Education: British Values
Lord Nash Excerpts(10 years, 5 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, I would like to thank my noble friend Lord Storey for securing this important debate. I would also like to thank other noble Lords for their valuable contributions.
On 15 June, to mark the anniversary of Magna Carta, the Prime Minister wrote about these values. He described their roots in our most vital institutions: our parliamentary democracy, our free press, our justice system and our many church and faith groups. The Prime Minister highlighted the important role these institutions play in helping to enforce British values.
Another great British institution is our school system. We have a long and proud commitment to provide access to schooling, regardless of one’s background. Our schools have always recognised that promoting and embedding good values is essential to delivering high-quality education. We should celebrate the excellent work done by many of our schools. We must also recognise and respond to the public’s demand for greater assurance and higher standards in every school, whether independent or academy, free school or maintained. The Government are determined to put the promotion of British values at the core of what every school has to deliver for its pupils. I welcome the opportunity to close this debate and to set out how we intend to achieve this.
I will also describe the requirements and accountability measures already in place. It is important to recognise that these are not measures invented anew but are relevant to the work started in 2011, when the Prevent programme introduced our description of British values. Independent schools and academies and free schools must adhere to the independent school standards. Critically, the standards refer to the expected values and ethos of the school as assessed according to its offer of spiritual, moral, social and cultural development.
On Monday, 23 June, we launched a consultation on the wording of the independent school standards that will actively require schools to promote principles that encourage fundamental British values. I hope that all noble Lords who are interested, including the noble Lord, Lord Wills, will respond to this consultation. We are also proposing a new requirement that teaching and curriculum practice must not undermine these values, and we will be consulting on this.
Lord Wills
I am grateful to the Minister for giving way, but I think the question of consultation is fundamental, and I wonder whether he could tell your Lordships’ House what consideration the Government have given to deliberative processes involving the British people themselves in this consultation rather than waiting for the usual sources to send in the usual things to a government consultation.
Lord Nash
The whole principle of consultation is that it is deliberative and that people will respond. I hope they do. As I said, it is not being rushed out, as the noble Lord implied. British values have been part of the policy framework since 2011, when they were introduced as part of the Prevent strategy. Since 2013 standards have required schools to encourage pupils to respect the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. The words are “mutual respect and tolerance”, not just “tolerance”. The noble Baroness, Lady Afshar, made this point and I will certainly take it back. It is important that our advice to schools is clear. To promote ideas or systems of thought at odds with these values would be failing to meet the standard.
These requirements provide a sufficient lever for action in cases where an attempt is made to undermine British values. The new title wording suggested in the consultation will do more to challenge rigorously those schools paying lip service to these duties. We will expect these changes to come into effect from September this year. They will apply to all independent schools, academies and free schools. We must secure the same standards in maintained schools. As with the independent sector, we are building on responsibilities schools already have to fulfil. Maintained schools must promote the spiritual, moral, social and cultural development of their pupils so that they are able to participate positively in society. They cannot promote partisan political activities and must present balanced views to pupils. Importantly, they must promote community cohesion.
Under the citizenship curriculum, maintained schools are also required to teach pupils about a range of subjects, including democracy, human rights, diversity, and the need for mutual respect and understanding. I heard what my noble friend Lord Storey said about the vital importance of citizenship. As important, if not more important, for getting a real grasp of British values is to study history, in order to understand what Daniel Defoe was on about in the quote that was mentioned by the noble Lord, Lord Taverne, and to understand, for instance, that we are an island made up of a number of countries with a long history stretching back over several millennia of immigration.
While academies and free schools are not, as my noble friend Lord Storey said, subject to the same curriculum requirements as maintained schools, the trust running the school must deliver a broad and balanced curriculum and will be bound by the legal requirement to actively promote fundamental British values. As I trust noble Lords will acknowledge from the published coverage of the Birmingham academies placed into special measures, the Secretary of State will not hesitate to use his powers to consider terminating a funding agreement with an academy trust that cannot secure the required improvements.
Inspection is the primary means by which individual schools are held to account. Noble Lords will note that academies and free schools are inspected under the same section 5 framework as maintained schools. I know that noble Lords will be pleased to hear that 24% of free schools inspected have been adjudged to be outstanding—which, contrary to what reports suggested, represents a remarkable success, particularly as those schools were inspected after only four or five terms.
Spiritual, moral, social and cultural development is already part of section 5, but it allows inspectors to challenge only the most serious failures. Inspectors are already advised to look for evidence of pupils having the skills to participate in modern Britain, to understand and appreciate a range of different cultures, and to respect diversity. We will look to improve the consistency with which this is applied.
Now is the time to raise the bar so that all maintained schools, academies and free schools share the same goal of promoting British values. That is why, as the Secretary of State confirmed on 9 June, the department will review its own guidance to schools so that they are clear about our expectations. We are already talking to Ofsted to ensure that those same expectations are reflected in section 5 arrangements.
On what my noble friend Lord Storey said about grade 1 schools being exempt from inspection, they are not exempt and will be inspected if there are areas of concern; for example, if their results suffer or if there are particular complaints.
My noble friend Lord Cormack talked about a citizenship ceremony. I am sure that the events of Birmingham will enable us all to reflect on what more we can do to produce a more coherent and integrated society. On flying flags on schools, I am always pleased to see the flag so prominent when I visit America. It is sad that, if I were to put a union jack outside my own house, people would think that I was a member of the British National Party, and that the only time one sees flags is when a football match is on. It is also sad that very few students in our primary schools could describe the make-up of the union jack beyond the cross of St George.
I agree with my noble friend Lord Sheikh that education should be a tool of integration. We will not be able to call ourselves a truly successful society until we have a much more integrated society—and, sadly, we are some way short of that.
The noble Lord, Lord Stone, talked about mindfulness. I thank him for his insightful and interesting comments, and for his commercial for the mindfulness classes. The values that we are asking all schools to actively promote are not exclusive. As I understand it, mindfulness chimes a very loud chord with me. I believe that children and young people should be taught about concepts such as mindfulness. Such concepts can be very powerful, particularly for children from scattered home lives. We use a similar approach with a number of our more challenged pupils at my own secondary academy.
The noble Baroness, Lady Flather, made some powerful points. Of course, it is for all schools to ensure that the sort of beliefs to which she referred have no place in our society.
My noble friend Lord Lexden made some supportive comments, for which I am grateful. He knows how highly I value co-operation between the independent and state sectors.
I welcome the noble Baroness, Lady King, to the Dispatch Box for the first time. I agree with her on the importance of sharing by example, but she should not underestimate the seriousness of the events in Birmingham, about which I obviously know a great deal more than other noble Lords, and their wider implications. She should also be aware that both the free schools programme and the academies programme are proving great successes. Academies are performing much more strongly than other maintained schools.
The noble Baroness referred to Labour’s proposals for 50 regional bureaucracies. We believe that breaking the country into eight regional schools commissioner areas is appropriate. I note that there seems now to be a consensus that we should not go back to local authority control—even Ed Miliband said that in the other place only a few days ago—but creating 50 bureaucracies, each with its own staff, would effectively take us back to a local authority-controlled system.
Baroness Farrington of Ribbleton (Lab)
Will the Minister care to confirm that there has no been local education authority control of schools since the 1980s? They have had responsibilities and all sorts of things to do, but the use of the term “local authority control” negates the work done by predecessors of the Minister such as the noble Lord, Lord Baker, and Lord Joseph. Local authority control is non-existent and has been for decades.
Lord Nash
The noble Baroness is quite right. I shall seek to ameliorate my language in future on that point.
The noble Baroness, Lady King, also made a point about the rule of law. The rule of law is already among the British values that all schools have to enforce, and all schools must teach a broad and balanced curriculum. None of the 21 schools inspected in Birmingham was a faith school.
I hope that all noble Lords will see the sense of what we are proposing. The changes that I have described will for the first time create a consistent expectation that all schools will promote British values. It will no longer be possible to avoid challenge if a school is only paying lip service to the requirements. The planned inspection arrangements will ensure that those who fail to meet their responsibilities will be held to account and, as we have shown in Birmingham, we will take swift and decisive action where necessary.
I hope that noble Lords will agree that our proposed measures are vital. As my noble friend Lady Berridge said—I am grateful for her support—just because we may not agree on everything does not mean that we cannot agree about a basic set of British values for which all schools should be held to account. Without an understanding and respect for our shared values, we cannot expect any young person to play a full part in British society.
Schools: Teachers
Lord Nash Excerpts(10 years, 5 months ago)
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Baroness McIntosh of Hudnall
To ask Her Majesty’s Government whether they have any plans to encourage the retention and development of experienced qualified teachers in maintained schools.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, through our 548 teaching schools and teaching school alliances we are developing a truly school-led system providing a wide range of CPD opportunities for schools across the country. This is substantially enhancing the career opportunities for teachers. Some 74% of trainee teachers now hold a 2:1 degree or better—the highest proportion ever. Teaching is the most popular career choice for Oxford graduates and Teach First is Britain’s biggest graduate recruiter. Vacancy rates are declining and 78% of new teachers are teaching after five years, which represents a considerably lower number of career changes than in many other jobs.
Baroness McIntosh of Hudnall (Lab)
My Lords, while I thank the Minister for that—encouraging on the surface—reply, will he confirm that many teachers regularly work 60 hours a week and in school holidays and find it very difficult to make time to develop their own practice? Coming from a family that is richly endowed with teachers, I see these pressures close up. I believe that he gave some figures from his department showing that 74% of newly qualified teachers now stay in the profession for five years. Recent figures showed the rate as being closer to 50%, which, if true, would certainly be a terrible waste. Will the Government ensure that boards of governors and head teachers take seriously the well-being of teachers, including the need for them to be good parents to their own children, and pay attention particularly to the need for mentoring and professional development?
