Education: Curriculum, Exam and Accountability Reform
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, with the leave of the House, I shall now repeat a Statement made by my right honourable friend the Secretary of State for Education in another place this morning.
“Mr Speaker, with your permission, I should like to make a Statement on the future of qualifications, school league tables and the national curriculum.
Last September we outlined plans for changes to GCSE qualifications designed to address the grade inflation, dumbing down and loss of rigour in those examinations. We have consulted on these proposals and there is now consensus that the system needs to change. But one of the proposals I put forward was a bridge too far. My idea that we end the competition between exam boards to offer GCSEs in core academic qualifications and have just one—wholly new—exam in each subject was just one reform too many at this time.
The exam regulator Ofqual, which has done such a great job in recent months upholding standards, was clear that there were significant risks in trying both to strengthen qualifications and end competition in a large part of the exams market. So I have decided not to make the best the enemy of the good and I will not proceed with plans to have a single exam board offering a new exam in each academic subject. Instead, we will concentrate on reforming existing GCSEs along the lines we put forward in September, because there is consensus that the exams and qualification system we inherited was broken.
Our first set of reforms was to vocational qualifications. They were allowed to become less rigorous options under the previous Government. Alison Wolf’s report outlined how to improve the quality of vocational courses and expand work experience. It secured near universal support. It will soon all be done. We are also reforming apprenticeships. Under the previous Government the currency of apprenticeships was devalued alongside every other qualification. The Richard report on apprenticeship reform will restore rigour, as the noble Lord, Lord Adonis, has explained so powerfully.
We are reforming A-levels. Schools and universities were unhappy that constant assessment and modularisation got in the way of proper learning. So we are reforming those exams with the help of school and university leaders. GCSEs will now also be reformed in a similar fashion. The qualifications should be linear, with all assessments normally taken at the end of the course. Examinations will test extended writing in subjects such as English and history, have fewer bite-sized and overly structured questions, and in mathematics and science there should be a greater emphasis on quantitative problem-solving. Internal assessment and the use of exam aids will be kept to a minimum and used only where there is a compelling case to do so, to provide for effective and deep assessment of the specified curriculum content.
Importantly, the new GCSEs will be universal qualifications and I expect the same proportion of pupils to sit them as now. This is something we believe the vast majority of children with a good education should be able to achieve. But reformed GCSEs will no longer set an artificial cap on how much pupils can achieve by forcing students to choose between higher and foundation tiers. Reformed GCSEs should allow students to access any grade while enabling high-quality assessment at all levels. The appropriate approach to assessment will vary between subjects and a range of solutions may come forward; for example, extension papers offering access to higher grades alongside a common core. There should be no disincentive for schools to give an open choice of papers to their pupils.
I have asked Ofqual to ensure we have new GCSEs in the core academic subjects of English, maths, the sciences, history and geography ready for teaching in 2015. These proposals will, I believe, achieve a swift and significant rise in standards, right across the country—equipping far more young people with the knowledge and skills they need to achieve their full potential.
Reforming qualifications alone is not enough to ensure higher standards for every child. We also need to reform how schools are graded to encourage higher expectations for every student. Existing league tables have focused almost exclusively on how many children achieve a C pass in five GCSEs including English and maths. Yet this deceptively simple measure contains three perverse incentives: it encourages schools to choose exams based on how easy they are to pass, rather than how valuable they are to the student; it causes a narrow concentration on just five subjects, instead of a broad curriculum; and it focuses teachers’ time and energy too closely on just those pupils on the C/D borderline, at the expense of their higher or lower-achieving peers.
So today I am proposing a more balanced and meaningful accountability system, with two new measures: the percentage of pupils in each school reaching an attainment threshold in the vital core subjects of English and maths; and an average point score showing how much progress every student makes between key stage 2 and key stage 4. The average point score measure will reflect pupils’ achievement across a wide range of eight subjects. As well as English and maths, it will measure how well pupils perform in at least three subjects from the English baccalaureate—sciences, history, geography, languages and computer science—and in three additional subjects, whether those are arts subjects, academic subjects or high-quality vocational qualifications. This measure will incentivise schools to offer a broad and balanced curriculum, with high-quality teaching and high achievement across the board. It will also affirm the importance of every child enjoying the opportunity to pursue the English baccalaureate subjects. By measuring average point scores rather than a single cut-off point, the new measure will also ensure that the achievement of all students is recognised equally, including both low attainers and high fliers.
