Young People: Staying Put Scheme

Debate between Lord Hill of Oareford and Earl of Listowel

Wednesday 21st November 2012 Lords Chamber

[The Earl of Listowel]

To ask Her Majesty’s Government what plans they have to roll out the Staying Put scheme across England and Wales.

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

My Lords, the Government are encouraging all local authorities to expand staying-put arrangements so that more young people can stay with their former foster carers until age 21, particularly when these young people are in further or higher education. My honourable friend Edward Timpson, the Children’s Minister, has recently written to all directors of children’s services, urging them to ensure that care leavers always live in safe, suitable accommodation, including staying-put arrangements.

[The Earl of Listowel]

I thank the Minister for his reply. Does he share my concern that these young people, in particular, need enduring and reliable relationships in their lives because of their poor start? Does he also share my concern at the recent findings from the deputy Children’s Commissioner about the sexual exploitation of young people leaving care? Does that not highlight the urgency with which the Government should pursue their current activity in encouraging local authorities to spread this practice as far, and as soon, as possible?

[Lord Hill of Oareford]

I agree with the noble Earl on both points. Any help that he and others can give in raising the salience of the issue with local authorities would be very welcome. As I said, my honourable friend has written to all of them, and he will be monitoring the situation. I am glad that in the past year the number of young people in staying-put arrangements has increased—admittedly from a low base—by more than a third, so there has been some progress. However, we all need to keep the spotlight on it.

Schools: Parenthood Education

Debate between Lord Hill of Oareford and Earl of Listowel

Tuesday 13th November 2012 Lords Chamber

[Lord Hill of Oareford]

I agree very much with the right reverend Prelate on his second point. On his first point, financial education is important. As he will know, it is delivered as one of the strands of PSHE education. Also, as part of trying to improve financial literacy, the Government could do work on things such as basic maths. There is a correlation: in well run schools, thriving pupils who have ambition and aspiration are less likely to get into the kind of difficulty that we have been talking about. I very much agree with the right reverend Prelate.

[The Earl of Listowel]

My Lords, does the Minister share my concern that many of our schoolchildren will not experience stable and enduring relationships at home and that they may see many adults pass through their lives? If he does, is it not therefore important to ensure that schools can model for children what an enduring and reliable relationship is? Teachers can be equipped to do that through good training in child development, consultation such as that offered by the charity Place2Be and others, and the importance given to vertical tutor groups in secondary schools. These all support children’s ability to know about enduring and reliable relationships and be better parents themselves. I hope the Minister will agree.

[Lord Hill of Oareford]

I very much agree with the noble Earl about the importance of trying to help children to understand the importance of stability and stable relationships. I take his point that unfortunately too many children suffer from transient relationships at home. I know that many schools do extraordinarily good work to give children more order, discipline, shape and structure, which helps to replicate some of those things that, sadly, they do not get from their home life.

Schools: Children in Care

Debate between Lord Hill of Oareford and Earl of Listowel

Wednesday 18th July 2012 Lords Chamber

[Lord Hill of Oareford]

Yes, my Lords, we would certainly encourage all local authorities to think carefully about boarding as an option. Local authorities such as Norfolk are already doing it, and others are as well. As I said, boarding schools can play a role—I agree with my noble friend. I am grateful for the initiatives taken by RNCF/Buttle and by the independent and maintained schools.

[The Earl of Listowel]

My Lords, can the Minister give an indicative figure on the number of children in care, and the number of children on the edge of care, who are currently benefitting from this policy each year? Have the Government commissioned research into this area? I detect considerable interest among my Cross-Bench colleagues on the subject. Will the Minister consider a briefing for interested Members of the Lords and of the Commons on this interesting policy?

[Lord Hill of Oareford]

I would very much welcome further discussion with the noble Earl and any other Members of this House who are interested. I think that there is interest across the House in the potential of this initiative. As my noble friend mentioned, the noble Lord, Lord Adonis, was very keen on trying to make progress in this area, and the previous Government did some interesting trials. The numbers are currently very low but I think that, properly handled, there should be potential for the numbers to increase. The two initiatives which I have talked to perhaps have the potential to go up to, say, 1,000 places. That might involve children at the edge of care, in care or otherwise disadvantaged. However, I would very much welcome the chance to discuss it further with the noble Earl and anyone else who is interested.

Education (Exemption from School Inspection) (England) Regulations 2012

Debate between Lord Hill of Oareford and Earl of Listowel

Tuesday 17th July 2012 Lords Chamber

[Lord Hill of Oareford]

Yes, of course, my Lords.

[The Earl of Listowel]

Before the noble Lord concludes, I thank him for his careful response. I may have missed his response to the question asked by the noble Lord, Lord Hunt, with regard to faith schools, but will the risk assessments also consider the impact of faith schools on the teaching of science, for example, and the need to monitor that area?

Schools: Primary School Places

Debate between Lord Hill of Oareford and Earl of Listowel

Monday 16th July 2012 Lords Chamber

[Lord Hill of Oareford]

My Lords, trying to work backwards, first, so far as free schools are concerned, of the primary schools that we announced on Friday with proposals to come forward for 2013, nearly 90% of those are in areas of basic need where there is a shortage of places. I agree that good design is important but do not accept that temporary buildings cannot be part of a solution. Local authorities need to be free to make the judgments that they think are best to respond to the pressures that they have locally. Generally, as I said with the figures that I have set out, we have doubled the funding we are putting into primary school places. The birth rate started to rise in 2002; it peaked in 2008; so the Government are trying to address a serious challenge in the problem of the growing numbers that we have inherited.

[The Earl of Listowel]

My Lords, is the Minister concerned about the number of primary school head teachers now nearing retirement and how to replace them? Are the Government looking closely at the pilot of 20 school leaders from primary schools in the Future Leaders charitable trust this year, which was so successful for secondary school leaders? Will the Government be looking at that and thinking carefully about how we secure sufficient highly skilled head teachers for primary schools for these 450,000 children?

[Lord Hill of Oareford]

Yes, my Lords. The quality of teaching in primary schools is obviously hugely important and I was encouraged to see today that, for the first time, the number of men applying to teach in primary schools has increased. I think all sides of the House would find that a welcome development. I agree with the noble Earl on the importance of the kind of example that he cites and I am sure we can learn lessons of the kind that he sets out.

Education: Engineering

Debate between Lord Hill of Oareford and Earl of Listowel

Thursday 15th March 2012 Lords Chamber

[Lord Hill of Oareford]

On the first point about the importance of STEM subjects and making sure that there are teachers able to teach them, as my noble friend will know, we are working hard to encourage the supply of those well qualified teachers. On her second point about the free school application, I am grateful to her for bringing it to my attention. It is the first time I have heard of it. I will refer it to the officials who will be carrying out the first sift of the applications, because the important test of evidence of demand must be genuine evidence of demand for a particular school.

[The Earl of Listowel]

My Lords, does the Minister share my concern that in the latest unemployment figures, 22 per cent of 16 to 24 year-olds are unemployed —the highest percentage since records began? Does that not indicate the great importance of what he said, which is that the curriculum needs to attract and interest children of all kinds, so that they stay in education as far as they can to get the qualifications that will give them hope of a job when they complete their education?