Lord Nash
The noble Baroness is quite right; as I have said before, teaching is the noblest profession and, at this time in our history, is one of the most important jobs in the country. The figure is actually 78%, not 74%, and the recently reported figure of 50% is inaccurate. We applaud what teachers do. We know that they consistently go the extra mile to help their pupils. We take their responsibilities very seriously and we constantly exhort governing bodies to focus increasingly on CPD opportunities for teachers.
Lord Pearson of Rannoch (UKIP)
My Lords, does the Minister recall and agree that for many years the average academic attainment of those entering our Bachelor of Education degree courses was around, or even less than, two Es at A-level? The teachers thus qualified often do more harm than good. Will the noble Lord tell your Lordships what the Government are doing about those who are still in the system? I take the opportunity to congratulate the Government on the rest of the noble Lord’s first Answer.
Lord Nash
There is no doubt that teachers who may not have had a particularly good academic career can substantially raise their game through CPD. However, it is also undoubtedly true that some teachers are now dropping out of the system due to a more rigorous approach. As I say, we are seeing a much higher quality of teachers coming into the system than ever before.
Lord Storey (LD)
My Lords, the Minister will be aware that highly qualified teachers are often leaving schools through confidential compromise agreements, costing the education service literally hundreds of thousands—maybe millions—of pounds. Is this a good use of scarce education resources? Does he also agree that when compromise agreements are decided by a school they should be open to public scrutiny?
Lord Nash
It is a fact that many schools, rather than go through an extensive competency procedure, which can be highly contested, decide to enter into compromise agreements in order to move teachers on earlier. These often contain secrecy clauses, but I know that this area is being considered more widely.
Baroness Hughes of Stretford (Lab)
My Lords, since the Minister seems to agree that good qualifications, including good degrees, are essential for good teaching, can he explain why the Government have made it legal for academies to employ unqualified people as teachers? Given this, can he assure the House that his department is monitoring the extent to which academies are doing so? How many unqualified people are now working as teachers in academies and free schools?
Lord Nash
I am, as always, delighted that we are having this discussion about qualified teachers because, frankly, if that is all that divides the parties, we have clearly nearly reached a consensus on our extensive teaching reforms. There are, in fact, fewer unqualified teachers under this Government than under the previous Government, despite the substantial increase in academies, which are able—as the noble Baroness rightly says—to recruit them. I will write to her with the precise figures on academy teachers but, as I say, we have fewer unqualified teachers overall. It would be unwise to deny the opportunity for, say, a professional actor or singer without QTS to teach in a school, or someone with a PhD in molecular biology to teach in a school—as is the case in one of our free schools—or, indeed, a teacher from the Guildhall School of Music and Drama to teach part time in a primary school.
Lord Cormack (Con)
My Lords, is it not a fact that through successive years some of the most effective teachers in some of the highest-achieving schools have not had a technical teaching qualification? What teachers need is motivation, a love of their subject and an ability to transmit that to others—not just a piece of paper.
Lord Nash
I agree entirely with my noble friend. Studies show that holding QTS is by no means the arbiter of a successful teacher, and we must remember of course that QTS training is extremely brief. A McKinsey study highlighted the importance of personal characteristics such as commitment, resilience, perseverance and motivation—and, of course, subject knowledge is very important. Reflecting my noble friend’s comments, Richard Cairns, headmaster of Brighton College, one of the most improved schools in the country, said:
“I strongly believe that teachers are born not made and I will actively seek out teachers from all walks of life who have the potential to inspire children”.
Baroness Farrington of Ribbleton (Lab)
My Lords, way back in the 1960s, I may have been the only person in your Lordships’ House who was an unqualified teacher. During that period, the classes I was given by the head teachers of the day tended to be those with children with behavioural and learning difficulties. Can the Minister assure the House and all those parents and grandparents of children with special educational needs that their teachers will be qualified in the expertise of teaching special needs children, not thrown to the wolves as the children thrown to me were?
Lord Nash
I respect the noble Baroness’s experience. I think we have moved a long way on SEN teaching since the 1960s—I certainly hope and believe we have. Our policy is that all schools must have a qualified SENCO overseeing all teaching of SEN pupils. Successive Governments have invested substantial sums in developing the skills of teachers focusing on SEN, and teachers generally, on identifying and teaching SEN pupils.
Education Institutions: Autonomy and Accountability
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The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, I thank my noble friend Lady Perry for securing this important debate and for her insightful speech. I also thank all noble Lords for their valuable contributions. Autonomy and accountability are the two key pillars of our school system, and the OECD PISA results show clearly that greater autonomy coupled with strong accountability can lead to a better-performing school system. Strong evidence of this can be seen in countries such as New Zealand and Poland.
By contrast, we have seen in Sweden the perils of an autonomous system which is not strongly coupled with accountability, and we can see in Wales the shambles created when you have neither. It is therefore critical to strike the appropriate balance and we have done exactly this in creating a self-improving, school-led system, which has the resounding success of the academies and free schools programmes behind it. As my noble friend Lady Perry mentioned in quoting the noble Lord, Lord Adonis, the academy programme gives schools the magic ingredient of the freedom to run their schools in the best interests of their pupils.
We are continuing to work to bring decisions much closer to schools through the introduction of our eight regional school commissioners, through which we are trusting school leaders to run their own system and provide the department with much better local intelligence to enable it to insist on matters to which my noble friend Lady Shephard referred. Unlike the Labour Party, we believe that breaking the country into eight regions run by leading heads and supported by other leading heads on their teacher boards is the way to run the system. The noble Baroness, Lady Jones, referred to the Blunkett report, which talks about breaking the country into 50 bureaucracies, each with their own layers of management. We feel that that would basically be a retrograde step.
As the PISA findings show, the more freedom given to schools, the better the performance of the whole system. In sponsored academies open for three years, for example, the proportion of pupils who achieved five good GCSEs, including English and maths, has increased at twice the rate of local authority-maintained schools. Converter academies are more likely, against the new tougher Ofsted inspection framework, to retain their “outstanding” ratings, or to improve from “good” to “outstanding” than LA schools.
Combined with this is the outstanding success of the free schools programme. I should also mention that academy chains, with their clear lines of sight mentioned by my noble friend Lady Shephard, are working particularly well, as recently outlined in an excellent study by the University of Southampton. Of course, these chains and other local groups are very much focused on schools working together locally to create a less, rather than more, fragmented school system.
On the right reverend Prelate the Bishop of Birmingham’s point about local arrangements, I assure him that—certainly since I came into office—we have concentrated the academy programme on local regional clusters of schools working together, such as in his own diocese. It has worked well in the London Challenge, to which the noble Baroness, Lady Farrington, referred.
The free schools programme has been an unqualified and outstanding success; I use the word “outstanding” advisedly. Free schools are inspected by Ofsted after only four or five terms from opening and, so far, of those free schools which have been inspected, 24% have been rated “outstanding”. This is a truly remarkable experience and the facts speak for themselves. I am sorry that the noble Baroness, Lady Jones, is still in denial about this, but those facts are pretty powerful. The fact that we have closed one and a half free schools with 200 pupils in them—although that is significant for those 200 pupils and their parents—compares not only to the 24% “outstanding” figure but to the 175,000 new places we have created under the free schools programme.
By comparison, 73 local authority maintained schools have gone into special measures this year alone, and 38 council-run schools have been in special measures for 18 months or more. In 2013, Ofsted found that one in three local authority action plans in relation to underperforming schools were not up to standard. As my noble friend Lady Shephard said, no one is making the case for reinstating the local authority model. Indeed, Ed Miliband said exactly that himself in other place only a few days ago; although, as I have said, the 50 bureaucracies planned by the Labour Party are, in fact, a return to the local authority system.
We are committed to increasing autonomy for all schools, not just academies and free schools. Through reforms linking pay and performance, bringing teacher training closer to schools and reducing bureaucracy and box-ticking, and dramatically reducing regulation, we have made it easier for schools to focus on what is important: ensuring that children succeed. With Ofsted reporting that schools improved faster last year than at any time in Ofsted’s history, we are clearly getting it right. Autonomy must be strongly coupled with accountability and, under this Government, academies and free schools are held more rigorously to account than council-run schools.
All schools should have strong financial controls in place. However, academies and free schools have stronger and tougher financial frameworks and are held up for greater scrutiny than council-run schools. That enables swift resolution if there are any financial issues. In local authority maintained schools, it is the local authority that has responsibility for financial oversight. The frequency and depth of audit is variable and maintained schools are often not subject to the same rigour as academies and free schools, which must publish annual audited accounts submitted to the EFA. We monitor those carefully and will investigate immediately and diagnose any problems. That accountability mechanism works extremely well.
We also have the ability to issue a pre-warning notice if we have any concerns. Since 2011, we have issued 44. Over half, 26, were for the relatively few academies approved under the previous Government; 18 were for those approved under this Government. In the eight academies issued with pre-warning notices in 2011, there was an average improvement of 16 percentage points in the proportion of pupils achieving five good GCSEs in 2012. For those issued with a pre-warning notice in 2012-13, the average improvement rate so far has been 8 percentage points.
We have also recently strengthened the guidance for local authorities by putting in an expectation that they act quickly and do not wait for Ofsted to go in before intervening. We expect warning notices to be issued in instances where, for example, standards are below the floor, disadvantaged pupils are achieving low standards, or there is a sudden drop in performance.
