Children and Families Bill

Lord Lucas Excerpts

Tuesday 2nd July 2013 Lords Chamber

[Lord Lucas]

I am very grateful to the House for allowing me to speak in the gap. The noble and learned Baroness, Lady Butler-Sloss, is now neither last nor least. I declare my interests. My family is peppered with special educational needs, and I publish information and advice about them.

I share with the noble Lord, Lord Knight of Weymouth, and many others the conviction that higher education should be in this Bill. I want to see those who are older than 18 given a right to involve their parents in special educational needs negotiations with institutions. There are many institutions that currently refuse to involve parents in such discussions. I agree with the noble Baroness, Lady Grey-Thompson, that choice seems to be threatened by the wording in this Bill, and I, too, want to see how the wording of admissions policy regulations works with this Bill. I want to understand how this Bill affects co-responsibility where children are educated at both a mainstream school and a special school, particularly as regards academies.

I want to be sure that education, health and care plans are owned by somebody, that there is an effective right of appeal for parents who are denied one and that the Government will provide examples of good practice and will not just let these things be developed independently by local authorities. I want to make sure that the military have effective means of portability for education, health and care plans, given the way they are moved around, and I want to be sure that this Bill works for home education. There was considerable progress on this in the Commons, but I do not believe that we have yet got to the end on it.

Most of all, I want to pay attention to the needs of those children who are currently school action or school action plus, who are the great majority of children affected by this Bill. The fact is that labels help. They help the kid, they help the school and, most of all, they help the parents. I have seen this time and time again. Everybody is better after somebody has been diagnosed, and to remove labels is a dangerous thing to do within the context of schools. It is taking us back to the invisibility of these conditions, which was not a good time.

We have problems in the overdiagnosis of school action and school action plus, which is exacerbated by a number of perverse incentives that encourage schools to inflate the statistics either because they wish to give reasons why children were not performing so well or because there were financial incentives involved. We have got to the point where either the pattern of SEN and birth date is the first documented proof of astrology, or there really is a serious problem in the way we are diagnosing school action and school action plus kids. What we want to do is not to abolish it but to get it right. One area that I particularly want to pay attention to is exam concessions. Either we are not giving exam concessions to the kids who deserve them, or we are giving exam concessions to kids who do not. One way or another, we have to explore a way of setting that right.

National Curriculum

Lord Lucas Excerpts

Tuesday 26th March 2013 Grand Committee

[Lord Lucas]

My Lords, I am a great fan of the national curriculum review. It is set out with the right principles underlying it of increasing emphasis on knowledge and on ambition and is well executed. The current consultation is a real consultation. I have had several conversations with departmental officials and found them more than willing to listen. I am hoping that today we shall have an example of a Minister who is more than willing to listen. We shall see. Therefore, I encourage my noble friend Lord Storey to write in and say what he wants to say about sex education. I suspect that some members of the ministerial team live quite sheltered lives down in Sussex and Norfolk. I can tell them—as I am sure the noble Lord, Lord Nash, can—that life in central London is a bit different and that the worst bits of the internet are well into primary schools in year 5, and we want our children to be helped to resist them and overcome them. Leaving things until secondary school is not good enough. However, as I say, I encourage my noble friend and others to write in and say that.

I very much hope that my right honourable friend will resist those of the 100 who want him to change the history curriculum. I am delighted that we have got history away from the academics who think that history is about studying history, and to understand that it is about people—us—our roots and why we are and who we are. I encourage him to get through the whole of British history in the primary curriculum. Simon Jenkins compresses it into 250 very readable pages, which I hope my daughter will get through in six months, or perhaps rather less, at a rate of a chapter a day. History is not a burden to be considered but an essential part of being British. I am delighted to see it back.

