Education: British Values
Lord Lexden Excerpts(9 years, 10 months ago)
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Lord Lexden (Con)
My Lords, I support the view that modern British values should be promoted in educational institutions. In our times, one traditional British value—namely, tolerance—has perhaps been given particular prominence, tending to cast others into the shadow. As a result, different lifestyles, beliefs and cultures have developed and expanded in our country to an extent that would have astonished previous generations.
Enriching though diversity can be, it has flourished at the expense of social unity and cohesion. This is especially risky at a time of historically unprecedented levels of immigration. It is late in the day to seek to redress the balance but not, I hope, too late. The rebuilding of social unity and cohesion—what old-fashioned Tories like me call one nation—can proceed satisfactorily only if a firmer understanding of the other British values that complement tolerance is resolutely fostered. That requires action in our schools along the lines that the Government are wisely, if belatedly, proposing.
I declare an interest as president of the Independent Schools Association, which represents some 320 smaller, less well known but extremely successful schools. Like the 900 or so other schools that belong to associations that form the Independent Schools Council, of which I am a former general secretary, they are now subject to regulations which require them to encourage pupils to respect the fundamental British values of democracy, the rule of law and individual liberty, and show mutual respect and tolerance of those with different faiths and beliefs.
The government requirements place tolerance exactly where it should be: within a set of values that are demonstrably British and give due emphasis to other vital aspects of our historic traditions. They are useful to ISC associations, whose member schools in England account for a higher proportion of minority ethnic pupils than state schools: 28.7% compared with 26.6%—a telling statistic and an indication of the significant contribution that those schools are making to social mobility. The enforcement of the regulations in question at ISC schools is the responsibility of the Independent Schools Inspectorate, which is wholly independent of the schools it inspects and has hitherto enjoyed the full support of Ofsted, by which it is monitored. Again, I declare an interest, having helped establish the inspectorate under the previous Government. I am informed by the inspectorate that every school that has been inspected since the new regulations came into force in January last year has been found to be in compliance with them. The inspectorate is in possession of useful evidence as a result of its pioneering work in this area, which could prove helpful to the maintained sector.
I hope that the spirit of partnership will prevail. As a result of his chairmanship of the Independent/State School Partnership Forum, my noble friend the Minister knows all too well how seriously so many ISC schools take it. I hope, too, that the Independent Schools Inspectorate will be able to continue its work in a spirit of partnership and not have change forced upon it, which some say is now the Government’s intention. The inspectorate as presently constituted can be relied upon to play a major part in helping to encourage and promote British values.
Education: Social Mobility
Lord Lexden Excerpts(10 years, 1 month ago)
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Lord Lexden (Con)
My Lords, it is very good to follow the noble Lord, Lord Sutherland. I remember doing so in a previous education debate, when he drew most interestingly on his reminiscences, and it was immensely instructive to hear more from his work of autobiography again today. I will speak chiefly about independent schools and social mobility in this debate, which we owe to my noble friend Lord Nash and which he introduced so brilliantly to us.
My noble friend will always be remembered in connection with the Children and Families Bill, which, by happy coincidence, receives Royal Assent today, as the noble Lord, Lord Storey, told us. None of us who took part in the debates on the Bill—in my case it was only a small part—will forget the immense care and skill with which my noble friend dealt with the protracted proceedings through this House, which resulted in major changes and major revisions to this most important piece of legislation.
The impression of independent schools and social mobility that I would like to give the House differs from that conveyed briefly by the noble Baroness, Lady Tyler. I declare an interest as president of the Independent Schools Association, the ISA, and of the Council for Independent Education, CIFE. The association represents the interests of some 330 independent schools. The council acts on behalf of 18 colleges of further education, which offer a wide range of A-level subjects in extremely flexible combinations.
These schools and colleges, whose success year by year is reflected in the impressive examination results of their students, do not exist to serve a narrow band of well-off families. As a result of the truly excellent education they provide, ladders of opportunity are placed before children of families in all manner of different circumstances. The ethos that these institutions possess makes them profoundly conscious of the contribution they can make to the wider community in general and to social mobility in particular.