Alongside today’s proposed changes to exams and league tables we are also publishing our proposals for the new national curriculum in England. Over the past two years we have examined and analysed the curricula used in the world’s most successful school systems, in jurisdictions such as Hong Kong, Massachusetts and Singapore. We have combined the best elements of their curricula with some of the most impressive practice from schools in this country, and the result is published today—a new draft national curriculum for the 21st century which embodies high expectations in every subject.
We are determined to give every child, regardless of background, a broad and balanced education, so that by the time their compulsory education is complete they will be well equipped for further study, future employment and adult life. All of the current national curriculum subjects will be retained at both primary and secondary levels, with the important addition of foreign languages, to be taught in key stage 2.
Our new draft programmes of study in core subjects are both challenging and ambitious, focusing tightly on the fundamental building blocks of study, so that every child has the knowledge and understanding to succeed. A key principle of our reforms is that the statutory national curriculum should form only part of the school curriculum, not its entirety. Each individual school should have the freedom to shape the whole curriculum to their particular pupils’ aspirations and priorities—a freedom already enjoyed by the growing numbers of academies and free schools as well as, of course, by schools in the independent sector.
Programmes of study in almost all subjects—other than primary English, mathematics and science—have been significantly slimmed down. We have specifically stripped out unnecessary prescription about how to teach and concentrated only on the essential knowledge and skills which every child should master.
In maths—learning from east Asia—there is a stronger emphasis on arithmetic and more demanding content in fractions, decimals and percentages, to build solid foundations for algebra. In the sciences there is rigorous detail on the key scientific processes from evolution to energy. In English there is more clarity on spelling, punctuation and grammar, as well as a new emphasis on the great works of the literary canon, and in foreign languages there will be a new stress on learning proper grammatical structures and practising translation.
In geography there is an emphasis on locational knowledge—using maps and locating key geographical features, from capital cities to the world’s great rivers. In history there is a clear narrative of British progress, with a proper emphasis on heroes and heroines from our past. In art and design there is a stronger emphasis on painting and drawing skills, in music a balance between performance and appreciation. We have replaced the old ICT curriculum with a new computing curriculum, with help from Google, Facebook, and some of Britain’s most brilliant computer scientists, and we have included rigorous computer science GCSEs in the English baccalaureate.
With sharper accountability, a more ambitious curriculum, and world class qualifications, I believe we can create an education system which can compete with the best in the world; a system which gives every young person, regardless of background, the high-quality education, high aspirations and high achievement they need and deserve”.
My Lords, that concludes the Statement.
Lord Nash
I am surprised at the comments of the noble Baroness as it seems to me that by an excellent democratic process of consultation, we have arrived at a remarkable synthesis of views. Many people have advised that our exam system is in need of fundamental reform. The Select Committee, Ofqual and others advised that moving to a single exam board was a step too far, and we have listened to that advice. If criticising us for that is the Opposition’s best point, we must be doing most things right. No Secretary of State in living memory has done more for children’s education in this country than my right honourable friend. Contrary to what the noble Baroness said, I can assure her that he thinks most deeply about our education system.
We are making a great many changes, and quickly, because the state of the education system we inherited demands them. We need to make them in order to be internationally competitive. Over the nine years from 2000 to 2009 we fell from fourth to 16th in science; from eighth to 28th in maths; and from fifth to 25th in literacy. Even if we question the statistics, how many more NEETs do we need and how many more businessmen need to tell you that the people coming out of our schools are not fit for employment to realise that our education system needs fundamental reform?
On the question of embarrassing changes, perhaps the noble Baroness can tell us whether Stephen Twigg still supports a single exam board, as he stated last September. He seemed unable to answer that question in another place earlier today. Anybody who thinks that the current national curriculum is fit for purpose should get out there and sit through lessons, as I have done on many occasions, to see how content-light the current national curriculum is and how it is short-changing our pupils. That was brought home to me about four years ago when I watched a lesson by a so-called very good English teacher on “The Taming of the Shrew”. It was a 50-minute lesson and the sole material produced was a single sheet of A4 on which she had photographed the posters of the six films that had been made about “The Taming of the Shrew”. The subject matter of the lesson was how more or less the portrayal of the shrew in the photographs had been sexualised. Apparently that was relevant and something in which children could engage. That was when I realised what was going on in our schools.