The noble Baroness, Lady Whitaker, focused on the design and technology curriculum. It has, indeed, been filleted. All that is left is horticulture, cooking and DIY. Therefore, I very much hope that my noble friend the Minister will say to his colleague Michael Gove, “Look at what has been done here. This is the most marvellous opportunity. Here we have a subject which has imploded on itself, where, in most schools in the country, the teaching is disconnected from anything else. There is far too much low-quality teaching in craft and design and where we have swept it out of the curriculum let us put something in its place. Why don’t you, Michael, do what you have done so triumphantly in computing and challenge the engineering, design and materials industry to come up with something worth while in this space because technology has now made this possible? You can get, at no great price, decent computers. You can get very good programmes to put on them. You can get lovely machines to stick on the end of both of that—things like 3D printers and computer-controlled routers and laser cutters. You can create quite sophisticated things. Put an end to these useless wooden bookshelves that fall apart on the second day of use and start to create in this space something which should be the foundation for pupils to enjoy engineering and take a real delight in what they can do and create, and a foundation for people who will go on enthusiastically to careers in engineering, design and other such areas”. If we do this, we will find that what emerges in the design and technology space supports what we want to see being done in the main subjects. Mathematics can be brought back at an advanced level. You can take the sort of approach that Conrad Wolfram wants and bring really sophisticated mathematical analysis into how to make something of a particular shape. There is an awful lot of physics in studying how to build something and then control it properly.

Opportunities will arise to deal with the presently separate art and design curriculums because they will be using computers. Schools are being given the opportunity to create real interfaces with business because when they are equipped with this kit, which as I say is not a great price, they will have something that every small and medium-sized enterprise involved in manufacturing will envy and want to come and use out of hours. They will want to co-operate with the school, which means that the school will have access to people in industry. The kit is up to date and what people in industry as well as schools want, and there will be real opportunities for creating the kind of collaboration that we would like to see. Beyond everything else, it would make sense of the opportunities being provided by the new computing curriculum. I hope very much that this is a cause which my noble friend will espouse.

Education: Curriculum, Exam and Accountability Reform

Lord Lucas Excerpts

Thursday 7th February 2013 Lords Chamber

[Lord Nash]

I can assure the noble Baroness that her concerns will not be founded.

[Lord Lucas]

My Lords, I congratulate my right honourable friend on a very well judged Statement. Can my noble friend help me with a broad, value-added measure? Will the Government consider having a decent base measure for this as key stage 2 is inadequate and very coarse and will distort any measure of performance at key stage 4 if we do not improve on it? As far as the threshold measure in English and maths is concerned, can my noble friend confirm that this will be properly criterion-referenced so that if 95% of our young people achieve that level, they will be awarded it? Can Ofqual please be taught how to do this because it has made a complete Horlicks of it until now?

[Lord Nash]

The noble Lord, Lord Lucas, is very well informed on these two points. He raises two very difficult matters which we will undertake to consider very carefully.

Education: Academies and Free Schools

Lord Lucas Excerpts

Monday 4th February 2013 Lords Chamber

[Lord Lucas]

My Lords, we have had a superb 25 years in British education, and the party opposite should get its full share of the credit for that. There has been a certain amount of “two steps forward, one step back”. They had their diplomas; we have our English baccalaureate certificate. I hope we get a step back on that, anyway. But generally the picture has been one of progress, and I remain immensely optimistic about the next 25 years. I am very grateful to my noble friend Lord Baker and the noble Lord, Lord Adonis, who have been the foundations for that—and that my right honourable friend Michael Gove has chosen to continue it.

I am sure that we all remember what it was like before that and how difficult it was to get schools to change. Some local authorities—Hackney springs to mind—actively opposed school improvement, and many others were ineffective. We all remember how difficult it was to get individual schools to pay attention to what parents wanted; there simply was no mechanism. I had the pleasure of speaking at something organised by the British Council in Berlin earlier this year, and it was astonishing to be taken back to an era when schools did not indulge in self-improvement. Teachers were not observed, and there was no mechanism for individual teachers to improve. So much is better now than it was.