[Lord Hill of Oareford]

My Lords, I very much agree with the noble Earl. One encouraging point is the increase in the number of young people doing engineering and manufacturing apprenticeships, for example, which has risen by 30 per cent in the past year or so. The work we are doing with studio schools and with UTCs to encourage the take-up of vocational courses is all part of that, but I agree with the noble Earl’s fundamental point that one wants qualifications and courses for children of all ranges of interest, practical or academic. They should have parity of esteem, and the way to have that is through rigorous qualifications, not pumped-up ones.

Sure Start

Debate between Lord Hill of Oareford and Earl of Listowel

Monday 17th October 2011 Lords Chamber

[Lord Hill of Oareford]

I hope I have made clear in all my answers, particularly to the question asked by the right reverend Prelate, that the Government accept entirely the importance of the services delivered through Sure Start children’s centres. One whole focus of the Government’s work is to seek to increase funding into greater concentration on the early years. That is continuing despite the difficult financial situation that we face. I agree that the more one can do with young children to help them become ready for school and to achieve and to learn, the better they are likely to do later and the less chance there is of them going off the rails when they are older.

[The Earl of Listowel]

My Lords, there is a huge cost to society from failing to intervene early, particularly a huge public health cost, given that mental disorders mostly begin in childhood. For example, if smokers had had an intervention in childhood and their relationship with their parents had been strengthened, perhaps 40 per cent of them would not be smoking now. It would probably be the same for alcohol and drugs. Failing to intervene is hugely costly. Will the Minister ensure that the Department of Health carries a proper rate in support of this early intervention and will provide funding to Sure Start children’s centres? Further, will it provide adult mental health services to parents in Sure Start children’s centres and that there is full recognition of this? Will the Minister also discuss with his colleagues how children and families can be prioritised in the Health and Social Care Bill so that these often overlooked groups get the early support that they need?

[Lord Hill of Oareford]

My Lords, I agree very much with the noble Earl about the importance of early intervention, which is the theme of a whole range of measures that the Government are taking across departments. We work closely with the Department of Health. We worked with it on the statement on foundation years, which was published in July, and will continue to do that, bearing the noble Earl’s points in mind.

Education Bill

Debate between Lord Hill of Oareford and Earl of Listowel

Monday 11th July 2011 Grand Committee

[The Earl of Listowel]

My Lords, will the Minister clarify one further point? There is concern that the Government imposed a freeze on recruitment for a period, which may have contributed to some of the applicants becoming disillusioned and choosing not to apply to teacher training. I would appreciate it if he could tell me whether that is correct.

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

My Lords, I have never been accused of being Maoist and believing in permanent revolution before. In response to the noble Lord, Lord Knight of Weymouth, I do not come to bury marketing but to praise it. I agree with a lot of his points about marketing and why one needs to have professional marketing. I know how much he did and I know the good job that the TDA has done. That is not in dispute and I completely accept that it has played a valuable part in raising the quality of our workforce, as many noble Lords have said.

Given my praise for the work that it has done, the question that may follow is: why are we proposing to bring those functions into the department? In a way, that links to the point raised by the noble Lord, Lord Sutherland. It is to increase accountability. I accept the noble Lord’s point that one of the consequences of bringing things closer to home is that Ministers will have accountability. If in the new arrangements the success of recruiting teachers is less than it has been before, that will be clear to see and it is clear whose responsibility that is. That is what lies behind the move and across the piece; namely, to deliver services, to increase accountability to Parliament and, by bringing services together, to make savings with back-office functions.

We are intending to transfer the key functions of the TDA, including recruitment and the promotion of teaching as a career, to the new executive agency, the Teaching Agency. It will continue to have the lead role in marketing, to which the noble Baroness, Lady Jones of Whitchurch, referred, the opportunities and attractions of teaching. We want to retain the expertise that exists to carry out that role. We in many cases, would want the roles and the people currently performing them to carry on at the agency. One would not want to lose that professionalism, to which the noble Lord, Lord Knight, rightly referred.

The noble Lord and the noble Earl asked questions about the marketing freeze across government. As we know, there was a freeze in marketing as we tried to get on top of the huge ballooning of expenditure on marketing in recent years. We have managed to save many hundreds of millions of pounds across government by doing that, which was a necessary step. In response to the noble Earl, I am glad to say that that freeze having happened, things have picked up. We are back to where we would have wanted to be. As regards acceptances, the proportion of places filled is in line with previous years. In fact, I am told that we are doing a little better in physics and maths than we were last year, but we obviously have to keep going.

The coalition Government set out in our Programme for Government our commitment to reduce the number and cost of arm’s-length bodies. The Cabinet Office set out the criteria to test when it is right to have an arm’s-length body performing functions and whether a body should continue to exist. When we made that decision, we discussed our intention with a range of interested groups, including teacher and head teacher unions. On the point raised by the noble Earl about the advisory board for the new Teaching Agency, as we said last week when we were discussing another body, we need to have arrangements in place so that the Teaching Agency can benefit from the knowledge and views of a wide range of interested parties. We want to put such arrangements in place. The Teaching Agency will be bringing in functions from four different existing organisations and we want to ensure that we get advice in relation to all the functions of the new agency. Any new group that we set up will have to ensure that it has appropriate representation across all the areas of interest of the new agency.

It might be that an advisory board of the sort suggested by the noble Earl will be what we eventually decide to have, but, as regards his amendment, it would be premature to restrict ourselves to a particular mechanism before we have had a chance to develop further the way in which the new Teaching Agency will operate. However, we will look to the boards of the four existing organisations, the GTCE, the CWDC, the QCDA and the TDA, to offer their views on what may provide the best way forward.

I accept the force of the point made by the noble Lord, Lord Knight, about the importance of marketing. I have given my background in this funny world. He would not expect me to be a luddite on that issue. I accept the need for the provision to continue and to be delivered professionally. By bringing it in-house, we will have a cost-effective, streamlined and professional organisation. I ask the noble Lord to withdraw his amendment.

[The Earl of Listowel]

My Lords, just before he does, I thank the Minister for his reply, particularly for what he said about an advisory group in relation to the new arrangements. I hope your Lordships will agree that the meeting last week with Charlie Taylor was a success. Certainly, the group I was with was impressed by the Government’s choice of adviser. I have met Bernadette Cunningham, who the Government have chosen to advise them on early years care. Her work with the Coram Family is well respected. Therefore, the Government’s track record in choosing advisers is a very good one so far.

--- Later in debate ---

[The Earl of Listowel]

My Lords, I hesitate to speak, but the amendments raise very important issues about the teaching profession and the future professionalism of teaching. Will the Minister keep in mind what happened to social work? At one time it was a highly respected profession with high thresholds of entry, but those thresholds were lowered for various reasons. A short while ago one could get on to a social work course with a couple of Ds as qualification. The result has been a highly variable quality in social workers.

While I wish to be as flexible as possible to recruit the right people into teaching, it would be a backward step if we were to lower standards trying to do so. I look to the Minister for reassurance that that will not happen.

