Children: Speech and Language

Lord Howarth of Newport Excerpts

Tuesday 29th January 2013 Lords Chamber

[Lord Nash]

My Lords, I know that the noble Lord has vast experience in education and I am grateful for his question. We are sharing widely the good practice in the better communications research where speech and language therapists work with teachers and teaching assistants to provide support. He is absolutely right about a divergence in provision around the country and the shortage of funds, but it must be for local authorities and their partners to assess local needs and to make better use of resources so that they are directed where they are needed. Our proposal for a local offer will do this and will put parents and young people at the heart of decisions.

[Lord Howarth of Newport]

My Lords, the Minister told us just now that the Department of Health and the Department for Education are working closely together in this area. With respect, for many years the two departments have claimed to be working closely together but when it comes to determining who pays for what, they have been quite unable to agree. Can the noble Lord assure us that he will personally use his own best endeavours to ensure that, in future, there is a proper complementarity of responsibilities in terms of how the funding is found for special needs education and for speech therapy in particular?

[Lord Nash]

I thank the noble Lord for his question, and he is absolutely right about the poor record in cross-departmental work, particularly in this area. I shall investigate the matter and write to him further about it. I think he will be pleased with what he sees in the forthcoming Bill on this.

Schools: Curriculum

Lord Howarth of Newport Excerpts

Tuesday 28th February 2012 Lords Chamber

[Lord Hill of Oareford]

My Lords, the Government are extremely clear that material used for the purpose of inciting homophobic bullying would be completely improper. The Government would want to take action; it would fall foul of the Equality Act and various other pieces of legislation. The question is whether we should ban all materials, whatever they are, to which any of us individually might take exception. The position that was reached in 2010 on the Equality Act seems to me right. It draws a distinction between how children are taught and what goes on in schools—and it is clear that there should not be that kind of behaviour—and the use of different kinds of material from which, used properly, people could conclude that material of the sort my noble friend mentioned was full of all sorts of errors of the kind to which he referred.

[Lord Howarth of Newport]

My Lords, have I been wrongly under the impression that in this country we no longer ban books or, indeed, burn them? If equality legislation, while enacted in the name of social progress, has the effect of dragging us back to that illiberal state of affairs, may there not be a case for reviewing the relevant aspects of the legislation?

[Lord Hill of Oareford]

The point that I was trying to make—perhaps not very clearly—was that the precise point reached about curriculum materials in connection with the Equality Act in 2010 was that it would not lead to the conclusion which the noble Lord and I would want to avoid: that is, that materials to which individuals might take exception would be banned. We absolutely do not want to get to a point where that happens; those days—from whatever point of view that is taken—are fortunately past. Because of the exemption in the Equality Act, that situation does not arise.

Education Bill

Lord Howarth of Newport Excerpts

Wednesday 20th July 2011 Grand Committee

[Baroness Howarth of Breckland]

My Lords, I rise briefly to support the noble Baroness, Lady Ritchie, and the amendment of the noble Baroness, Lady Massey, which provides that a local authority may set up a school. I also read the Explanatory Notes and thought that my concern might be covered. However, I have listened to the debate and I think that, unless there is some forward planning, there may be a discussion about a variety of schools but none of them may meet the needs of a particular group of pupils who are coming up for education at that time. Therefore, it is absolutely crucial that there is some co-ordinated planning and that, if the proposal does not come forward, the local authority already has some plans to meet the requirements. Can the Minister tell me whether that is within the programme?

[Lord Howarth of Newport]

My Lords, I would like to speak in support of Amendment 111A. I congratulate my noble friend Lady Whitaker on tabling it and congratulate the Committee on reaching it. I understand that it has been a long and winding road, and I hope that the weary travellers will not mind me joining them for this short step along their great trek.

My noble friend’s amendment changes the requirements to be met when a new school is proposed, so that the criteria are set out,

“which the design of the school must meet, following best practice as prescribed by the Secretary of State”.