I look at the creation of academies as the key to the next 25 years. Michael Wilshaw was a great head of Ofsted, and is at last being recognised by schools as their friend and as someone who has shared their experiences and understands what they are going through. When he finds a school that has failed, he is now not lost for what to do; he has a whole host of places he can turn to. He has a whole collection of groups and associations, of academies and their sponsors, who stand ready and experienced to help schools improve. He has individual academies that will take on failing neighbours and make them better, and that is a proven way of improving schools. One of the great discoveries of the past 25 years is that we can make schools better; we do not have to tolerate underperformance. Through the academy movement, Ofsted has been provided with the means of continuing that process of spreading good practice—of picking up the schools that are not doing well enough.

There are a number of things to which we need to pay attention, to make sure that we get as far and as fast as we should. We need to deal with failing academies. Inevitably, not all academies will do well; sadly, the one closest to me has been a complete disaster. I would have loved to have sent my daughter there but I cannot face it. It is still in the hands of the sponsor who started it, and they are still doing badly by it. That is not tolerable. I know that there are problems with the original agreements with academies, but we simply must put that right. They must be as subject to Ofsted—probably rather more subject to Ofsted, and its ability to bring in new sponsors—as schools that are not already academies.

Secondly, there is the matter of telling parents what is going on in schools. I entirely agree with the noble Lord, Lord Sutherland: we need to look at how Ofsted can become better at that. My answer to that is to get someone who has been a good headmaster to look in on the school once a year and to write to parents. Good headmasters know within half a day what is going on in a school at the sort of level the noble Lord, Lord Sutherland, was talking about. That can be a friendly and understanding process, which will give parents so much more than they will ever get from a line in a league table.

We need to make sure that all this innovation that is happening because of freedom is properly evaluated so that we can share the benefits of it. We need, I hope, to get some really good curriculum changes, but I simply have my fingers crossed for them.

Schools: Pupil Premium

Lord Lucas Excerpts

Wednesday 24th October 2012 Lords Chamber

[Lord Hill of Oareford]

My Lords, generally the reform to the special educational needs system through the Bill that the Government will be bringing forward next year will help tackle the needs of all children with special needs more effectively than the current system. Not all those children will be suffering from economic disadvantage, so, in addition, the pupil premium will, I hope, help to tackle that issue. I agree with the noble Lord, Lord Touhig, that we need to make sure that we spread good practice. The Government have a role through things like the Education Endowment Foundation, which is an independent organisation that can spread good practice. We certainly need to make sure that best practice on how money is spent on children with special educational needs is spread through the system.

[Lord Lucas]

My Lords, is my noble friend aware that there is a lively business among private companies in helping kids who have left school with no English or Maths to get up to Level 2 standard and that they charge rather less than a pupil premium for doing it? Does he think that schools might make use of that resource as well as employers?

[Lord Hill of Oareford]

One of the important principles of the pupil premium is that schools can decide how to spend that money. If they are sensible they will go to a range of providers to help to narrow those gaps.

Education: Development of Excellence

Lord Lucas Excerpts

Thursday 18th October 2012 Lords Chamber

[Lord Lucas]

My Lords, there is too much to say and too little time to say it. We have had 25 wonderful years in UK education, ever since my noble friend Lord Baker became Secretary of State for Education. My noble friend Lord Harris illustrated what momentum we have now. The credit is shared equally between our party and the party opposite; both of us should be proud of what we have achieved. Of course, there have been some idiocies and setbacks in between, but we are human. However, there is still a lot to do and I will mention a few things to which we should pay attention.

The first is the continuous professional development of teachers and the spread of good practice. We have never managed to get that right. We now have an organisation called the Teacher Development Trust, which is immensely impressive. It sprang out of nowhere—a young Teach First in its own particular area. I really hope that we will support it. It is the best hope I have seen of getting this issue right.