We believe that pupils can achieve far more than we have hitherto asked of them and everything that I have seen in my experience confirms me in that view. EBacc is based on the best international systems that all have a core suite of academic subjects that sometimes is mandatory. We will substantially reduce controlled assessment, making exams linear, not modular. We will finally be ending the culture of dumbing down. We are putting in place an effective accountability regime which substantially reduces the chances of gaming and ensures all pupils receive equal attention, not just those on the C/D borderline. It encourages a broad and balanced curriculum in which all relevant GCSEs and approved vocational subjects will be treated equally.
Our exams will be modern; they will include computer science; they will be rigorous; they will require deep subject knowledge and understanding; they will test extended essay writing and problem solving and will give our pupils the skills they need for the future. We will also be stripping out unnecessary prescription as to how teachers teach, freeing them up to display their professional expertise and subject knowledge. One very important point, which has gone largely unnoticed so far, is that, as the chief inspector, Sir Michael Wilshaw, says in every speech he makes, we no longer care precisely how teachers teach provided our students are learning and making progress. There is a perception among all teachers that there is something called a standard Ofsted lesson. It does not exist but it is perceived to be no more than five minutes teaching from the front; a plenary at the end; group work; peer group discussion and so on. Teachers find this a straitjacket which they live in fear of. We are determined to end this but that message has not got through yet to all Ofsted inspectors; however, we are determined to get it through. When we end this, it will free teachers up to display their professional expertise and their subject knowledge, and make teaching much more enjoyable. We are determined to allow teachers to take back control of their classrooms.
We believe that this curriculum and the examination system we propose will help give our children and young people the education they deserve.
Baroness Garden of Frognal
My Lords, just before we begin, I remind noble Lords to be as brief as possible to enable as many Members as possible to speak.
The Earl of Clancarty
My Lords, I thank the Government for listening to the many voices of concern, including those from the arts, about the operation of a two-tier system. We have had good news today; nevertheless, issues remain. Does the Minister accept that for the Government to be consistent in their response to these concerns, any performance measure should not continue to discriminate against subjects, including arts subjects? The Minister will be aware that this is currently having a significant effect in schools with the EBacc performance measure presently in place.
The Lord Bishop of Bath and Wells
My Lords, I speak on behalf of the Church of England but on a personal note to begin with, I failed the 11-plus, went to a secondary modern and got five O-levels, not including English and maths. I ended up as a teacher. I have three sons who teach and they thoroughly enjoy the profession they are in. I welcome the announcement, on behalf of the Church of England, and await more details of what it will mean for our schools. Our concerns about the Government’s EBacc plans have always focused on the downgrading of religious education as a core subject. In modern society, understanding about faith has never been more important for both civic discourse and cultural enrichment and we eagerly await the findings of the All Party Parliamentary Group on Religious Education to be published next month.
Church schools have always followed the national curriculum. There are dangers in anecdote because I spent a very fortunate three weeks in one of our local comprehensive schools observing the RE teaching, which was of a very high standard indeed. We hope that Mr Gove’s plans will put the good of all the pupils first and not just those who are academically gifted—as it is quite clear I am not.
Lord Baker of Dorking
My Lords, I warmly welcome the Statement made by Michael Gove in the other House and repeated by my noble friend. When a politician changes his mind it should be an act of rejoicing. What Michael Gove has done in the House of Commons today can only be done by a big politician; little ones would not dare to do it. I very much welcome the fact that we are going back to eight GCSEs, with two more rigorous ones—that is Michael Gove’s initiative—in maths and English. There is a group that allows computer science, which I welcome, and another group that allows creative arts and performing arts and, as far as I am concerned, practical, technical and vocational education for university technical colleges. Therefore it is to be welcomed. We will wait to see where they will feature in the league tables.
Is the Minister aware that the broad and balanced curriculum we have heard about today is almost word for word what I announced in 1988 so there has been an erosion of time and good intention and he will have to screw his courage to the sticking place to ensure that this actually happens? Is he also aware that many schools, because of the more rigorous GCSEs, will find it much more demanding to meet these higher levels of requirement and I hope that will lead to them extending the school day so we do not see pupils leaving schools at 3 pm or 3.30 pm?