My colleague, Mr Neil Roskilly, the chief executive of the ISA, has summed up the predominant features of our member schools as follows:
“The 330 schools within ISA are often small and tend to cater for their local communities. Many of their pupils come from socially deprived backgrounds. A large number of our schools are heavily involved in working with local maintained schools. In some cases the fees represent not much more than the cost of places in the maintained sector. An open access scheme backed by the Government would enable us to realise our aspirations—and particularly our contribution to social mobility—even more fully”.
The essential basis of an open access scheme of the kind to which Mr Roskilly refers would involve the transfer of funds equivalent of the cost of a place in the maintained sector for each pupil taking up a place in an independent school participating in such a scheme. My noble friend the Minister has made it abundantly clear that the Government have no plans for such a scheme, but the House will understand that it is widely supported among independent schools, which want to serve their communities more fully.
The characteristics so prominent in ISA schools can be found throughout the independent sector, as I discovered during my seven years as general secretary of the Independent Schools Council, the ISC, which works on behalf of seven member associations—of which the ISA is one—and their 1,220 schools. These schools are firmly committed to the values of a meritocratic society, not those of a privileged elite. They are firmly attached to an idea commended to them nearly 75 years ago. In 1940, the year in which our country faced the severest trials, Churchill declared that,
“after the war, the advantages of the public schools must be extended on a far broader basis”.
Two years later, he said that he wanted 60% to 70% of the places to be filled by bursaries. Like many others at that time, he envisaged that the bursaries would be provided by national and local government to create an enduring partnership between the state and the great public schools, as he always referred to them.
If Churchill’s vision had been carried into effect, the history of post-war education in our country would have been very different, but no great scheme linking the independent sector with the state in the way in which he proposed was ever implemented. From time to time, ambitious plans were drawn up but the results were extremely limited until the introduction of the assisted places scheme by Mrs Thatcher’s Government. The scheme was widely mourned when the Labour Government abolished it in 1997, yet progress towards Churchill’s ideal—access to independent schools on a far broader basis—has taken place.
Wider access is being secured as a result of determined action by the schools themselves. The families of more than a third of pupils at ISC schools now receive help with the fees. The total value of that help is more than £730 million a year and more than 85% of it comes from the schools themselves, even though nearly all of them have little or nothing in the way of endowments on which to draw. Increasingly, fees are being reduced through means-tested bursaries, to the benefit of less well-off families and with the objective of contributing to greater social mobility over the years ahead.
How should the process be carried forward to make independent schools as open and accessible as possible? The headmaster of Eton College, Mr Tony Little, has recently pointed the way. He wrote:
“Schools should state their intent by publishing targets for increasing means-tested bursaries. At Eton at present, 263 boys receive means-tested financial assistance averaging 60 per cent remission of the fee, with 63 paying nothing at all. The short-term target is to raise that number to 320 with 70 on full remission – and then move on to the next target, with the ultimate goal of being, in the American phrase, ‘needs-blind’: in a position to take all suitable candidates irrespective of their family’s financial situation”.
The words of the headmaster of Eton make plain the extent of the ambition that can be found in the independent sector, particularly among the great public schools today, ambition which, if given practical effect, would have a profound impact on social mobility even in the absence of a government-backed open access scheme. Already, nearly 30% of pupils at independent day schools in England come from ethnic minority families, a figure uninfluenced by overseas pupils who study in ISC boarding schools. That 30% compares with some 26% from ethnic minority families in English maintained schools.
Widening access to highly successful schools is the most obvious way in which the independent sector can assist the increase of social mobility in our country, but there is a second way: through partnership with the maintained sector, to which my noble friend Lady Tyler referred. She mentioned the frequent references that are made by journalists and by politicians of all parties, including, I am sad to say, recently by the Secretary of State for Education, to a “Berlin Wall” separating independent and maintained schools. Such references create an utterly misleading impression of two antagonistic sectors interested only in exchanging insults. Whatever may have happened in the past, I assure my noble friend Lady Tyler that there is no such Berlin Wall today.