In giving schools greater autonomy, good governance becomes increasingly important, as the right reverend Prelate mentioned. Our reforms are designed to encourage that and we are focusing governors on three core functions: the vision and ethos of the school, as the right reverend Prelate again mentioned; holding the head to account for the progression and attainment of pupils and the performance management of his or her staff; and money. Since 2012, the quality of school governance has been central to the overall inspection judgment on the overall leadership and management of a school.
We are committed to ensuring that children at primary school have the best possible start in life and have increased primary accountability in a number of ways: with the new curriculum; an increased emphasis on the importance of grammar, punctuation and spelling; abolishing the requirement for schools to use national curriculum levels; reintroducing level 6 stretch papers for key stage 2; and the introduction of phonics at every stage of teaching. That helps help children to develop faster; evidence shows that children taught to read using phonics could be “two years ahead” by the age of seven.
As my noble friend Lady Perry mentioned, in secondary school we have introduced new accountability measures to provide clear information and give a fair and balanced picture of each school’s performance. She was quite right about the failure and falseness of the exam accountability system previously. As a result of the scandal of false equivalence that operated previously, under the previous Government the number of pupils doing a core suite of academic subjects fell from 50% to 22%. All the evidence from all successful education jurisdictions around the world is that it is necessary for pupils to do that core suite of subjects, particularly those from a disadvantaged background. I am delighted to say that, under this Government, the number of pupils doing that core suite as a result of our EBacc is now back to 36%, and we expect it to rise further this summer.
As the noble Baroness mentioned, our new accountability measures include: progress 8, which will track the progress of all pupils of whatever ability throughout their school careers, and should focus schools on the attainment of all pupils rather than on what Tristram Hunt has described as the great crime of the C/D borderline; attainment 8, the percentage of pupils achieving a C grade or better in English and maths; and the EBacc. Alongside that, our destination measures will be important. The Government have also set tougher minimum standards for schools. We have raised the floor standards at primary to 65% from 60%, and at secondary to 40% from 35%.
High-quality inspection is an important aspect of the school accountability system. Building on the changes that the coalition Government put in place in 2011 to focus inspection more strongly on teaching and learning, Sir Michael Wilshaw has set his own priorities, which are helping to drive improvement. The inspection framework was amended in September 2012 and a higher benchmark has been set. When inspecting schools, Ofsted now holds them to account for the attainment and progress of their disadvantaged pupils, and the gap between them and their peers. The abolition of the “satisfactory” label was clearly an important move.
The number of Ofsted categories has also been substantially reduced to avoid confusion, and as my noble friend Lady Perry said, in future Ofsted itself will take control of far more inspections. Moreover, the regional operation to which my noble friend Lady Shephard referred is working extremely well. She also mentioned a number of cases, and I am reasonably sure that I recognise one of them. I can assure her that the department is monitoring the situation closely, and I would encourage any teacher or parent who has concerns about any matter that they do not feel is being dealt with effectively at the local level to contact the Education Funding Agency. The noble Baroness, Lady Jones, referred to the Permanent Secretary’s report. I do not know whether it will be published, but I am sure that the Secretary of State will be very happy to answer any questions about it; of course, it is looking into any warnings that the department may have received in 2010 and previously.
I turn now to the excellent points made by the right reverend Prelate the Bishop of Birmingham. Perhaps I may take this opportunity to thank him for all the work that is done by the diocese of Birmingham Educational Trust, and ask him if he would kindly pass on the department’s thanks to Reverend Jackie Hughes for her excellent work over the years and its best wishes for every success in her retirement. I also pay tribute to the trust’s academies accountability framework, a copy of which I have with me, which is particularly clear on matters like challenge and lines of accountability.
My noble friend Lady Sharp talked about the relationship between the local governing body and the centre, which is very important. The academy chain may appoint the head, but it is important that the local governing body is made aware of all the KPIs and targets so that it can advise the centre of its performance. Only today I had an interesting conversation with the noble Baroness, Lady Sherlock, about this in relationship to a playgroup, and I suggest that it would be very helpful to her if she talked to my noble friend about it.
I come back to the old story about non-qualified teachers, which we had again earlier today in the House. I think that noble Lords know our arguments on this. We do not think it is right to deny people the opportunity of having the best teachers, and there is no clear evidence at all that QTS is an effective arbiter in itself of the quality of teaching.
I am extremely grateful to all noble Lords for this debate, and to my noble friend Lady Perry for her comments and support. In conclusion, by creating a system that is autonomous by giving schools the freedom to innovate and upholds them to a higher level of accountability, we are giving more children and young people a firm educational foundation on which they can build the rest of their lives.
Special Educational Needs (Personal Budgets) Regulations 2014
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The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
These regulations are the first to be laid under Part 3 of the Children and Families Act 2014—an Act which, following very careful and considerate scrutiny by your Lordships’ House, has the potential to make a massive difference to the lives of children and young people with special educational needs and disabilities. These regulations, made under Section 49 of the Act, will introduce the option of a personal budget for education, health and care plan holders from September 2014. Personal budgets can make a real difference to children and young people; indeed, life changing, according to some of our parents on the pathfinder programme.
However, we know that the introduction of personal budgets is complex and needs very careful consideration. Noble Lords may have some concerns about the introduction in September, especially in relation to the depth of testing of direct payments for SEN provision under the pilot scheme. The pathfinder experience has shown that if they are to work, parents must be given clear upfront information about their availability and advice and support on requesting, taking up and managing a personal budget. Pathfinders have also demonstrated that they have the most impact when they are a coherent element of personalisation within the new education, health and care planning process rather than an end in themselves. The introduction from September 2014, as part of the wider introduction of the reforms, means that local authorities will develop personal budgets as a coherent element of the new system rather than as a bolt-on at a later date.
I want to stress that our approach to implementation will be one of evolution rather than revolution, building on the experience of the pathfinders. The draft code of practice, laid before Parliament on 11 June and to be subject to a debate in this House in its own right, is clear on this issue. Subject to the will of Parliament it will, along with regulations covering the local offer and EHC plans, set out a flexible framework for implementation while providing a clear expectation of what local authorities must have in place by September of this year and how this should evolve over time as joint commissioning arrangements and local offers mature.
I turn now to the detail of the regulations we are considering today. They contain many of the provisions we have previously debated as part of the pilot scheme for direct payments for SEN provision. They give parents and young people the right to ask for a personal budget when an EHC plan is being prepared or during a statutory review of the plan. Parents must be given upfront information in relation to personal budgets, including information that we will require to be included in and consulted on as part of the local offer. We have maintained considerations in relation to value for money and impact on other service users, considerations that were included in the very first pilot scheme following discussions between the then Minister for Children and Families and the noble Lord, Lord Rix, and that have continued to be of concern in debates both in this House and in the other place. We have also repeated a requirement for the permission of a school or college, and have added early years settings where a direct payment is being used on their premises. I understand the concern that this is a get-out clause and could be a barrier to inclusion, especially in further education. However, we have not seen any evidence of this from the pathfinders and we think it is only right that institutions should have the final say on who can work on their premises. I can, however, reassure noble Lords that we will keep a careful eye on this issue.
Before I close I want to return to the subject of implementation. I would like to make noble Lords aware of the comprehensive package of support we have in place for local authorities to help them meet the complexities of implementation. This package includes an ever increasing portfolio of materials, including practical advice, case studies, checklists, programmes for workforce development and frameworks for implementation available on the SEN pathfinder website, all developed with expert support from local authorities, their partners and VCS groups working in this area including those representing parents.
On the latter point, we have some excellent examples of information for parents on personal budgets. These have been developed in partnership with parents and include exemplary work from our SE7 pathfinder and the Redcar and Cleveland-Middlesbrough SEN collaborative.
Our SEN advisers are visiting local authorities the length and breadth of the country to establish the level of individual support local areas need and, where necessary, making referrals to our pathfinder champion support team and the newly appointed national champions for personal development.
I know that noble Lords have been interested in the ongoing evaluation of personal budgets. As I stated when we discussed Section 49 of the Act in Committee, SQW, the evaluators of the pathfinder programme, are undertaking a thematic evaluation of personal budgets and integrated resources. The research will re-examine the progress that has been made by both pathfinder and non-pathfinder areas to identify good practice and lessons learnt, and inform the development of less advanced areas. It will be published later this summer.
With this support, and the framework for implementation set out in regulations and the code of practice, I am confident that we have an approach that will in coming years make a significant difference to the lives of children and young people. As such, I hope all noble Lords will give it their support.
Lord Pearson of Rannoch (UKIP)
My Lords I am very grateful to the Government and the noble Lord for bringing forward these regulations. I think that the Minister knows I have a long history, as the father of a Down’s syndrome daughter, of asking for this sort of thing. I particularly welcome, therefore, the inclusion of parents and families in these regulations, giving them a status which they have lacked for many years.
I trust the noble Lord will forgive me if my question is superfluous. I am not sure whether I heard him say anything about the portability of these arrangements. If a young person or a child moves from one local authority to another, is there machinery in place to ensure that what has been agreed with one local authority will be transferred to another?
Lord Nash
I am grateful to noble Lords for their comments and questions on the regulations. I turn first to the point made by the noble Lord, Lord Pearson, about portability. When a family moves to another area, the new local authority may review the plan and conduct an assessment but should keep the provision in the plan in place, including the provision supported by a personal budget.