[Lord Hill of Oareford]

My Lords, this is a timely debate—only the week before last the department published its strategy for initial teacher training. That set out a vision for raising the quality of teachers, which I hope will address some of the concerns of my noble friend Lord Willis about how we might move forward. It also set out our plans to give schools more involvement in training. The reason for that is that schools are employers of teachers as well as places where trainees can learn from outstanding teachers. So we are keen that schools should form an important part of the mix of our system for recruiting and training new teachers. In saying that, and responding to my noble friend Lady Brinton, I assure noble Lords that the Government’s intention is certainly not to remove universities from teacher training. As the Training our Next Generation of Outstanding Teachers document says:

“There is an important role for universities in any future ITT system. They provide trainees with a solid grounding in teaching, and space to reflect on their school experiences”.

Education Bill

Debate between Lord Hill of Oareford and Earl of Listowel

Wednesday 6th July 2011 Grand Committee

[The Earl of Listowel]

The noble Lord, Lord Storey, reminds me of a meeting that I had with the noble Baroness, Lady Walmsley, and some head teachers a year or so ago. One subject that came up was mentoring. I am not sure whether it was the mentoring of newly qualified teachers or teachers in initial training. The head teachers were making the point to us that it is very important that the quality of their mentors is right. I forget the gradations, but perhaps they are outstanding, good and satisfactory teachers. The head teachers regretted the fact that sometimes teachers in initial training might be given just a satisfactory mentor when they should have a good or outstanding mentor. They may have been saying that they should have outstanding mentors all the time. Perhaps the Minister will bear that in mind. One way to improve outcomes in this area might be to ensure, more consistently, that the mentors are of the highest standard for people in initial training or their first year.

[Lord Hill of Oareford]

My Lords, as was clear in the previous group of amendments, I very much agree with my noble friend Lady Perry that we have to encourage the best teachers into the profession and support their professional development. I understand that the intention of her amendment is to ensure that only those teachers who are good enough to pass the induction should become full members of the teaching profession. I support that aim.

We have talked a little about the numbers. The figure of 15 is the correct figure but in response to the question from the noble Baroness, Lady Morris of Yardley, in terms of managed moves the figure is something like 10 per cent. That lends some credence to the point of the noble Baroness. Part of the process is that people drop out—the 15 who do not make it—but there are others who do not make it in a less apparent way.

Perhaps I can briefly set out the current arrangements for induction, although I thought that my noble friend Lord Storey gave some helpful observations on that. As he said, each NQT is provided with a tutor who is an experienced qualified teacher and their role is to mentor the NQT on a day-to-day basis, to observe their teaching practice throughout the year and to give them feedback. They contribute to formal assessments of NQTs, which take place each term. At the end of the year the NQT is judged on whether they have met the required standard to become a full member of the teaching profession. Schools do not make that final judgment; they have to work with the independent appropriate body, which has overall responsibility for ensuring that the induction is fair and rigorous and that the NQT gets the appropriate support. It can visit the school, speak to the head teacher and to NQTs to check up on progress. The independent appropriate body makes the final decision on whether the required standards are met, based on the assessments that have taken place over the year and the recommendation of the head teacher.

Arguably, no set of arrangements is absolutely perfect. We are currently looking at induction and, if my noble friend has any individual cases of appropriate bodies not maintaining the required standards, I would be keen to meet her to discuss the issue further. In any case, it might be helpful if I could arrange a meeting for her with the Schools Minister with responsibility for this area just so that we can tease out some of these issues a bit further.

Induction arrangements are just one element of the Government’s overall reforms, the key aim of which is to raise the quality of new entrants by toughening entry requirements and by investing more in attracting the best graduates. We hope that that will improve the quality of NQTs entering induction in the first place, which seems to me to be the key issue. I believe that, taken together, our reforms are more likely to achieve the increase in quality that we all seek than would be achieved by the introduction of a new check—to check the checkers, as it were—into arrangements that already feature an independent appropriate body. However, I understand the points that my noble friend made and I would welcome the opportunity to discuss the matter further by asking that she raise her concerns with the appropriate Minister. On that basis, I hope that she will feel able to withdraw her amendment.

Education Bill

Debate between Lord Hill of Oareford and Earl of Listowel

Monday 4th July 2011 Grand Committee

[The Earl of Listowel]

Before the Minister replies to those questions, perhaps it might be helpful to ask another question for information. How do the numbers of exclusions break down between primary schools and secondary schools? He may already have mentioned that but I would be grateful for that information.

[Lord Hill of Oareford]

On that specific point, I do not have those figures in my head and I will try to find them and send them to the noble Earl. In response to my noble friend’s first question, the new arrangements are intended to apply to permanent exclusions. So far as his other points are concerned—again, they are generally not in the Bill—in terms of the way forward with the exclusion trials and with a point that we are trying to take forward and which we will come to later on about improving the quality of alternative provision available, the responsibility for a child in the situation he describes is unchanged and remains with the local authority.

--- Later in debate ---

[The Earl of Listowel]

My Lords, having for some years taken an interest in the low status of professionals working around children, particularly the low status of social workers, I have always been drawn to the model used in the health service and in the law. Senior practitioners in the health service very much have the responsibility for bringing on new blood, having an impact on the supervision and development of juniors. There is the same approach, particularly in law, with pupillage. It is retrograde to move away from a position where teachers were perhaps beginning to take more control over their continual professional development. The GTC might have allowed for that. As all noble Lords have said, it seems extremely ironic and strange when the Secretary of State says that teachers are the key to improving outcomes above all things and then takes away the professional body for teachers without offering a strong replacement. I look forward to the noble Lord’s response.

[Lord Hill of Oareford]

My Lords, on the status of the teaching profession, I agree with everything that has been said. The issue that we are debating today is whether professionalism can be captured only in some national regulatory body or whether it can be found in other parts of the wood.

I was very struck at Second Reading when the noble Lord, Lord Knight, spoke of the success of Teach First as being great achievement of the previous Government. He could have spoken about the work of National Leaders of Education or Local Leaders of Education, or the work of the National College, which are all very good examples of professionals working to raise standards and help other professionals. He could have mentioned the growing numbers of academies taking on responsibility for helping other schools in chains or clusters. Those all seem to be aspects of a profession taking responsibility for itself. I may be wrong because I was not around at the time, but I am not sure how prominent the role of the GTCE was in taking forward Teach First, National Leaders or partnership working between schools. Having a national body of that sort does not deliver professionalism, raise standards or deal with important issues about continuous professional development. The Government believe that we need a regulatory system that is credible, effective and provides value for money—I think that there is acceptance for that today.

I do not take any particular pleasure in the ending of the GTCE. I know that it was started with high hopes and that there were many who had wanted it, as we have already heard, from the 19th century. The noble Lord, Lord Puttnam, both today and at Second Reading, spoke eloquently of the practical problems that it faced at its birth—I think that the phrase he used at Second Reading to describe his appointment was “hospital pass”. However, what is clear—I do not want to labour this too much—is its record. Since the GTCE was formed in 2000, nearly two-thirds of local authorities have never referred a case of incompetence to it, despite employers having a statutory duty to do so. Since 2001, the GTCE has concluded only 82 competence hearings and struck off 15 teachers for incompetence. The majority of our teachers, we know, are highly competent professionals, and we would not question that, but it seems unlikely that in the whole 10 years there have been only 15 incompetent teachers.

One fact that struck me as evidence of the attitude of teachers towards the GTCE was the point raised by my noble friend Lord Lingfield; that is, of the modest £36.50 annual registration fee, the taxpayer has to subsidise £33. That does not seem to be a very powerful sign of a profession that feels strongly about the role that the GTCE performs.