I understand the Government’s desire to minimise the barriers to the creation of new schools, the introduction of greater variety in the school system and the liberation of new energies—and, of course, to minimise bureaucracy—but it would be a mistake to cut corners on planning and design. They go together, and it has been one of the achievements of your Lordships' House in recent years to amend the town and country planning system to require planners to take account of and have regard to the importance of good design. The Secretary of State’s outbursts against the architects associated with Building Schools for the Future programme were unwarranted and inappropriate. I declare my interest as an honorary fellow of the Royal Institute of British Architects and chair of the Associate Parliamentary Group on Architecture and Planning.

I am very happy that it appears that a truce has now broken out between the Secretary of State and the RIBA. I was pleased to read in the 8 July edition of Building Design, in the report by the president of the RIBA, Ruth Reed, that she said that the Secretary of State had acknowledged that the James review was simplistic. Noble Lords will recall that the James review said that school design should be standardised to save money. She reported that the Secretary of State is,

“keen to get good value for money for school buildings. He is aware design matters and he did recognise that you have to invest in design … He certainly didn’t come across as someone who doesn’t like good design”.

It is encouraging to have that confirmation.

I entirely believe that Ministers want good design in school buildings. The question is how that good design can be assured or how we can do as much as possible to assure good design, particularly under the provisions of this legislation. If I may also quote from the circular that was sent out to members of the RIBA immediately after the meeting with the Secretary of State, we were told that one of the key outcomes of the meeting was an agreement to work with the Department for Education and the Department for Culture, Media and Sport to consider how to achieve the best value from good school design, particularly in mapping out scenarios for the future delivery of schools. Ruth Reed said this was a productive meeting. She said:

“We have agreed to assist in identifying the constraints to achieving well designed schools including those in procurement and planning. Well designed schools”—

she observed—

“will always be value for money because they deliver optimum conditions for learning which last for decades to come.”

It would be helpful if the Minister would comment on the meeting between the president of the RIBA and the Secretary of State for Education, as well as with Mr Penrose, the Minister at the Department for Culture, Media and Sport with responsibility for architecture, if he would explain how his department intends to develop this work with the RIBA, whether he sees implications for this legislation and whether he thinks there may be a case for introducing an amendment to strengthen the commitments that the Government make in this legislation to the good design of school buildings.

Hitherto, I have lacked confidence that that would be the case. I understand that the department is consulting about making change of use easier, so that, for example, offices might be converted into new schools under permitted development rights. I seek reassurance from the Minister on that point. At face value it would appear that new schools might be opened in any old building. Perhaps he would tell us what guarantees that basic standards of health and safety, and of accessibility, can be assured by the Government.

More importantly, if “anything goes” in school design, there is a risk that the quality of education will suffer. Good design, as my noble friend said, and as the president of the RIBA also said, helps to create an environment that supports learning; is stimulating in the best sense; helps to restrain and minimise bad behaviour, ill discipline and vandalism; and creates the flexibility needed to accommodate different sorts of teaching groups and changes in the curriculum.

My noble friend’s Amendment 116A is to be debated in a later group, but she is right to stress the desirability of Ofsted reporting, among other matters, on the effectiveness of buildings and their design on the education provided in them. Design is only one of the factors that make for good education. Outstanding teachers teaching bright and motivated children will create good education in almost any circumstances. An extreme case that I am aware of was in Albania, after the fall of the Hoxha regime, when the schools were derelict shacks. There was no glass in the windows and there were no pencils for the children to write with. Yet when Albanian children visited my then constituency of Stratford-upon-Avon, I strongly suspect they had a better knowledge of Shakespeare than the children being educated in schools in Stratford-upon-Avon. They definitely had a better knowledge of Byron.

