European Council

Debate between Lord Hill of Oareford and Lord Lea of Crondall

Monday 10th March 2014 Lords Chamber

[Lord Hill of Oareford]

My noble friend makes, as one would expect, a number of extremely pertinent and wise remarks which underline the fact that the importance of financial and trade sanctions should not be underestimated. There are those who seem to suggest that this is some kind of empty threat, but as my noble friend has illustrated forcefully, it is not an empty threat at all. That is why those options are all being considered. At the European Council meeting the member countries made it clear that those options would be considered if we needed to turn to them.

[Lord Lea of Crondall (Lab)]

On the question of elections, is it not the case that if a country is divided very much on communal lines and identities itself in terms of nationalism, religion or, indeed, history and geography, as it does, elections which have been taking place under the present constitution—whether it is Tymoshenko or Yanukovych, whereby a result of 51% to 49% means winner takes all—do not work? I know enough about Ukraine to know that this has been coming for some time, because it does not work. Not only does it not solve problems, it exacerbates them. The United Kingdom has experience of something analogous, and I am talking about Northern Ireland. We all know that there are no easy answers but we found that instead of just having elections at 51% to 49%, along with Dublin—which is the equivalent of Moscow in this analogy—we brought people along, step by step, to power sharing. I do not know whether I can ascertain from the Leader of the House whether our experience here would be rather useful in discussions with our colleagues, and indeed with the people, in Ukraine. Can he say whether that experience has been brought to bear, and if not, would it be useful to do so?

[Lord Hill of Oareford]

The focus of the discussions last week was on prior questions about the need to set up a contact group, the legitimacy of the referendum, the steps that the EU would take and all the rest of it, rather than the minutiae—it is not minutiae, it is an important point—of how Ukraine would organise its own electoral system. I take the noble Lord’s point about some of our own experience, but I do not think that it is our task to try to prescribe how Ukraine carries out its own elections. The most important thing at the moment is that its constitution should be respected and its people should be able to make a decision themselves about the kind of future they want.

G8 Summit

Debate between Lord Hill of Oareford and Lord Lea of Crondall

Wednesday 19th June 2013 Lords Chamber

[Lord Hill of Oareford]

I am sure that that advice from my noble friend is extremely wise. I know how closely involved he has been over the years with many of these negotiations. It is clear that this issue was given a great deal of importance at the highest level, during the conversations between our Prime Minister and the President of the United States at the G8. Obviously we are at the beginning of the negotiations; I think the first meeting is due to start next month. However, I am sure that all those charged with the responsibility of trying to bring about this extremely important deal will know of the history. If they do not, they will have been reminded of it by my noble friend and will bear that in mind as they try to secure this important deal.

[Lord Lea of Crondall]

Does the Minister agree that the question of regime change now bandied around in our newspapers gives people a sense of déjà vu, when at the same time we are looking at a peace conference? The idea on the Arab street that the West can be involved in regime change will possibly only have the result that the dispute between Alawites and Shia and Sunni Muslims will not be left to them but will also become our dispute.

[Lord Hill of Oareford]

I understand the point the noble Lord makes. It was said at the G8 that if we can get the G8 and other countries working together to bring about a political situation by bringing their different pressures to bear—whether it is the Russians, the Americans, or whoever—that must be worth trying.

Woolwich and the EU Council

Debate between Lord Hill of Oareford and Lord Lea of Crondall

Monday 3rd June 2013 Lords Chamber

[Lord Hill of Oareford]

My Lords, on the last point, I agree that it is important that we should draw on the widest possible experience and expertise in the way that my noble friend suggests. I am very grateful for his remarks and I know that he and his Benches share the feelings of the whole House about what happened in Woolwich. He is absolutely right to say what he said about that. With regard to transparency on tax matters, that is one of the main issues that my right honourable friend the Prime Minister will be pursing at the G8. He has made it one of the three legs he is pursuing in terms of the agenda at that summit meeting. My noble friend is right that we need to keep pursuing that but in a way that recognises that this is a global problem and we need to try to tackle it across the board.