I am very grateful to the noble Lord, Lord Addington, for his kind remarks and support for what we are doing. I turn to the four points made by the noble Baroness, Lady Hughes. I accept that the current evidence is not as extensive as we would all like. However, more than 500 personal budgets were in place at the last count in April, and in May 90% of local authorities said that they were ready to implement the reforms. Local authorities have expertise available to them in relation to the champions for personal budgets. SEN advisers are working with local authorities on this.
When someone’s experience is that something in the code of practice is, as the noble Baroness said, as clear as mud, it gives me cause for concern, but we will be debating this in full in the next few weeks. We feel that the guidance is appropriate but I look forward to those discussions.
I turn to the noble Baroness’s points about Regulations 6(c) and (d). We must consult about the personal budgets with parents and families as part of the process. I have to say that we have had no evidence that local authorities will use these regulations as a kind of devious reason for making the provisions available. Surprisingly, in my visits to a number of pathfinders, I found strong evidence that personal budgets resulted in a more efficient use of resources, as parents understood that this did not amount to a blank cheque, and the co-operation between parents and local authorities resulted in more efficiency.
Lastly, to deal with the point about post-16 provision, the regulations and advice that we give in the code of practice are clear that personal budgets should support provision that is appropriate to the young person as an individual. The wider provisions of the Children and Families Act contain a presumption of mainstream education for those with EHC plans, including those with personal budgets. If that is not an adequate answer for the noble Baroness I would be very happy to discuss it with her further and write to her.
Baroness Hughes of Stretford
I know that the Minister said we are going to debate the code of practice but what are the grounds upon which a local authority can refuse a payment? Why are those grounds not clearly listed in the regulations?
Lord Nash
It looks like I am going to have to get back to the noble Baroness on this. I do apologise.
Perhaps I can close with a quote from a parent on our pathfinder programme, who said:
“The flexibility is essential and means we can reflect changing circumstances’ needs. Compared to this time last year our son is a happier, less anxious, more settled and communicative child and as a consequence we as a family are able to function better and look forward more optimistically”.
I can think of no better way in which to conclude our discussions and, on that note, I hope that all noble Lords will give the regulations their support.
Schools: British Values
Lord Nash Excerpts(10 years, 6 months ago)
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Lord Cormack
To ask Her Majesty’s Government what plans they have to draw up a list of British values to which all schools will be asked to subscribe.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, independent schools, academies and free schools are required to encourage pupils to respect fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. That provision was brought in by this Government. We plan to strengthen this requirement so that those schools will have to promote British values. Ofsted will also be asked to change the inspection framework to reflect that expectation so that maintained schools are also held to account on the same basis.
Lord Cormack (Con)
My Lords, I thank my noble friend for that encouraging and positive reply, for which I am sure we are all very grateful, but as we approach the 800th anniversary in 2015 of Magna Carta, which was the foundation of the rule of law in our country, should we not be considering drawing up a new British charter of responsibilities and rights which every school in the land should be asked to subscribe to? While we are thinking about these things, would it not also be a good idea to follow the example of our friends across the Atlantic and encourage schools to fly the flag?
Lord Nash
I think we will all reflect deeply on the events in Birmingham. I am also sure that all noble Lords will study Peter Clarke’s report when it comes out. We will then decide what other actions should be taken. As for flying the flag, I think it is a matter of individual choice and for individual schools to decide.
Lord Campbell-Savours (Lab)
The Minister referred in the first part of his Answer to the word “encourage”. Then he said that the new position will be “will have to promote”. What does he mean by “will have to promote”?
Lord Nash
It does not seem to us to be satisfactory to ask a school merely to teach about British values if it does not also teach the importance and primacy of them and promote them. It is not satisfactory to teach about British values and then have a separate lesson that teaches that other values are more important. This will be inspected by Ofsted, within some clear frameworks, by Ofsted inspectors trained to do so. The governors’ handbook will reflect this, as will our guidance on the equality Act.
Lord Singh of Wimbledon (CB)
My Lords, in considering such values, will the Minister take into account a list of British values drawn up by faith leaders at the turn of the millennium, to which all faiths agreed to subscribe?
Baroness Walmsley (LD)
My Lords, does my noble friend agree with me that it might be very illuminating to ask immigrants to this country which British values incentivised them to come to live here? I suspect that free speech will be one of them, but there may be some very interesting ones that we could add to the list.
Lord Morris of Handsworth (Lab)
My Lords, will the Minister take this opportunity to confirm that in establishing and promoting British values, we are not undermining the multiracial and multicultural society?
Lord Forsyth of Drumlean (Con)
My Lords, does my noble friend acknowledge that there are certain dangers in Governments dictating what should be taught and done in our schools?
Baroness Howe of Idlicote (CB)
My Lords, whilst I would have thought that we should all agree with and welcome the fact that there is to be added emphasis on respecting British values, will the Minister also undertake to ensure that the opposite side to values—bullying—is something which all schools should aim to abolish?
Baroness Jones of Whitchurch (Lab)
My Lords, does the Minister agree that if we are going to have a statement of values, it will be meaningful only if it is properly embedded in the curriculum, rather than just a statement standing alone? How does that square with the Government’s decision to give academies and free schools the freedom to determine their own curriculum? Will the Government now be prescribing what British values should be taught in subjects such as history, English, citizenship—you can see that this could flow through the whole curriculum—and what consultation will there be if those curriculum subjects are going to be changed to reflect these new issues?
Lord Nash
I must say that I struggle to keep up with the Labour Party’s flip-flopping on this point. Its last report said that it would allow all schools not to teach the curriculum. The fact is that all schools have to teach a broad and balanced curriculum and have to take account of spiritual, moral, social and cultural issues, and we will make sure that all schools have to teach British values.
Lord Lea of Crondall (Lab)
My Lords, following on from the question from my noble friend Lord Morris of Handsworth, would the Government not find it wise to bear in mind the words of another very distinguished former general secretary of the Transport and General Workers’ Union, Mr Ernest Bevin, who stated about a matter of this kind: if you open up that Pandora’s box, you will find it full of Trojan horses?
Birmingham Schools
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The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, with the leave of the House, I shall now repeat a Statement on schools in Birmingham made earlier today in the other place by my right honourable friend the Secretary of State for Education. The Statement is as follows.
“Keeping our children safe and ensuring our schools prepare them for life in modern Britain could not be more important. It is my department’s central mission.
Allegations made in what has become known as the Trojan horse letter suggested that children were not being kept safe in Birmingham schools. Ofsted and the Education Funding Agency have investigated those allegations. Their reports and other relevant documents have today been placed in the Library of the House. Let me set out their findings and my actions.
Ofsted states that,
‘headteachers reported … an organised campaign to target … schools … in order to alter their character and ethos’
with
‘a culture of fear and intimidation’.
Head teachers who had,
‘a record of raising standards’,
reported they had been,
‘marginalised or forced out of their jobs’.
One school leader was so frightened about speaking to the authorities that a meeting had to be arranged in a supermarket car park.
Ofsted concluded that governors,
‘are trying to impose and promote a narrow faith-based ideology in what are non-faith schools’,
specifically by narrowing the curriculum, manipulating staff appointments and using school funds inappropriately.
Overall, Ofsted inspected 21 schools. Three were good or outstanding, while 12 schools were found to require improvement. The remaining six were inadequate and are in special measures. Let me explain why.
At one secular primary school, terms such as ‘white prostitute’, unsuitable for primary children’s ears, were used in Friday assemblies run exclusively by Muslim staff. The school organised visits to Saudi Arabia open only to Muslim pupils. Senior leaders told inspectors that a madrassah had been established and been paid for from the school’s budget. Ofsted concluded the school was,
‘not adequately ensuring that pupils have opportunities to learn about faith in a way that promotes tolerance and harmony between different cultures’.
At one secular secondary school, staff told officials that the call to prayer was broadcast over the playground using loud speakers. Officials observed that lessons had been narrowed to comply with conservative Islamic teachings; in biology, students were told that,
‘evolution is not what we believe’.
The school invited the preacher Sheikh Shady al-Suleiman to speak, despite the fact that he is reported to have said:
‘Give victory to Muslims in Afghanistan … Give victory to all the Mujahideen all over the world. Oh Allah, prepare us for the jihad’.
Ofsted concluded that,
‘governors have failed to ensure that safeguarding requirements and other statutory duties are met’.
At another secular secondary school, inspectors described ‘a state of crisis’, with governors reportedly using school funds to pay private investigators to read the e-mails of senior leaders. Ofsted found a lack of action to protect students from extremism.
At a third secular secondary school, Ofsted found that students were,
‘vulnerable to the risk of marginalisation from wider British society and the associated risks which could include radicalisation’.
And at a secular primary school, Ofsted found that,
‘pupils have limited knowledge of religious beliefs other than Islam’,
and that,
‘subjects such as art and music have been removed—at the insistence of the governing body’.
Inspectors concluded that the school,
‘does not adequately prepare students for life in modern Britain’.
Ofsted also reports failures on the part of Birmingham City Council. It found that the council did not deal adequately with repeated complaints from head teachers. School leaders expressed ‘very little confidence’ in the local authority and Ofsted concluded that Birmingham has not exercised adequate judgment. These findings demand a robust but also considered response.
It is important that no one allows concern about these findings to become a pretext for criticism of Islam itself, a great faith which brings spiritual nourishment to millions and daily inspires countless acts of generosity. The overwhelming majority of British Muslim parents want their children to grow up in schools that open doors rather than close minds, and it is on their behalf that we have to act.
There are, of course, questions about whether warning signs have been missed. There are questions for Birmingham Council, Ofsted and the Department for Education. I have today asked Birmingham Council to review its history on this issue, and the chief inspector has advised me that he will be considering the lessons learnt for Ofsted. I am also concerned that the Department for Education may not have acted when it should. I am asking the Permanent Secretary to investigate how my department dealt with warnings both since the formation of this Government in 2010 and before.