Baroness Taylor of Bolton
Will the Minister accept that while, as the noble Lord, Lord Baker, said, there may be rejoicing about this U-turn, it is particularly humiliating for the Secretary of State because of the bravado with which he announced his original plans? Maybe the Secretary of State can learn something from that. Many of us still worry that he does not understand the basic problem of trying to be too prescriptive about the national curriculum or an examination system, or the difficulties of not having a proper, coherent examination system in this country. Whatever the questions are, the answer is surely not to have a 19th century model of education, as the Secretary of State suggests.
Does the Minister agree that we can make progress on the national curriculum and the most appropriate system of examination in this country only by building consensus, and building it before the Secretary of State makes decisions? Surely that should be one of the lessons that the Secretary of State learns from this whole experience: you need to consult with head teachers, teachers, employers and parents before you come to a decision, not after you have decided and are trying to ram that decision through.
Will the Minister ask the Leader of the House if we can have a lengthy debate in the House at an early opportunity both on what is appropriate for the national curriculum and how we achieve an examination system that is proper and cohesive and includes both examinations that are academic and ones for those with vocational aptitude? A debate in this House that allowed wide consultation would be useful and constructive for the future.
Lord Nash
As the Secretary of State has said on a number of occasions, the Opposition seem determined to leave the less privileged in this country with a less good education. He has consulted extremely widely. On the accusation that is constantly made of a 19th century education, he has consulted widely with cognitive scientists who will tell you that modern cognitive theory is that knowledge is necessary in order to gain skills. The thinking that you can get skills without knowledge is itself out of date.
Lord Storey
My Lords, I welcome my noble friend repeating the Statement. On these Benches, we want a system where a child can succeed whatever their background. We want fair and rigorous examinations and a broad and balanced curriculum. That is why we welcome the Statement here today. I just wish other Secretaries of State, Ministers and Governments, when they consulted, were prepared to listen to those consultations. In our political system, when Governments listen and modify or change their policies, why do we always refer to it as a U-turn and people going back on what they have said? It is refreshing that when you consult you mean what you say.
I have three questions for my noble friend. Can the Minister confirm that coursework will continue to be a feature of GCSEs where it is essential for the child’s learning? Now that the national curriculum has been slimmed down, does the Minister agree that it should be taught by all schools? The Minister will agree that it is essential that all children leave school with solid literacy and numeracy skills. How will the Minister hold schools to account for their performance in these two subjects?
Lord Nash
I thank my noble friend for his remarks. I can confirm that coursework will continue where it is appropriate in the relevant subjects. As the noble Lord knows, the national curriculum does not run in academies and free schools and that policy will not change. The new accountability measure has two parts to it. The one that focuses on English and maths should satisfy his requirements on literacy and numeracy.
Lord Nash
I am grateful for the mature opening views of the noble Lord, Lord Sutherland. As a non-politician myself, I share his views on politicians’ listening skills. As far as A-levels are concerned, we have consulted widely with universities and will continue to do so in their formation. On the accountability measures, again we will be consulting on these. I could attempt to answer his question now but I think it would be better if we discussed this separately, which we can do.
Lord Clinton-Davis
Going back to what the Minister said originally, did not the Secretary of State describe his original proposals as a major chunk of the Government’s agenda? When did that change? Does he agree with what was said then or now? Is it not true that teaching trade unions, Ofqual and the All-Party Group for Education all condemn these proposals as unworkable?
Lord Nash
As I said earlier, we have listened to the consultation and have adapted our proposals accordingly. We have many changes to make to the English education system to render it internationally competitive, and it seems odd to me that when we actually listen and make some changes to one of our proposals, we get criticised.
Baroness Oppenheim-Barnes
My Lords, I would be grateful to my noble friend if he could elucidate on something that appals me, which is the return of coursework, unless it is divided where it would be appropriate; for example, in engineering and subjects of that sort rather than in the academic sphere.
Lord Lucas
My Lords, I congratulate my right honourable friend on a very well judged Statement. Can my noble friend help me with a broad, value-added measure? Will the Government consider having a decent base measure for this as key stage 2 is inadequate and very coarse and will distort any measure of performance at key stage 4 if we do not improve on it? As far as the threshold measure in English and maths is concerned, can my noble friend confirm that this will be properly criterion-referenced so that if 95% of our young people achieve that level, they will be awarded it? Can Ofqual please be taught how to do this because it has made a complete Horlicks of it until now?