We have seen in the English public schools that good teachers teaching well-motivated pupils are able to provide first-class education in conditions of Hogarthian squalor. Good design is not more important than good teaching. Good design supports good teaching. Policy and the legislative framework should be such that the whole system and the standards set by the Government support the generality of teachers and pupils, in particular those who work in disadvantaged communities. Of course we should share experience. The system should support school leaders to benefit from the experience of design that has often been hard won in other places.

The report in the Times today of the Government’s announcement yesterday does little to encourage me to have confidence that we are going to see an insistence on good design in the new generation of schools that are to be built. One must, of course, welcome the announcement of funding for the rebuilding of schools and the building of new schools, but we are advised that this programme will be funded through public/private partnerships. We have seen in public/private partnership and PFI-funded school developments some environment and architectural atrocities, so I hope the Minister will be able to reassure us.

It is very difficult working through all the complexities of the contractual process of PFI to build in a requirement for good design. Because of this complexity, I understand that a handful of large contractors will bid for contracts and that contracts will be negotiated with the department or with the new funding agency for schools. I am worried about that because it seems to me that kind of system will not sufficiently provide for local factors to be taken into account. It is the sensitive and expert observation of local needs that is so often the key to good design, so I hope the Minister will be able to explain that the system that the Government are introducing will indeed provide assurances that design factors will have the prominence and the emphasis that they ought to have.

More broadly, I think the Government should think very carefully about the signal that they send about the importance and standing of education and schools if the policy is really that anything goes in school design. If grottily designed schools are to be permitted, the Government seem to be saying that grotty education is okay. That is absurd because that is not what the Government mean at all.

[Baroness Garden of Frognal]

I apologise for intervening on the noble Lord. He is making a fascinating speech, but it is trespassing on being a Second Reading speech rather than concentrating on the amendments in front of us. I think the Committee would be grateful if the noble Lord would draw his remarks to a conclusion on the amendment.

[Lord Howarth of Newport]

I understand the noble Baroness is very delicately hinting to me that I am going on too long. I think that my remarks have been very closely focused on the amendment, but I will rather quickly wind them up. I think the noble Baroness will agree that it is closely relevant to the amendment for me to note that the Bill would increase the power of the Secretary of State to make land available for free schools. Will she say whether that means that the Secretary of State can by fiat bypass the role of the local planning authority? Planning expresses the claims of the whole local community, not just of a particular group, however enthusiastic it might be. The system should not be rigged to support the group proposing free schools: the sponsors and the particular parents of children of school age who are keen to see the school. A school is a very important presence in an area. Its presence affects everyone; it affects the movement of traffic and makes demands on infrastructure. Sites for new schools should be appropriate, and that appropriateness should be determined by local communities. There are complex judgments to be made, and they ought to be informed by local knowledge and concern for all the legitimate issues within the community.

I support the thrust of my noble friend’s amendment. My only reservation is that it seems to be a charter for prescriptiveness by the Secretary of State, and I would rather that she had couched her amendment in the terms that we have built into existing planning law and that the Bill should simply require that all those concerned with the promotion of the development of a new school should have regard for the importance of good design. Perhaps we can come back to it on Report in something like those terms.

Building Schools for the Future

Lord Howarth of Newport Excerpts

Monday 14th February 2011 Lords Chamber

[Lord Howarth of Newport]

My Lords, the Secretary of State has quarrelled not only with local authorities but also with architects. Can we hope that we will not hear a repeat of the diatribe he launched against architects at the Free Schools conference? It was a diatribe that was particularly ill judged, as he commented individually on my noble friend Lord Rogers. After all, it is widely accepted that the design of the Mossbourne Academy by my noble friend did contribute to the transformation of academic achievement there.