The noble Baroness, Lady Jones, made reference the views of the NASUWT. I recognise that its views can change over time, and they clearly did, because the general secretary of the NASUWT has said:

“I have frequently said that if the GTCE was abolished tomorrow few would notice and even less would care. I have absolutely no doubt that the Secretary of State’s decision will be warmly welcomed by teachers across the country”.

The key question is that posed by the noble Lord, Lord Puttnam; namely, what should replace the GTCE if one accepts that it has not delivered in the way that he and others had hoped at its beginning?

Perhaps I may set out what we are proposing. It is, in essence, the following. A smaller, more cost-effective body, the teaching agency, would deal only with matters of misconduct. Hearings would be heard by a panel made up of representatives of the profession and independent lay people, with a right of appeal, as now, to the High Court.

Issues of incompetence would be dealt with separately. I have always thought that the GTC’s current sanction for incompetence was a surprisingly nuclear option. Rather than a slow, cumbersome process that led painfully to a national process and ultimately—for 15 teachers—to barring from the profession, we think it would be better to have a much more flexible, local system whereby issues are resolved more quickly. We can all think of people who have not made a go of it with one employer, but who flourished somewhere else. We are therefore keen to move to a system with all the same protections in employment legislation whereby employers can exercise judgment, address problems more swiftly, and help teachers to improve.

We have been carrying out a review of the professional standards for teachers, which will give employers clearer national benchmarks for performance and conduct. We are currently consulting on simplified arrangements for performance management and tackling poor capability. That will streamline the system and remove the current duplication that employers have found is a barrier to tackling performance issues. We will also strengthen the training and support available to school leaders, so that head teachers and aspiring heads are better prepared for their management role through a revised national professional qualification for headship. We think that these measures will leave the powers to deal with teacher incompetence in a more appropriate place and help head teachers to exercise those powers more effectively than the current regulatory system does.

So far as conduct is concerned, none of this is to say that we think there is no role for a national regulator. On the contrary, we are clear that where teachers are guilty of serious misconduct, they should be referred to the national regulator for potential barring from the profession. That mechanism is cumbersome for head teachers and the regulator, because every case where a teacher is sacked for misconduct must be referred, even though the vast majority of these cases do not warrant barring. The new arrangements will be more effective by giving employers discretion, while still ensuring that the most serious cases are referred. Where cases are referred to the regulator, the Bill gives the Secretary of State a new power to make interim prohibition orders. This power was always intended for use in the very rare cases where it is in the public interest to bar an individual from teaching while an investigation is under way. Amendments 64AA, 65A 65B and 65C have been tabled by the Government in response to your Lordships’ Delegated Powers and Regulatory Reform Committee’s recommendations that the safeguard for this power be put in the Bill.

Noble Lords have asked for reassurance that the element of discretion that we are introducing will not lead to a weaker and less consistent system. It is of course important that the new system protects pupils and maintains confidence in the teaching profession. Let me say straightaway that the proposals make no change to the duty on all schools to refer any cases of serious misconduct relating to children to the Independent Safeguarding Authority.

I should also draw your Lordships’ attention to the fact that the Bill provides for referrals to the Secretary of State from members of the public. Where a parent or other member of a community disagrees with the judgment of a head teacher who has not referred a teacher dismissed for serious misconduct, they may make the referral themselves. This provides a further safeguard that teachers in the most serious cases will not in some way slip through the net.

I turn to the important issue of the Register of Teachers, which a number of noble Lords raised, including the noble Baroness, Lady Jones of Whitchurch, my noble friend Lady Jolly, the noble Lord, Lord Knight, and my noble friend Lord Willis of Knaresborough. The Government said in another place that we would consider the arguments in favour of making available data about teacher qualifications. We have listened to what the head teachers’ unions have said—that point was raised by the noble Baroness, Lady Jones of Whitchurch. I have also listened to the case eloquently made today by noble Lords, particularly by my noble friend Lord Willis of Knaresborough. It is right to say that the teaching agency will maintain a database of teachers who have attained qualified teacher status and who have passed their induction period. That seems to be an eminently sensible point and we will take it on board. That database will be available online to employers from April 2012.

Some amendments concerning surveys and statistics—CPD and so on—were spoken to by the noble Baroness, Lady Jones of Whitchurch. The Government will continue to commission research and to support the effective management, assessment, planning and development of the teaching profession. We are in the process of considering what the data and research needs of the new teaching agency and the department will be.

The CPD part of the GTCs’ work is currently shared with the TDA, and in future work on CPD will form part of the remit of the new teaching agency. However, as I have already said, over time we would tend to see more and more of that work being delivered by schools.

With regard to some of the more technical issues, the noble Baroness, Lady Jones of Whitchurch, raised the question of information-sharing between the GTCs in the devolved Administrations. Officials in the department recently met their counterparts and the GTCs from Wales, Scotland and Northern Ireland to discuss this issue. We have an agreed approach to sharing information between the four nations and will continue to meet regularly to discuss that.

On cash reserves, I agree with the noble Baroness that, if money was originally paid to the GTCE for the benefit of teachers and some of that money is still available, it should continue to be used for a similar purpose. If there were any cash reserves, we would use them for the benefit of teachers and the teaching profession—for example, to contribute to the continuing administration of the regulatory function, which a large proportion of the GTCE’s fees was spent on.

I recognise that my answer is disappointing to the noble Lord, Lord Puttnam. I never like to disappoint the noble Lord, for whom I have great respect. I hope that what I have been able to say about the register will provide some reassurance to noble Lords who I know were concerned and that, taken together, my response will enable the noble Lord, Lord Puttnam, to withdraw his amendment.

Education Bill

Debate between Lord Hill of Oareford and Earl of Listowel

Thursday 30th June 2011 Grand Committee

[The Earl of Listowel]

My Lords, I apologise for being absent for much of this debate. I have an amendment in this grouping, Amendment 52A, and I would like to speak to it briefly if I may. It states:

“A review panel may, following a review under this section, direct the Office for Standards in Education, Children’s Services and Skills to undertake an inspection of the school concerned”.

I hope that the amendment has not been degrouped from this grouping of amendments.

The Minister was kind enough to write to me with some information about the review of Ofsted. I understand that it is looking for new triggers for inspections and I tabled the amendment in order to probe the Minister on whether this might be one way of doing so. It may not be to direct but to encourage Ofsted to inspect a school that has excluded a child. Having spoken recently with a head teacher who sat on a panel dealing with young people who had been excluded, it seems to me that a small number of children are put back into the system and that it is a necessary check. The Minister knows how much sympathy I have for his push to give more autonomy to schools and the professionals working in them.

[Lord Hill of Oareford]

My Lords, exclusion should be the last resort, a statement with which everyone here wholeheartedly agrees. There was agreement on that when we discussed it on Tuesday and it was a message that I received clearly from the All-Party Parliamentary Group on Children, which I was lucky enough to meet last week, and it has been reiterated again today.

