British Baccalaureate

Lord Lexden Excerpts

Tuesday 21st June 2022 Lords Chamber

Asked by

[Lord Lexden]

To ask Her Majesty’s Government what assessment they have made of the main recommendation of The Times Education Commission, published on 15 June, which calls for the introduction of a British Baccalaureate.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, I thank the Times Education Commission and the Members of this House who have contributed to it for their insight and ideas. Over the last 10 years, the Government have transformed the quality of academic and technical qualifications, ensuring that they support all young people to achieve their full potential. That is why, with the further reforms currently in train, we have no plans to introduce a new British baccalaureate at age 18.

[Lord Lexden (Con)]

My Lords, have the Government noted the chorus of praise that greeted this report and, in particular, its recommendation for a British baccalaureate uniting academic and vocational study? Do the Government agree with the president of the Royal Society, who has said that:

“Given the breadth of support for the commission’s report, it is surely time for a cross-party approach to implementing a genuine reset of education”?


Will the Government now rise to this challenge, surely one of the most urgent of our time, which the current Schools Bill, to which my noble friend referred, seems to rather evade?

[Baroness Barran (Con)]

We think we have led, since 2010, a major reset of education in this country, with relentless focus on quality, clarity of purpose and good progression outcomes, and I commend to my noble friend the schools White Paper, which covers both our legislative and non-legislative actions.

Schools Bill [HL]

Lord Lexden Excerpts

Committee stage
Wednesday 8th June 2022 Lords Chamber

[Lord Nash (Con)]

My Lords, I apologise; I should have declared my interests earlier as a chair of a multi-academy trust and a trustee of the Education Policy Institute. It is not particularly helpful—I agree with a number of points that have been made—for us to argue in this Chamber about the success or failure of one type of school, but I support the noble Lord, Lord Knight. Other research I have seen recently says that MATs have done an excellent job at turning around schools that were previously failing. More than seven out of 10 academies, which had taken over schools that were formerly failing and underperforming as local authority-maintained schools, were rated by Ofsted as good or outstanding at their next inspection.

[Lord Lexden (Con)]

My Lords, very briefly, when my noble friend replies, could she explain to us how the matters that have been discussed proceed from the last Conservative Party manifesto and how they emanate from Conservatism, which abhors nationalisation and delights in diversity?

[Baroness Blower (Lab)]

My Lords, I will add to the question of “academies or maintained schools”. During the coalition Government, when Secretaries of State, often from the party opposite, talked about visiting schools and praised schools, they were always academies. I would like to find an example where they praised a maintained school, but I cannot remember a Secretary of State praising a maintained school. That is a problem because, while we may all accept at this stage that there is a rather unfortunate arrangement of different types of governance, contracts, and so on, if all we ever hear is that academies have saved everything and are brilliant, then it does not do anything at all for schools which have been and are successful and which have chosen in good faith with their community, parents and student body, to remain with their local authority and with democratic oversight.

I am not engaging in this argument by saying “Everything on this side is good; everything on this side is bad”. But I do say that I never once, for example, heard Michael Gove when he was at the DfE, in public or private conversation, praise a maintained school. That is a problem because clearly lots of young people are being educated in academies now, but equally there are still a lot of young people being educated in maintained schools. In fact, all young people in Wales are being educated in maintained schools—obviously not the ones in the private sector; I mean those who are being educated by the state. My noble friend Lord Knight talked about having been in Orkney and reflecting on this legislation. In Scotland, there are no academies, so we are an outlier in England, and it is regrettable.

I want us to think about this and, when we come to this debate, try not to always bring a particular prejudice about a particular style of school. Of course, we all want every school to be successful for every single child, but we have always wanted that, whether they were academies or maintained schools. I hope that, as this debate progresses, we will not hear any more about “This is always good” and “That is always bad”. It does not do us any favours in this Committee, and it certainly does not do any favours for our colleagues who are teachers and other education professionals—or indeed for young people being educated.

Schools Bill [HL]

Lord Lexden Excerpts

2nd reading & Lords Hansard - Part two
Monday 23rd May 2022 Lords Chamber

[Lord Lexden (Con)]

My Lords, I declare my interests as a former general secretary of the Independent Schools Council, which accredits and represents some 1,400 schools, and as the current president of the Independent Schools Association, one of the council’s constituent bodies, which has some 580 of those schools in its membership.

The association’s members are for the most part small in size, often having no more than 200 pupils, with deep roots in their local communities. Striving always to keep fees down and providing as much in the way of bursaries as they can, these schools are far removed from the stereotyped image of Britain’s independent education sector, packed with grand, expensive institutions, which dwells so stubbornly and unfairly in the public mind. The members of this association are far more representative of the true state of the independent sector today than the comparatively small number of well-known schools which exert so much fascination over the media.

