House of Lords: Question Time

Debate between Lord Hill of Oareford and Lord Avebury

Monday 7th July 2014 Lords Chamber

[Lord Hill of Oareford]

I disagree with the noble Lord very strongly. The principle of self-regulation that we have in this House is worth fighting for and preserving as strongly as we possibly can—all of us. I would not wish on this House the example provided by the other place. A few years back the House looked at the question of whether we would prefer to have a system here that mirrored more closely that of the other House, with a Speaker. It voted fairly clearly, concluding that it preferred to stick with our current arrangements. However, it is incumbent on all of us who care about self-regulation to make sure that we do it. I do not accept the noble Lord’s characterisation that most of the time it does not work. I think that most of the time it works extremely well.

[Lord Avebury (LD)]

Does my noble friend agree that some of the worst offenders in asking non-questions are those who have been here longest and should know better? It might be useful for him to write to some of those offenders and point out that they are breaking the rules, so that they do not repeat that.

[Lord Hill of Oareford]

It is incumbent on all the groups in the House to help to police this and, if they need to, to communicate to some of their members. The point that I make about publishing more information on the number of times people ask questions, and perhaps the number of words that they use, might help to shine a spotlight.

Schools: Admission Policies

Debate between Lord Hill of Oareford and Lord Avebury

Monday 22nd July 2013 Lords Chamber

[Lord Avebury]

My Lords—

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

It is the turn of this side, but we shall be very quick and then we shall hear from the other side.

India: Aid

Debate between Lord Hill of Oareford and Lord Avebury

Wednesday 15th May 2013 Lords Chamber

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

My Lords, if I may suggest, my noble friend Lord Avebury was ready to go before, and then the noble Baroness, Lady Kinnock. We will have some quick questions, and some quick answers from my noble friend, and we will get them both in.

[Lord Avebury]

My Lords, further to the Question of the noble and right reverend Lord, Lord Harries, what discussions has DfID had with the Ministry of Social Justice and Empowerment in India, and with the state governments in Bihal, Madhya Pradesh and Orissa, about how they might be able to continue after 2015 with the projects that were undertaken by DfID, possibly with some transitional assistance from DfID? If it has not had these discussions, will it do so?

Schools: Pupil Premium

Debate between Lord Hill of Oareford and Lord Avebury

Wednesday 24th October 2012 Lords Chamber

[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.

[Lord Avebury]

My Lords—

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[Lord Avebury]

Further to the question asked by the noble Baroness, Lady Whitaker, will my noble friend confirm that, in future, Ofsted inspections will pay specific regard to the position of GRT—Gypsy, Roma and Traveller—pupils, bearing in mind that they are the most deprived group of any section of the community in terms of educational achievement and attainment?

[Lord Hill of Oareford]

My Lords, as I think I said to the noble Baroness, Lady Whitaker, the focus of the Ofsted inspection is particularly on children suffering from economic disadvantage—those on free school meals—and those are the criteria and judgments that Ofsted will be using.

Schools: Curriculum

Debate between Lord Hill of Oareford and Lord Avebury

Tuesday 28th February 2012 Lords Chamber

[Lord Hill of Oareford]

As it happens, I have read the material to which the noble Lord referred. Many views expressed in it are not ones to which I would subscribe. However, there are many pieces of information, material and literature that contain views to which I do not subscribe, and I do not have a great desire to ban people who hold views different from mine.

[Lord Avebury]

My Lords, is it not taking a sledgehammer to crack a nut to ask parents or others who object to homophobic material being used in schools to apply to Ofsted or take action under the Equality Act?

[Lord Hill of Oareford]

I am sorry; I did not hear the beginning of that question.

[Lord Avebury]

The noble Lord implied in an earlier answer that the only remedy that a parent had if they objected to the use of homophobic material in the classroom was to apply to Ofsted or bring proceedings under the Equality Act. Is that not taking a sledgehammer to crack a nut?

[Lord Hill of Oareford]

I hope that I said that there was a range of routes. Those options are at the extreme end of the routes. Complaints may also be made to the school, the governing body and the department, and to the YPLA on behalf of the department.

Education Bill

Debate between Lord Hill of Oareford and Lord Avebury

Monday 24th October 2011 Lords Chamber

[Lord Hill of Oareford]

My Lords, I start by thanking my noble friend Lord Avebury and the noble Baroness, Lady Turner of Camden, for coming to see me and talk about this and other issues that we will come to later on Report. I thank my noble friend also for setting out the issues and his position with his customary clarity and from a position that we all recognise is one of high principle. He knows from the conversation that we had where the Government stand on these issues, which is pretty much where the previous Government stood. As has been said by a number of noble Lords, our starting point is that the requirement is long-standing. It is difficult to dissociate that from the history of the country and the role that the church has played over a long period in individual schools and also collectively in society.

The Government believe that the experience of collective worship makes a contribution to the spiritual and moral development of young people, not just for those who attend religious schools. Collective worship in schools is different from the worship people choose to attend in a church, synagogue, mosque or other place of worship. The purpose of this requirement is not to force pupils or school staff to worship a deity but rather to understand and experience the benefits that joining together, inspired by the positive values found in Christianity and other religions, can bring to the individual and to the community. The guiding principle is that these arrangements should be flexible and fair to pupils and parents, as well as manageable for schools.