We must all acknowledge that there has been a failure in the past to do everything possible to tackle non-violent extremism. But let me be clear that no Government and no Home Secretary have done more than this Government to tackle extremism. In the Prime Minister’s Munich speech of 2011, in the Home Secretary’s own review of the Prevent strategy and in the conclusions of the Government’s Extremism Task Force last year, this Government have made clear that we need to deal with the dangers posed by extremism well before it becomes violent.
Since 2010, the DfE has increased its capacity to deal with extremism. We set up Whitehall’s first ever unit to counter extremism in public services with help from former intelligence and security professionals. That unit has developed since 2010 and we will continue to strengthen it. Ofsted now trains inspectors to understand and counter extremist Islamist ideology, and inspections of schools at risk, like those in Birmingham, are carried out by the most senior inspectors, overseen by Sir Michael Wilshaw himself.
But there is, of course, more to do, and today’s reports make action urgent. First, we need to take action in the schools found inadequate. Academies will receive letters saying that I am minded to terminate funding agreements. Local authority schools are having governors replaced. We have already spoken to successful academy providers who are ready to act as sponsors.
We need to strengthen our inspection regime even further. The requirement to give notice of inspections clearly makes it more difficult to identify and detect danger signs. Sir Michael Wilshaw and I have argued in the past that no-notice inspections can help identify where pupils are at risk. I have asked him to consider the practicalities of moving to a situation where all schools know that they may receive an unannounced inspection.
I will also work with Sir Michael Wilshaw to ensure that, as he recommends, we can provide greater public assurance that all schools in a locality discharge their full statutory responsibilities, and we will consider how Ofsted can better enforce the existing requirement that all schools teach a broad and balanced curriculum.
I have talked today to the leader of Birmingham Council and requested that it sets out an action plan to tackle extremism and keep children safe.
We already require independent schools, academies and free schools to respect British values. Now we will consult on new rules that will strengthen this standard further and require all schools to actively promote British values. I will ask Ofsted to enforce an equivalent standard on maintained schools through changes to the Ofsted framework.
Several of the governors whose activities have been investigated by Ofsted have also been active in the Association of Muslim Schools UK, which has statutory responsibilities in relation to state Muslim faith schools. So we have asked AMS UK to satisfy us that it is doing enough to protect children from extremism, and we will take appropriate steps if its guarantees are insufficiently robust.
I have also spoken to the National College for Teaching and Leadership and we will further strengthen the rules so that from now on it is explicit that a teacher inviting an extremist speaker into a school can be banned from the profession.
I will, of course, report in July on progress in all the areas I have announced, as well as publishing the findings of the report of Peter Clarke, who is investigating the background behind many of the broader allegations in the Trojan horse letter.
The steps we are taking today are those we consider necessary to protect our children from extremism and protect our nation’s traditions of tolerance and liberty. The conclusions of the reports today are clear. Things that should not have happened in our schools were allowed to happen. Our children were exposed to things they should not have been exposed to. As Education Secretary, I am taking decisive action to make sure that those children are protected. Schools that are proven to have failed will be taken over, put under new leadership and taken in a fresh new direction. Any school could now be subject to rigorous, on-the-spot inspections with no advance warning and no opportunities to conceal failure. We will put the promotion of British values at the heart of what every school has to deliver for children. What we have found was unacceptable and we will put it right. I commend this Statement to the House”.
My Lords, that concludes the Statement.
Lord Nash
My Lords, personally, I do not think that this is a matter for political point-scoring or mud-slinging in this House. There has been plenty of that elsewhere. These are very serious and sensitive matters that require analysis, reflection, action and further reflection. Therefore, I will not rise to the political points made by the noble Baroness but concern myself with the facts and evidence in relation to the cases we are dealing with. We have set out today the actions we are taking. There are clearly lessons for all of us in this.
So far as the events in 2010 or any other warnings received by previous Governments are concerned, the Secretary of State announced that the Permanent Secretary is investigating this. Personally, I find it very surprising that the Labour Party is propagating local control bearing in mind the complete abject failure of Birmingham City Council in these schools over many years. The chief inspector’s remarks are littered with criticism of Birmingham City Council in relation to this.
On the fact that these schools are academies, 21 schools were inspected and 13 of those were local authority maintained schools. It is true that four of the six in special measures are academies but 60% of all secondary schools are academies and nine of the 11 “Requires improvement” schools were local authority maintained schools, so drawing any kind of line through that is rather difficult. The fact that they were academies has nothing to do with the matter. All schools—academies, grammar schools, maintained schools and faith schools—are required to teach a broad and balanced curriculum. It is in this respect, substantially, that the relevant schools failed.
The key figures in this story have been governors for many years. One of them has been a governor of one school for 20 years while it was a local authority maintained school. Within two years of it becoming an academy, we uncovered these issues and are dealing with them. Academies are subject to considerably greater accountability than local authority maintained schools. They must publish annual accounts, which local authority maintained schools do not. They are subject to the oversight of the Education Funding Agency, which has been extremely helpful in this regard.
Lord Nash
On the events of 2010 or previously, I will not comment further. The Permanent Secretary is looking at that. We have established a due diligence and counterextremism unit, which is extremely well resourced and has proved highly successful.
On whether this is confined to a small group of individuals or a wider issue, that is for Peter Clarke to determine. Of course, there have been suggestions that there are issues in Bradford. Indeed, the Trojan horse letter was allegedly sent to someone in Bradford. Bradford City Council is taking these matters extremely seriously. One school has had an IEB placed in it. We do not believe that these issues are spreading that widely.
So far as creationism is concerned, or any other form of what could be called extremism, of course Ofsted could inspect these schools. Creationism is specifically not allowed in our schools and funding agreements prohibit it.
So far as the apparent change in the Ofsted outcomes is concerned, we have complete confidence in Ofsted’s findings. These are supported by the EFA’s reports. The chief inspector reports that a culture of fear and intimidation has developed in some of these schools since their previous inspections, which has resulted in significantly stark changes and low morale—as I said, since the previous inspections. It may also be the case that because these previous inspections were conducted on notice that events were concealed.
Lord Storey (LD)
My Lords, can my noble friend the Minister answer three questions? First, he will be aware that outstanding schools do not have the same period of inspection, so will these one-off, on-the-spot inspections also include outstanding schools? Secondly, how does he think that local oversight of schools can be advanced? Thirdly, would he consider that Ofsted should have as a hallmark of any inspection that the school provides a broad and balanced curriculum? Finally, he mentioned that any teacher who invites an extremist to speak in the school would be dismissed. I am aware of schools where governors invited extremist speakers into school to speak. Should that then not lead to the governor being removed—or the head teacher—for allowing that to happen?
Lord Nash
My noble friend asked four questions. The answer to the first, on whether no-notice inspections can occur in outstanding schools, is yes, if it was thought appropriate. On local oversight, I already expressed my views on the failure of that in this case. Noble Lords will know that we have hired eight regional schools commissioners who will provide oversight on a regional basis using head teacher boards from top academies. We believe that this is a more effective way of dealing with these matters. “Yes” is the answer to Ofsted looking for a broad and balanced curriculum. We will now consult on the ability for all independent schools to ban governors with extremist links. They would then be banned from sitting on maintained schools’ boards.
Lord Baker of Dorking
Is the Minister aware that what was announced by Mr Gove today will be welcomed across the country, because he was preventing what had been set up as secular schools being transformed, very determinedly but quite slowly, into single-faith Muslim schools, and such a transformation is unacceptable in the English education system? It is a credit to Sir Michael Wilshire and his inspectors that they revealed what is happening.
This will be a difficult and long task, but I suggest to the Minister that it would be easier if he were to announce a moratorium on the approval of any new single-faith schools. The object we are trying to achieve is that students in British schools, irrespective of their race, colour, creed or faith, will sit next to each other, play with each other, eat with each other, go home in the buses with each other and respect each other. If we do not achieve that, our society will be divided by faith and that would be disastrous for our country.
Lord Nash
I welcome my noble friend’s extremely mature comments, with which I largely agree. So far as a moratorium on faith schools is concerned, there is a great place in our society for faith and church schools, which have been extremely successful. Church schools in fact promote community cohesion, it is acknowledged, better than other schools. We must make sure that all schools promote community cohesion and inclusiveness.
Lord Reid of Cardowan
My Lords, I make no apology for responding by returning to the dog that did not bark in the Minister’s speech, which is the chronic dysfunctionality of the relationships across departments in tackling extremism. I do not accept the Minister’s implication—his explicit reference—that this is party-political. From, if I may say so, a little more experience of dealing with these issues than the noble Lord, perhaps I may say that it is an essential prerequisite for tackling extremism that there is the best and smoothest cross-departmental approach—across prisons, community services, local government and education itself. It astonishes me that there was no reference to that in the Statement.
The Minister and I agree about the action plans, but the action plans are only as good as those who are leading the strategic position. It astonishes me that there was no reference to what is obviously the dysfunctionality between those two departments. The whole idea of forming the Office of Security and Counterterrorism in the Home Office—I declare an interest because I was behind the formation of that organisation, to which the Minister referred—was to enhance co-ordination across departments. If that is lacking and there are no plans to try to improve on that despite personalities, the actions that he has mentioned today will not be as effective as we all want.
