Initial Teacher Training

Lord Lexden Excerpts

Thursday 18th November 2021 Lords Chamber

[Lord Lexden (Con)]

My Lords, I offer a few comments on some of the important issues that are the subject of this debate—for which we are so indebted to the noble Baroness, Lady Donaghy—drawing on the perspective of the Independent Schools Council, whose member schools, I am pleased to say, work today in ever-increasing and ever-closer partnership with their colleagues in maintained schools. Just this week, the latest account of partnership between them has been published. It reports on nearly 6,000 cross-sector schemes that are forging ahead, covering a wealth of activities from rigorous academic study to orchestral concerts, drama and sport.

I declare my interests as a former general secretary of the council, which works on behalf of some 1,400 schools, and as the current president of the Independent Schools Association, one of the council’s constituent bodies, which has some 570 of those schools in its membership. The association’s members are for the most part notably small schools, often having no more than 200 pupils, with deep roots in the local communities they serve. The council’s member schools as a whole have on average fewer than 400 pupils. They therefore differ in size from so many of their counterparts in the maintained sector—an important factor that tends to be insufficiently recognised and has an important bearing on the subject of this debate.

The council’s schools have long been involved in helping to train our country’s teachers and, year by year, they reaffirm their commitment to their work in this crucial area. Teachers trained in them can gain qualified teacher status and complete the statutory induction year under arrangements agreed with the Department for Education—by me, as it happens, with the support of the noble Baroness, Lady Morris of Yardley. This enables the teachers they train to take jobs in either maintained or independent schools. Whenever I see the noble Baroness, Lady Morris, I think of the early days of partnership, which began under not a Conservative but a Labour Government.

So schools within the Independent Schools Council contribute significantly to replenishing and enlarging the teaching profession. They have perhaps a particularly important role in helping to train subject specialists in shortage subjects, such as maths and physics—a role that is widely recognised for its importance to the country as a whole.

As we all agree, our education system today needs more teachers, trained to high standards, not least to assist recovery from the pandemic. The Government were right to review the existing state of initial teacher training at this particularly important juncture and to bring forward proposals designed to help to improve the system. The proposals should bring significant benefits in some respects, but in others they create grounds for concern so widely exhibited during this debate.

Despite my noble friend Lord Kirkham’s comments, is the compulsory reaccreditation of providers really sensible, particularly at this point, when schools are so preoccupied with recovery from the pandemic? The tight timetable that is contemplated might well lead to serious disruption—some refer to the likelihood of chaos—and a fall in the number of training opportunities. Would it not be better to trust the continued work of Ofsted, despite the criticisms that have been made of it, in ensuring that providers are of high quality, taking full account of the latest evidence?

A second area of concern, felt particularly keenly in independent schools, is the requirement to follow a single core content framework in the teacher-training curriculum in order to gain accreditation as a provider of initial teacher training. Independent schools have a well-established track record of provision, including through employment-based routes, delivered in ways that suit their size and capacities. The requirements of the proposed framework are likely to prove too inflexible for many of them and throw doubt on their ability to continue training specialists in shortage subjects, despite their strong desire to maintain their traditional role in this area. It would be a loss that our country could ill afford.

There are other difficulties as well. It would be hard for many independent schools to release experienced staff to take part in the intensive training that they will need to undergo in order to fulfil the role of mentors in a system changed in the way that is being proposed. Far too little time is being allowed to prepare for the substantial changes that the proposals entail.

Schools belonging to the Independent Schools Council want to make the greatest possible contribution to teacher training. I hope that those elements of the Government’s reform proposals that could impede their full participation in the future will be carefully re-examined before final decisions are made. This is, after all, another sphere in which partnership between the two education sectors can achieve so much, to their mutual benefit and our country’s.

[Viscount Hanworth (Lab)]

My Lords, the teaching profession is highly esteemed in many European countries. I have witnessed this in France, Germany, Austria, and the Netherlands. It is not so in Britain, where the status of teachers has suffered a steep decline since the 1960s.

In the perception of the public at large, the status of teachers is equivalent to that of social workers. It is no exaggeration to say that teachers have been the victims of a culture war. The Labour Party has been generally supportive of teachers. A previous Labour Government made a commitment to raise their status to that of senior consultants and surgeons by 2006. Animosity towards teachers and their supposed political orientation has been forthcoming from the right wing of the Conservative Party and from the allied press. They are liable to accuse teachers of being proponents of a so-called woke culture that, supposedly, intimidates people into assenting to liberal or left-wing opinions.