What all the diverse members of the Independent Schools Council have in common is a commitment to high standards, and to working in partnership with colleagues in the maintained sector in a whole host of ways, from academic teaching to orchestral concerts, drama and sport. Much is being done; much more is needed. Many independent schools continue to hope that a Government will one day have the wisdom to back a scheme which would enable even more families to gain access to them. It is now more than 20 years since I published proposals for places at all levels of ability co-funded by the Government and the schools themselves.

The schools’ own efforts to make places more widely available continue to expand. They now provide fee assistance, including scholarships and bursaries worth £964 million, to 150,000 pupils. The resources devoted to these programmes absorb—indeed, exceed—the benefit derived from charitable status, which the Labour Party wishes to abolish. Does it really wish to set back the progress that has been made in making independent schools more open and inclusive? It has put forward a deeply regressive measure.

It was good to hear the Secretary of State for Education say recently that he is “very proud” of the work that independent schools are undertaking in conjunction with partners in the maintained sector. Collaboration brings marked benefits to both. As he rightly noted, their combined resources can help overcome the difficulties facing disadvantaged children in Britain today.

Part 4 of the Bill directly affects the interests of independent schools. New measures relating to registration and inspection are to be introduced. Some have the welcome objective—widely commended in this debate—of making certain independent educational institutions outside the Independent Schools Council which have for years evaded any effective checks subject to proper regulation at last.

For their part, independent schools have always accepted that it is the Government’s right—indeed, duty—to determine the basic legal standards and requirements that they must meet to be registered and play their part in the education system. They accept without reservation or complaint that registration requirements will need to be revised and updated from time to time. The guiding principle in making changes should be the strengthening of public confidence. Judged against that principle, the council and its members have no quarrel with those clauses in Part 4 which have a direct bearing on them.

Most significant is Clause 60, which will give Ministers new powers to suspend the registration of an independent school for a specific period in circumstances where pupils are judged to be at risk of harm. At present, the Department for Education’s only option is to get a magistrate’s order to close down the school. At a time of widespread concerns over safeguarding issues, the proposed change is surely to be seen as an entirely appropriate step.

I have just one specific point to raise about Part 4. Clause 59 introduces a new test under which the Secretary of State will determine whether the proprietors of independent schools are “fit and proper persons”. Perhaps my noble friend the Minister would let me know during the Bill’s passage what exactly this test will involve.

This is a Government who understand the value of independent schools. They must continue to give them the encouragement they deserve to contribute even more fully to our country’s education system.

Schools: Creative Subjects and the English Baccalaureate

Lord Lexden Excerpts

Tuesday 29th March 2022 Lords Chamber

[Baroness Barran (Con)]

I thank the noble Baroness for her question and her kind remarks but I just cannot accept what she suggests. As she points out, we have thriving cultural and creative industries in this country. We have enough teachers entering initial teacher training for art and design and drama, well above our recruitment targets. We are committing more funding in T-levels, in media, broadcast and production, and in craft and design, so I think we are building the platform for our creative industries and our children to thrive.

[Lord Lexden (Con)]

My Lords, are the Government not deeply concerned that their own official data shows that the number of hours of music taught in years 7 to 13 has fallen sharply in the last 12 years? In view of this and of comments of the noble Earl, Lord Clancarty, and others, is it not all the more important that independent schools work closely with their maintained sector colleagues to increase still further the 655 music partnership schemes from which students in both sectors benefit so greatly?

[Baroness Barran (Con)]

We very much welcome the partnerships from the independent sector in music and many other areas, and my noble friend is right to highlight them. However, we also have a responsibility and an ambition to make sure that our children have a strong music education, which is why we will be publishing our updated national plan shortly.

National Tutoring Programme

Lord Lexden Excerpts

Thursday 24th February 2022 Lords Chamber

Asked by

[Lord Lexden]

To ask Her Majesty’s Government what assessment they have made of the progress of the National Tutoring Programme.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, more than 300,000 tutoring courses began last term, nearing the total figure for the whole of the previous academic year. We remain confident that the National Tutoring Programme is on track to deliver the ambitious target of 2 million courses this academic year. We are particularly pleased with the uptake of the school-led part of the programme, and we are working closely with Randstad to address the challenges in the tuition partner and academic mentor elements.

[Lord Lexden (Con)]

My Lords, has something not gone wrong with this immensely important programme? Is it not attracting criticism from experts, many of whom regard it as unduly bureaucratic and insufficiently resourced? Why have the Government not done more to involve independent schools? They want to play their part in this programme, in the spirit of the partnership between the two sectors of education which we all want to encourage. I declare my interest as president of the Independent Schools Association.

[Baroness Barran (Con)]

My noble friend makes a fair point about ensuring that the programme is as unbureaucratic as possible. I know that colleagues are working very closely with Randstad to try to simplify elements of the programme, and that work is happening at pace. I am also aware that a number of partnerships already exist between the independent sector and state-funded schools. We have very much followed the advice we were given by state-funded schools about structuring the programme.

