Education (Amendment of the Curriculum Requirements) (England) Order 2013

Debate between Lord Knight of Weymouth and Baroness Jones of Whitchurch

Monday 8th July 2013 Grand Committee

[Baroness Jones of Whitchurch]

My Lords, I thank the Minister for his explanation of the proposed name change; indeed, the order is narrow in its intent. On the whole, we welcome the change and the need to revitalise the ICT curriculum. We take on board the concerns that were raised by Ofsted, that the curriculum and teaching approaches had not kept pace with the rapid technological developments outside the school environment. While we share the concerns of many of the respondents that the term “computing”, which is now being adopted, suggests too narrow a focus, we also recognise the need to send a signal that the content has been substantially modernised.

We are also aware that, of all the subjects in the national curriculum, this one will continue to have challenges in keeping up with the pace of change. For example, it is easy to foresee that what we are now celebrating as a new computing course will appear in a few years’ time to be dumbed down and irrelevant to the demands of employers in the future. However, in the mean time, I have a few questions that I hope the Minister can address.

First, on professional development, the Minister made the point that some money was being made available for some of the professional development work. Does he feel that it will be sufficient? There is a serious issue about ongoing professional development throughout the system, starting at primary level, where updating computer skills will be part of a range of updated skills which all primary teachers will need to deliver the new curriculum. It is also an issue at secondary level, where it may not be easy but is possible to recruit specialist staff with up-to-date computing skills. However, if you are not careful, that knowledge and those skills can fall out of date very quickly.

Secondly, what more are the Government planning to do to attract new specialist computing staff to teach in schools? It is fairly obvious that there would be alternative, better paid jobs for high-class performers in computing. They may not necessarily rush into the teaching profession.

Thirdly, can the Minister confirm that the change in name does not represent a narrowing of the curriculum, and that pupils will be taught some of those broader skills such as internet use and safety, word processing and data processing, so that the subject will actually give people a range of knowledge and skills which the word “computing” does not necessarily encompass?

Fourthly, the teaching will be successful only if it is supported by sufficient funds to modernise IT facilities and to keep modernising them as technology changes. The noble Lord made reference to some low-cost initiatives in terms of facilities in schools. However, I have seen reference to 3D printers. That is fine, it is just one example, but 3D printers are very expensive. The fact is that, for children to have an up-to-date and relevant experience, you would need to keep providing not just low-cost but some quite expensive technological equipment in schools on an ongoing basis. Will sufficient funds be available to do that?

Finally, given that computing skills and the supporting equipment that would be needed are increasingly integral to the teaching of all subjects, not just computing, have the Government given sufficient thought to what computing skills should be taught within the confines of the computing curriculum and what computing skills need to be provided with all the other arts and science subjects that people will be studying, in all of which pupils will increasingly require computing skills to participate fully? Has that division of responsibilities been thought through? I look forward to the Minister’s response.

[Lord Knight of Weymouth]

My Lords, I draw the attention of the Committee to my interests in this area. I am a trustee of the e-Learning Foundation and have various other interests, including working with the Times Educational Supplement and with smart technologies. I am also a trustee of Apps for Good.

I, too, attended the Bett conference at the beginning of last year, when the Secretary of State, Michael Gove, who is now on his feet in the other place talking about these issues, announced the disapplication of the programme of study for ICT. I broadly welcomed that announcement. It goes back to my dissatisfaction when I was Schools Minister with the ICT curriculum, particularly at key stages 3 and 4, and to how unengaging my son found the experience of doing the European Computer Driving Licence. My attempt to change things was to get Jim Rose’s primary curriculum review to include ICT as a core subject alongside English and maths. It was a battle that I eventually won by subterfuge, and Jim’s review included ICT at its core. I wanted young people starting secondary school to be plug-and-play ready to use ICT across the whole curriculum in their learning.

I was also informed, as I think the Minister was, and as he mentioned in his opening comments, by the changing nature of the labour market, which is essentially hollowing out due to globalisation and technological change. The growth in high-skill, high-wage work is at the higher end of the market and is very much informed by technology and people who are confident with it. Not all of it requires programming skill. Therefore, my first question is: how will the Minister ensure that digital skills remain across the whole curriculum and inform the way in which young people learn in all subjects, not just in the subject called computing?