If the Secretary of State is turning over a new leaf in this regard, will he listen carefully to what has been said by Sunand Prasad, the former president of the Royal Institute of British Architects, who is not entirely opposed to the new approach that the Secretary of State wishes to adopt? He sees a place for templates, prefabricated parts and repeated designs, but has advised that you still have to take account of site, locality and context. Surely that is important in relation to the Government’s own aspirations for a new localism. Does he expect that people, within their localities, will take kindly to having designs centrally imposed upon them? Can we learn the lessons from the Building Schools for the Future programme? Can we also learn the lessons from the Australian experiment, which is rather more akin to the approach that the Government intend to adopt and which, although it has its limitations, has been partially successful? Finally, does he recognise that schools historically have been built as statements of civic and community values, and that if you impose central, standardised and banal designs of the kind epitomised across the country by Tesco and Dixon’s, whose representatives are advising the Secretary of State, then you will be falling short in your responsibilities?

[Lord Hill of Oareford]

I have rather a lot of sympathy with the thrust of the remarks made by the noble Lord. Through the James review, the Government are striving to achieve on the standardisation of design a sensible balance between as much standardisation—if that is the right word—or replication as is possible. That is because, in a time of limited resources, to design each school ab initio every time and not to learn the lessons from what has worked well in previous school buildings does not make sense, and neither does each time to incur a set of consultants’ fees, architects’ fees and all the rest of it. Our view is that there must be ways of getting greater standardisation, but at the same time I accept that part of gaining acceptance of a building involves including the people who will be concerned with running it—the head, the staff and the pupils—in the process. It is a matter of trying to find the balance between a common-sense approach to standardisation while also allowing some flexibility around local circumstances.

Academies Bill [HL]

Lord Howarth of Newport Excerpts

Wednesday 7th July 2010 Lords Chamber

[Lord Low of Dalston]

My Lords, I shall say a brief word about Amendment 52, which is tabled in my name, and I hope that I can perhaps win the prize for the briefest speech of the evening. The object of Amendment 52 is to impose the SEN obligations on existing academies, which we already discussed to a fair extent when we considered government Amendment 11. The Minister made it clear that the SEN obligations would be inserted into the funding agreements of existing academies. The only point of unclarity that remained was whether we would have to wait for the existing agreements to run their course or whether the obligations could be inserted before that. If the Minister accepts the spirit of this amendment, it would enable the obligations to be inserted into the funding agreement within 12 months of the Act coming into force. I urge that that approach be adopted, rather than that we should be made to wait a number of years for existing agreements to run their course.

[Lord Howarth of Newport]

My Lords, I should like to speak to Amendment 44A, and I thank my noble friend Lady Whitaker for once again tabling the issue of the design of school buildings on Report. To take care to design school buildings well is a mark of respect for school communities. It is also plain common sense, not only because of its effects on the morale of the school community but because of its benefits for practical functioning and, very importantly, for the benefit of disabled children in schools. Inclusive design that enables disabled children to be fully integrated into the whole life of the school community is design that is good for everybody. This is not simply a matter of aesthetics but of fitness for purpose.

By no means all the schools that have been built under the Building Schools for the Future programme have been exemplars of good architecture and good design, but a number of them have been very good indeed. One of the virtues of this programme has been that it has encouraged some of our leading architects in this country, who are of course leading architects in the world, to return to school-building in their practices.

If they are retained, minimum design standards will do much to ensure that the schools that are built in the future are built to good design standards. We did not get a clear answer in Committee—I make no criticism whatever of the noble Lord, Lord Wallace of Saltaire, who was unable to clarify the point—as to whether the Government intend to retain minimum design standards. I hope that they will be able to give us that assurance this evening.

I have to say that I draw no encouragement from the Secretary of State’s Statement on education funding on Monday after we finished Committee. In the course of that long statement on school buildings, the only references he made to design were disparaging. He picked out care to ensure good design as an instance of what he regarded as undue bureaucracy, cost and delay. He cited as instances of wasteful process that,

“local authorities involved in this process have employed … an enabler from CABE, the Commission for Architecture and the Built Environment—another non-departmental public body”.—[Official Report, 5/7/10; col. 40.]