[Lord Lea of Crondall]

My Lords, a couple of points arise. On taxation, does this not demonstrate that, far from the European Union involvement getting in the way of global agreement, as some people might argue, points (a) to (e) in the Council’s statement demonstrate that these are very good building blocks for the G8 and that the EU’s role is very helpful. On Syria, I echo the thrust of one of the questions from my noble friend Lady Royall. The country is swimming in arms—coming from this side and indeed an escalation tit-for-tat from Moscow. How is the option of sending more arms and that degree of armed support potential for the Syrian National Coalition squaring and compatible with us wishing to be seen as an honest broker at the conference in Geneva? Maybe there is a simple answer. I would be very glad to hear it.

European Council

Debate between Lord Hill of Oareford and Lord Lea of Crondall

Monday 11th February 2013 Lords Chamber

[Lord Hill of Oareford]

My Lords, one thing that is clear in the document that I believe has been published today by constitutional experts looking into some of the implications, were there to be a vote in favour of independence in Scotland, for membership of organisations such as NATO or the European Union is that it is, to say the very least, unclear how things would pan out. However, the assumption that everything would just roll on is certainly questioned. My noble friend is right to highlight those concerns. Difficult and complicated negotiations would need to take place.

[Lord Lea of Crondall]

My Lords, will the noble Lord the Leader of the House agree that, given the complexities of these negotiations and the widely recognised need to explain to the British people how these things work, this is not the right time for the Secretary of State for Education to say that the question of understanding the European Union and its history and geography will be removed from the national curriculum?

[Lord Hill of Oareford]

I always admire the ingenuity with which certain Members of this House manage to broaden the scope of the matter at hand. There are many ways in which we can try to increase public understanding of membership of the European Union, which lies at the heart of why so many people question the nature of our relationship with it. People’s trust in the institutions of the EU does seem to be wearing thin. Whether or not better geography and history teaching will help with that, I leave to others to decide.

Algeria

Debate between Lord Hill of Oareford and Lord Lea of Crondall

Monday 21st January 2013 Lords Chamber

[Lord Hill of Oareford]

I am grateful to my noble friend for his comments both about the way in which my right honourable friend the Prime Minister has handled this crisis and also his points about the importance of resolving the problem of repatriating these bodies—which is a deeply distressing thing for all the families concerned—as soon as possible. I know that officials in our embassy and from the police are working closely with the Algerian authorities in the kind of way he describes to resolve it as rapidly as possible.

[Lord Lea of Crondall]

Perhaps I may ask a couple of related questions about African ownership of the solutions. First, for some years I was the secretary of the All-Party Group on Algeria, after Prime Minister Blair and President Bouteflika were starting a new rapprochement. One of the problems, of course, is that they do not have Westminster-style democracy in Algeria. On the other hand, does the noble Lord the Leader of the House agree that we have to have practical, in-depth parliamentary arrangements with Algeria, as we do with Ethiopia or anywhere else where we may not have perfect arrangements? Secondly, is there not scope for giving more congratulations to the African Union on the string of successes it has had right across the tenth parallel from Somalia through to Chad, South Sudan and right the way across? I base this on a talk that I had in Addis two months ago with the executive director for security of the African Union. I think it is fair to say that they are remarkably able people but very badly resourced. We ought to be a little less schizophrenic about letting the African Union take the lead instead of damning it with faint praise for not being as effective as it should be.

[Lord Hill of Oareford]

I agree with both the noble Lord’s points—on the importance of working with Algeria, and having African solutions to problems in Africa.

Education: Development of Excellence

Debate between Lord Hill of Oareford and Lord Lea of Crondall

Thursday 18th October 2012 Lords Chamber

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

My Lords, I am extremely grateful to my noble friend Lady Perry for giving us this opportunity for what has been a fascinating, wide-ranging and quick-fire debate—and it has been none the worse for that. I have more time than other noble Lords but I will try to rattle through to address as many of the points that have been raised as I can. Few know more about excellence than my noble friend—who is a former Chief Inspector of Schools, the vice-chancellor of a university and the head of a Cambridge college—so I think it is fair to say that her words carry particular weight.