It is a matter of historical fact, as argued by the noble Lords, Lord Touhig and Lord Anderson of Swansea, and by my noble friend Lord Cormack, that the Christian traditions of our country have influenced and underpin our systems of law, justice and democracy. It is true, as has been said, that they have inspired and supported a tolerant and inclusive culture that welcomes and celebrates diversity. In the British Household Survey of 2010, more than 70 per cent of people said that their religion was Christian, and we think it right, therefore, that these values should underpin the ethos of our schools.

The law requires schools to provide collective worship that is relevant to all pupils, no matter what their background or beliefs, which should ensure that collective worship is presented in a way that benefits the spiritual, moral and cultural development of all children and young people. The requirement is for “broadly Christian” provision. It does not preclude the inclusion of other religions or consideration of the values that inform the practice of worship, which are common to many religions, as the right reverend Prelate the Bishop of Chester, rightly pointed out. Schools have the freedom, under the Education Act 1996, to apply for a determination from the local authority if they judge that it is not appropriate for the requirement for collective worship to be of a broadly Christian nature to apply to their school. That safeguard is in place. The Government respect the right of parents—

[Lord Avebury]

I am sorry to interrupt my noble friend but can he confirm that there cannot be a determination to have no act of collective worship at all where the majority of parents would wish to have that?

[Lord Hill of Oareford]

It is the case. I probably will not get the precise words right but my noble friend Lord Avebury accurately sums up the clause; they could make arrangements for provision to encompass a different religious belief. Parents can withdraw their children—

--- Later in debate ---

[Lord Hill of Oareford]

I am afraid that I do not know specific figures. I understand that overall there appear to be few cases of parents triggering such a thing. If we have better particulars I will send them to the noble Lord.

Parents can withdraw their children from collective worship if they wish to do so. Sixth-form pupils, as we have discussed, have this right. We think that the balance in allowing sixth-formers to decide for themselves whether to attend in line with their increasing maturity and independence is about right. We think that parents should be able to exercise those rights on behalf of children of compulsory school age. We would expect that, in exercising this right, parents would take their child’s views into account.

It is a sensitive area in which schools have to balance the rights of parents to have their children educated according to their religious or philosophical belief and those of children who have the right to manifest their own religious belief. They also have the right to express their views on matters that affect them. In practice, we think that schools are able to balance those competing rights and we would expect both parents and schools to take account of the views of children in making such decisions. We believe that schools can and do use the current system for collective worship to make provision for a variety of different perspectives. The situation we have arrived at, which I recognise is unsatisfactory to my noble friend Lord Avebury, is one that successive Governments have considered fair and flexible, and this Government continue to take that view. With that, I hope that my noble friend Lord Avebury will feel able to withdraw his amendment.

[Lord Avebury]

My Lords, it would be quite impossible to do justice to the extensive discussion that we have just been having, but it would be remiss of me not to thank all noble Lords who have taken part, particularly the noble Baroness, Lady Turner, with whom we had a similar discussion in Committee. Noble Lords have raised many different questions related to the collective worship issue, which has enabled us to make it clear that we are not talking about teaching about religions and the knowledge that children should have of the history of this country and the Christian background that we all share. That is part of religious education and we are not arguing that that should not be continued in the same way as it always has been and that it should not be underlined as part of the heritage of this country.

We are talking about a specific issue: whether people should be asked to pray to or worship a particular god at the time of the assembly that takes place at the beginning of the school day. In answer to the noble Lord, Lord Northbourne, I would say that most schools—probably a majority—already have discussions on moral and ethical issues at assembly that do not involve prayer or worship. They are breaking the law and do so in a way that conforms to the spirit of the legislation in that children can imbibe knowledge of the background of moral and ethical issues that underline our civilisation. I shall not give a sermon on what those moral and ethical issues are but it is fairly obvious that they include tolerance, kindness, compassion, respect for others and inclusiveness. By imposing the act of worship on children who do not believe in God or who do not wish to take part, we are not being inclusive but are deliberately excluding all those pupils who have a conscientious objection to acts of subjection to a supreme being.

I know that we have not reached the end of this discussion but we are at an intermediate stage when it would be proper for me to ask to test the opinion of the House on this subject. I beg to move.

Education Bill

Debate between Lord Hill of Oareford and Lord Avebury

Monday 18th July 2011 Grand Committee

[Lord Hill of Oareford]

My Lords, I cannot apologise to the noble Lord, Lord Peston, for my hubris but I shall do so later.

The Government believe that this educational experience makes a valuable contribution to the spiritual and moral development of all young people and not just for those who attend religious schools. That view is shared by many parents, who still expect their children to understand the meaning of worship as well as to have an opportunity to consider spiritual and moral issues, and to explore their own beliefs, whether or not they hold a faith. The right reverend Prelate referred to some statistics published in September 2010 by the Office for National Statistics, which suggested that 71 per cent of the population still identify themselves as being Christian.