It is a great pity to dismiss CABE. The enablers that CABE has ensured have been available to assist people who face the difficult and complex responsibility of commissioning and securing good new school buildings. CABE enablers are design professionals who generously and public-spiritedly are willing to give their services for modest fees, well below market rates, to enable people facing these challenging, difficult and important tasks to know better how to handle them.

A moment later the Secretary of State said that,

“local authorities were expected to engage a design champion”,—[Official Report, 5/7/10; col. 41.]

Design champions exist in some local authorities, although they are not compelled to have them. These are people who are already there, whether as elected members or as senior officers, whose role in the local authority is to advocate good design. Given the enormous power that local authorities have over the built environment for good or for ill, through planning and through the procurement of buildings, it must be a good thing that they appoint someone from within their midst to prompt and remind them all the time of their responsibility to ensure that the buildings that are built under their auspices are well designed. I suspect that the Secretary of State had not understood what these functions were when he ridiculed them.

Later in the Statement, the Secretary of State went on to announce that he was going to appoint a “capital review team”. Among the people he named as members of that team is Sir John Egan. Sir John is, of course, deeply versed in the issues of building design and quality, and will be a most excellent member of that team. I am more concerned to see that the group operations director of Dixons Store Group and the director of property services at Tesco are included in the group. I know nothing of these individuals. They may be the most enlightened people, but I do not think that the most ardent admirers of Dixons and Tesco—and they have many good qualities—would claim that they have been patrons of fine architecture: rather the reverse. The banality and triteness of the design of modern supermarkets is a sad and indeed disgraceful falling away from the best of our historic traditions in the design of department stores and shop fronts.

The Secretary of State says that he wants buildings to be built more quickly and to look at the scope for savings. The reality is that a little time taken to achieve good design is an investment that richly pays for itself in reduced lifetime costs of the building, in the better performance of all those who work in it, and in the quality of life for years ahead of the people in the community immediately around it. The Secretary of State is a civilised man with a sense of history, and so of course is the Minister, the noble Lord, Lord Hill. I hope that they will think more deeply about their responsibilities in this area.

Academies Bill [HL]

Lord Howarth of Newport Excerpts

Monday 28th June 2010 Lords Chamber

[Baroness Walmsley]

My Lords, I speak on this matter in a personal capacity and I absolutely support the amendment of the noble Baroness, Lady Massey. I also support much of the spirit behind the amendment of the noble Lord, Lord Northbourne, although I think that it is a bit too late to provide sex and relationships education to 14 year-olds, given the hundreds of girls under the age of 14 who get pregnant every year. Good PSHE includes all the information that young people need to lead an ordinary but successful life, or even an extraordinary life. It is not academic but what are schools doing if not preparing young people for the lives that they will lead when they leave and, indeed, the lives that they lead while they are still at school?

Much has been said this afternoon about the importance of teaching about parenting, and I absolutely agree. Noble Lords may have heard about the programme in which school nurses give out baby dolls to young women. These dolls scream in the middle of the night, they need burping, they need their nappy changing and they need feeding regularly. I recently heard about one school nurse who gave out a batch of these dolls and when they came back at the end of the week most of the young girls said, “Oh my goodness. I couldn’t possibly”, apart from one who said, “It was wonderful. I can’t wait to get pregnant”, so it does not always work.

Over the years, I have said a good deal on this subject in your Lordships’ House, so, in an effort not to repeat myself, I did some new front-line research last week with two teenagers who are doing work experience in Parliament. One told me about a girl in her sister’s class at school who at the age of 13 had a one year-old baby. Both of them said that they have to go to PSHE lessons but to quote one of them, “We don’t do anything”, and to quote the other, “We watch a lot of videos”. One said, “We had a lesson on drugs recently and they just said, ‘Don’t do drugs. Drugs are bad’. It was useless”. She also told me that she did not have any sex education until she was 17 and that they do not teach about contraception or abortion in their Catholic school except in RE, where they say, “Don’t do it; it’s a sin”.