At present, teachers and schools within the state-maintained sector are suffering considerable stress. The available funds have long been inadequate for maintaining the fabric of schools and their supplies of consumables. The pay of teachers is inadequate. Their workload is excessive and there are acute problems with the recruitment and retention of teachers. It is against this background that the Government have decided to overhaul the system of teacher training and the induction of newly qualified teachers into the profession.

A requirement that all teachers in state-maintained schools should be university graduates was imposed in the autumn of 1970 in fulfilment of the recommendation of William Plowden. What ensued was a variety of routes towards qualified teacher status or QTS. It became possible to obtain QTS in the course of a three-year degree that had a component of teacher training. The degree could be that of a bachelor of education, a bachelor of arts or a bachelor of science. Graduates who had not obtained qualified teacher status as an adjunct to their degrees were able to obtain it via a postgraduate certificate of education—PGCE—that resulted from following a course that was typically of one year’s duration.

The Teaching and Higher Education Act 1998 imposed a requirement that all newly qualified teachers should undergo a period of statutory induction. The requirements of the induction have been revised and extended via subsequent acts and regulations, and the present Government are intent on a radical overhaul of the regulations which will extend the induction period to two years. This will be part of an early career framework. Given their service in maintaining teacher training over many decades, one might have expected universities and institutions of higher and further education to be charged with overseeing the system. The new arrangements could be expected to profit from their knowledge and experience.

Instead, the Government have decided to side-step these organisations and establish a wholly new structure of so-called appropriate bodies to provide independent quality assurance of the statutory induction. For some time, the Government have been calling into question the provision of initial teacher training by universities. They have allowed the universities to be bypassed by establishing the School Direct provision, which allows the initial teacher training of graduates, who have other work experience, to take place in schools. They have also established a system of school-centred initial teacher training that has bypassed the traditional providers of teacher training.

From 2021, the teaching practice associated with the PGCE and other modes of initial teacher training will take place in schools that will be subsumed under teaching school hubs. They are to be based in specially selected schools within multi-academy trusts that have been chosen by the Department for Education. The department has named 87 new teaching school hubs, including six that participated in a pilot project. Each will provide professional development in around 250 schools. The hubs replace a network of 750 teaching schools which will lose their designation and their government funding, resulting in an overall saving of £25 million.

There have been doubts about the adequacy of the provision of placements for trainees. There is an understanding that the Government are attempting, by these means, to align teacher training with their own nostrums. Throughout their period in power, the Conservative Government have been keen to abrogate to themselves the role of directing and regulating state-maintained education. Hitherto, the role has been taken by organisations at arm’s length from the Government. The Department for Education will now be charged with accrediting the provision of the new and extended statutory teacher induction. Schools will be allowed to devise their own courses, provided that they are approved, but it is expected that they will choose to work with one of six providers accredited and funded by the department. All bar one of these are recently established commercial organisations which will work under the guise of a charity.

Some of these organisations have already provided samples of their teaching materials on the web. These place an emphasis on classroom practice and attempt to instruct new teachers in how to maintain order and discipline. I have heard it said that much of this material is fatuous, but I hesitate to make my own judgment.

The early career framework engenders a vision in which newly qualified teachers undergo a benign induction under the tutelage of knowledgeable mentors. This vision is liable to be confounded when confronted by the realities that prevail in our schools.

Reports from the pilot studies suggest that, given the straitened circumstances within which they are operating, schools will be unwilling to recruit young trainee teachers in view of the burdens they will bring with them. Instead, schools may prefer to rely on young teachers supplied by agencies, which are liable to deduct substantial fees from their pay. The advantage of schools employing young teachers under such arrangements is that they can avoid paying sickness and holiday pay and pension contributions, a material consideration when money is scarce. Schools can release such teachers at the end of the school term or even before, thereby circumventing the agency regulations that give the teachers security of employment if they serve for more than 12 weeks. These circumstances, which are severely disadvantageous to early career teachers, must already account for a large proportion of the wastage whereby they leave the profession prematurely without securing permanent posts.