Today there has been broad agreement that we want excellent education for all and not just a minority; that when we talk about excellence, we should mean excellence in vocational and technical education and not just academic; and that when we talk about education, we must never just mean exams, but everything that goes on in schools. That includes music, as my noble friend Lady Benjamin rightly argued; drama, art, sport; and the building of character and preparation for later life, as the noble Lord, Lord Northbourne, reminded us. In that context, I loved the description given by the right reverend Prelate of the Resurrection Primary School up in Manchester, which seems to be exactly the kind of example of a broad range of education that good schools will provide for their children.

I do not agree that there has been a narrowing of definition about excellence, an issue which I know that the noble Lord, Lord Bichard, is concerned about. I can see the point that lies behind his concern—that in wanting to re-emphasise the importance of academic subjects, it might sometimes give the impression that that is what the Government are concerned about to the exclusion of all else. That is not the case, and I will do everything I can to reassure him and others that when we talk about the importance of education, it is not solely about academic education but all kinds of education in the broadest sense.

We know that there are many schools in the country that are delivering an education that we would all recognise as excellent. What is more, many of these are achieving excellence in areas of great disadvantage. Their pupils are going to our top universities. As my noble friend Lord Bates rightly argued, these are the beacons which show us what is possible with brilliant teaching, strong leadership and high aspiration—“great expectations” is a good phrase to stick in our minds. I believe that the answer to the question about university entrance lies in the schools, as my noble friend Lord Harris has demonstrated. I think he said that 90% of the children at one of his schools got an offer from a university this year.

Despite these beacons we also know—and we have to be honest about this—that too many children are far from enjoying an excellent standard of education. It is still the case that a third of pupils are leaving primary school not secure in reading, writing and mathematics. Some 250,000 children do not achieve five A* to C grades at GCSE, including English and maths. We know that the UK has fallen back in the PISA rankings and yet this relative decline has happened at a time when performance at GCSE has risen year on year. If nothing else, this tells us there is something wrong with our exam system that we need to examine.

We also know, as noble Lords have mentioned, that poor children do disproportionately worse. Just over one-third of children on free school meals got five A* to C GCSE grades, including English and maths. Only 4% of children on free school meals achieved the English baccalaureate in 2011, compared to 17% for non free-school-meal pupils. Only 22% of pupils with SEN achieved five A* to C GCSE grades, including English and maths, in 2011. My noble friend Lord Addington was right to remind us of this group. So far as identification of SEN is concerned, a new code of practice is due to be published in 2014. Officials are working with interested parties on that, but I am happy to clarify that further and if he would like, I will set up a meeting for him with my officials.

We also know, as the noble Baroness, Lady Howells of St Davids, reminded us, that across the country, black pupils in particular are not doing as well as they ought to be. Again, we heard from my noble friend Lord Harris that in many of his schools—which have a high concentration of black pupils who are, of course, well taught, motivated and supported from home—they are able to go on to achieve exactly as well as one would imagine that they would.

We know as well that, despite these problems, across the country brilliant things are being achieved by outstanding heads and inspiring teaching. There are more than 40 primaries across the country which have completely eliminated any attainment gap between rich and poor. At secondary level, schools like the Harris Academy in Bermondsey show us what can be done as well. There, 68% of pupils receive free school meals. Of those, 62% got their five A* to C GSCEs, including English and maths, against that national average of just over one-third.

We know as well that these results are not just some kind of one-off. Between 2010 and 2011, the results for ARK academies increased by 11% on average. Oasis—another chain—went up by 9.5%; ULT by 7.5%; and Harris by 13%. We have all heard many times in this House about the Mossbourne Academy. Last year, 82% of its pupils achieved 5 A* to C GCSEs; 10 of its pupils, I am glad to say, went off and received places at Cambridge University.

Across the board, performance in sponsored academies has improved at twice the rate of maintained schools, and the longer that academies are open, the better on average they do. So we know what can be achieved. The question which has properly been posed today is: what can Government do so that excellence can be spread more widely? I just want to touch on five main themes of the Government’s approach. They are: extending autonomy, improving accountability, tackling underperformance, restoring rigour to qualifications and, most importantly—because I accept fully that structural change cannot achieve anything without good people, as the noble Lord, Lord Sutherland of Houndwood, reminded us—raising the quality of heads and the teaching profession more generally.