Lord Addington
My Lords, can my noble friend just elucidate one or two points he makes about standards? My interest in dyslexia will come as no surprise to the rest of the House; 10% of the population is in that spectrum. When he talks about improving standards of English will he undertake to ensure that teachers are better trained to deal with this very large minority group? Furthermore, will he undertake to ensure that the examination system treats this group fairly? Many dyslexics find the idea of one-off exams very intimidating and prefer coursework. You also have the problem of 25% extra time which has been abused. It is such a big group that there must be some consideration given to it.
My other point is: when it comes to heroes and heroines in history, who is judging? Is Henry V a hero because he won Agincourt or a villain because he killed lots of unarmed prisoners when he thought he might be attacked again?
Lord Nash
My Lords, we are investing in training for dyslexia. We have consulted widely on the matter of dyslexic and other pupils with SEN in relation to the examinations. I assure the noble Lord that we will take their needs into account. I shall not attempt to answer his third question, but we think it is important that pupils study not only the broad sweep of history but a variety of figures from the past, of both sexes and of all races.
Lord Bates
My Lords, I welcome the Statement. There is only one part I disagree with: although my noble friend’s regard for the current Secretary of State is admirable, the mantle of the greatest post-war Secretary of State for Education will be held for some time by my noble friend Lord Baker of Dorking. I ask my noble friend to reflect on that.
Secondly, I wholeheartedly welcome the removal of the artificial division and glass ceiling on attainment between the higher and foundation tiers, but I have one area of concern: the proposal that instead of seven exam boards there should be only one. Everyone in education knows that the competition between exam boards has been a root cause of grade inflation. Is it true to say that that could not go ahead because of EU procurement laws? If so, will the Secretary of State take that up as part of our renegotiation of terms with our European partners?
Lord Nash
My Lords, I have to tell the House that I met the noble Lord, Lord Baker, for the first time earlier this week over lunch. When I have had several more lunches with him, I may change my view. But in answer to the specific question, it is not true that those changes are driven by EU procurement laws.
Lord Beecham
My Lords, given that it is the Government’s apparent aspiration for the vast majority of, if not all, schools to become academies, what is the rationale for excluding them from the operation of the national curriculum?
Lord Nash
The purpose of the academies programme is to bring innovation and change to the education system. One of the freedoms that academies have is not to abide by the national curriculum. Most do, but an increasing number, including my school, Pimlico Academy, at key stage 3 are moving from it. We are keen to encourage good schools to have the freedom to do that.
Education: Academies and Free Schools
Lord Nash Excerpts(13 years, 2 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, I would like to thank all those who have contributed to this important debate. In particular, I am extremely grateful to my noble friend Lady Perry for raising this issue. Few know more about driving educational standards than my noble friend, a former teacher and Chief Inspector of Schools.
This is my maiden speech. I understand that it is customary for new Members of your Lordships’ House to make their maiden speech before conducting any business here. I have in fact already answered three Questions from the Dispatch Box. Indeed, at the beginning of the first Question, I was so nervous that I managed to thank the noble Earl, Lord Listowel, for welcoming me to the House before he had actually had a chance to do so. I hope that I am not going to earn a reputation in this House for doing things in the wrong order. I would like to thank all noble Lords and the staff here for being so welcoming and kind over the past couple of weeks.
Until about eight years ago, my life was focused on business—specifically the venture capital industry—but then I started to get interested in the care of children and young people, and in education. My wife, Caroline, and I set up a charity to support young people. We support a number of after-school clubs, supplementary schools and organisations like that, but it seemed all to come back to schooling. We decided to look at the academy programme and I was introduced to the noble Lord, Lord Adonis, a truly great man. He appointed us to sponsor Pimlico Academy and, at that point, our lives changed completely.
The school was, by any definition, failing. It had been in special measures, had very poor behaviour—there was one famous fight outside the school involving 400 pupils—poor results, very low morale among the staff and students, low aspirations, very little for the pupils to do after hours, a building that was falling down, leaked and was infested with mice, and eight days of strikes in the year before we took over, over things any two Members of this House would have sorted out over a cup of tea. Thanks to our excellent team, led by our inspirational principal Jerry Collins, the school has completely turned around, students are happy, well behaved, engaged in school life, their heads are up and their aspirations are high. Teaching is much improved, the results are much improved, and we have only permanently excluded two pupils since we started over four years ago.