Up and down the country, partnership between independent and maintained schools is flourishing. There are myriad examples; I shall mention just one, well known to my noble friend the Minister: the London Academy of Excellence in Newham, east London, set up in 2012 and sponsored by a group of seven independent schools, including Eton. Yesterday, it was reported in the press that 100 students of the academy had received offers from top universities. Mr Little, the Eton headmaster, is an enthusiastic supporter of partnership because of the mutual benefits it brings. He has said that,
“our teachers and students have something to learn and something to give. Their understanding and skills are enhanced as much as those in the partner state school, if perhaps in different ways”.
Partnership is one of the unsung success stories in education today. When the House is not in session, this Chamber is used for various purposes connected with young people. I suggest that there could be no better purpose than to bring here students and teachers from both maintained and independent schools who have participated so enthusiastically in partnership work. Such an occasion might be organised under the auspices of the independent/state school partnership forum, with which my noble friend and I are connected.
There are some who say that independent schools are part of the problem of stunted, arrested social mobility in our country. I would like to suggest that they could be part of the solution.
Schools: Independent Schools
Lord Lexden Excerpts(10 years, 3 months ago)
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Lord Lexden
To ask Her Majesty’s Government what assessment they have made of the level of public support for an open access scheme to independent schools.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, we have made no assessment of public support for the open access scheme. We want all pupils, regardless of the type of school they attend or their background, to receive a high-quality education. We are delighted that the independent sector is so willing to engage with the state sector, as it does on a number of fronts such as independent state school partnerships and bursaryships, but we want to spend taxpayers’ money in the state school sector. With that money, through our education reforms, we are transforming the state school system to ensure that every pupil has the opportunity they deserve.
Lord Lexden (Con)
I thank my noble friend and, in doing so, declare my interest as president of the Independent Schools Association and of the Council for Independent Education. Does my noble friend not agree that wider access to independent schools could make a powerful contribution to the greater social mobility that we all want? Has he noted that within the independent sector itself, where more than a third of families now pay reduced fees, among heads and teachers there is considerable enthusiasm for more open access, which need involve no increase in public spending? In 1940, Churchill said that the advantages of the public schools should be extended on a far broader basis. Is it not time that we got on with it?
Lord Nash
My Lords, I know that my noble friend is passionate about social mobility through education and I look forward to the Independent State Schools Partnerships conference next Monday, at which we are both speaking—a conference designed to promote partnerships between independent and state schools. As he said, the independent sector has a long history of increasing social mobility through bursaryships, scholarships and collaboration. In 2013, it provided more than £300 million worth of assistance, benefiting 40,000 children, and we absolutely applaud this. However, our priority is to invest our resources in making sure that all state schools provide an excellent education for their pupils, which in the end will be the greatest means of achieving much higher levels of social mobility, which I know all noble Lords wish to see. Our reforms are particularly focused on poorer children through, for instance, our pupil premium and Ofsted’s focus on the progress that pupil premium pupils make.
Schools: Expenditure Per Pupil
Lord Lexden Excerpts(10 years, 4 months ago)
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Lord Nash
The noble Baroness is quite right that we cannot make the comparison, for the reasons that she states. I am delighted that she found my Answer helpful; we are always here to be as helpful as we can. I do not seek to use the independent sector as a stick to beat the state sector, but I personally find it quite shocking that 7% of the population go to private schools yet they take more than half the top jobs and more than 40% of the places in our top universities. That is a level of social immobility that I am sure we are all determined to change, without wishing in any way to knock either the state or independent sector.
I agree entirely that all pupils should receive a broad and balanced curriculum. The noble Baroness has vast experience of the performing arts. In their contributions to the “Best Eight” measure, there will be plenty of opportunity for schools to make a showing on a broad and balanced basis with subjects such as drama and music.
Lord Lexden (Con)
Would my noble friend agree that it is important to bear in mind that more than one-third of pupils in independent schools pay reduced fees? Would not that proportion be even larger if the Labour Party had not abolished Margaret Thatcher’s marvellous assisted places scheme?
Lord Nash
I am fully aware that the independent sector provides bursaries of £300 million a year to pupils whose parents might otherwise not be able to afford to send them there, and that there are many examples of independent/state school partnerships. More than 90% of the Independent Schools Council members, 1,100 of them, support activities such as co-sponsorship of academies, or sponsorship—34 schools do that, while 388 schools provide specific lessons or other educational activities to state school pupils. Our ambition in this Government is to support all state schools and to improve their performance.