Therefore, in responding to this group of amendments, I want to start backwards with Amendment 54 spoken to by the noble Baroness, Lady Hughes, and the case for trialling a new approach to exclusions. In our White Paper, published last year, we set out our plans for such a trial. It is worth rehearsing our objectives because this goes so much to the heart of what we have discussed today on exclusions. They are to encourage early intervention; to address behavioural problems and their causes; to keep pupils in their schools wherever possible; and, if it is not possible, to ensure that they receive high-quality education elsewhere. It is worth restating that because it comes down to a point that we debated previously—that the way in which legislation is drafted means that one often starts the discussion back to front. I want to emphasise clearly that our objective, which I know is shared by everyone here, is that exclusions should be absolutely the last resort and the drive of government policy going forward will be to try to find ways of avoiding it.

We know that some areas have already made a lot of progress in this area of the kind referred to by the noble Baroness. Cambridgeshire has devolved responsibility for all its alternative provision to clusters of schools, and they are given a share of the local authority’s budget to spend and are allowed to keep the savings. It has seen a reduction of about two-thirds in the number of pupils referred to PRUs by secondary schools. At the all-party group meeting last week, we heard also about Devon. There is clearly good practice out there from which we are keen to learn.

In the trial areas, a school that excludes a pupil will then have to find and fund an alternative full-time placement. That relates to the point made by the noble Baroness, Lady Warnock. Knowledge of the pupil’s needs and history should assist in finding the most appropriate provision. Some of the funding currently retained by local authorities for alternative provision would be delegated to schools for this purpose. That is the idea of the trials. More than 50 local authorities have expressed an interest in taking part in the trial and we are finalising plans for it to start this autumn, involving between 15 and 18 local authorities. Officials are discussing the final details with those schools, and we hope and believe that this large trial will enable us to identify and work through all the issues, find solutions and modify our approach should that prove necessary.

Amendment 54 seeks to legislate now for that approach. I am sure that its purpose is to provide an opportunity for this debate. However, our view is that we need first to have discussions with head teachers and other people with know-how in this area and that we should not rush into legislation on this matter. We hope that the trials will start in the autumn and run for two or three years. We do not need legislation for the trials, but having learnt from them we will then legislate if we need to. That is something that my honourable friend Sarah Teather is running with.

Education Bill

Debate between Lord Hill of Oareford and Earl of Listowel

Tuesday 28th June 2011 Grand Committee

[The Earl of Listowel]

I omitted to ask the Minister whether he could remind the Committee of the present situation on the requirement for a graduate lead provision in early-years settings. I think the Government have introduced some exceptions; can he remind me of the situation or perhaps drop me a line?

[Lord Hill of Oareford]

I think the absolute requirement that there should be such a provision was removed at the end of last year. However, we expect that there would be at least one early-years professional or a qualified teacher to provide leadership in centres. There would be more local judgment on which people would be appropriate in the setting. However, we will speak further with the noble Earl.

--- Later in debate ---

[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.

[The Earl of Listowel]

I am sorry for tiring the Committee, but just to help me understand better how sufficient the funding is that the Government are providing to providers, could the Minister break it down a little further? I think I missed the figure per hour. How much would an early-years worker get funded to work in a setting? If we strip out the training, how much would we expect them to get paid per hour? How does that compare with someone working at a cash desk in Tesco or a teacher? I recognise that this may be down to the discretion of the setting. Maybe this is something that the Minister would be kind enough to write to me about. How much would one expect the person working on the ground to get out of the sum that is being paid to providers?

[Lord Hill of Oareford]

My Lords, the short answer is that it will vary considerably from area to area. If I am able to provide any better particulars, I will write to the noble Earl.

Education: Vocational Subjects

Debate between Lord Hill of Oareford and Earl of Listowel

Thursday 12th May 2011 Lords Chamber

[The Earl of Listowel]

My Lords, I welcome Professor Wolf’s review and the Government’s Statement, in particular what they have said about reviewing the league table system, making it more sensitive and, I hope, looking more closely at the distance travelled by all children in the education system. I would like ask two questions. The first relates to achieving literacy in children, which enables them to be successful in these courses, and the other relates to the quality of mentors in the workplace.

First, does the Minister recognise the important contribution of charities working with children in schools, and indeed within their families, to address their difficulties in attaining literacy? For instance, Voluntary Reading Help works in more than 1,000 primary schools and trains adult volunteers in the community to work on a one-to-one basis, with a commitment over a year to work with individual children twice a week. Also, Learning School Help works with children, in their families and in their schools, to help them achieve literacy. As to the workplace, can the Minister give more detail about how mentors are developed, how good-quality mentoring is recognised and celebrated, and whether there are any schemes to certify good-quality mentoring in the workplace for apprentices?

[Lord Hill of Oareford]

My Lords, I very much agree with the noble Earl about the importance of charities. One announcement made today in the broader context of tackling the NEET problem—no one has found a better way of saying it than NEET, because otherwise it takes too long—is a new £10 million-a-year fund to be set up, which I hope will be taken up by charities and the voluntary sector, to come up with solutions to help those children, such as I was lucky enough to see recently, to re-engage, undertaken by Fairbridge, which does a fantastic job in helping to re-engage those children. I very much agree with the noble Earl about the role of charities.

If I have more detail on the noble Earl’s second point about mentoring, I will come back to him. I will follow that up; but he and I may also have a chance to discuss that further outside the House.

National Music Plan

Debate between Lord Hill of Oareford and Earl of Listowel

Thursday 28th April 2011 Lords Chamber

[Lord Hill of Oareford]

Yes and yes, my Lords. I will certainly do that. I agree entirely agree with the point made by the noble Baroness about the important role that the conservatoires play. I hope that we will be able to build on Teach First, which is another excellent scheme introduced by the previous Government, and to look in particular at whether we can encourage more graduates of that scheme who have been through the conservatoire system to learn to teach and to spread what they have learnt. I will certainly relay the noble Baroness’s second point to BIS.

[The Earl of Listowel]

My Lords, what progress has been made in moving teaching towards being a masters degree profession and will such a degree provide an opportunity to develop some of the specialisms identified in the Henley review as being needed? Perhaps the Minister might visit Burdett-Coutts primary school, around the corner from here, which does a marvellous job in encouraging a great range of pupils to use musical instruments.

[Lord Hill of Oareford]

The noble Earl is very kind in trying to induce me to go around the corner with him; I would be keen. I was lucky enough last year to go to the Schools Prom at the Royal Albert Hall. If any Members of this House have been there in their roles, they will know what a fantastic, wonderful evening it is. It was one of the most life-enhancing evenings that I have had for a very long time—which may say something about my life as well. It made one realise how much is going on in schools, what music teachers and music services are delivering, and how music can bring so much to children in a range of ways. As the noble Earl knows, there are a number of ways in which we need to look at the quality and range of teacher training, developing the idea of school-to-school support and learning the best that schools have already developed. That should have an important part to play in the development of specialist music teachers as well.

Education Maintenance Allowance

Debate between Lord Hill of Oareford and Earl of Listowel

Monday 7th March 2011 Lords Chamber

[Lord Hill of Oareford]

On the noble Baroness’s second point about sequencing, I accept the force of her argument. As she will know, the Government were confronted with a situation where they had to take urgent decisions rapidly because of the scale of the deficit, and we took those decisions first. I take her point, but we acted in the way that we did because we needed to start cutting the deficit quickly. On her first point, I am aware of the views of many principals of sixth-form colleges and young people, who have expressed concerns to me about the loss of the EMA. The noble Baroness referred to 50 per cent; I come back to the research commissioned by the previous Government which looked at the impact and stated, consistently across two or three pieces of work, that about one in 10 said that they would not have carried on. We will target the arrangements we work out on those who need help most, because I accept that we need to ensure that the children who face the greatest barriers get help to carry on in education and training.