I cannot see any occupation where we will not require people to be confident in using the internet and technology, and to have a basic understanding of how it works. I am chair of the Online Centres Foundation, which just today was renamed the Tinder Foundation. We are very active in digital inclusion, and we see people referred to us from jobcentres so that they can not just process a claim but apply for jobs, because 70% of employers require you to apply online. These are fundamental skills for every child to learn in order to be confident leaving school.

The issue of digital skills across the curriculum raises an additional question. It is a perhaps unfashionable question about pedagogy. As a Minister, I was always slightly reluctant to get involved in pedagogy because I am not a trained teacher. However, I regret that, and I have looked at the amount of investment that has gone into technology in schools over time and have seen that some of it was not spent well, because not every teacher was taught to be confident in using it, and to shift their pedagogy in order to use it well.

I have that worry about 3D printers, and I am specifically interested in finding out from the Minister whether, as 3D printers land in schools, they are not going to be used to prop doors open or get dusty in cupboards. Last Friday I was talking to teachers from the Isle of Portland Aldridge Community Academy down in Dorset following their being shortlisted for a TES Schools Award. Unfortunately the school did not manage to win an award, but it is worth noting that both the nominated projects involved 3D printers, so I can see that some fantastic pedagogy may emerge from this technology that encourages highly engaged teaching and learning.

Education Bill

Debate between Lord Knight of Weymouth and Baroness Jones of Whitchurch

Wednesday 20th July 2011 Grand Committee

[Lord Knight of Weymouth]

My Lords, I wanted to speak to this group of amendments but not because I oppose any of them. In many ways, I can see the benefits in appropriate circumstances of parish councils being represented. Indeed, when I was the mayor of Frome, which was technically a parish council, we had nominations as a minor local authority on to governing bodies locally, so there is some precedent for it. I am certainly a strong advocate of the student voice in schools and see the benefit of students on governing bodies and similarly of staff local authority representation.

I wanted to take a couple of minutes to put it to the Committee, and particularly to the Minister for him to think about it, that we need to have a wider deeper debate about school governance. It is currently confused. I started a review of school governance that never quite concluded. Indeed, it was more difficult to get some agreement about the future of school governance than it was to get all the faith groups to agree about statutory sex and relationship education in our schools, so I do not underestimate the difficulty.

I certainly do not think that anyone in this Committee or elsewhere would want to give the message that the wonderful job that school governors do is being undervalued, when they are the largest group of volunteers working in our society. However, when people are essentially there as representatives rather than for the skills that they bring to challenge the school leadership, as you would when looking at the governance of organisations in other sectors, you have confusion between what an advisory body is, which is made up of representatives and stakeholders such as staff, students, parents and perhaps local authorities, and what a board of governance is, which is there to recruit and to really challenge the leadership of the school. I am afraid I do not believe that with 23,000-odd schools in this country, we have 23,000 excellent governing bodies that are properly challenging head teachers.

Indeed, most head teachers who I talk to tell me that their governing body is frankly a bit of an irritation. It is something that they have to work out how to manage, rather than something that properly supports and challenges them as leaders. That tells me that we clearly have a problem. The discussion, particularly by my noble friends Lord Touhig and Lady Howarth, on whether heads should serve on governing bodies is in turn a demonstration of that confusion, because points were rightly made about a conflict of interest and it probably being inappropriate for a chief executive to be a full member of the board if we were to use the suggested model from the third sector. The Government would be well served by looking at whether we can move to shared, more professionalised governing bodies, particularly as we see the emergence of clusters of schools, and proper councils or advisory bodies for each school.

That would be a significant and brave reform. However, academy sponsors tell me—I spoke to a leading one yesterday—that they strongly believe that the most important thing we did when introducing academies was to strengthen governance. It was not about autonomy as such, or about the freedom to pay teachers what they liked or about freedom in the curriculum being really important; it was about strong governance, and about getting sponsors in who appointed really good people for their skills in challenging heads and school leaders. It was about leaner, or smaller, numbers of governors, who could then gel as a group, much as the trustees of a charity or board of a private company might do. It is something that we urgently need to look at if we are to make the progress that the Minister and his colleagues in the ministerial team want to make in making every school a good school—and, in particular, in making sure that we attend to the biggest problem that we have with schools in this country. That is not how we fix failing schools and make them successful again—we have worked out how to do that. Our problem is how we stop average schools becoming failing schools. In the end, we do that by strengthening our governance arrangements.