Children and Families Bill
Lord Lexden Excerpts(10 years, 5 months ago)
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Lord Lexden
“(f) an independent school”
Lord Lexden (Con)
My Lords, in moving Amendment 153 I shall speak also to Amendments 157 and 159. In doing so, I declare my interest as president of the Independent Schools Association, a body representing the heads of some 300 smaller and less well known independent schools that form part of the Independent Schools Council, of which I was once the general secretary. The amendments are short and straightforward, and I do not need to detain the Committee long in outlining them.
The purpose of Amendment 153 is to remove all doubt and achieve absolute clarity on a crucial point that seems to be generally agreed in actual practice; namely, that parents and young people will be able to make representations for any independent school to be named in an EHC plan, not just those on the list approved by the Secretary of State under Clause 41. The Explanatory Notes to the Bill expressly state at paragraph 216 that:
“Parents and young people will … be able make representations for an independent school or post-16 independent specialist provider not included in this list as is the case under the current legislative framework”.
My noble friend Lord Nash, in a letter to Mr Barnaby Lenon, the current chairman of the Independent Schools Council, also stated:
“I can assure you that parents and young people will still be able to make representations for independent schools that are not on the list approved under clause 41 of the Bill, and the local authority will … need to consider those representations”.
Finally, I shall quote from the recently published draft SEN code of practice, to which much reference has been made in these debates:
“Parents and young people may also make representations for places in non-maintained early years provision or at independent schools or Independent Specialist Providers … that are not on the list mentioned in (f) above and the local authority must consider their request”.
All that seems clear enough; indeed, complete unanimity could hardly be more clearly expressed, and yet Clause 38(3)(f) provides that the right of parents and young people to make representations for an independent school can be exercised only in respect of,
“an institution approved by the Secretary of State under section 41 (independent special schools and special post-16 institutions: approval)”.
That list, of course, does not include all independent schools so the unanimity so clearly expressed in the Explanatory Notes, in my noble friend’s letter and in the draft SEN code of practice is not reflected in the Bill itself. That is the point.
Lord Lexden
My Lords, I thank all who have taken part in this brief debate, and particularly my noble friends Lady Perry and Lord Addington for making clear their strong support for the great work that is done in independent schools, particularly those of a specialist character dealing with special educational needs. I listened carefully to my noble friend’s reply, and I thank him for dealing with the points so fully. He will understand that in listening to him I did not extract complete assurance and total satisfaction. I shall read the comments in Hansard in full and consider what further action might be appropriate, as many other noble Lords will be doing. For the time being, I beg leave to withdraw the amendment.
Schools: Curriculum
Lord Lexden Excerpts(10 years, 6 months ago)
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Lord Nash
The noble Lord implies that casual equals laissez-faire; we do not accept that. As I said, we accept that most schools should do what all good schools do, which is to have an active programme of promoting their children’s interest, including drugs education, which they must be taught about in science classes anyway. Often, the best way to engage those pupils with those difficult issues, such as forced marriages or gangs, is not for teachers to do that—they often will not open up to their teachers—but for outside agencies and charities with skilled people in those difficult areas to talk to them about that.
Lord Lexden (Con)
My Lords, will my noble friend confirm that the overwhelming majority of free schools have been rated good or outstanding in Ofsted inspections? How does that compare with the performance of schools as a whole?
Schools: Bullying
Lord Lexden Excerpts(10 years, 10 months ago)
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Lord Lexden
My Lords, it is both a pleasure and a privilege to make a short contribution to this debate, initiated with great skill and in the most moving fashion by my noble friend Lady Brinton, who speaks with such tremendous authority on this grave social and educational issue—authority drawn from her patient, dedicated and successful work in combating it in practice on the ground.
School bullies are sad individuals, cowards every one of them, who gain satisfaction and pleasure from showing unkindness to others—a reversal of the right and proper order of things. Unkindness leading to persecution can be such that, in some cases, it leads—as we have heard—to suicide. My noble friend spoke particularly movingly on that point. For far too long, indeed over generations, there were in our country too many weak and callous teachers in uncompassionate schools who did little or nothing to tackle the disfiguring phenomenon of bullying in their midst. Today, however, they can no longer evade their basic responsibilities, which have been clearly defined in law, endorsed by all political parties and by successive governments.
