Children’s Wellbeing and Schools Bill

Debate between Lord Knight of Weymouth and Lord Hampton

Wednesday 10th September 2025 Lords Chamber

[Lord Knight of Weymouth (Lab)]

My Lords, I will speak briefly on this group of amendments in the same vein as have my noble friends Lady Morris and Lady Bousted, and emphasise that we need qualified teachers, particularly for the most disadvantaged pupils in our country.

Some years ago, prior to the pandemic, I was for seven years a senior executive at TES—the Times Educational Supplement, as it once was. During that tenure, I set up the Tes Institute, which was a teacher training institute. It is now the fifth-largest qualifier of teachers in England. The main route that we opened up through the Tes Institute was something that we branded “straight to teaching”: in essence, it was the opportunity for people who were working as instructors, who had instructor grades of pay but had experience of teaching, to be assessed for how close to the teaching standards they would be; then a bespoke professional development programme could be devised for them so that they could reach that set of standards and get QTS.

Incidentally—I say this to the noble Lord, Lord Agnew—I was surprised to learn that a PGCE did not qualify you to teach; there is not an equivalence between the two. Qualified teacher status is a separate thing, but there is an assumption within the system that a PGCE equals qualified teacher status.

The process of developing Straight to Teaching taught me that there are plenty of people who are working as instructors in our schools in this country, in effect, and who could be taken through to become qualified teachers on the job while carrying on being paid and using their experience. That could apply to those in vocational settings as well as in more academic settings; it says to me that there are routes.

Teaching apprenticeships are now being opened up for those people who have the sorts of qualifications and experience that have been discussed in this debate to be hired by schools and then, within a reasonable time, to be taken into qualified teacher status. That is something we should grab because it is important to value pedagogic training as well as subject knowledge. It is also important to value training in bullying, to which Amendment 439 in the name of the noble Lord, Lord Storey, refers. It is important that people should understand and be trained around special educational needs. It is important that they should be trained around physical literacy, as was explored by the noble Baronesses, Lady Grey-Thompson and Lady Sater, in their important speeches. Having training programmes to achieve qualified teacher status for those people who are brought into classrooms to teach as instructors is something that we should expect as part of the move towards every teacher becoming qualified.

Finally, I support Amendment 495, to which the noble Baroness, Lady Sater, has added her name and which was spoken to by the noble Baroness, Lady Grey-Thompson. I support it in the terms that they set out around the importance of sport and physical literacy. Like them, I was a member of your Lordships’ National Plan for Sport and Recreation Committee. I hope that we will have a chance to revisit what we recommended then to see whether it remains valid for a new Government to take forward.

I also support Amendment 495 on the basis of some of the other things that are listed around a review of ITT, such as financial literacy, AI literacy and media literacy. These have become increasingly important but are currently neglected in initial teacher training. Once the curriculum and assessment review has reported, it will be timely for there to be a review of whether we need to change aspects of initial teacher training in order to take account of that review.

[Lord Hampton (CB)]

My Lords, as a secondary school teacher, I admit that I am conflicted by this group of amendments. Noble Lords have highlighted the benefits of getting industry experts to teach in schools. At our school, we use architects to teach the architecture programme. I recently went to a UTC that gets employers to come in and set projects for students. The employers then regularly come in to look at the projects so that the students get real-world, real-industry training. It is unrealistic to expect these employers to get teaching qualifications.

I am afraid that I cannot let Amendment 438 go. I have admired the optimism and creativity of the amendments in the name of the noble Lord, Lord Wei, and I acknowledge the sterling work that the elective home-schooling community is doing. Like many in this Committee, I have undertaken formal teacher training. I have QTS, which does not appear to be the gold standard any more, I am afraid. I had one disastrous attempt at home-schooling during lockdown, when I tried to teach my primary school-aged daughter maths. She is still shouting at me even now.

To say that somebody who has experienced only home-schooling can go from that to teaching 32 boisterous students in the last period on a Friday, without any formal training, and impart any knowledge at all is optimistic at best. The noble Lord, who is sadly not in his place, unwittingly belittles two years of pretty intense training for mainstream teachers.