Lord Bew
My Lords, the great lesson of Northern Ireland is to combat not just violent acts but also extreme ideologies, communal ideologies and religious ideologies of bigotry. Can the Minister assure us, in the light of the statements of both the Home Secretary and the Education Secretary in the other place this afternoon, that the Government are still united on the basis that it is necessary to combat the ideologies of extremism as well as violent acts?
Baroness Morris of Yardley
I am most grateful. There is no doubt that the report makes very uncomfortable reading for everyone. All parts of the education system need to look at how they have performed and ask real questions about what has gone on in recent years. Beyond the no-notice inspections by Ofsted, I find the report more shallow than I would have expected. On no-notice Ofsted inspections, I would be amazed if the wool could be drawn over Ofsted’s eyes just by giving 24 or 48 hours’ notice. I am not convinced at all that merely sending Ofsted in with no notice will enable it to spot these things if it could not spot them with 24 or 48 hours’ notice.
The point I want to raise that has not been raised is that, while excusing no individual in these schools or the local authority, or anyone anywhere from the consequences of their actions, has not the Minister reflected that, in a way, government policies over the past five years have made this situation more likely, not less likely to happen? What we read in the report is the downside to some of the Government’s flagship policies: inviting parents to play a greater part in deciding the values and type of education their children receive; destroying many of the partnerships that meant that what one school did was visible to another; massively reducing local oversight of schools; encouraging teachers, often with no qualifications, to make up their own curriculum as they go along; and excusing outstanding schools from any inspection at all. Without saying that there is nothing to be gained by those policies, the fact is that the Government have made no allowance at all for coping with the downside of some of their key flagship policies. What is the Minister going to do about that now?
Lord Nash
It is true that in recent years, Ofsted has strengthened its inspection regime by recruiting inspectors who speak Arabic and Urdu and are trained in the various Islamic ideologies, but we have today announced many other actions that we will be taking in relation to those schools. I do not accept that it is as a result of recent government actions that these things have happened. The noble Baroness may believe that these things have suddenly turned around; they have in fact taken root in these schools over many years, particularly under the previous Government, but it is this Government who have dealt with those points.
Baroness Neville-Rolfe
The Minister painted a very worrying picture, and we should all work together to improve things. The use of special measures in the Birmingham schools and the prospect of unannounced inspections are good things. In my experience, both in government and in business, they can make a huge difference, so I do not agree with the noble Baroness, Lady Morris, on that particular point.
What wider measures can be taken in schools to tackle the culture that breeds terrorism? Examples might include preventing teaching about suicide bombing, reducing gender segregation and even, perhaps, looking at copying the French, who have prevented various forms of face covering, in addition to the Minister’s proposals for banning extremist speakers and, above all, promoting British values.
Lord Nash
The noble Baroness is quite right. I outlined in the Statement the other actions that we will be taking, including, as she says, promoting British values. One issue that has come out of these Ofsted reports is the importance of keeping children safe on the internet. It is widely known that the biggest recruiting ground for extremism is the internet, so it is particularly important that we focus on that issue, as the Government are. As I said, we will be taking steps to ban teachers and governors from promoting extremism.
Lord Pearson of Rannoch
My Lords, I am most grateful to the noble Baroness. Does the noble Lord agree that this activity does not emulate the Trojan horse so much as follow the violent Muslim tenet of al-hijrah, whereby the faithful are instructed to emulate the Prophet after he became established in Medina and sent into exile or slaughtered his generous hosts who did not join his new religion? In this respect, is it not very worrying that one of the schools in question is actually called the al-Hijrah School? If I understood the noble Lord to say that the Government are going to look into this problem elsewhere, will he make sure that they look at least at Blackburn, Bradford, Burnley, Tower Hamlets, Leicester, Dewsbury and Huddersfield?
Lord Nash
The parents, mostly Muslim, who have sent their children to these schools expect them to receive a secular education that prepares them for life in modern Britain and an education that opens doors rather than closes them, as the Secretary of State said. That is not what happened here. The al-Hijrah school is in the process of installing an IEB.
By one of those serendipitous moments, only yesterday I was told the story of a lady who was walking through an estate in south London, not far from here, when she was mugged. A young Muslim schoolgirl set about the mugger and saw him off, so the lady thanked her and they went on their way. Three days later, the lady met this young Muslim schoolgirl again and said, “You must be a hero in your school”, but she said, “No, I haven’t told anybody about this”. The lady then wrote to the school and told the head about it. To me, that is a wonderful example of the beauty of the Muslim faith and its belief in helping others, and in modesty.
Baroness Hussein-Ece
My Lords, as somebody from a Muslim background who was brought up with a secular education and is a believer in that, I do not believe in faith schools. We should not be rolling out far more faith schools but promoting children growing up by learning about all faiths and none—and sitting side by side, as the noble Lord, Lord Baker, said. However, I have been absolutely dismayed by the way that this has been handled. There has been a drip-drip of leaks, speculation and, as we heard, children in schools being smeared as though they are all somehow subject to extremism. As we have heard, there is obviously troubling information in what has been reported and that must be dealt with, but it concerns a minority of people. I have read reports from teachers on the ground in these schools and parents who want the best for their children through a good education and good GCSEs. When children are taking GCSEs in these schools, is this the time for this constant “Trojan horse” speculation? Given the political football created by the way it has been handled, does the Minister not agree that this is extremely damaging for those children who are just trying to do their GCSEs and are being targeted? They are afraid to go on buses wearing the school uniforms of some of these schools for fear of being singled out and called terrorists, bombers and extremists. Is this helpful?
Lord Nash
I agree entirely with the noble Baroness’s comments on the aims. As for the drip-drip, people sometimes refer to the slowness with which some of these Ofsted reports have officially come into the public domain, but it is important in these cases that we give the schools time to respond and that Ofsted can therefore check its facts. However, as far as the timing of this is concerned, we had to act and we have done so.
The Lord Bishop of Norwich
My Lords, the Minister may not be aware that earlier this afternoon in his maiden speech, the right reverend Prelate the Bishop of Chelmsford said that good religious education is one of the best ways of countering religious extremism. I would be interested to know whether the Minister agrees. Given that none of the schools subject to these inspections in Birmingham were faith schools—although listening to our discussion, you would have thought otherwise—does it not seem that appropriate, well balanced and enriching religious education may have been an area of neglect? I cannot help but wonder whether this has been facilitated too easily by the way in which religious education has sometimes been marginalised in the curriculum by the Department for Education in recent years and whether we are reaping some reward for that.
Schools: Free Schools
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Baroness Jones of Whitchurch
To ask Her Majesty’s Government what early intervention measures they are putting in place to reduce the educational and financial implications of failing free schools.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, as new institutions, free schools get support from educational advisers prior to opening to develop their education offer and to appoint key staff. They are also subject to rigorous checks on their financial viability. Once open, they are monitored by education and finance advisers. Where performance issues are identified, these advisers work with schools to bring about the necessary improvements. If a school fails to improve, we will take swift and decisive action.
Baroness Jones of Whitchurch (Lab)
I thank the Minister for that reply but this weekend we heard accusations that £400 million has been diverted away from the targeted basic need fund to prop up the free schools programme. Meanwhile, West Sussex County Council has already had to find £285,000 to fund alternative places for pupils from the failed Discovery free school. Can the Minister please reassure the House that no further money will have to be diverted towards the Secretary of State’s pet project when there continues to be such severe pressure on school places elsewhere?
Lord Nash
I think I can assure the House. As I said on Monday, far from taking money away from the basic need places, the free schools programme is enhancing the number of places available. We inherited a shortfall in places from the previous Government, who surprisingly failed to anticipate this
Lord Forsyth of Drumlean (Con)
My Lords, does my noble friend not agree that it tells us everything about the Official Opposition that they ask a Question not about failing schools but about failing free schools, when free schools have done so much to offer opportunities to people who would otherwise be deserted in failing schools? Does this not show why they are not really fit to form a Government in our country?
Lord Nash
I could give a very long answer to that question but essentially I agree with my noble friend. The free schools programme is an outstanding success, and I use that expression advisedly. Free schools are much more likely than other schools to be rated outstanding after four or five terms of opening. On Monday, I mentioned a number of free schools which I invited noble Lords to visit and which have been rated outstanding within a few months of opening. There are seven, but I am sure that noble Lords across the House will be delighted to hear that many more have recently been judged outstanding in their fifth term of opening, and these reports will be published shortly. Therefore, we should be loudly praising the heads, teachers, parents, sponsors and governors of these schools.
The Lord Bishop of Oxford
My Lords, given that prevention is better than costly cure, can the Minister let us know what is being done to make sure that free schools are established as groups of interdependent schools, rather than independent and autonomous units? Can he let us know how what we have learnt from the academies programme—that we need to get schools grouped together in multi-academy trusts—is being transferred to free schools?
Lord Nash
The right reverend Prelate makes an extremely good point. Although it is true that a number of outstanding schools have been established entirely independently, the way forward is the school-to-school support model, with schools operating in local clusters and secondaries working with their primaries. We are taking this learning, which has been very successful in the academy movement, into the free schools movement.
Baroness Massey of Darwen (Lab)
My Lords, we all know that some free schools have not been as successful as the noble Lord makes out. However, apart from that, can he tell the House how the impact and competence of non-qualified teachers will be assessed?
Lord Storey (LD)
The Minister may be aware of the for-profit Swedish company IES, which won a £21 million contract to run the Breckland free school. If that school continues to fail, whose responsibility will it be—the head or the principal, the governors or the trustees, or the for-profit company running that free school?
Lord Hamilton of Epsom (Con)
My Lords, in view of the hostility to free schools that we hear from both Liberal Democrats and the party opposite, does this mean that if by some extraordinary misfortune—it is very unlikely—we ended up with a Lib-Lab coalition, we would see a return to bog standard comprehensives?
