about the importance of governing bodies. I suspect that many other people in this room have been governors at some stage of their life. My experience goes back many years, to when there was not a great deal to be done other than consider meals and milk. I particularly thank the noble Lord, Lord Puttnam, for his contribution, because he put it in the wider community sense, and the noble Baroness, Lady Williams, for her point about the democratic process: how, so often, becoming a governor of a local school sparks off the base of the big society—as the Conservative side of the coalition was keen to put across to us all.

I will leave it at that. I thank all noble Lords, because quite a number spoke. I will withdraw my amendment and I certainly hope to have a meeting with the Minister and members of the NGA.

Academies Bill [HL]

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Tuesday 6th July 2010 Lords Chamber

[Baroness Howe of Idlicote]

My Lords, can the Minister give the reassurance that I was hoping for? In the consideration of an application, I hope that the special educational needs side will be borne very strongly in mind, not least because early diagnosis of problems is very important for the future development of that group.

[Lord Hill of Oareford]

I am happy to give that reassurance, but also to make the point that, as the noble Baroness, will know, because of other amendments which I have moved on SEN, with the support of this House we will include in the Bill a commitment that there should be absolute parity in all academies on SEN comparable to that in all maintained schools.

Education: Funding

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Monday 5th July 2010 Lords Chamber

[Lord Hill of Oareford]

I am grateful to the noble Lord. I am fast learning the difference between another place and this House, and I consider myself fortunate to be in this place.

[Baroness Howe of Idlicote]

My Lords, the Minister was right to praise the previous Government for a lot of the things that went on regarding education. Equally, though, I fear that the Statement in both Houses underlines some considerable mistakes that have been made and the wasteful way in which resources have been used.

Given all our concerns about special needs and schools in deprived areas, not least with the Academies Bill going through, I am thinking about the school buildings that are going to be left half-done, as it were. There is this attractive and clearly well qualified group of five people set up to look at some of these areas. Will the Minister assure us that they will be looking at both deprived areas and deprived needs as one of the major priorities for spending any money that they can find, and that they will move faster?

[Lord Hill of Oareford]

My Lords, I will ensure that the terms of reference for the independent review are available. If they have not already been placed in the Library, they should be. I take the noble Baroness’s point that it is precisely on those who need help most that one ought to be concentrating such capital as we have.

Academies Bill [HL]

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Monday 21st June 2010 Lords Chamber

[Lord Hill of Oareford]

I would not like to deny the noble Lord, Lord Rix, the pleasure of the hunt. I had no intention in shooting his fox, but it struck me in listening to the debate that, given that was my view, it made sense to make that clear sooner rather than later. I know that the noble Lord and others who know huge amounts about this subject will want to make many points, and I am always happy to have them made to me.

[Baroness Howe of Idlicote]

I have just one small point. The Minister indicated that having given very full consideration to all these points he will come back at Report with proposals. There are strictish rules about the sort of questions that can be asked at Report. Given that the Minister will be making almost a Committee stage announcement, will it be acceptable if some of the questioning flows back into the allowance given to Committee stage?

[Lord Hill of Oareford]

We have two more days to debate these issues, and I am sure that we will come back to them. The answer to the noble Baroness’s question is, as much as it is possible, yes, of course.

Having concluded on Amendment 76, I urge the noble Baroness, Lady Morgan, the noble Lords, Lord Greaves, Lord Lucas, Lord Northbourne and Lord Low, and the noble Baroness, Lady Warnock, not to press their amendments.

Children: Vulnerable Children

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Thursday 10th June 2010 Lords Chamber

[Lord Hill of Oareford]

In terms of the commitments that I can give, I have to make the broad point to which my noble friend Lord McNally alluded that unfortunately we inherit a financial situation in which, as the former Chief Secretary, Mr Liam Byrne, pointed out that there is “no money left”. So it is simply not possible for me to give any undertaking at all about commitments going forward on funding. However, I can certainly say that in looking at issues of public expenditure, clearly the priority that the Government will bring to bear is to protect wherever possible the most vulnerable in society. The decisions that we have already started to take with regard to Sure Start and the funding to protect it are proof of that point. We shall continue to do that, but it is simply not possible to give firm financial undertakings for the future. This Government are confronted with the same situation with which a Labour Government would have been confronted, if they had got in: there is no money left, we have spent it all, and we will have to make cuts to sort out the deficit.

[Baroness Howe of Idlicote]

My Lords, is the Minister aware that figures placed in the House of Commons Library show that the use of restraint on young offenders in secure training camps has risen, despite the previous Government having given an assurance and a pledge that they would reduce its use? That was recommended by the independent review on the use of restraint, published in December 2008. Does he agree that the use of restraint on children as young as 12 in such institutions should be kept to an absolute minimum? Do the Government have any plans to introduce other methods of handling these difficult and very damaged children?

[Lord Hill of Oareford]

I have not seen the research that the noble Baroness, Lady Howe, refers to. I would be happy if she could spare the time to discuss that with her, along with the broader issues that she has raised.

Schools: Modern Languages

Debate between Lord Hill of Oareford and Baroness Howe of Idlicote

Tuesday 8th June 2010 Lords Chamber

[Lord Hill of Oareford]

I understand those points very clearly. In regard to the overall review of the curriculum, its content and the question of what should and should not be compulsory, we shall need to reflect on those points and come up with conclusions in due course.

[Baroness Howe of Idlicote]

My Lords—

[Baroness Walmsley]

Given the continued need for more specialist teachers and the continued budgetary constraints, will the Minister join me in welcoming the British Council scheme which funds temporary cover for teachers to go away during term time, as well as their own time, to foreign countries to increase their language skills? Will he encourage other organisations to put their money into similar schemes?