Secondly, we must bear down on Ofqual. Allowing GCSEs to become norm references in the covert way that it did was destructive for all our young people and for the system as a whole. The examinations need immediate and radical reform.

Thirdly, we must deal with the myth of class sizes. About the only thing that is established from educational research is that class size, starting at the current level of around 30, makes no difference. Possibly the most inefficient way imaginable to spend money in the educational system is to use it to reduce class sizes. We should take advantage of this in dealing with the coming bulge in the number of primary-level children. We should let class sizes float up by a couple. It will make very little difference to educational achievement, and it will give schools a lot of money which they can spend on improving education. If we are going to have evidence-based education, that is the place to start.

Next, we should pick up the initiative that Peter Lampl is taking on, which is bringing independent schools back into the state system. The book written by the noble Lord, Lord Adonis, chronicles how Labour Party policies gave great strength to the independent sector in the middle years of the previous century, and we are all aware of the great strides that he made in laying the foundations for that to be reversed. We now have a once in a generation chance to do something swift and radical, which will bring half the best independent schools back into the state sector—not on the terms that they are suggesting, but not on the terms that the noble Lord, Lord Adonis, suggests either. We need compromise and a really radical and committed approach. It is surely the goal of all of us that we should get back to a much more balanced system. We can wait 100 years and hope that it will happen slowly, or we can do something now, when the conditions are right.

I hope that I will manage to persuade my noble friend to do something about the quality of the information that is available. People grouse about league tables. The problem is not league tables; it is that we have only league tables. There is much less information than there should be, and what we have is not of a good enough quality. If we want information on the all-round quality of schools, we need an annual inspector’s letter to tell it to us; it will never come out of figures. If we want accurate figures and to know what progress kids are making in schools, we need proper baseline assessments, not cobbled-together assessments based on very inadequate key stage 2 examinations. I really hope that the Government will make progress on that.

We must continue to encourage the foundation of new academies and free schools. They really offer opportunity. Last night I was at a presentation for a new free school. The enthusiastic parents were all from the black community. They are the ones who really know that they have been getting a raw deal from the state system. They are the ones who want long hours and real education, and there is no way of offering it to them if not through new schools.

Schools: Admissions

Lord Lucas Excerpts

Thursday 14th June 2012 Lords Chamber

Asked By

[Lord Lucas]

To ask Her Majesty’s Government whether they will allow independent schools, particularly those which were formerly direct-grant grammar schools, to join the state sector on the basis of needs-blind admission.

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, the Government already allow high performing independent schools to join the state sector by submitting successful applications to become free schools. Free schools are independent state-funded schools that do not charge fees, must abide by the schools admissions code and are not able to have selective admissions criteria. It would therefore be open to the kind of schools to which my noble friend refers to apply to join the state sector.

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[Lord Lucas]

My Lords, I am sad that my noble friend does not share my disappointment that, after so many decades of pontificating and after my right honourable friend Michael Gove’s speech on the need to rebalance the independent and state sectors, no party seems prepared to engage with an initiative from a trusted intermediary such as the Sutton Trust to take advantage of all the work done under the previous Government to improve the state system and relationships between the state and the independent sector and make a radical change to the balance between state and independent education. Can he offer no hope to the Sutton Trust in its ambition to make a change which will otherwise take 50 years on the best possible course?

[Lord Hill of Oareford]

My Lords, I am extremely keen, as are the Government, to encourage as much co-operation as possible between the independent sector and the maintained sector. The noble Lord will know better than me the number of examples of independent schools working with the maintained sector in a variety of different ways—whether through involvement in the academies programme, coming into the maintained sector or providing courses for children at local maintained schools, all of which I thoroughly applaud. However, the main priority of the Government is to do what we can to raise the standards for the vast majority of children in maintained schools. That is the focus of the work we are doing.