That is just not good enough. I realise that this is a very small sample of hearsay evidence but it lines up with what I have heard from many other teenagers over the years. It tell me that, first, teachers are not properly trained to deliver PSHE; secondly, teachers are not confident to teach PSHE, and that is why they rely so much on videos; thirdly, the quality of PSHE varies immensely and is very poor in some places; and, fourthly, some children are not receiving the information to which they are entitled and which protects their well-being.

The only way to deal with all those things is to make the subject part of the national curriculum in maintained schools and mandatory in academies and all other schools that do not have to follow the rest of the national curriculum. All establishments which educate children and young people have a duty to have regard to their well-being. However, they cannot do that successfully if they do not give them the information that they need to live a happy life. Young girls’ life chances are being severely affected because they may not have the information or the self-confidence to avoid unwanted pregnancies, and often the state has to pick up the bill in the interests of the young girl and, in particular, her baby. Unless children have information about the dangers of tobacco, alcohol and drugs, they may unwittingly become addicted at great cost to themselves and the country before they can turn round.

Much has been said about teacher training and, as usual, my noble friend Lady Williams has put her finger on it. Fully trained teachers cannot be produced in an instant, but her suggestion that the Government should show their intention to make the subject mandatory, given sufficient time to undertake the training of new teachers in initial teacher training or CPD for existing teachers, would be a solution to that problem. The noble Lord, Lord Northbourne, said that often the subject is given to Joe Bloggs the geography teacher. In my experience, it was given to Jill Bloggs the biology teacher or, in my case, Joan Walmsley the biology teacher. I taught it but I was not properly trained and I did not have the necessary confidence. I did my best but it was a very long time ago and the problem is that that is still happening.

I know that the Government are to have a curriculum review, which will be an opportunity to look very carefully at what we teach our children in schools. We need to give them the tools for life and not just academic qualifications for work. We must redress the damage that was done before the election when this measure very nearly got into legislation, but was prevented by the vagaries of our parliamentary procedures. I hope that the Minister will be able to reassure me that this subject will be considered during the curriculum review.

[Lord Howarth of Newport]

It could be argued that there is no more important element of the curriculum than PSHE. The previous Government were certainly right to propose that it should be a statutory foundation subject. There is a public, societal interest in children being educated in these areas. Moreover, I believe that it is the inescapable responsibility of Government to ensure that that happens because only the Government can ensure that all children receive education in these areas; only the Government can establish a norm; and only the Government can promote best practice across every school.

Education about relationships and sex is, of course, a very important private and parental responsibility and should be respected as such, but it cannot be the responsibility of parents alone. By definition relationships involve two people and, indeed, two families. Ignorance in sexual matters is dangerous to others. Children need support and education. They grow up in an erotically charged environment, where advertising and entertainment sexualise almost every kind of transaction; and the internet opens the window to a host of sexual possibilities regardless of who receives the messages. I am afraid that it is commonplace in our culture for human beings to be objectified, exploited and even brutalised sexually. Inescapably, children and young people witness that. If there is an age of innocence, it is all too short. For that reason and because of earlier puberty, it is essential that sex and relationship education is introduced at primary level although, of course, as the noble Lord, Lord Northbourne, said, it should be age-appropriate.

There are powerful peer pressures to experiment and to take risks, and those are stronger than the social codes that seek to protect young people from precocious sexual experiences. Children and young people are vulnerable and, therefore, they need help from an early age to understand this environment and to start to establish their own secure and confident individuality. They need education about relationships—not preachy education but education that may well be imparted through the study of literature and drama, for example. They need to learn that good relationships are characterised by respect for the other person, by sensitivity and by love. They also need to learn about the physiological facts of reproduction, the practicalities of birth control and how to avoid sexually transmitted diseases. They need to be taught those matters with no euphemisms and no evasion: sexually transmitted diseases may kill. Some families are not willing to teach that to their children and some families do not know how. Therefore, it is unacceptable to leave sex education to families as a private responsibility. I believe that religious objections, for example to teaching about contraception, have to be overruled.