Lord Howarth of Newport (Lab)
My Lords, will the Minister point out to his noble friends Lord Forsyth of Drumlean and Lord Hamilton of Epsom that there is another 12 months to go before the election and that they are getting prematurely overexcited. Does he agree that in this House at least we should try to sustain an intelligent conversation for as much as possible of the next 12 months?
Lord Brooke of Alverthorpe (Lab)
The Minister said that if a free school fails the Government will take swift and decisive action. Can he tell the House what that would be?
Education: Free School Funding
Lord Nash Excerpts(10 years, 7 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, with the leave of the House, I will repeat in the form of a Statement the Answer to an Urgent Question given in another place this afternoon by my right honourable friend the Secretary of State for Education. The Statement is as follows.
“I am delighted to be able to update the House on progress in providing new school places. Just last week, the Public Accounts Committee congratulated the department on the clear progress that has been made in delivering new school places through the free school programme, with costs significantly lower than under the previous Government’s school building programme.
Free schools cost around half what schools built under Building Schools for the Future cost. Thanks to the savings we have made, and thanks to the success of our long-term economic plan, we have been able to invest far more than the previous Government in creating new school places, especially in areas of need. We are investing £5 billion over the life of this Parliament in giving money to local authorities for new school places. That is more than twice what the previous Government spent over the equivalent preceding period, despite repeated warnings that the population was increasing. We plan to invest even more in the next Parliament, with £7 billion allocated for new school places.
As a result, we have delivered 212,000 new primary school places between 2012 and 2013 and we are on course to deliver another 357,000. Thanks to the efforts of many great local authorities, we now have fewer pupils in overcrowded primary schools than we had in 2010. As well as the expansion of existing local authority provision, we have also created, on top, 83,000 places in new free schools. The budget for these schools has been just under 10% of the department’s total capital spend.
Free schools are, so far, outperforming other schools inspected under our new and more rigorous Ofsted framework. Schools such as Dixons Trinity in Bradford and the Canary Wharf free school in Tower Hamlets have been ranked outstanding months after opening. Free schools are now oversubscribed, with three applications for every place and, indeed, the longer free schools are in place, the more popular they are. Schools such as the West London Free School and the London Academy of Excellence are becoming the most oversubscribed schools in their area.
It is important to remember that we have met the demand identified by local authorities for new school places and have also set up seven out of 10 free schools in areas of significant population growth. Indeed, as the National Audit Office has pointed out, £700 million of the £950 million spent on the free schools so far opened has actually augmented the money given to local authorities for new school places. Other free schools have been set up to provide quality provision where existing standards are too low or school improvements have been too slow.
We should never be complacent about educational standards but we should today take time to thank local authorities and all our school leaders and teachers, because no child in this country is without a school place, fewer are in overcrowded schools and Ofsted reports that more children are being taught good and outstanding lessons by more highly qualified teachers than ever before.
In short, thanks to the rigour with which we have borne down on costs, the innovation unleashed by the academy and free schools programmes, and the success of the Government’s economic strategy, we have been able both to provide all necessary school places and drive up quality across the board”.
Lord Nash
The noble Baroness is of course only doing her job in pointing out the few failings in the free schools programme. However, overall, the programme is a massive success, as witnessed by the number of MPs across the other place this afternoon who praised the free schools in their constituencies and by the massive demand from parents, witnessed by their being three times oversubscribed.
Overall, free schools are far more likely to be rated outstanding within only a few months of opening than other schools. Any failings in our school buildings programme is but nothing compared to the massive failure of the previous Government’s Building Schools for the Future programme, which ran at least £10 billion over cost. That failure was coupled with their complete failure, apparently, to anticipate the looming crisis— despite repeated warnings and their immigration policy—in school places which we are now fixing.
I thought that the Public Accounts Committee report was very balanced and very fair. In particular, it was quite muted compared to the committee’s 2009 report into the Building Schools for the Future programme, which contained phrases such as,
“poor planning and persistent over-optimism”,
and said the department had,
“wasted public money by relying on consultants”,
and was “complacent”.
Rather than the free schools building programme taking money away from basic needs, it is in fact enhancing it: £1.1 billion has been allocated for 174 free schools, 70% of which are in areas of basic need; in the free school round announced in January this year, all our new maintained schools are in areas facing a shortage of places; and it looks likely that the latter will pretty much be the case as well for the new round to be announced shortly. We have been able to meet the demand for school places which we were left with by the previous Government, who in fact reduced the number of primary places by 200,000 despite the warnings. The noble Baroness referred to the Discovery New School. We have closed half of another school. We have in fact closed schools with 200 places in them which compares with the 150,000 new places that we have created under the free schools programme.
Baroness Perry of Southwark (Con)
Will my noble friend confirm that one of the most heartening aspects of the free schools programme is that every free school is opened only after extensive consultation with the local community? By the time the free school is open, it has huge community support, and the parents who have been involved in the setting up of the school have overwhelming enthusiasm and are greatly involved in the life of the school in a way that, in my experience, has been seen in very few local authority schools.
Lord Nash
I can confirm what my noble friend says. I encourage noble Lords from across the House to visit schools such as Dixons Trinity Bradford, Reach Academy Feltham, Canary Wharf College or ARK Conway Primary Academy, all of which have been rated outstanding within months of opening.
Lord Storey (LD)
The Minister is right to point to the fact that there are problems of overcrowding in maintained schools. In fact, a survey by the Local Government Association found that in 2012 one-fifth of primary schools were full, with the obvious problem of increased class sizes. Will the Minister confirm that every parent who wishes to send their child to a maintained primary school will be able to do so? Will he confirm or deny that no money has been diverted or augmented from the basic needs budget to the free schools programme? Will he confirm that it is still government policy that no free school should be run as a business? This has somehow been caught up in the issue of the meals programme for key stage 1 children. Will he confirm that the Government are fully committed to that programme?
Lord Nash
Local admissions arrangements are for the local authority in the area, although it is true that virtually all academies and free schools use the local authority admissions process. I have already answered the second point about money being directed from basic needs to free schools. We have a very strict policy: no free school or academy can be run as a business. Indeed, no one with any close relationship with a free school or academy can provide any services to that school except at cost. The Government are fully committed across party to the universal free school meals programme.
Baroness Farrington of Ribbleton (Lab)
My Lords, the Minister said that no money has been diverted into the free schools programme. Will the Minister confirm that the Treasury set a limit? If, for example, the per capita payment per pupil—not the building cost, but the per capita cost per pupil—is higher for free schools, then both the local authority maintained schools and the voluntary sector schools are deprived of resources. I, for one, take offence when it is said that free schools have more highly qualified teachers when actually they are allowed to employ unqualified teachers. I consider that to be a slur. I admit that I am biased, but does the Minister accept that in Lancashire parents join in their local schools, be they church schools—of which Lancashire has the largest number—or other schools? When the Minister says that seven out of every nine free schools are justified, two out of every nine are not justified. County schools, local authority schools and the voluntary aided sector cannot use that money if it is being spent to support a whim of the Secretary of State.
Lord Nash
All academies and free schools are funded on an equal basis to maintained schools. They may get some start-up grants, but their annual revenue going forward is equal. As regards the slur to which the noble Baroness referred, the Statement says quite clearly that Ofsted has reported that all schools, not just free schools, have more highly qualified teachers than ever before.
Baroness Williams of Crosby (LD)
My Lords, I understand that the very first duty of any education department is to ensure that every single parent will have the opportunity to place his or her child in a maintained school if that is what he or she wishes. I am concerned by what appears to be a fog of misunderstanding. My understanding is that there are at least 12 local authorities—I give as examples Teeside, Ruislip, Croydon and Bristol—where it is said to be impossible for a parent to find a place in a maintained primary school. That should be the first duty of Government. It would be very helpful if the Minister could say specifically that he does not know of local authorities that cannot find a primary school place for their children. If someone wants to send their child to a free school that is perfectly fair, but it should not be forced on them.
Lord Nash
I have said quite clearly that we have satisfied all the demand for free school places and we have funded local authorities to be able to satisfy that demand. Of course, we now have a system in which 60% of secondary schools and 12% of primary schools are academies. It may well be that in some areas the nearest school which the allocation process in the local authority directs parents to will be a free school rather than a local authority maintained school.
Education: Black British Students
Lord Nash Excerpts(10 years, 8 months ago)
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Baroness Benjamin
To ask Her Majesty’s Government what steps they are taking to raise the academic attainment levels of black British students, and especially those of Caribbean descent.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, the Government aim to improve education for all and our policies to achieve this are working. Attainment for black pupils is increasing strongly while performance gaps have closed and are narrowing substantially. In the past five years, we have seen a 17% increase in black Caribbean pupils attaining five GCSEs, including English and maths; it has gone up from 36% to 53%. For black African pupils the achievement rate now stands at 61.2%, which is above the national average of 60.6%.
Baroness Benjamin (LD)
My Lords, students of Caribbean heritage are at the very bottom of the attainment league table. Chinese and Indian students are at the top yet they are always lumped together as if they are one group, giving the impression that ethnic minority students are outperforming white students. Can my noble friend the Minister tell the House what is being done to ensure that Caribbean-heritage students are attaining the Government’s GCSE benchmark and going on to further and higher education? How is the Education Endowment Foundation being encouraged to use its substantial government funds to address this problem?