In introducing the academies programme, the last Government rightly recognised that greater autonomy helps to raise educational performance. We have taken that principle and developed it, trying to extend the space in which professionals can make their own decisions—what my noble friend Lady Perry rightly called “extending trust”.

I agree strongly with the point made by the noble Lord, Lord Sutherland of Houndwood, about resisting pressure to stick more things in the national curriculum because we do not dare quite trust the professionals. I also agree with what my noble friend Lady Wheatcroft said about the importance of trusting professionals to care for children in the round and, particularly, the importance of policies to make it easier for teachers to address issues to do with behaviour.

The response from governing bodies and heads to the opportunity to become academies has been overwhelming. There are nearly 2,400 open academies in England. More than 55% of all secondary schools in England are either open as academies or this is in the pipeline. The vast majority of those have chosen to do this, which shows the appetite within the system and the profession for greater independence. I think that that partly addresses the concerns of the noble Baroness, Lady Hughes of Stretford. More and more of those academies are joining together to help raise performance in other schools. They are forming clusters to share good practice to support each other. There are more than 300 different chains and the fastest-growing group of new academy sponsors working to raise standards are outstanding schools which have converted to academies.

Alongside academies we have free schools, including independent schools coming into the maintained sector, UTCs and studio schools. Some people said that no one would want to take up the challenge of opening new schools. I think that they underestimated the passion of teachers and local groups to help children. One of my favourite examples is Cuckoo Hall in Enfield where, this year, 94% of pupils achieved level 4 in English and Maths. Its outstanding head turned around a failing school a few years ago. In the past two years she has opened two new primary free schools in the same area, where there is a big pressure on basic need, and she is now planning to open a secondary school.

As has already been argued, greater autonomy has to go hand in hand with greater accountability. Part of the way in which we have been doing that is through publishing more data so that parents and others can see for themselves how schools are doing. I am happy to talk to my noble friend Lord Lucas about his ideas. My noble friend Lady Brinton talked about the importance of comparable information between different kinds of institution. I agree with her about that. If we are trying to get to a situation where parents and students are able to make choices, they need to be able to do so on the basis of comparable data. We are committed to developing the destination measures, which I think she mentioned, and I would be happy to get someone to update her precisely on where we have got to on that. It has also partly been about more data, as well as through revising our inspection arrangements. The new performance tables had four times as much data as in the past and last year. Importantly, they showed not just attainment but the progress of pupils in different prior attainment groups.

Ofsted’s new framework will also help us to raise the bar. It not only focuses on the four core elements of a successful school; it puts all schools that are currently no better than satisfactory on notice that they need to work hard to improve. Schools that do not show that improvement will be subject to more frequent inspections and potentially moved into special measures.

We have also been looking at the whole question of governance, which is an area that merits more study. We have been trying to make governors’ lives easier to free them up to concentrate on key strategic decisions because the governing body of a school has a vital role in terms of accountability. We are making it easier for them to recruit governors on the basis of skills. We also introduced a new scheme for national leaders of governance modelled on the very successful national leaders of education, which we hope to double next year.

There has been some discussion already about changes to the curriculum and qualifications. I believe that if employers are not confident in the value of qualifications or they complain about standards of literacy and numeracy, and if we have universities which question the depth of knowledge that our brightest children have compared with students coming to British universities from overseas, we cannot pretend that all is well.

Something that worried us early on was the sharp fall in the number of children taking modern foreign languages, history or geography at GCSE. The percentage taking modern foreign languages had fallen from 76% to 43% between 2002 and 2010. The number taking history fell from 32% to 31% and those taking geography fell to 26%. That was the background to our announcement that we would introduce the new performance measure, the EBacc, which would show the percentage of pupils getting GCSEs in English, maths, two sciences, history or geography and a modern foreign language. We chose those subjects because we think that they best equip young people to apply to the good universities.

So far, it seems to have had an effect. Compared to the 22% who took EBacc subjects in 2011, we estimate that 46% will be studying them in 2013 and 49% by 2014. That, interestingly, would take us back to a striking figure because in 1997, about 50% of pupils were studying what we now classify as the EBacc subjects.

I very much agree with the point made by the noble Baroness, Lady Morris of Yardley, about the importance of subjects and activities other than the EBacc. That is one of the reasons why, by restricting them to a core, we hope to leave space for other subjects—including important areas such as design, for example, which was raised by the noble Baroness, Lady Whitaker.