Academies Bill [HL]

Lord Howarth of Newport Excerpts

Monday 28th June 2010 Lords Chamber

[Baroness Walmsley]

My Lords, I agree with the noble Baroness, Lady Whitaker, about the importance of design. There is such a thing as a dysfunctional building. Schools are buildings around which large numbers of children have to be moved every day. It is very important that they are well designed for that purpose, as well as for concentration and calm contemplation of the lessons. If the buildings magnify sound, they will not be very good for that purpose.

I am also concerned about the green credentials of schools. Will the Minister say something about the design standards in relation to the use of energy and water, and the disposal of waste and all those issues? I have often suggested that schools are ideal places for ground-source heating. They have large tarmac playgrounds under which you can put the pipes. It really is important because in the future energy will be even more expensive than it is now and we will all have to pay for it.

I recently went to an academy school where in order to switch the lights off at night the caretaker had to go to the top of the building. However, he was forced to leave the lights on all night because health and safety would not allow him to come down the stairs in the dark. That new, purpose-built academy building was ablaze all night. It was a disgrace and I hope that we will avoid that sort of thing.

[Lord Howarth of Newport]

My Lords, my noble friend Lady Whitaker and I have stood shoulder to shoulder in campaigns for good design in recent years and I am happy to join her in the field tonight. It is too much, no doubt, to ask that the magnificent £50 billion Building Schools for the Future programme should be continued, but it is essential that design standards should not be dropped in the school building that does continue. Presumably that will mainly be the construction of academies. Do the Government intend still to provide some funding to support the creation of fine new academy buildings, as their predecessor did? Will the Government at least maintain minimum design standards?

This matters very much. Children and staff in schools, like everyone else, should work in a good built environment. The benefits of that for their morale, spirit and performance are marked. Good design is practical and works better. Well designed schools, like well designed hospitals, hospices, railway stations and magistrates’ courts, are statements about the values we hold as a society, our attachment to civic values and the public realm and our commitment to sustainability, an important point raised by the noble Baroness, Lady Walmsley. There are important symbolisms in good design.

Good design is an expression of national self respect. It is a manifestation of the respect we have for our community. There is a noble tradition of design of school buildings and it is one which we must not lose. Our Victorian and Edwardian forebears took it as axiomatic that a school should be a proud statement on behalf of the community in its design. The school building programme launched after the Second World War by Ellen Wilkinson, as Secretary of State, led to a commitment in a number of local education authorities to good design in a modern idiom. The schools designed in Hertfordshire for the local education authority by Stirrat Johnson-Marshall were celebrated. He was an architect who was described as,

“Socratic in manner of discussion and intolerant of formality in any guise”,

which, I think, means that he sought to find out what people thought, to elicit their best ideas and to develop his designs accordingly, as good architects do. Equally, later in Hampshire, the schools designed by Colin Stansfield Smith were celebrated, and the local education authorities which committed themselves to a programme of high-quality design in school building were strongly and admirably supported by the ministry’s architecture and buildings department.