Lord Nash
I assure my noble friend that we publish detailed attainment data by specific ethnic category and that schools and Ofsted study their internal data on this carefully to ensure that all pupils are making good progress. Sponsored academies have substantially higher intakes of black pupils than the rest of the state sector, and those pupils are significantly outperforming pupils from similar backgrounds in maintained schools. Sponsored secondary academies have 79% more black Caribbean pupils and are increasing their performance at double that of other state schools, while sponsored primary academies have 38% more black Caribbean pupils and are increasing their performance at three times that of other state schools. Disadvantaged black Caribbean pupils are also outperforming the disadvantaged group as a whole: 45% are achieving the GCSE measure compared to the national average of 41%, while it is 33% for white disadvantaged pupils. Through the pupil premium we are providing £2.5 billion this year, which will benefit more than half of black pupils, while the EEF is funding a number of projects including an increasing pupil motivation project to help black pupils.
Baroness Massey of Darwen (Lab)
My Lords, does the Minister agree that teacher expectation is one of the things that has the greatest impact on pupil achievement? Apart from what is going on in schools, does he also agree that mentoring schemes such as those of the Amos Bursary or ASCL can have a huge impact on the achievement of pupils through their one-to-one programmes?
Lord Nash
I agree entirely with the noble Baroness on both points. I like to think that low teacher expectations, particularly for black pupils, are a thing of the past; that is certainly proven in sponsored academies. I agree entirely with her about mentoring schemes. My own school participates in the mayor’s mentoring programme, which provides mentoring relationships for 1,000 black boys across the capital. Chance UK is an excellent charity providing mentoring, while Think Forward, which was founded by the Private Equity Foundation and funded by the EEF, provides highly trained coaches to work with disadvantaged 14 year-olds in schools in east London.
The Lord Bishop of St Albans
My Lords, what assessment have Her Majesty’s Government made of the impact on educational attainment of the absorption of the Ethnic Minority Achievement Awards into the dedicated schools grant, which was done some months ago?
Baroness Lawrence of Clarendon
My Lords, what happens after school and university is equally important. The latest figures show that 45% of young black people in the UK are unemployed. What steps are the Government taking to stop the overrepresentation of young black African and Caribbean people among the unemployed?
Lord Nash
Our apprenticeships programme is very much aimed at this. We have also reformed vocational qualifications. In the past, too many of these qualifications had no real job value but were overpromoted in equivalence tables. Alison Wolf did a study on this, and we have dramatically reduced the number of equivalent vocational qualifications that count, which will be of much more value to all pupils and I think will particularly help black pupils.
Baroness Hussein-Ece (LD)
My Lords, is the Minister aware that a recent study by the Institute of Education found that one of the major concerns of black parents was that teachers generally predetermined the kind of pupils—
Baroness Hussein-Ece
—who were capable of academic success, that some teachers had lower expectations of black and minority ethnic students and that black pupils were more likely to be entered for lower-tier exams, meaning that these students were able to achieve only a C or D grade as a maximum?
Lord Nash
One could say that was a fair cop, but I think I am entitled to. The Teach First programme, which we have quadrupled, the Teaching Leaders scheme and the Future Leaders scheme, along with the Talented Leaders programme that we are shortly to introduce, should all ensure that we raise the standard of teaching and that any prejudice in this regard is a thing of the past.
Schools: Bad Behaviour
Lord Nash Excerpts(10 years, 8 months ago)
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Baroness Massey of Darwen
To ask Her Majesty’s Government what policies they promote to prevent bad behaviour in schools, apart from punishment.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, we recently updated our Behaviour and Discipline in Schools advice. This stresses the need for schools to have a behaviour policy that both rewards and reinforces good behaviour and sanctions poor behaviour. We have also published a series of case studies which highlight the range of ways in which schools can foster good behaviour.
Baroness Massey of Darwen (Lab)
My Lords, I thank the Minister for that response. Does he agree that many schools in challenging areas with challenging pupils nevertheless have good behaviour and good discipline? Why does he think that is? Does he also agree that positive strategies in schools, rather than punitive ones such as picking up litter or writing lines, are more effective in combating bad behaviour?
Lord Nash
I agree entirely with the noble Baroness. Schools have good discipline where they have high standards and expectations across the board and a whole- school behaviour policy that is clearly communicated and consistently applied. For instance, when we took over at Pimlico Academy, behaviour was pretty awful. We used an approach that we had seen in the States, where they start with the pupils’ breaking the rules and getting into trouble and then move them slowly to a position where they behave because they want an orderly society and realise that that is the only way in which they can learn. I believe that behaviour policy should be at the core of all good schools. The noble Baroness is certainly right that rewards and incentives for attendance, behaviour, improvement and effort are all very important in promoting good behaviour.
Lord Storey (LD)
My Lords, the Minister may be aware that in Wales every secondary pupil has access to counselling services, and that independent empirical research has shown that there has been an 80% reduction in behavioural issues. He will also be aware that in Northern Ireland we fund independent counselling for young people, for obvious reasons. Does he think that there is a case for counselling in English schools? Should we look at a programme to develop such a provision?
Lord Nash
I know that my noble friend is very experienced in this area from his role as a primary school head in Liverpool for 20 years. Counselling is very important and there are some excellent counselling organisations, such as Place2Be. Our advice is clear that schools should be aware that when counselling is needed or mental health services need to be involved, they should involve other agencies. Counselling of course links with mentoring, for instance, when pupils at risk of being involved in gangs are mentored and counselled by particular types of people.
Baroness Howe of Idlicote (CB)
My Lords, can the Minister tell the House what role school governors and councils should play in promoting high standards of behaviour in schools? Equally, do the Government believe that pupils themselves should have a role? In one group of schools, as I understand it, a slightly older pupil is given responsibility for settling in a new student and afterwards given “brownie” points on how effective the result has been. Can the Minister expand on other ideas for pupil involvement that the Government might be advocating?
Lord Nash
I agree entirely with the noble Baroness. A governor’s main role is to set the ethos and vision of the school. We would expect all governing bodies to accept such an ethos that had very high expectations for behaviour and to be very interested in the school’s behaviour-management policy. School councils and pupil feedback are essential. I recently visited Wickersley Academy in Rotherham, where every year-group elects two pupils to a school council. I said to one of the boys that that seemed to generate a certain amount of change every year. He said, “Not a bit of it. I make sure that I’m elected every year”. I look forward to seeing him in the other place shortly. Older pupils mentoring younger pupils, or acting as guardians in their early days, is very important both for the younger pupils and often for the older pupils for taking responsibility.
Baroness Whitaker (Lab)
The noble Lord’s department has very creditably funded four organisations to reduce bullying in schools. Can he say what success they have had in the case of Gypsy, Roma and Traveller children for whom bullying is so substantial a cause of their dropping out at secondary school level?
Lord Nash
The noble Baroness is quite right: we have indeed funded BeatBullying, the Diana Award, Kidscape and the National Children’s Bureau to deliver training for schools to prevent and tackle all types of bullying based on prejudice and intolerance. Tackling all types of bullying is one of our top priorities. Each of the projects will be evaluated to measure the impact of the training on reducing bullying overall. Due to the relatively small numbers involved, it is unlikely that these evaluations will measure the impact on specific groups of children but we believe that the programme should, for instance, have a significant impact on reducing any bullying of Gypsy, Roma or Traveller children.
The Lord Bishop of Leicester
My Lords, in view of the Minister’s clear endorsement of the policy of positive reinforcement of good behaviour, does he agree that we should be doing much more to promote a culture of mutual respect more widely in society so that the benefit of the positive work of many schools is not lost when our children step out of the school gate?
Lord Deben (Con)
My Lords, does my noble friend agree that much of the behaviour in schools would improve if all teachers felt that when they were eating in the school they should eat with the children at the tables and take a real part in the conversation, rather than sitting on one side and leaving less suitable people to supervise meals?
Lord Nash
I agree entirely with my noble friend: eating is an extremely civilised way for pupils to learn. I recently visited Dixons Trinity free school in Bradford, which was rated as outstanding shortly after it opened and which I strongly recommend any noble Lord to visit. It has a scheme of family dining whereby pupils eat in eights, teachers join them and one pupil collects the food and serves it to the other pupils. I talked to the pupils about this and they felt that it was extremely valuable.
Baroness Hughes of Stretford (Lab)
My Lords, does the Minister agree that a strong PSHE programme is essential to inculcating good behaviour both in and out of school? Is it not another good reason why the Government should put a much stronger emphasis now on PSHE and require all schools to prioritise and improve their PSHE teaching?
Lord Nash
As the noble Baroness knows, we feel that strong PSHE teaching is at the core of all schools—we just do not think that we should legislate specifically for it, as we have discussed on many occasions in this House. We feel we should leave head teachers to adapt the particular pastoral care that they have in their schools. However, we have commissioned the PSHE Association to produce a series of case studies, and Ofsted also has produced a range of key characteristics. We are also establishing a PSHE expert group chaired by Joe Hayman, chief executive of the PSHE Association, to ensure that teachers have the support and resources to deliver high-quality PSHE teaching.
Baroness Hussein-Ece (LD)
My Lords, what progress is being made in the historic overrepresentation of boys from African-Caribbean communities who are excluded?
Lord Berkeley of Knighton (CB)
My Lords, a lot of research has shown that exposure to music and drama in young children tempers behaviour. I wonder whether the Government would like to commit to supporting music and drama in schools and, indeed, increasing it?
Lord Nash
We fully support music and drama in all schools; it can be a very calming influence. When we took over in my own school they had a bell which sounded like a submarine, which I thought was very uncalming. We now have a piece of piano music, the noble Lord may be delighted to hear. An active music/drama programme should be central to every school’s curriculum.