We are consulting on the introduction of a new qualification to replace GCSEs in each of the core academic subjects that make up the English baccalaureate. We will end the competition between different exam boards which has led to a race to the bottom, a move which has been generally welcomed. We will be holding a competition to identify the most ambitious qualifications, benchmarked to the world’s best and offered by a single awarding organisation.

On the specific issue about RE raised by the right reverend Prelate and also by my noble friend Lady Perry, I understand the point. I am glad to say that the numbers taking RE at GCSE increased by 7.7% this year, after increasing by 10% last year. Although I know that there are practical concerns, there has not been a falling off of young people wanting to study RE. Indeed, the opposite is true.

We also want to make sure that A-levels are rigorous and challenging, compare to the best qualifications in the world and command the respect of our leading universities. We want universities to have a greater role in their design and development. Ofqual has consulted on changes to A-levels and is considering next steps. No decisions have yet been taken but I noted the comments made by the noble Lord, Lord Broers. I also agree with what the noble Baroness, Lady Taylor of Bolton, said about the importance of coherence when we look at qualifications and exam systems.

Alison Wolf’s review of vocational education found that between a quarter and a third of 16 to 19 year-olds were on courses which led children into dead-ends. I know that her recommendations for raising the quality of vocational qualifications were broadly welcomed across the House at the time. I was grateful for the comments made by my noble friend Lord Lingfield about the importance of further education.

We have seen a rapid growth in the size of the apprenticeship programme, which has grown from 240,000 to 450,000, but we must work to improve the quality of those apprenticeships, which we will do through a review into standards led by employers. We are delivering high-quality technical education through the new university technical colleges, of which my noble friend Lord Baker spoke with his customary passion. Two years ago there was one UTC open. By 2014, we expect to have more than 30. I have the figure of 90 ringing in my ears, as well as my noble friend’s almost daily exhortation to go further faster.

I was interested in the suggestion made by my noble friend Lord Lloyd-Webber about how we can dramatise the importance of practical and technical skills better. I am grateful to my noble friend Lady Brinton for telling the House how many ways of doing that are under way. However, that is an issue that a number of noble Lords probably would like to discuss between themselves further.

Alongside UTCs, studio schools have also been developing at pace. Two years ago, there were just two and today there are 16. By next September, I hope that we will double that again. These schools bridge the worlds of work and school, providing a vocational alternative alongside good academic qualifications and offering high-quality work experience which is paid for after the age of 16.

I have to say to my noble friend Lady Buscombe that these schools are full of confident, well presented children who are keen to get on. I support the work of the charity Springboard, which she and my noble friend Lord Lexden mentioned. I applaud the work he referred to as regards trying to bring about closer co-operation between the independent and maintained sectors.

The pupil premium has an important role to play in tackling underperformance. As regards how that is working so far, the recent study by Ofsted was a snapshot. We will get the full report next year. From this September schools will have to publish how they are spending that money. I agree with the noble Baroness, Lady Hughes of Stretford, that it is important to demonstrate the value of the pupil premium. However, in approaching that, it is also important that we do not clog up the system too much with reintroducing a new layer of prescription. We want schools to work out how best to spend it but also to share good practice widely.

My noble friend Lady Walmsley, among others, talked about the importance of the early years. I will reflect on the points that she made. In tackling underperformance, we have accelerated the focus that we have placed on underperformance in primary schools, building on the work of the previous Government on secondary schools. As regards the quality of the profession, our goal is a self-supporting and self-improving system where schools learn from outstanding schools and heads and where outstanding teachers spread good practice. I agree with what my noble friend Lord Lucas said about the importance of this. That is why we are creating a national network of teaching schools to improve the capacity for schools to take the lead in the training and development of teachers, building up to 500 of those by 2014-15.

We are increasing the numbers of national leaders of education to 1,000 by 2015. We are supporting Teach First, a brilliant innovation which came about under the previous Government, to expand to 1,500 trainees in 2014-15. We are expanding the Future Leaders and Teaching Leaders programmes to develop many more potential leaders of the future. We are raising the bar on entry to the profession. We are paying bursaries of up to £20,000 to attract the best graduates into the teaching profession, especially into the important shortage subjects such as physics and other science subjects which were raised by the noble Lord, Lord Rees of Ludlow. I was also interested to hear the remarks he made about the role that universities can play in helping to address some of these issues.