[The Earl of Listowel]

My Lords, I thank the Minister for his undertaking to concentrate on those young people who need the support most. Does he agree that young people in care, who have had the poorest of starts, need support to access education? Will he make certain that they do not lose out because of this change?

Education: History

Debate between Lord Hill of Oareford and Earl of Listowel

Thursday 8th July 2010 Lords Chamber

[Lord Hill of Oareford]

My Lords, the Secretary of State for Education runs the department. I did not say that I did not know: I said that so far as I was aware they have not been invited to take part in a review. That was what I said in my first Answer—and in my second, too.

[The Earl of Listowel]

My Lords, does the Minister agree that we should continue to seek out with vigour the best historians from our universities, with their deep knowledge of their specialist subject, encourage them to go and teach in secondary schools and give them plenty of leeway to teach in a way that they see will best engage their pupils?

[Lord Hill of Oareford]

I agree with that point. Getting the best people to teach history at all levels in schools is an extremely important task.

Academies Bill [HL]

Debate between Lord Hill of Oareford and Earl of Listowel

Wednesday 7th July 2010 Lords Chamber

[Lord Hill of Oareford]

If I may, I shall need to write to my noble friend to make that specific point clear, and I shall circulate it to the House.

[The Earl of Listowel]

Before the Minister sits down, I should say that I am very grateful to him for the pains that he is taking in this area. Will he consider whether the annual report should actively look at this area and keep it under review?

[Lord Hill of Oareford]

I hope that the noble Earl will forgive me. He made that point very clearly earlier and I am sorry not to have responded to it. This report is rapidly assuming biblical proportions. There seem to be a whole range of issues arising from this debate that noble Lords from around the House will want to make sure are looked into very carefully and debated properly. I am sure that the point that the noble Earl has made is just one such example.

--- Later in debate ---

[The Earl of Listowel]

My Lords, I support what the noble Lord, Lord Hunt of Kings Heath, said about health service reforms and the difficulty with regard to specialist health services. The National Society for the Prevention of Cruelty to Children runs such a specialist service in Kentish Town, north London. It works with children who sexually harm other children. It is a very intensive service. If these children are not given the service that they need, they sometimes go on to become adults who continue to abuse children. It is a very important service, but it has proved difficult for the NSPCC to get the funding that it needs through applying to local PCTs. This is one example of where regional planning and funding can be very helpful. I hope that the Minister will keep in mind what the noble Lord said.

[Lord Hill of Oareford]

My Lords, I start by thanking various noble Lords for their support for the government amendment. In particular, I thank the noble Lord, Lord Low, for his thanks to my officials, who I know have worked extremely closely with him and his advisers. They have spent so much time working on this that they have almost moved in together.

I will respond to the points made by the noble Lord, Lord Hunt, rather than to the noble Baroness, Lady Wilkins. He asked whether the Government were aware of the issue and whether we were thinking about what to do if the issues that he alluded to came to pass. The answer is yes. It is a fair point and we will no doubt return to it later.

The question of funding is a fiendishly complicated area, because some aspects of SEN funding, and the responsibility to discharge it, will remain with the local authority and some will not. Rather than trying to answer in detail, it is probably better if I respond subsequently and pick up on the points. I will respond to one specific question concerning the funding of non-maintained special schools. There are no plans to change the funding arrangements for those schools. I will respond in a more considered way in writing if I can.

I may be able to offer the noble Lord, Lord Low, some—but probably not total—comfort. I am happy to confirm that parents have always had the power to seek judicial review against either the academy for failing to follow its contractual obligations or the Secretary of State for failing to ensure that the academy complies with its obligations under the funding agreement. It would be unique in law to provide for judicial review to apply in particular circumstances. I am advised that the issue of whether any person can apply for judicial review will be determined by the courts in accordance with Civil Procedure Rules. The Government's view is that the issue should properly be determined by the courts, and the House may not wish to set a precedent in this area. However, I can perhaps help the noble Lord a little by saying on the record that in recognition of his concerns, we will place a new provision in academy funding agreements that will enable the Secretary of State to direct an academy to fulfil any of the obligations imposed by the SEN annexe of the funding agreement. The agreement already enables the Secretary of State to direct an academy to admit a child.

As far as concerns a new timetable for the complaints process, I am sure that, as on many issues, we will discuss these matters further in due course. The YPLA currently administers a complaints process on behalf of the Secretary of State. I entirely accept that that process is necessary and confirm that we intend to continue to provide for it. A question was asked about the first-tier tribunal. Yes, parents and pupils will continue to have access to that.

I will answer the point raised by my noble friend Lord Lucas. The nature of the contractual agreement—what is at the heart of it—is that neither side can vary it unilaterally. Our expectation is that many academies will want to move to the new, simplified model funding agreement, which will introduce these provisions on SEN. In the light of those points and the answers that I hope go some way towards responding to the noble Lord, Lord Low, I hope that he will not press his amendments. We will no doubt continue to discuss these matters later.

Academies Bill [HL]

Debate between Lord Hill of Oareford and Earl of Listowel

Monday 28th June 2010 Lords Chamber

[The Earl of Listowel]

My Lords, I will endeavour to be as brief as possible. This amendment would require the Secretary of State to produce a report every 12 months on the impact of the number of academies established in the past year on the teaching workforce. The purpose of that is twofold: first, to produce some mechanism to monitor the impact of these changes on the workforce; and, secondly, to flag up the concern that inadvertently these changes might lead to the creaming off of the best teachers into the best schools with the best pupils, with the consequence that the poorest pupils in the worst schools would have the least good teachers. I know that that is not the Government’s intention, but it is much better to consider such possibilities now rather than just walking down the road and running into them later.

As regards the reports, will the Minister consider some way of monitoring the impact of academies on the general teaching workforce? Perhaps there is already enough to measure what is happening on the ground. Can he comment on that, or perhaps write to me? I would also be grateful to hear from the Minister what action he can imagine if what I have described were to happen. He has already referred to what can be done—for instance, Teach First is focused on the most vulnerable children in the most difficult areas. I think that City Challenge helps in this area, too. What other mechanisms might be put in place to redress the possibility early on before the rot begins to set in?

I worry about stratification. I have already mentioned the consequences of a mixed market in the Prison Service, in child care and in independent social work practices. Perhaps I may remind your Lordships of the guardians ad litem, who were crack social workers appointed by the courts to represent the voice of children in public law in the courts. They present rather a good case in point for the rationale for having academies, because those social workers were frustrated by working in local authorities. By working for the courts, they were independent and pretty much decided how much time they wanted to dedicate to each child. The posts attracted many of the best social workers, paid less for their experience and gaining little career progression. At least a couple of your Lordships had spouses working in this area. Unfortunately, 12 years ago the Government decided that they wanted firmer control over these practitioners and as a consequence many of them simply left social work.