In view of the recent accumulation of their powers, and of the opportunity to pursue new and exciting initiatives, many people within the Department for Education are subject to a dangerous degree of optimism and self-congratulation. I fear that they are undertaking projects that will severely unsettle and damage the state education system.

Children in Care

Lord Lexden Excerpts

Monday 3rd February 2020 Lords Chamber

[Lord Agnew of Oulton]

My Lords, it is always a priority to ensure that children are placed as near to their home as possible. However, there are certain circumstances where this is not wise, such as getting them away from the impact of gangs or where there are deep disputes in their family—but the emphasis is very much on keeping them locally. We have two initiatives, Staying Put and Staying Close, which are both aimed at keeping children locally. Staying Close encourages foster parents to keep the children in care beyond the statutory age, and that is starting to work.

[Lord Lexden (Con)]

My Lords, I commend my noble friend and the Government for their continuing efforts to enable more looked-after children suited to boarding education to obtain places in our state and independent boarding schools. How does the cost of a place in a boarding school compare with other types of provision for looked-after children?

[Lord Agnew of Oulton]

My Lords, this is an area of particular focus for me. I have made a lot of effort over the last two years to encourage local authorities to be more open-minded about the possibility of boarding school places for children who are being—or who are at risk of being—looked after. The independent sector has offered 40% bursaries for children in these categories. If that is taken into account, it is substantially less expensive than the normal routes that a local authority might take. We have also seen indicative evidence that the educational outcomes are far stronger for many of the children who go down that route.

Looked-after and Adopted Children

Lord Lexden Excerpts

Tuesday 28th January 2020 Lords Chamber

[Lord Agnew of Oulton]

The noble Lord is right that 73% of children in care are with foster families and that such families are indeed heroes of the system; in most cases they provide stable, loving homes. We have also learned that the longer that a child spends in one home in continuity, the better his or her life chances are in future. We are concerned about children being placed out of area, but there are often legitimate reasons for it, such as taking a child out of exposure to a local gang or a difficult family environment that he or she needs space from.

[Lord Lexden (Con)]

How far have the Government got with their plans to enable more looked-after children suited to a boarding education to gain places in our excellent state and independent boarding schools?

[Lord Agnew of Oulton]

My Lords, this has been a particular passion of mine. We have created a unit called Boarding School Partnerships, which is encouraging local authorities to engage far more with boarding schools. We even have an offer by many of the independent schools of a 40% bursary for looked-after children. A study recently carried out by Norfolk showed the longitudinal outcomes of looked-after children or children on the edge of care, and they achieved far greater educational results and indeed often came off the register completely.

Education: Special Educational Needs Budget

Lord Lexden Excerpts

Thursday 17th October 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, it is absolutely a priority for this Government; that is why we have just announced a very substantial 8% increase per head of population for those aged between two and 18. It is put in place with a 5% uplift to the schools budget, which will also support lower SEN.

[Lord Lexden (Con)]

Does my noble friend agree that local authorities must accede to, and not obstruct, applications from parents of children with special needs who seek places in independent schools, where good provision is currently being made, usually in small classes, for around 85,000 children with special needs? I declare my interest as president of the Independent Schools Association.

[Lord Agnew of Oulton]

My noble friend is correct that local authorities should not impede parents who want particular solutions. That is why, when the EHC legislation came through in 2014, we put parents much more at the heart of the entire process. We accept that the process has not been without teething troubles and are carrying out a review of it, which we had committed to previously.

Education Funding

Lord Lexden Excerpts

Tuesday 3rd September 2019 Lords Chamber

[Lord Agnew of Oulton]

The noble Baroness raises important points. It may be worth summarising some of the specific funding coming into the FE sector, because I know that she is a passionate supporter of it, as am I. I am very pleased that, under my new Secretary of State, I will have greater involvement in the FE sector and look forward to discussing some of these issues personally with the noble Baroness.