In response to a specific question that I was asked, academies are covered by the provisions on collective worship. Parents can withdraw their children from collective worship if they wish to do so, and sixth-form pupils also have this right. The Government consider it appropriate for parents to exercise these rights on behalf of children of compulsory school age, and we respect the right of parents to have their children educated according to their religious and philosophical beliefs. We would expect that, in exercising this right, parents would take account of their children’s views.

The law also requires schools to provide an educational experience of collective worship that is relevant to all pupils, no matter what their background or beliefs, ensuring that the collective worship is presented in a way that benefits the spiritual, moral and cultural development of all children and young people. In addition, under Section 394 of the Education Act 1996, schools have the freedom to apply for a determination from the local authority if they judge that it is not appropriate for the requirement for collective worship to be of a broadly Christian nature to apply to their school.

Therefore, overall we believe that the current system of collective worship is sufficiently flexible and fair in making provision for a variety of different perspectives and attitudes to collective worship without imposing unnecessarily complex arrangements on schools. I understand the range of views expressed but I intend to take the advice of the noble Lord, Lord Griffiths of Burry Port, that this is an important issue to which we may need to return in a different context. With that, I ask my noble friend Lord Avebury whether he feels able to withdraw his amendment.

[Lord Avebury]

My Lords, we certainly will have to return to this matter in a different context but we will have to do so on Report, because we are not going to resolve it here this afternoon. As your Lordships will understand, we cannot have a Division on it. However, there are certain things on which we can agree. First, all noble Lords who have spoken have said that an assembly is a good idea—that all the pupils should come together as one and partake of a proceeding that has a moral and ethical dimension. Even the noble Lord, Lord Peston, would go as far as that, although he might not wish to add the word “spiritual”.

I point out that some among us are atheists—that is, we do not believe in a supreme being who is directing our procedures and telling us how to behave—but we believe that there are moral and ethical codes that should be common to the whole of humanity and we want them to be taught in assembly. We want children to have, for example, the virtue of tolerance, which has been mentioned. How can we have tolerance when children are separated into different kinds of religions, even if, as the Minister has just said—

Faith Schools: Imported Hate Material

Debate between Lord Hill of Oareford and Lord Avebury

Wednesday 18th May 2011 Lords Chamber

[Lord Hill of Oareford]

My Lords, there are a number of lines of defence: inspection is one and parents and the wider community are another. Clearly, teachers are a further line. There is also the issue of ensuring that teachers are not guilty of spreading hate material and the kind of thoughts and ideas that none of us would want to see spread. We are carrying out a review of teachers’ professional standards, and we have asked them to look at how those standards can be used to guard against extremist conduct and the promotion of extremist beliefs by members of the teaching profession.

[Lord Avebury]

What guidance is given to inspectors in detecting teachers who apply the Salafist doctrines that are infecting Pakistan’s madrassahs? How do they look for that kind of teaching, and what reports has the Minister had on the results of those inspections?

[Lord Hill of Oareford]

As I said in my Answer, Ofsted is looking at the way in which it trains and will be carrying out pilots of its new inspection regime in the autumn. It will also be setting up a group within Ofsted that has more specialist expertise in knowing what to look for. As regards my noble friend’s precise questions, I do not know the specific way in which it is training. I would be happy to ask the chief inspector of Ofsted to speak to the noble Lord and then to answer his questions directly.

Education: Gypsy, Roma and Traveller Children

Debate between Lord Hill of Oareford and Lord Avebury

Wednesday 4th May 2011 Lords Chamber

[Lord Avebury]

My Lords, does my noble friend agree that, without a framework of targeted support at local and national levels, the outcomes for this group of children are likely to remain unacceptably low? Although he says that additional support is being given to the local authorities for deprived and disadvantaged children, does not experience show that local authorities will not spend this money on Traveller education services because they are busy sacking such staff and getting rid of them?

[Lord Hill of Oareford]

The difficulty that we have—and one of the questions I asked about this whole area—is in trying to evaluate what in the past has been successful in making progress. As far as I have been able to see, the evidence for what has worked in the approaches that have been tried so far does not seem very clear or compelling. Unfortunately, as I indicated earlier, the gap has widened. So I do not believe that there is a simple answer. I know that many Members of this House know far more about this than I do. If the noble Lord has particular suggestions, I would be keen to discuss them with him.

Schools: Pupil Premium

Debate between Lord Hill of Oareford and Lord Avebury

Monday 6th December 2010 Lords Chamber

[Lord Hill of Oareford]

The point about the pupil premium is that it is linked to deprivation. As we all know—no one better than the noble Lord, Lord Rix—there is a lot of overlap between children with SEN and children with deprivation. The key point is that the pupil premium is intended for deprivation.

[Lord Avebury]

My Lords, considering that Gypsy, Roma and Traveller children are the most educationally deprived of any section of the community, will the pupil premium be payable automatically in respect of those children?

[Lord Hill of Oareford]

That is an extremely good question. I suspect that there is a question around the identification of those children, but if they are being educated and are registered in school, and if they fulfil the eligibility criteria, as one would imagine they would, then the money for that would go to that school.