Although the academy achieved an “outstanding” Ofsted rating two years after it opened, we still have a long way to go if the school is to become the truly great school that we intend it to be. To help achieve this, my wife, Caroline, has led a project to develop a new key stage 3 curriculum which is now being taught in Year 7 and a new primary curriculum to go into our primary schools. This is a more content-rich and coherent curriculum which we believe will give our students the knowledge, skills, understanding and cultural literacy they need to be successful.
Our fundamental belief, which I believe is also the fundamental belief of this Government, is that our children and young people are capable of far more than we have hitherto asked of them. If you had seen, as I have, 11 year-olds in a charter school in the Bronx in New York, on an estate every bit as challenging as any here in London, seriously engaged in a lesson on the great philosophers, you could not doubt that. Nothing I have been involved in, in my business life, comes close to the experience of sponsoring an academy and I will be eternally grateful to the noble Lord, Lord Adonis, and to another wonderful man, the late Sir Simon Milton, for giving us the opportunity.
I was delighted when I was asked to be a non-executive director of the Department for Education. When we arrived as non-executives in 2010 there was no doubt that the senior civil servants thought we were people to be managed rather than engaged with, but over time we have worked increasingly well together and are now all working closely as a team. So when, rather surprisingly, my right honourable friend asked me to do this job, it was something that I just had to do because it seemed like a natural progression.
A society where 40% of our young people do not even get the basic qualifications, where we have 1 million NEETS, where it takes two years and seven months from entering care for a child to be adopted and a year longer for a black child, where many of our children who leave care rebound quickly into the criminal justice system, where children with SEN are sometimes misdiagnosed or not diagnosed at all and where their parents have to fight every step of the way to get the provision they need, where children go missing from care and end up the victims of dreadful sexual exploitation and where gangs of our young people are committing vicious murders on each other in our streets as happened only a week ago to one of our former pupils in Pimlico, such a society struggles to call itself civilised. It is a great honour to be a Member of your Lordships’ House, which I know cares deeply about these issues.
Turning to the subject of the debate tonight, it has been delightful to hear such a consensus in favour of academies and free schools. All my best points have, of course, already been made. I am grateful to the noble Baroness, Lady Jones, for her welcome and assure her that I intend to take a listening approach; I, too, look forward to debating with her on many future occasions. I would also like to thank the previous Government for taking the CTCs initiated by my noble friend Lord Baker and developing them under the leadership of the noble Lord, Lord Adonis, into the academy product, a product that this Government have unashamedly developed in terms of numbers and also across primary academies, free schools, UTCs, special academies and studio schools.
At the risk of repetition, I will give a few statistics. There are now 2,673 academies open in England, of which 618 are sponsored and 2,055 are converters. Over 50% of all secondary schools are academies and there are 505 sponsors. Some 25% of sponsored academies in chains have an “outstanding” Ofsted rating. Sponsored academies are improving their GCSE results five times faster than other schools. The right reverend Prelate the Bishop of Bath and Wells will be pleased to hear that 89 converter academies are now sponsoring other schools. There are 80 free schools open, with a total capacity of 34,000 pupils, and over 100 more are due to open later this year and beyond. Half of the free schools open are in the 30% most deprived communities and over half are in areas of severe basic need. Free schools are in great demand: 75 per cent of the schools which opened in September 2011 were oversubscribed for entry last year. However, I note the comments made by the right reverend Prelate about the need for more free schools in BAME communities.
My noble friend Lord Baker spoke somewhat passionately about UTCs. Five of these are now open and 26 more are planned. There are 17 studio schools open with 16 more planned, and 63 special academies open with 50 more planned. We have opened the first alternative-provision free school, and the first specialist maths school is due to open in 2014. I would like to reassure the noble Lord, Lord Bilimoria, that we intend to continue with the pace of reform. The Government understand, as several noble Lords have acknowledged, that parents know what is best for their children. They must have choices and if there are not the schools that they want in the area they must be free to create more.