It is easy to be critical when one is not responsible for such a change, but I remember attending a meeting where the guardians were gathered. It was so disappointing to see such a great deal of expertise leaving the profession. Now we have the Child and Family Court Advice and Support Service, which amalgamates the former guardians ad litem and the former court reporting officers. There again we see a problem, in as much as CAFCASS requires officers who have at least three years’ experience in social work. That means that frontline social workers are pulled off the front line into CAFCASS and are taken away from where they are needed most.

My point is that that was all done with the best of intentions, but the consequences were not thought through at the time. I hope that the Minister will reflect on that. I would appreciate a sense that the Government have considered the issues, that they have ways of monitoring the impact and that there are means of taking action if that becomes a problem in future. I beg to move.

[Lord Hill of Oareford]

I hope that I can provide some reassurance on the concerns raised by the noble Earl, Lord Listowel, which he has made consistently throughout Committee. The Department for Education publishes comprehensive statistics each year on the school workforce—I give way to my noble friend.

Academies Bill [HL]

Debate between Lord Hill of Oareford and Earl of Listowel

Wednesday 23rd June 2010 Lords Chamber

[Lord Hill of Oareford]

My Lords, we have had an important and wide-ranging discussion and I am grateful for a number of points that have been made. I am grateful to the noble Baroness, Lady Royall, for accepting that the Government have sought to be clear in making certain that the existing admissions requirements that apply to maintained schools will apply in the same way to academies. I shall respond to one of her specific questions about reporting on academy admission arrangements. Local authorities have to collect information on academy admission arrangements and report on them to the schools adjudicator. He will then have to report on academy admission arrangements in just the same way as for maintained schools. The Bill does not change that.

I turn to the question raised by the noble Earl, Lord Listowel. I am grateful to him for his comments. I know that he brings great experience and sincerity to this work. He was particularly concerned about looked-after children. I can reassure him that academies will continue to be required to give the highest possible priority to looked-after children. The Bill changes nothing and I know how important that is to him. I hope that that reply provides some reassurance.

[The Earl of Listowel]

I am grateful to the Minister for giving way, even at this late hour, on this point. The concern raised with me is that paragraph 2 of the school admissions code reads:

“Where mandatory requirements are imposed by the Code … it is stated that relevant bodies ‘must’ comply with the particular requirement or provision”.

However, the code continues at paragraph 3:

“The Code also includes guidelines which the relevant bodies ‘should’ follow”.

The relevant bodies there are the academies, so they only “should” follow, rather than “must” follow, this prioritising of children in admissions. Perhaps I have misunderstood in reading the code; I would appreciate guidance.

[Lord Hill of Oareford]

Perhaps I could follow that matter up in writing with the noble Earl outside the Chamber and we can pursue it.

One of the issues concerning admissions and exclusions, as has been explained, is the important principle that academy principals have to be free to manage their schools. Therefore, we believe that all schools, including academies, should have the ability to do that. However, parents also need to have guarantees that their children will be treated fairly, so we will ensure that academies are required, through their funding agreements, to comply with the admissions and appeals codes and with guidance on behaviour and exclusions in just the same way as maintained schools.

I note the remarks made by my noble friend Lord Lucas, endorsed by my noble friend Lady Perry, about banding. As he has conceded, that is not an issue specifically to do with this Bill. I know that he has strong views on it. I need to learn more about it and I would be extremely happy to be educated by my noble friend.

Amendments 28, 50 and 51, 84 and 169 would all require the Secretary of State to ensure that academies complied with the school admissions code as if they were maintained schools. Amendment 84 would require them to run their admissions appeals processes as if they were maintained schools. As I have explained, we believe that we achieve that through their compliance with the admissions code and the admissions appeals code. We will make sure that they have to continue to do that.

Academies Bill [HL]

Debate between Lord Hill of Oareford and Earl of Listowel

Wednesday 23rd June 2010 Lords Chamber

[Lord Phillips of Sudbury]

My Lords, would it help the Minister and the Committee if I were to say that the score is England 1, Slovenia 0?

[The Earl of Listowel]

I apologise if this has already been covered but the noble Baroness, Lady Perry of Southwark, pointed out that the academy schools will have considerable additional funds. I am sure that we will have discussed this; it is something that I should have given more attention to sooner. Could the Minister, in replying or in correspondence, give as much detail as possible on exactly how much academies can expect to be given? That would be helpful. I thank the Minister.

[Lord Hill of Oareford]

My Lords, I should probably speak now while England is ahead in the football; on past form that may not persist. I thank the noble Lord, Lord Adonis, for his insight into ministerial life. I know that many will recognise what he says, as I have discovered over the last three days. I also thank the noble Lord, Lord Hunt, for his kind welcome. I am sorry that the noble Baroness, Lady Morgan, is not here, but I am grateful for the noble Lord’s words.

Some interesting and important points have been made about transparency. It is important not just that everything should be fair. It is absolutely clear that our intention is that our approaches to funding should be fair. However, I take the point that they also need to be seen to be fair. Funding is a fiendishly complicated area, as I am discovering as I try to get my head around it. I recognise the need for greater clarity. I say at the beginning that I undertake to reflect on whether there are ways in which we can better demonstrate that, without going down some of the routes that have been suggested in a range of amendments, which, for various reasons, may be slightly overcomplicated and bureaucratic.

I start by summarising some of the main points that have been made and by responding to the opening points raised by the noble Lord, Lord Hunt. The Bill, as he said, would allow the Secretary of State to fund academies either by contractual agreement—as now—or, for the first time, through grants. The purpose of that is to give the Secretary of State greater flexibility. To respond to the point made by my noble friend Lady Garden, it is not intended to be a bit of both; it is a case of either/or. There would be no top-up from one to the other. As the noble Lord, Lord Hunt, set out, it is our view that the vast majority of academies will continue to be funded by the route with which we are familiar—the contractual funding agreement, which runs for seven years. The proposal for the grant, as the noble Lord summarised, is to give a greater degree of flexibility, probably in a small number of cases where having that—particularly in the case of a new school being set up under the academy model—might make more sense. The requirements on academies relating to admissions, exclusions and special educational needs will be the same, whether they are funded through a grant or a funding agreement. I hope that that provides some reassurance to the noble Lord, Lord Hunt of Kings Heath.

On Amendment 79, 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. The Secretary of State will publish on the department’s website the criteria for deciding applications from schools that are not outstanding. In some ways I recognise the point that there is a need for greater clarity on these issues. Part of the answer to the points that have been raised on both sides of the Committee is that, if we publish more information to make clear what the criteria are, we may be able to reduce some of the uncertainty.

We are keen that there should be flexibility in the criteria that the Secretary of State can use, so that he makes the best decision in each case. The Secretary of State expects to approve all applications from outstanding schools other than those where there are exceptional circumstances—for instance, if a school has a significant financial deficit. As the programme develops, it may be necessary to adjust those processes in the light of experience, particularly with regard to free schools. We are keen to ensure that we have the flexibility to do so.

Amendments 14, 79 and 80 all require that the conditions of academy arrangements should be set out as statutory instruments. The noble Lord made that point. Again, we are keen to try to maintain as much flexibility as possible. We will publish a revised model funding agreement, some elements of which I have circulated, although not as early as I would have liked. They are now in the Library. That will make clear the standard terms and conditions under which an academy will be funded.