All of us who visit schools know that it is inspiring heads and teachers with high expectations for their children who aim for and achieve excellence. We are seeking to support them by increasing their professional freedom, improving accountability, refocusing inspection, reforming qualifications and encouraging more great people—

[Lord Lea of Crondall]

I am grateful to the Minister for giving way, and I appreciate that he has to get through his prepared speech, but I should point to his absence of reference to the fact that Alan Milburn has recommended that the Government reverse their policy on the abolition of the education maintenance allowance. Alan Milburn stated that that creates a difficulty in terms of,

“helping poorer 16- to 17-year-olds stay on at school”.

What about that group?

[Lord Hill of Oareford]

I hope that I addressed the main point raised by Mr Milburn. The route to getting more children from disadvantaged backgrounds into university is through schools. I think a number of people have accepted that the cost of the EMA—the best part of £560 million—was not sustainable. It was going to 40% of children but was originally intended to be targeted on a smaller group. The replacement that we have put in place is sufficient to pay a comparable sum to all the children who are in receipt of free school meals.

In conclusion, I know that there is a long way to go. I hope there is no complacency or what one noble Lord referred to as a self-congratulatory tone, but I believe that excellent schools are showing us the way forward, and I believe that the building blocks for further progress are in place.

Schools: Admissions

Debate between Lord Hill of Oareford and Lord Lea of Crondall

Thursday 14th June 2012 Lords Chamber

[Lord Hill of Oareford]

My Lords, I am extremely keen, as are the Government, to encourage as much co-operation as possible between the independent sector and the maintained sector. The noble Lord will know better than me the number of examples of independent schools working with the maintained sector in a variety of different ways—whether through involvement in the academies programme, coming into the maintained sector or providing courses for children at local maintained schools, all of which I thoroughly applaud. However, the main priority of the Government is to do what we can to raise the standards for the vast majority of children in maintained schools. That is the focus of the work we are doing.

[Lord Lea of Crondall]

My Lords, does the Minister agree with the speech referred to by the noble Lord, Lord Lucas? Are the Government backing the speech by Mr Michael Gove pointing out that apartheid in the British education system is causing great damage to our society and that the Government must do something about it?

[Lord Hill of Oareford]

I am sorry, my Lords, I thought I had said that in overcoming that divide the Government are extremely keen, as is the Secretary of State, to pursue the goal of bringing the two sectors together in as many ways as we can. As I said, some of that is through sponsorship of academies. The free schools programme, to which I just referred, will welcome high quality independent schools into the maintained sector, providing a good quality of education free for children from all backgrounds. It follows from some of the initiatives that the previous Government took to bring some of those schools into the academy sector.

Schools: Satellite Sites

Debate between Lord Hill of Oareford and Lord Lea of Crondall

Tuesday 27th March 2012 Lords Chamber

[Lord Hill of Oareford]

It is nice to hear the contrary view put by my noble friend. Clearly, for the people who benefited, a grammar school education acted as an extremely powerful rocket booster for their opportunities in life. However, there were large numbers of children for whom that was not the case. The Government are trying to focus on raising standards for all children, recognising that children of differing abilities need a good education—whether it is a core academic education or a core technical and vocational education—and that we need a range of schools that will meet those needs.

[Lord Lea of Crondall]

My Lords, is the Minister aware that the point put so succinctly by the noble Lord, Lord Jones of Birmingham—I never expected to be saying this—is very widely shared in this House?

[Lord Hill of Oareford]

My Lords, I am sorry—I did not catch the beginning of the question.

[Lord Lea of Crondall]

The point put so succinctly by the noble Lord, Lord Jones of Birmingham, is shared very widely in this House. Is the Minister aware of that?

[Lord Hill of Oareford]

My Lords, I am now more aware than I was a moment ago. My answer is the same. I recognise that there is that perception—and that in some cases it is more than a perception, it is true. However, that is something that all of us want to get away from.