We will invest an extra £400 million in colleges and school sixth forms; there is a 7% uplift of 16 to 19 funding, not including the increase in funding for pensions. The total includes protection of and an increase in the 16 to 19 base of £190 million, with £120 million for colleges and school sixth forms so that they can deliver on subjects which require perhaps more expensive teachers, such as engineering and so on. I hear the noble Baroness’s concerns about T-levels, but we are also adding another £10 million for the advanced maths premium. There will be an additional £20 million to help the sector continue to recruit and retain teachers, and there will be £35 million more for targeted interventions to support the area that the noble Baroness is concerned about; that is, resits. Some of that money will be used to look at different ways of trying to help children who perhaps do not learn in a traditional way. In 2019, more than 46,000 pupils successfully resat their English GCSEs, as did 35,500 maths pupils, to obtain a standard pass. All those children whose careers were blocked by not having maths and English have cleared that hurdle this year. I am one of seven children in my family; only two of us got maths O-level, so I know exactly the frustration faced by children who struggle with these subjects, but we are on the right course and I hope to use some of this additional money to see whether we can find better ways to reach them.

[Lord Lexden (Con)]

My Lords, this is a most significant Statement and I congratulate my noble friend and all his colleagues on it. It surely represents a central element in the ambitious Tory programme of reform that is emerging under this Government, a programme that must not be overshadowed by Brexit.

Can my noble friend give the House a little further information on two of the initiatives announced in the Statement? First, how many ambassador schools are there to be? Where are they to be established and how will they operate? Secondly, how many national behaviour hubs will there be, where will they be established and how they will operate? One is bound to express here a great hope that that these initiatives will answer the deep sense of yearning in our country for good standards of behaviour in all our schools. Finally, what progress is being made towards the final establishment of the national funding formula, which we have discussed on a number of occasions in this House?

[Lord Agnew of Oulton]

My noble friend asks important questions, too. The ambassador schools are a new initiative which we are working on at the moment, so I will be happy to write to him when we have developed the information a little more. There is a school—I believe it is in Tunbridge Wells—where 38 of its 100 teaching staff are part time, yet it achieves outstanding educational results. This is a process of education for the teaching profession to show that job sharing and part-time teaching are viable in a school setting. We will develop that, and I will write to my noble friend as we push that forward.

Likewise, the national behaviour hubs have rolled out very recently. The extra money will enhance the number of hubs. My noble friend is not here, but, if he were, I could give a number and he could nod at me, but I think that we are starting with around eight hubs. I might be wrong and will write if that is so, but the idea is to take best practice from those schools that are good at it to show those which are struggling. That is how we plan to roll it out.

On the NFF, as the noble Lord, Lord Watson, pointed out, the funding that we are proposing will be fed in over the next three years, but the idea is that, by 2022-23, all schools will be on or above that funding. For those that are well below it, particularly primaries, we are not pushing up the amount straightaway from £3,500 to £4,000 per pupil, because we want them to have time to absorb the extra resource, so the allocation will go up by £250 next year and reach £4,000 the following year.

Multi-academy Trusts

Lord Lexden Excerpts

Wednesday 10th July 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, the first priority is competence. We want good, strong people on these trusts who will challenge the senior leadership teams and also provide support and encouragement. Beyond that, diversity is extremely important, and we are very aware that we need to get more minority groups involved, but my first priority has been to ensure that we have strong people on the board.

[Lord Lexden (Con)]

Although there have been some disappointments, should we not pay tribute to the great success that has been obtained by so many of these trusts?

School Exclusion: Timpson Review

Lord Lexden Excerpts

Tuesday 7th May 2019 Lords Chamber

[Lord Agnew of Oulton]

The noble Countess, Lady Mar, is absolutely right. Last week, I visited Christ’s Hospital School in Sussex. I do not know if noble Lords are familiar with it, but it is a boarding school where about 70% of the pupils are in receipt of some sort of means-tested bursary. They spoke about a girl there who I will call Anna, who is 16 years old. She came from a very broken home and does not want to see her parents again. She is a potential Oxbridge candidate. She has nowhere to go in the holidays and, because of the complexity of safeguarding rules, she cannot stay with one of the teachers in the school, so she has to stay in a YMCA hostel. I felt that was very dispiriting. It gives a snapshot of just how complex the areas we are dealing with are. We are doing all we can to try to help; that is my main reason for being in this job. It is the children who are most disadvantaged who need our help the most.

[Lord Lexden (Con)]

Will greater support and guidance be available to the parents of children excluded or in danger of being excluded under the initiatives that are to follow the Timpson review? Does my noble friend agree with the noble Lord, Lord Storey, that the decline of the youth service in certain areas has perhaps contributed to the problems that now exist?