Disabled People: Access to School Examination System

Lord Lucas Excerpts

Wednesday 21st December 2011 Lords Chamber

[Lord Hill of Oareford]

When we were having our debates, I am not sure that I said that I was in favour of free schools being able to employ teachers without qualifications—it was a point about qualified teacher status, which is a slightly different thing. I would not want teachers to be employed without qualifications. On the noble Baroness’s main point about special free schools, we intend that in special free schools teachers would have to have qualified teacher status.

[Lord Lucas]

My Lords, can my noble friend arrange for the information about how many concessions are made to each school to be made publicly available rather than being locked up in the exam boards, so that we can all see whether particular schools are taking excessive advantage?

[Lord Hill of Oareford]

My Lords, I am not sure whether the Government can require that information of the examination boards. I understand the point that lies behind my noble friend's question; I myself asked to see evidence of whether there was disparity in practice between independent and maintained schools, for example. I am told that we do not collect the information and I am not certain that the qualification boards collect it either, but I will make inquiries.

Education Bill

Lord Lucas Excerpts

Tuesday 1st November 2011 Lords Chamber

[Lord Lucas]

My Lords, the man that my noble friend Lady Perry was remembering was Tristram Jones-Parry—one of the finest headmasters Westminster School has ever had. When he retired he was not allowed to teach mathematics in a state school, although he had taught it at Westminster. This illustrates how fatuous the current situation is.

I am also worried about this amendment in terms of what the noble Lord, Lord Knight of Weymouth, was saying a few days ago on the way in which teaching will move as technology moves in. People outside teaching will become much more involved. There is a lot of demand from industry to get involved, say, in language teaching and make their staff available for language teaching. The situation is similar in technology. Certainly the teacher has a very strong role in supervising this, but some of the teaching will be done by people who are never going to be qualified; people who have no interest in becoming qualified and who are performing that function under the supervision of a qualified teacher.

My suggestion to my noble friend is that the best way to tackle the concerns that have been addressed around the House is to make sure that anybody who asks can see a full list of the qualifications of every member of staff in the school. In this way, whatever decisions are being made by the head will be made in public and will be decisions that he or she will have to justify. That seems to me the best way to combine safety with the sort of flexibility that will let some very good people teach, despite their lack of some particular qualification.

[Baroness Warnock]

My Lords, I support what the noble Lord, Lord Lucas, has just said. In the case of languages particularly, it would be losing an enormously fruitful possibility to forbid teachers of foreign languages to teach because they had no qualification. There are many people who come over to this country who would be very good teachers but have no qualification—a wife of somebody who is doing a professional job, for example—and they would be an extraordinarily good resource to be able to use. The question of supervision is, of course, enormously important. The other area where we would lose a great deal is that of music. A lot of professional musicians do not take a teaching qualification.

There are born teachers who love teaching and teach extremely well, but who do not want, or are too old to take, a teaching qualification. They should not be forbidden in our schools. We need lots of flexibility here. It is the attitude of the person to his or her pupils that is important, not a formal qualification. I strongly support what the noble Lord, Lord Lucas, has just said.

Education Bill

Lord Lucas Excerpts

Wednesday 26th October 2011 Lords Chamber

[Lord Quirk]

While the Minister is taking the deep breath that the noble Baroness, Lady Morris, has urged upon him, may I give him an extra couple of minutes of breathing time by saying what a difficult job he is going to have in offsetting the arguments presented by the noble Baroness, Lady Morris, and the noble Lord, Lord Knight? Surely it is the outstanding schools that need to be inspected in order to have reports coming out showing what can be done in state sector, mainstream schools. Once every five years is, as the noble Baroness, Lady Morris, said, nothing compared to the extra bureaucracy which we are threatened with in some kind of compensation for this. I hope that the Minister will bow to the wisdom that has been cast before him this afternoon.