[Baroness Jones of Whitchurch]

My Lords, I very much welcome the contribution of my noble friend Lord Knight, as he attempted to widen the debate. I was going to widen it but not quite as widely as he did, but I wanted to make the case for diversity on governing bodies. Although I support the amendments tabled in all noble Lords’ names, including those tabled by the Government, they go only so far. We very much welcome the fact that the Government have listened to the case made by colleagues of the noble Baroness, Lady Walmsley, as she said, for there to be staff and local authority representatives on governing bodies. We made that case as well, and I am glad that it has been taken on board in part. However, the effect will be that a single local authority representative could be on each maintained school governing body, while at the moment there could be up to five local authority representatives on a typical community secondary school governing body.

In my experience, when I was chair of the governors of a secondary school for many years, the local authorities in my area used the opportunity to have a spread of places in order to bring diversity of community representation and people with different skills to the governing body. Governing bodies work best—and here I half-meet my noble friend—when there are strong, diverse voices from the community. What worries me about the legislation now is that it almost seems to want to curtail the spread of knowledge and skills. That might be something that the Minister can respond to, although I may have got that wrong. Diversity is very important.

The governors whom we have make up one of the largest volunteer forces in the country. We should be upskilling them, valuing them and making sure that they can make a greater contribution. Of course, if my noble friend Lord Griffiths was here he would say that we also need to take account of the fact that the ongoing work of being a governor is increasingly arduous and time-consuming, so we need to make sure that we have the support networks and the training to support it. It is a particular challenge for parent-governors who, with all their other responsibilities, as I know from my own experience, find being a governor particularly time-consuming and challenging.

I am anxious about what is to happen when the current governors, who are providing that spread of expertise, are told that they are going to be stood down. There seems to be a lack of a transitional plan. That might mean that it will be more difficult to recruit governors in future if the signal that is going out is that current local authority governors, or their range of skills, are not seen as the future. I hope the Minister can address the whole issue of diversity on governing bodies and how we are going to maintain that strong community voice so that it is not just the parents, teachers or head teachers who help to make the governing body strong but outside challenges and expertise.

Education Bill

Debate between Lord Knight of Weymouth and Baroness Jones of Whitchurch

Monday 11th July 2011 Grand Committee

[Baroness Jones of Whitchurch]

My Lords, I rise to speak to our opposition to the Question that Clause 18 stand part of the Bill. While we welcome the initiative of those who tabled Amendments 78A and 78B, regrettably we do not feel that they have gone far enough in maintaining a national framework of pay and conditions for support staff.

Perhaps I should also make it clear at this stage that I am an ex-UNISON employee, and spent many years observing in schools how the distinctions between teaching and non-teaching staffs have, quite rightly, been breaking down over the years. Support staff are increasingly playing a professional role. They make up a range of functions crucial to the whole school learning environment as teaching assistants, welfare support staff and specialist and technical staff. They make a huge contribution to improving learning outcomes, which was confirmed by Ofsted in its fifth report.

As we have heard, since its establishment the SSSNB has been playing a crucial role in preparing core documents setting out the wide range of non-teaching roles being carried out in schools. As the noble Baroness, Lady Walmsley, rightly pointed out, when it was established it was not opposed by any party. Since then it has received widespread support from teachers, heads, governors and parents. There was certainly no chorus of concern calling for its abolition. Importantly, its remit when it was established was to combine national consistency and local flexibility in pay and conditions, and it was working to deliver that model. However, when the clause was debated in the Commons the Minister argued that retaining it would involve,

“creating and imposing additional rigidity on schools” .—[Official Report, Commons, Education Bill Committee, 22/3/11; col. 595.]

But that argument fails to recognise that the SSSNB was not like other negotiating bodies. It has the power only to recommend, not prescribe, and as such the local flexibility and autonomy is maintained.

As the noble Baroness, Lady Walmsley, rightly identified, in abolishing the SSSNB now, the Government are scrapping it before it has had time to finish delivering the job profiles that it was set up to produce. That is wasting good work. Already more than 100 support staff roles have been profiled and were being tested by schools; a school-based job evaluation scheme was being designed; and a pay and conditions model was being developed. Given that these job descriptions would have been recommendations, not prescriptions, it is hard to see how they would have hindered schools going forward. On the contrary, having job profiles could have been used as benchmarks, which would have cut the time and cost. Self-governing schools would otherwise have to use their own time to create their own job descriptions. Apart from the more general use for those benchmark job descriptions, schools and local authorities would then have a greater chance of avoiding being subject to equal pay challenges.