[Lord Agnew of Oulton]

There will certainly be more guidance—for example, for parents considering home schooling. We very much need to uprate the guidance so that they understand the implications of that. As for the youth service, we are doing all we can to try to improve the advice available to young people. For example, a great deal of effort is going in through the Careers & Enterprise Company to try to show them the pathways into skills; the uprating of apprenticeships will give them a higher profile; and T-levels will also help. These are all aimed at children who are less sure of the path into a secure career.

Knife Crime: First Aid in Schools

Lord Lexden Excerpts

Wednesday 13th March 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, the noble Lord is absolutely right that the causes of knife crime are complicated. We must be honest about not fully understanding them. I accept that austerity is one reason offered, but I am not certainly convinced. We have done a number of things to support young people in terms of ensuring that they have a good education. One priority of the Secretary of State is what he calls the five foundations of character—sport, creativity, performing, volunteering membership and the world of work. I commend to noble Lords a particular initiative that I am always keen to promote called OnSide Youth Zones. Nine of these are now open and six more are planned, mostly in London. They provide an avenue for young people between what are considered the danger hours after leaving school at around 4 pm until 6 pm.

[Lord Lexden (Con)]

My Lords, is my noble friend satisfied that the police are liaising closely enough with schools as and when the need arises? Are the Government making more resources available to the police generally to help combat this terrible scourge?

[Lord Agnew of Oulton]

My noble friend asks a good question. In fact, about a month ago, I wrote to the head of Counter Terrorism Command in London to broker a meeting between him and some heads in London so that schools and police work together. We have introduced a number of initiatives over the past couple of years to support these areas. For example, the Big Lottery Fund invested £80 million towards the #iwill fund and £40 million to the Youth Investment Fund. In addition, in October this year, we announced the new £200 million Youth Endowment Fund to provide support over the next 10 years for young people most at risk of serious violence.

Relationships Education, Relationships and Sex Education, and Health Education

Lord Lexden Excerpts

Monday 25th February 2019 Lords Chamber

[Lord Agnew of Oulton]

I have tried to reassure noble Lords that that is not the intention. We always recognise that parents should lead in this part of a child’s education, and are not intending to undermine that in any way.

[Lord Lexden (Con)]

Does my noble friend agree that these regulations are essential if teachers are to be able to give children a firm, proper understanding of very sensitive issues that, left untaught, can so easily give rise to vicious bullying of LGBT pupils, and serious sex offences at a young age? As far as independent schools are concerned, to which reference has been made, has my noble friend noted the wide support that they have given to the Government’s proposals? This means they are likely to be widely adopted. As one who follows independent schools affairs closely, I have been very struck with the seriousness with which they are treating mental health issues.

[Lord Agnew of Oulton]

My noble friend raises an important point. These issues are a matter of safeguarding, not only against bullying but in ways such as recognising unhealthy relationships and symptoms of poor mental health. These subjects are designed to support all children to be healthy, happy, safe and respectful, both in the school environment and the wider world. We are committed to ensuring that schools and teachers are supported and ready to teach these subjects to a high standard. The £6 million we have announced today is an initial amount for the 2019-20 financial year, which will be used to develop the programme of support. I agree with my noble friend that independent schools have been very supportive in this process, and I am confident that they will follow the guidance.

Education: Art and Design

Lord Lexden Excerpts

Thursday 17th January 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, we have seen a decline in the number taking design and technology specifically, but there has been a major restructuring in the way that exam is taught. We have replaced it with a new food preparation and nutrition GCSE, examined for the first time in 2018. D&T food technology accounted for nearly 30,000 entries in 2017, and a greater number of pupils took food preparation and nutrition and design and technology combined than took design and technology in 2017. So the numbers are not as bad as they look. We offer a bursary for teachers of design and technology of £12,000 for those with a 2.2 or higher, which has been increased from £9,000.

[Lord Lexden (Con)]

Is my noble friend encouraged by the continuing growth of partnership schemes between independent and maintained schools? Has he noted that there are now over 1,200 partnership projects in drama and music? Does he agree that independent schools can do more to make their skills and facilities available to their colleagues in the maintained sector?

[Lord Agnew of Oulton]

I agree entirely with my noble friend. One of the things I have prioritised in my discussions with the independent sector is how it can improve and increase its support for the state education sector. Harris Westminster, which I referred to a moment ago, would acknowledge that it received a lot of help from Westminster School in the extraordinary outcomes it got—but there is always more to be done.