[Lord Lucas]

My Lords, I add my voice to those who have already spoken. I am greatly saddened by this Government’s attitude to inspection, which seems to me to be coloured by too many years in opposition listening to schools complaining about inspection. Indeed, inspection under the previous Government was not generally taking a constructive turn, but then, we had not constructed it in a constructive way ourselves previously. I had hoped that this Government would go back to first principles and ask what inspection is for. If you start by saying that it is to make sure that our children are receiving the best possible education, then you need a system which is much faster to react than the current one. It can take Ofsted three years to pick up that a school is going wrong, because their data are always backward-looking and they always want two years of that before they believe that there is any trend in place. So in the schools that I have seen and known to have gone wrong, it has been the third year or the beginning of the fourth when Ofsted have come to call and by then, a lot of children’s educations have been harmed. I would have been looking to produce something which was much faster to react, rather than something which is going to be slower to react.

To pick up the point made by the noble Baroness, Lady Morris of Yardley, and the noble Lord, Lord Quirk, it is essential that inspectors, the people who are seeing a lot of schools, see the very best. The point about the best schools is that they are utterly surprising and jaw-dropping when you see them: you could not believe that what they are doing could be done. When you have seen it, you start to understand how other schools could do it too, but if you have not seen it, you just do not know; you just accept that the ordinary way of doing things is sufficient, that the platitudes that, “We are doing well by our children here” are right, because it is okay by the current average, rather than being anywhere near the potential of the children. When you see the difference that a really good school can make, you understand that there is a long way to go; not that schools are bad at the moment, but that the good schools can be a great deal better than they are. That understanding comes from going round outstanding schools and being able, as the noble Baroness, Lady Morris, said, to set your yardstick on the basis of what you know can be achieved with children like these in a school that really understands how to deal with them.

We do not have that; we have something that goes backwards. We have a decision to remove outstanding schools from the purview of Ofsted. However, things change. I came across a school by chance the other day—Glenthorne in Sutton. It is sprouting all sorts of new initiatives. You can study three A-levels and golf, as well as tennis and football, to a professional standard. It is great to see these initiatives but no one will take a look at them. No one will know whether they are going right or being balanced correctly. It will be three years before anything shows in the figures. However, a good, experienced head, going around six months into the project, would know whether it was going right. To think that you can do this by remote control—that we are looking after the future of our children by stepping back in this way—is a profound misconception. I am afraid I despair of changing the Government’s mind at the moment, but give it a year or two, let an outstanding school or two crash, and then we will think about it again.

[Baroness Hughes of Stretford]

My Lords, I cannot improve on the contributions that we have heard from my noble friends and the noble Lords, Lord Quirk and Lord Lucas. I just want to add a few more points to the debate.

The first is one of principle. I believe strongly that not just the Government but we in this House and the other place are guardians of the public when they use public services. We have to take very seriously the arrangements we make to ensure the safety as well as the standards of those services. Secondly, as we have seen, the possibility of an inspection in any public service is not a guarantee of high standards. However, the certainty of no inspection surely means a huge risk of declining standards and, in this case, a risk to children. Thirdly, our experience in other sectors, particularly in health and social care recently, shows that pulling back too far on inspection has led to serious risk to patients and older people. Fourthly, there is the point that I made in my previous contribution, which, with respect, I do not think the Minister answered fully. Exempting outstanding schools completely is not necessary in order for them to have a qualitatively different inspection regime. We should keep them in the framework of inspection.

My noble friend Lady Morris asked the Minister to take a deep breath and think again about his position and responsibilities. I ask noble Lords also to think from the point of view of a parent of a child at a school, with which they may well be very happy as an outstanding school. However, they would not be happy to know that it would never be inspected again. A further point is that when parents are looking for a school for their children, they look not only at a school’s results but on the internet for Ofsted reports. In this instance, a few years down the line there will be no up-to-date Ofsted reports for those parents who are looking for a school to examine. They will not know the difference between the school as it was when it was outstanding and the school as it is further down the line. On this issue we all have a responsibility to consider all the points made, particularly the dangers inherent in this approach, and whether we are happy to support them.