In addition, without the work of the SSSNB, there is a risk—perhaps even a likelihood—that the status of support staff in a largely female workforce will be undermined and that over time their terms and conditions will become less favourable in some schools than is currently the case. Ofsted itself identified that,

“members of the wider workforce and their managers were confused and uncertain about pay and conditions attached to the increasingly diverse roles that have developed as a result of workforce reform”.

It went on to urge the Government to provide more detailed guidance on pay and conditions. This is exactly what was happening. In the Commons Committee stage the Minister said:

“The Secretary of State has made it clear to trade unions and support staff employee organisations that he believes that there is a clear argument for completing some elements of the work begun by the SSSNB, on the basis that the outputs might be of some use to employers and schools”.

He went on to say:

“Those elements include the set of support staff job profiles, for example, and the associated job evaluation scheme. Should trade unions and employers deem that it would be a useful way to proceed with support staff pay and conditions to continue with that development work independently of the Government, I believe that that would be a positive outcome”.—[Official Report, Commons, Education Bill Committee, 22/3/11; col. 596.]

Once again, we seem to be playing the game of dismantling a perfectly good mechanism for dealing with a need in education only to have to assemble it in a different form. That point was made by a number of noble Lords on Second Reading. The Bill seems to be focused on structures rather than on improving educational outcomes, which we are all trying to grapple with. Can the Minister confirm whether those elements will be in place to continue the work that was established by the SSSNB; what organisation they have in mind to continue them; and by when? Interestingly, as the noble Baroness, Lady Walmsley, said, the people who have been working on the job profiles have not gone away; they have simply been absorbed back into the Office of Manpower Economics, and are therefore available to carry on with the work where they left off, so there is no great saving to be had by abolishing the SSSNB.

Finally, I hope that I will be forgiven if I mention another injustice to support staff arising from the abolition of the SSSNB. Last year when the Chancellor announced a two-year pay freeze in the public sector, he promised that all staff earning less than £21,000 would receive at least £250 in each year. But the Secretary of State for Education says that he has no way of delivering this to school support staff despite having the power to direct it because the SSSNB has been unable to clarify who would qualify. As well as the indirect difficulties that this clause will cause support staff, it makes them all £250 a year worse off. We still believe that school support staff are entitled to fair pay and conditions. The SSSNB would have delivered a framework to make this happen and we believe that it is worth maintaining it to deliver that programme.

[Lord Knight of Weymouth]

My Lords, I very much want to speak against Clause 18 stand part, and I will talk to the other amendments in due course. I guess that it is just an occupational hazard of being an ex-Minister that when a new Government take over you hold your head in your hands as you watch some of the things that you slaved over to create for many hours, days, weeks and months being abolished at a stroke. There were quite a few in the first few months of this Government, but this is one that I found really hard when I heard that the School Support Staff Negotiating Body was to be scrapped before it really had had a chance to get going.

To some extent, that reflects a view—I am sorry to say a default view in Sanctuary Buildings—that you start thinking about schools in respect of secondary schools and secondary schools in London. You then start thinking about the workforce by thinking simply about teachers. We saw that in earlier clauses, such as Clause 13 which we discussed at some length in Committee, on false allegations being made against teachers not being extended to support staff. That reflects an attitude of mind. We heard in the excellent speech of my noble friend Lady Jones about the importance of support staff. They perform a vital range of functions in schools. An additional 130,000-plus since 1997 are working in schools, performing roles not just in classrooms as high-level teaching assistants. Many of the people in classrooms work one-to-one supporting those with special educational needs. There are also non-classroom roles, from school business managers and those assisting them in the school office, through to caretakers, crossing patrols, dinner ladies—or is it catering assistants? I cannot remember the correct term but dinner ladies will do.

A really important range of roles is performed and valued by schools and those in the school community, such as parents, pupils and staff. I have taken quite an interest in reflecting back on how we should improve schools in the future and the underachievement of white working-class boys, in particular. I have visited and talked to those who are running some of the particularly successful academies doing work in that area. The Richard Rose Federation in Carlisle in Cumbria has turned round a very difficult circumstance. The North Liverpool Academy in, as the name suggests, Liverpool, is within sight of both Anfield and Goodison Park football grounds in a very tough environment for schools to succeed. What was interesting was that, in both circumstances, they are now doing really well in narrowing attainment gaps for white working-class boys. When I asked them how they did it, one of the keys was the deployment of support staff and how they were using learning assistants and others to engage the home.