This Government have shown themselves to be particularly sensitive to widespread concern—reflected in my noble friend’s important Motion today—about the extent of bullying prevalent in our schools. That is underlined by the deeply disturbing facts and statistics that my noble friend referred to. The Government have consistently shown their responsiveness to well founded anxiety. In 2011, they brought up to date the anti-bullying advice drawn up to enable all schools to tackle bullying effectively. Teachers have been given new powers to tackle the hideous new phenomenon of cyberbullying, for instance by searching for and, if necessary, deleting inappropriate images on mobile telephones. Very importantly, the Government have laid a requirement on Ofsted to take account of behaviour and well-being, including the incidence of bullying in schools. Most recently, funds have been made available to enable four specialist organisations to work with schools in exploring new, innovative ways of tackling the scourge of bullying. These points, I hope, bring some measure of comfort to my noble friend, while also underlining the need for her continuing commitment to securing further progress.
The Government deserve great credit for extending and enhancing the national framework through which bullying can be confronted and reduced. However, particularly after hearing my noble friend’s speech, we all now yearn for results—for tumbling rather than rising statistics. That can be the only truly satisfactory measure of success.
I will illustrate the point by turning to an aspect of the issue that has always been a particular concern and anxiety to me personally: homophobic bullying. Last year, Stonewall published results of research carried out on its behalf by Cambridge University, involving a survey of some 1,600 lesbian, gay and bisexual young people in our schools. Some 55% had experienced homophobic bullying in schools and 99% had heard homophobic language. It is not surprising, and confirms the other evidence that my noble friend has given us, that this bullying had a marked adverse effect on young people’s attainment, health and well-being. Three in five bullied pupils said that it had a negative impact on their schoolwork. One in three bullied gay young people had considered changing their future educational plans because of the bullying. Nearly a quarter of gay young people had thought of attempting suicide. More than one half had harmed themselves. Polling of more than 2,000 primary and secondary school teachers by YouGov, published in 2009, showed a similar picture. Nine in 10 secondary school teachers said that they had witnessed homophobic bullying. Worryingly, half of secondary school teachers who were aware of homophobic bullying said that the vast majority of incidents go unreported. There is a further important point to be made in this connection. Stonewall’s research into homophobic hate crime in 2008 found that three in five hate incidents are committed by people under the age of 25, highlighting the transition from homophobic bullying in schools to homophobic hate crimes in local communities.
In this area, as in others, the Government have shown commendable resolution and determination. They made tackling homophobic bullying a priority in both the coalition agreement and the 2010 schools White Paper. They have strongly encouraged schools to seek advice and support from Stonewall. Ofsted inspectors are advised to ask pupils about the use of homophobic language in their schools and whether or not they learn about gay people in the curriculum.
Perhaps the Government will now consider taking further steps. For example, through the National College for Teaching and Leadership, they could seek to ensure that high-quality training on preventing and tackling homophobic bullying is part of all teachers’ initial training. They could help schools further to share best practice and to learn from each other in this area, in particular encouraging academy chains to provide such opportunities among their schools. The Government could also ensure that free schools and new academies recognise the importance of combating homophobic bullying and supporting gay young people when establishing policy and procedures. As president of the Independent Schools Council, and its former general secretary, I also recognise that action in these matters should not be confined to the maintained sector. It is needed in all our country’s schools.
Bullying in schools causes serious, sometimes terrible, problems, both social and educational, for those who experience it at the hands of the cowards who practise it. The harmful effects can last a lifetime. Our duty is clear: to do all that we can to help extirpate it.
Schools: Bullying
Lord Lexden Excerpts(10 years, 11 months ago)
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Lord Lexden
Can my noble friend tell the House what the Government are doing to ensure that children in alternative provision have support and education to a standard that is on a par with that in mainstream schools?