More recently, under the previous Government, we had the Building Schools for the Future programme. I shall mention two schools that were jewels in that programme. The Mossbourne Academy in Hackney was built in an area known as “murder mile” because of the gangland killings there. It replaced Hackney Downs comprehensive, a school which had gone so far down in the world that the tabloids described it as the worst comprehensive in England. The school reopened in 2004 in buildings designed by the Richard Rogers Partnership. The first intake of the new school consisted of children, nearly half of whom were eligible for free school meals and 30 per cent had special educational needs. They took their GCSEs in 2009 and achieved some of the best state school results in the country. The Mossbourne Academy topped the league tables in value added. That was, above all, due to the leadership of Sir Michael Wilshaw and first-rate teaching by his colleagues, but design, they acknowledge, was also an important factor—as was the case at the Westminster Academy, which my noble friend and I visited earlier this year. There, the architects Allford Hall Monaghan Morris were awarded the RIBA Sorrell Foundation Schools Award. This is an opportunity for this House to pay tribute to Sir John Sorrell and his wife Frances for their extraordinary generosity and creativity in their support through their foundation for good school design. The design of the Westminster Academy is beautiful and clever. As my noble friend said, the results in the new school soared by comparison with the results in the old school because pupils were treated with respect through design, and thus learnt to treat their school and neighbourhood with respect. The head teacher and her staff above all deserve the credit, but she insists that the quality and nature of the design of the school were crucial in making possible the curricular flexibility which, in turn, was key to the motivation and success of that school.

The Government want to impose the minimum bureaucratic burden on academies, and that is right. Good design cannot be promoted by regulation, but bad design can be averted. I hope that the Government will keep the minimum design standards that the DCSF pioneered in the public sector. I hope also that the Government will keep the engagement of CABE, which is not a quango to cull. It mobilises at negligible cost talented and expert people to illuminate and promote good practice in design. Here the leadership of Ministers is needed and, as elsewhere in education, leadership, aspiration and ambition are the magical ingredients. Only the best should be good enough for our schoolchildren, their teachers and the staff in our schools. We can afford the best. Good design costs no more than bad design. It is simply a matter of doing the job well. Indeed, good design costs less over the lifetime of the building.

[Lord Wallace of Saltaire]

My Lords, I am tempted to answer that lengthy catalogue of good schools in London and close to London by giving examples of schools in Yorkshire and outside the south-east, because often in this House and even more in the national media we tend to focus on what happens in London, not in the rest of the country. One thing which disturbed me in recent years was when I visited a school in Yorkshire which appeared to have been built for a 25-year lifespan. Its sustainability was not good. Also a prison was built for a 25-year lifespan. That is part of what is wrong with current thinking about public buildings as a whole. I also went to a school last year which had been built within the past 10 years and had almost no worthwhile roof insulation. Sustainable standards are not very good in many of the new schools that have been built under the BSF programme. So let us not kid ourselves that the previous Government left us with an unsullied legacy of well designed, highly sustainable buildings of comparable quality to those wonderful Victorian school buildings now being replaced.

I appreciate the thinking behind the amendment, and I am conscious that behind it are stories about charter schools in the United States being put up in warehouses. We had some friends visiting us from New York this weekend who talked about some of the problems that they have run into there with people starting schools in unsuitable buildings. Of course, we wish the premises of all schools to meet the needs of their pupils, including those with disabilities. We are well aware that the quality of the built environment of the schools in which they are educated does affect their outcomes. However, sufficient protections are already in place to ensure that children at academies are as fully protected as those at maintained schools. All schools, including maintained and independent schools, are required to comply with the requirements of the Disability Discrimination Act 1995, which include a requirement to prepare and implement accessibility plans. These provide for the implementation of improvements to the school premises to accommodate existing and future disabled pupils within a reasonable period. The 1995 Act will be revoked by the Equality Act 2010, but the requirement for all schools to prepare and implement accessibility plans is replicated in the new Act.

I hope that my explanation of the existing protections demonstrates that no additional controls are necessary. One cannot legislate for top-quality architects to be provided for every new school. Sadly, in my limited observation of new schools around Yorkshire, not all those that have gone up in the past 10 years are particularly beautiful. However, I emphasise that in terms of accessibility and sustainability, the controls and regulations are in place. On that basis, I invite the noble Baroness—

[Lord Howarth of Newport]

Will the Minister confirm that the department will continue to keep in operation the minimum design standards that operate at present?

[Lord Wallace of Saltaire]

I have no reason to doubt that—and if I discover that it is not the case, I will of course write immediately to the noble Lord.