Education Bill

Debate between Lord Lexden and Lord Sutherland of Houndwood

Wednesday 6th July 2011 Grand Committee

[Lord Lexden]

My Lords, Amendment 68 would extend the possibility of carrying out a statutory induction year to duly accredited schools abroad. The most important matter arising here is the manner in which such an assurance and accreditation would be carried out.

As some noble Lords may know, there is a Council of British International Schools—I have the honour of being its vice-president—which provides recognised accreditation for schools that conform to the statutory standards required of independent schools in England— namely, the independent schools standards regulations. Recently, the Secretary of State approved the Independent Schools Inspectorate, which works on terms agreed and authorised by the Government as an inspection body for British schools overseas. This has the happy result of creating circumstances in which many international schools can now meet the necessary requirements to offer induction to newly qualified teachers working in British schools abroad if the Government agree to such a development.

Extending the opportunity for teachers to complete their induction year overseas would have at least two direct benefits. First, it would encourage more schools abroad to seek accreditation through COBIS or by some other means on the clear basis that they meet the same standards as British schools in the United Kingdom. Secondly, it would allow teachers who choose to work abroad to return to the United Kingdom with full eligibility to teach in our schools. Under current arrangements, a teacher trained in a European Union country such as Romania can come to teach in England without needing to go through a probationary period, while a teacher who trained in England but left to teach abroad would not be able to teach in England when he or she returned, even after many years of service.

Now that British schools abroad can voluntarily request an inspection by the ISI and demonstrate that they are meeting the same standards as British schools in the United Kingdom, their inability to offer induction is a purely geographical problem. In some other cases, specifically those of Her Majesty’s forces schools in Cyprus and Germany, geography is deemed not to matter, presumably because there is a sufficient level of quality assurance from the United Kingdom. Now that kind of quality assurance can be guaranteed at accredited schools. I know that discussions on this matter between COBIS and the Department for Education are proceeding positively, along with parallel discussions with groups such as British Schools in the Middle East and the Federation of British International Schools in South East Asia. It would be good for Britain, and for British teachers and pupils at British schools abroad, if the recognised induction process could be offered in such schools.

Amendment 69 again draws on the experience of the independent sector, and in particular of the ISC's teacher induction panel, established and recognised by the Government in 2002, which last year acted as the appropriate body for more than 1,250 NQTs serving induction in 800 accredited independent schools. It is the largest appropriate body in the country. The panel believes very strongly that newly qualified teachers should be able to serve only one induction period, not least because such a small number fail—16 last year out of more than 29,000 teachers taking induction. That leads the panel to the clear conclusion that, after the established statutory induction period, the outcome is that only a tiny number are not suitable to teach.

The Government are gaining tremendous credit for increasing the rigour of the selection process for state-funded teacher training places, bringing the system closely into line with the very successful Teach First initiative. A revised and significantly reduced set of teaching standards that will underpin both the training and probationary years is in the pipeline.

Given that the new set of teacher standards will cover both years, teachers will be in the satisfactory position of having twice as much time to become familiar with, and proficient in, fewer standards. Thus, it would seem to make even less sense if new teachers who could not make the grade were allowed to retake induction. One year should be enough for experienced professionals to make a judgment on whether new teachers are able to cope with the demands of day-to-day school life. Just as we would expect new teachers who show insufficient knowledge and understanding to fail their initial teacher training, surely we should similarly expect those who are unable to maintain order in a way that meets the required induction standards to fail the statutory induction process without being able to extend that beyond the statutory period.

Finally, and briefly, Amendment 72 relates to a specific, but not unimportant, issue arising from the establishment of teaching schools, which are a very welcome development that will begin in September. The new networks of teaching schools will undoubtedly be successful in training their own staff, whether at initial teacher training level or over the statutory induction year but—and this is the issue—would it be altogether wise to allow these schools to become their own appropriate bodies responsible for validating the induction year and for the oversight of the quality assurance of the process? That is the issue that has led to my tabling Amendment 72.

[Lord Sutherland of Houndwood]

My Lords, this amendment intrigues me, and it raises a question that I hope the Minister can answer. I hope that the proposal would not in any way affect the positive cross-border flow of teachers between Wales and England and between Scotland and England. There are benefits to both sides at the moment.