An academy agreement is a contract between the Secretary of State and an academy trust under which the academy trust agrees to establish and run an academy and in return the Secretary of State agrees to provide funding for the academy trust. Amendment 11 would mean that an academy agreement could put in place only one half of these arrangements, so the contract would not be properly made. Clause 1(3) has been drafted to ensure that future academy agreements will, as now, need to contain both those elements. Amendment 10 would allow the Secretary of State or the academy trust to amend the terms of the funding agreement at any time. That is already the case: the funding agreement can be amended by mutual consent of both parties, via a deed of variation.

Amendments 124 and 125 would require that academy orders be made by statutory instrument—in the case of Amendment 125, subject to the affirmative resolution procedure. The making of an academy order is an administrative process on the way to becoming an academy. While it is important for the school in question, there is not necessarily a wider public interest in an individual decision by an individual school that would make it necessary or appropriate to bring each and every one of these before Parliament.

Free Schools Policy

Debate between Lord Hill of Oareford and Earl of Listowel

Monday 21st June 2010 Lords Chamber

[The Earl of Listowel]

I thank the Minister for the Statement and welcome the Government’s general thrust, reflected in their announcement, of giving head teachers much more control over the environment that they teach children in. If I may say so, that is a very good direction to be moving in. But can he offer me a reassurance on the issue of stratification? There is some risk that if a significant minority of schools opts neither for academy nor free school status, many teachers will vote with their feet and go to work in these good schools. That might mean that pupils who would most need and would benefit from good teaching will actually be denied the best teachers because they will be in these other schools.

Elsewhere, the Government have proposed the introduction of independent social work practices in the style of GP practices and legal firms. Although this has been warmly welcomed by social workers who like the idea of running their own business and not being interfered with by local authorities so much, a respectable and experienced director of social services pointed out to me that if there is one service only for children with care orders, there is a danger that all the best social workers from the surrounding fields will want to work in that area and would be creamed off. We need social workers to support families where the children are not taken into care.

My second question is brief. Can the Minister assure the House that the complexity of taking forward these new measures will not distract him from maintaining a strong focus on the continuing professional development of our teachers and introducing the master’s in teaching and learning? This point was stressed by the right reverend Prelate the Bishop of Leicester.

[Lord Hill of Oareford]

I am grateful to the noble Earl and hope I can give him the reassurances he seeks. On the broad point about fears of stratification—which I am sure we will come back to as we debate the Academies Bill more generally—I understand the anxiety, but I think that quite a lot of it is misconceived. I say that because on Friday, when the department made the announcement on free schools, I was lucky enough to meet beforehand a number of the teachers and teacher groups who are most interested in taking free school status forward. I have to say that those teachers could not in any way be characterised as people who are looking for a quiet life and want to teach in a leafy suburb, or who want to turn their back on vulnerable children. They formed an extraordinarily impressive and passionately committed group of people whose reason for going into teaching—some through Teach First and some through the Future Leaders programme which, much to their credit, were set up by the previous Government, who I will load with laurels as often as I can as regards those two wonderful programmes on which we want very much to build—arises out of a strong sense of social commitment. I found it immensely reassuring that those teachers see this legislation as enabling them to do more for the neediest, most vulnerable and most left behind children.

On the issue of CPD and the master’s, as the noble Earl knows, we will have further legislation coming forward later in the year. This comes back to a point made previously by the noble Baroness, Lady Morris, but I do not think that the choice is between structures and teachers. Sometimes it is caricatured that people who want structural change are crazed ideologues who do not understand people, but that is not my view at all. My view, which was confirmed by meeting those excellent teachers, is that the structural change can give them the freedom to enable them to do more for the neediest children, about whom I know the noble Earl cares most strongly.

Academies Bill [HL]

Debate between Lord Hill of Oareford and Earl of Listowel

Monday 21st June 2010 Lords Chamber

[The Earl of Listowel]

My Lords, I have listened to the debate with great interest and am prompted to speak by what the noble Baroness, Lady Morgan of Drefelin, said about the independent, and possibly isolated, schools. I want to ask the Minister one quick question, which may well fall within the ambit of later amendments. I recently met a social worker, whose job is to work with and support a number of schools in the local area. I also spoke fairly recently to a head teacher, who said how helpful it was to have a social worker support her in what she does. Therefore, I would appreciate an assurance from the Minister that in this legislative process we are not going to make it any more difficult for that sort of set-up to carry on working.

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

My Lords, I shall start by speaking to Amendments 1, 5, 6, 8, 9, 65, 77, 86, 87, 93, 94, 194 and 195, which all seek to change the title and name of all existing and future academies to direct-maintained schools. Before I do so—perhaps with the words of the right reverend Prelate the Bishop of Lincoln ringing in my ears at the beginning—I should say that I know that the whole point of Committee stage is for us to tease out misunderstandings and to try to get clarity on various issues as we go forward. I am committed to doing that during this process and shall do my best to do so in the days ahead. I have already had lots of help and advice from all sides of the House over the past couple of weeks and I know that that will continue.

I am a little perplexed as to why the noble Baroness, Lady Morgan, would want to turn her back on a policy and a name which, greatly to its credit, her party pioneered in government. I was even more perplexed when over the weekend I read the 2005 White Paper, Higher Standards, Better Schools for All, which clearly argued for the extension of academy freedoms. As I think we mentioned at Second Reading, the day before the launch of the White Paper, the then Prime Minister was even more explicit. He said:

“We need to make it easier for every school to acquire the drive and essential freedoms of Academies ... We want every school to be able quickly and easily to become a self-governing independent state school ... All schools will be able to have Academy style freedom”.

That, in general terms, is what the Academies Bill makes possible.

I know that the noble Baroness, Lady Morgan, argued that using the name “academy” for all schools converting to the programme might in some way dilute the original intentions, and she specifically mentioned grant-maintained schools. These were quite different, not least because they got additional funding and operated effectively outside the system, which is not what is proposed with academies. She spoke about the policy now being for outstanding schools, rather than the original focus of the policy, which was, she said, on the most challenging schools. That point has already been picked up by my noble friend Lady Perry. I know that there has been a lot of comment about this and I am sorry if I did not do a better job in explaining it at Second Reading. The fact is that the focus on failing schools remains and, if anything, is strengthened because the Secretary of State will be able to act more decisively without local authority consent, should that be necessary.

Secondly, in line with what we believe was the previous Government’s intention, all schools will be able to apply for academy status, should they want to. In other words, the outstanding schools are simply a sub-set of all schools. I hope that that provides some reassurance on the point made by the right reverend Prelate the Bishop of Liverpool. In what we propose, there is no intention that the generality of schools should be excluded from the chance to take part in this programme. Because those schools are outstanding, we believe that conversion for them should be relatively straightforward, and therefore we are saying that, if they want to convert, they should be able to go first. They would not have to have sponsors, but all other converting schools would.

My main argument in resisting the amendment has already been made for me by my noble friend Lady Walmsley and the noble Lord, Lord Adonis. I am particularly sympathetic to what was described as alphabet soup—what I think of as Alphabetti Spaghetti—in that, as a new Minister trying to get my head round the descriptions of all the different kinds of schools, the thought of having one more to learn would be almost intolerable.