Lord Nash
We are focusing intensely on alternative provision providers. This Government have sent a very clear message that we expect alternative provision education to be equivalent to that in mainstream schools. There is no doubt that alternative provision in this country is extremely erratic. I am delighted to see that we have a number of alternative provision providers coming through in the new free school applications, and I expect that a number of them will be approved. A number of alternative provision providers are converting to academies. We have some excellent alternative provision providers. We have also asked Ofsted to look specifically at alternative provision through a thematic inspection process.
Schools: Academies
Lord Lexden Excerpts(11 years, 2 months ago)
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Lord Nash
We are offering grants—all this is available on our website—to help sponsors to turn round failing and underperforming schools. In its November 2012 report, the National Audit Office rightly acknowledged the extraordinary success of the academy programme. We make no apology for spending money on a programme that is proven to drive up standards and make long-term improvements. We want as many schools as possible to take advantage of the significant benefits of academy status.
Lord Lexden
Can my noble friend tell the House how successful the Government have been in working with independent schools in expanding their marvellous academies programme?
Education: Development of Excellence
Lord Lexden Excerpts(11 years, 6 months ago)
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Lord Lexden
My Lords, my noble friend Lady Perry has rightly received many plaudits and I want of course to be connected with them. In my four minutes, I will make brief reference to the independent sector of education, with which I was closely associated for over six years as general secretary of the Independent Schools Council. My view is somewhat different from that of the noble Lord, Lord Lea of Crondall.
As is well known, much excellence resides in our country’s independent schools. Sadly, the excellent education which so many of our independent schools provide is beyond the reach of most families in our land. Social mobility is a notable casualty of this tragic state of affairs. There are those who say that the state should help to equip families on modest incomes with the means to pay for places at independent schools. Admission, it is argued, should be decided by ability, not income. At the Independent Schools Council, I was involved in promoting an ambitious scheme to achieve open access. The cause has recently been taken up again by a large group of far-sighted independent heads committed to greater social mobility and supported by the excellent Sutton Trust, rightly praised by my noble friend Lord Lucas.
A Minister of Education said that he saw,
“no reason to use public money to subsidise the transfer of boys from one system to the other on a basis of selection in which nobody knows what would be just or why”.—[Official Report, Commons, 16/6/1961; col. 898.).
The Minister in question was the Conservative Sir David, later Viscount, Eccles, speaking in 1961. No one so far has succeeded in finding criteria for a wider access scheme to the excellence of independent schools that is capable of commanding widespread public and political support. The most successful attempt, the Conservatives’ assisted places scheme, was always strongly opposed in some quarters. At its height, some 40,000 pupils benefited. It is greatly to the credit of independent schools that roughly the same number of children have free or subsidised places today as a result of the fee assistance that they provide through means-tested bursaries totalling more than £284 million.
Useful progress can be made through small-scale state-supported schemes, such as the provision of places in boarding schools for certain children in care who would be suited to them. There is growing support, as your Lordships’ House noted recently, for arrangements backed by charities and the Government that would increase the availability of such places significantly. However, as things stand today, the reality is that if independent schools are to spread the excellence for which so many of them are so well known, they will need to put themselves into a closer relationship than ever before with maintained schools, as my noble friend Lord Lucas made clear with his customary passion.
The steady growth of the academies programme and the introduction of free schools under this Government provide hugely important new opportunities for independent schools. Progress in exploiting them has not been as rapid as some might have wished. Thirty-three independent schools are now sponsoring or co-sponsoring academies. According to the ISC, another 18 sponsorships are under negotiation and a further 85 are possible in the next few years. Many parents throughout our country will hope that the pace of change can be quickened. The results of change can be impressive. Within a year of Wellington College sponsoring Wellington Academy, the percentage of pupils gaining five A* to C grades at GCSE rose from 43% to 98%. As the Master of Wellington College, my friend Dr Anthony Seldon, said:
“Academies work, and the partnership with an independent school provides extensive opportunities for both schools to learn way beyond the academic”.
There has been much reference recently to the famous Tory phrase “One Nation”, first used not by Disraeli but by Stanley Baldwin, a great social reformer, in 1924. Everyone in our country recognises that we are still far from making a reality of Baldwin’s vision in our education system, but surely there is no other basis for the lasting success of all our schools.