Higher Education: T-Levels

Lord Lexden Excerpts

Thursday 24th February 2022 Lords Chamber

[Baroness Barran (Con)]

I understand the noble Baroness’s concern. Of course we want to make sure that young people in this country have the range of opportunities that they deserve, and that the industries and employers get the range of skills they need to be able to deliver. The Wolf review and the Sainsbury review were clear that things needed to change in terms of technical and vocational qualifications, and we are addressing those recommendations.

[Lord Lexden (Con)]

Will my noble friend give the House a little more information about what the Government are doing to try to secure opportunities among employers, in rural areas in particular, to which my noble friend Lord Lingfield referred?

[Baroness Barran (Con)]

I will try to answer that question twice. I can only reiterate what I said to the noble Lord, Lord Storey; namely, that local colleges will choose the courses most appropriate in their communities and work with employers to deliver those experiences.

Capita: Turing Scheme Contract

Lord Lexden Excerpts

Thursday 27th January 2022 Lords Chamber

[Baroness Barran (Con)]

No, I tried to set out at the beginning how the decision was taken but I can give the noble Baroness more detail. The criteria for appointing the new provider were based 70% on quality and 30% on cost. Within that 70%, 10% was in relation to social value and Capita came out as the stronger provider on both counts.

[Lord Lexden (Con)]

My noble friend touched on the extent to which disadvantaged pupils are benefiting from the scheme. Are there any further details that she can give the House?

[Baroness Barran (Con)]

I thank my noble friend for his question. As I mentioned, 48% of applications have come from students from disadvantaged backgrounds. We have made it a great focus of the scheme and its promotion geographically has tried to reach communities that have not previously participated as strongly in these kinds of international exchanges. We are making sure that the nature of the placements and the financial model to support them particularly encourage disadvantaged students.

Education: Return in January

Lord Lexden Excerpts

Thursday 6th January 2022 Lords Chamber

[Baroness Barran (Con)]

I am not sure, with respect, that the question asked by the noble Baroness is the right question. We had 350,000 CO₂ monitors in schools last term. They are portable and are moved around multiple classrooms, staff rooms, lavatories—all over the school. From those we have readings showing where there is an elevated level of CO₂. Those spaces, which amount to about 8,000, are where we are putting in the ventilators. If the noble Baroness does not believe the Government, she might look at Teacher Tapp, which came up with the same figure.

[Lord Lexden (Con)]

My noble friend did not reply to the question from the noble Lord, Lord Watson, about the comments from the head of Ofqual, who seems to think that teachers of music should be redeployed to teach other subjects. Surely, we need more music in our schools, not less.

[Baroness Barran (Con)]

One can never have enough music in one’s life, but the point we are trying to make is that we are in a relatively brief—hopefully—but intense and challenging period for schools. We trust teachers and head teachers to make the right judgments about how to use their resources. If that involves some flexibility in the curriculum or combining two class groups if a teacher is off sick, then we trust them to do that intelligently, well and in our children’s interests.

Children and Young People in Care: Accommodation

Lord Lexden Excerpts

Thursday 16th December 2021 Lords Chamber

[Baroness Barran (Con)]

I thank the noble Lord for the unique perspective and experience that he brings to this question. He is right, and that is why, together with the Department for Levelling Up, the Department for Education published guidance last year to make sure there are common standards for supported accommodation for young people aged 18 and over. That is an important basis, as the noble Lord understands well, but we are committed to providing additional support also.

[Lord Lexden (Con)]

Do the Government remain committed to helping those children in care who would benefit from a boarding education to obtain places in our excellent state and independent boarding schools, through their boarding school partnerships unit at the DfE? Is it not clear that children in care suited to a boarding education obtain good results in our national examinations? Are the Government supporting charities, such as the Royal National Children’s SpringBoard Foundation, which are working with boarding schools and local authorities to increase the number of places for children in care, mindful always that many children will not benefit from or be suited to a boarding school education?

[Baroness Barran (Con)]

The Government recognise the opportunity offered by both the state boarding and the independent sector to provide good outcomes for children in care. I am extremely pleased to report to my noble friend that the first cohort of 28 children commenced boarding placements this September as a result of the Royal National Children’s SpringBoard Foundation’s work on creating a national network of schools.

Children and Families Act 2014: Education, Health and Care Plans

Lord Lexden Excerpts

Wednesday 8th December 2021 Lords Chamber

[Lord Lexden (Con)]

My Lords, my noble friend’s predecessor said on 4 March last year that the special educational needs and disabilities review was

“an absolute priority for the Government.”—[Official Report, 4/3/20; col. 694.]

We heard yesterday that the Government have some difficulty in defining the word “priority” with any precision. Why, apart from Covid, has this review, which began in 2019, taken so long?

[Baroness Barran (Con)]

I understand my noble friend’s diplomatically put question. He is right to raise the issue of Covid, but he will also know that this is an incredibly complex area. We have set up a steering group that includes families, schools, local authorities and other independent organisations. We are committed to the deadline, which has now been announced, of publishing the Green Paper in the first quarter of next year.