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[Baroness Howe of Idlicote]

My Lords, all the proposed amendments are more than worthy of acceptance, whether that is in the Bill, by us all or in guidance to schools and communities. They clearly set the sort of society that we are trying to achieve; that is, the big society, community involvement, or whatever one likes to call it. I agree entirely with the points made by my noble friend Lady Flather in speaking to her amendment. Of them all, it perhaps sums up the whole feeling that the school, and the arrangements of the school in what it sets out to achieve for the children, also involves the community, which is a sort of two-way process.

I should like to make one further point at this stage. When we look at all these additional changes and responsibilities that schools will have to cope with as a result of this Bill when it becomes law, one area that perhaps gets less attention is the role of the school governors. They are being asked to play an increasingly important role—I declare my interest as president of the NGA—on well-being and other issues. Whatever the issues are, these are added responsibilities. If I were to add anything, I would include something about the importance of not just management of the school but the whole way in which it operates under its governors. With that, I hope that we will get a favourable response from the Minister and perhaps even an acceptance of something of what has been said to go in the Bill itself. We shall have to wait and see.

[Lord Lucas]

My Lords, I very much hope that my noble friend will pay attention to the speeches he has heard on Amendment 78. I well remember the debates that led up to and followed the inspired amendment in the name of the noble Lord, Lord Alton, which got us out of some emotional difficulties. It expressed all our intentions well. This Government realise that measuring schools and setting them objectives has an effect on schools, which is why they introduced the EBacc, which is having an effect. Ofsted looks at community cohesion not because we expect Ofsted to go galumphing all over this territory but so that schools know that attention is being paid to whether they do it or not, and that, therefore, it will come within the list of things that they have to do. The noble Lord, Lord Quirk, made some pretty good fun of the provisions in the Bill about social, moral and cultural development, as if there was a way of measuring these things or a tape measure that could be run over them. But having that in the Bill means schools know that this is something they have to do and that, therefore, they have to give time to it and spend money on it. If schools are not given any mind in these sorts of areas, they will start not doing it in the way that they have been not doing foreign languages. Hence, the need to row back on that with some vigour, which I am delighted my right honourable friend is doing. These things matter and these particular words matter. The noble Baroness, Lady Flather, has my total support. I very much hope that in the Minister’s consideration of what might be done to improve this Bill, she will focus on those two words.

On the other amendments in the group, I support what the noble Lord, Lord Northbourne, is aiming at. It seems to me that we are moving children between two regimes—that of the social services and that of the school, or the family and the school, whichever may apply. In terms of understanding what is going right and what is going wrong, it is important to make a measurement at the point when a child moves from one to the other so that we know whether the problems of literacy are being generated in the community or though a lack of attention in the school. I am not saying that this is the right place to put it but if we are doing value-added in a school, we should take an initial measure at the beginning and not two years in. A lot of value-added goes on in those two years in a good school. We should be doing that. I very much support the spirit of the amendment.

I also support my noble friend Lady Walmsley in her wish to see well-being included. The Prime Minister has been right to support that as a concept of wide application and it really should find its way into something as central as education. I look forward to the speech of my noble friend the Minister.

[Lord Elton]

My Lords, I had hoped to speak in support of the noble Lord, Lord Northbourne, but I cannot do so because the debate has taken place in my absence. So I rise only to say in a very plaintive way that I left with a list of groupings which made it clear that I had time to attend to other business but having attended to the other business, I find that the business I wished to be here for had already been dispatched. I hope that is not going to become a regular feature of our proceedings because it is exceedingly inconvenient.

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[Lord Lucas]

Before my noble friend sits down, will she agree to write to me saying exactly where community cohesion is dealt with in the draft framework document or the evaluation schedule? I must be reading the words wrong, missing them or misunderstanding how they work.

[Baroness Garden of Frognal]

I will certainly write to my noble friend.