I am delighted to hear what my noble friend Lady Perry said about professional judgment always trumping bureaucratic prescription, and what my noble friend Lord Storey and the noble Lord, Lord Sutherland, said about the importance of freedom for teachers. This Government believe that teachers, head teachers and governors, not politicians and bureaucrats, should decide how schools are run and should have the freedom to make a difference to the lives of their pupils. The best ideas in schools come from schools themselves. I have noticed that the best schools often have the same characteristics: a broad and balanced curriculum, high aspiration, a longer school day, plenty of extracurricular and sporting activities, and good engagement with the local business community. We are keen for all schools to emulate what the best schools do. The evidence from abroad shows that strong autonomy for teachers, combined with accountability, delivers results. On accountability, I note the concerns of the noble Lord, Lord Sutherland, about the Ofsted inspection regime, and his other concerns, which, I can assure him, the Government take seriously. Regarding what my noble friend Lord Lucas said, I can assure him that we will take a tough approach to academy failure.
Academies are having a dramatic effect on results, particularly where new sponsors have taken on formerly underperforming schools. These sponsors challenge traditional thinking and have no truck with a culture of low expectations. There are plenty of examples of schools that have improved their performance over the past year alone by over 20%. However, there is still much more to do. We have already turned 200 of the worst-performing primary schools into academies supported by a strong sponsor. However, too many children are still suffering from a mediocre education. We therefore want to go further, as my noble friend Lady Perry said, and tackle more underperforming primary schools and pair them up with a high-quality sponsor. My noble friend Lord Moynihan made the vital point about the importance of governors. I can assure him that this is something that we will focus on intensely.
After attempting to answer three Questions not on my specialist subject, it has been a delight to respond to this debate on the contribution of academies and free schools in this country. It has been a most excellent debate and I thank all noble Lords for their contributions.
Children: Speech and Language
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Lord Ramsbotham
My Lords, I beg leave to ask the Question standing in my name on the Order Paper, and declare an interest as chairman of the All-Party Group on Speech and Language Difficulties.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, my department and the Department of Health are working with the Communication Trust and its partners to disseminate this excellent research, and I am grateful to the noble Lord, Lord Ramsbotham, for giving the House the opportunity to discuss this today. The research will help those who plan, commission and deliver support for children and young people with speech, language and communication needs to improve the way they identify those who need help and the effectiveness of the support they provide. We will take account of the findings of the research in developing plans for the local offer.
Lord Ramsbotham
My Lords, I am grateful to the Minister for that reply. We have been waiting for the government response to this quite excellent programme since last June, and I remind the House that it consists of a report, two volumes of findings, four thematic reviews and 10 technical reports, which have been drawn up by experts over a considerable period and represent an absolute mine of evaluation, information and advice. I feel that we have not yet heard who will actually be responsible for driving the whole thing forward. The Minister mentioned the Departments of Education and Health, but there is also the Department for Communities and Local Government, the Ministry of Justice, the Department for Work and Pensions and others whose contribution must be aggregated to make the best of what is in this report for all the children in this country.
Lord Nash
My Lords, I agree with noble Lord, Lord Ramsbotham, that this is landmark research which is undoubtedly the most extensive of its kind into the subject. The issues that it raises are so wide-ranging that they are clearly not the province of one agency or government department, as the noble Lord says, which is why we want to make sure that the research is widely available and disseminated as widely as possible. My department and the Department of Health are working closely with the Communication Trust to co-chair the communication council which the Communication Trust is facilitating. The council brings together representatives from government, local authorities, health agencies, the Royal College of Speech and Language Therapists, early-years settings, and schools, parents, young people and the voluntary sector. The council will keep up the momentum by developing a comprehensive dissemination plan for the research, sharing learning about effective approaches to supporting children with SEN and promoting better awareness of speech, language and communication needs.
Baroness Whitaker
My Lords, my profound apologies for over-eagerness, especially in view of the noble Lord’s excellent question.
The Better Communication Research Programme places great emphasis on regular monitoring of children’s language development over time so that when they need support, they can get it in the right way. How will the Government ensure that the need for regular monitoring is reflected in local authorities’ local offers?
Lord Nash
We regard the solution to this issue as a local one. That is why we will be setting up the local offer involving children and young people with SEN and their parents and we will publish details of where parents can find all this available in one place. As young people will have an education, health and social care plan which will be reviewed every year, this will monitor the issues to which the noble Baroness refers.
Lord Storey
My Lords, the Better Communication Research Programme report looked at speech and language therapy support in schools, and according to the report only 10% of mainstream secondary schools have such support. My noble friend the Minister will be aware that the provision of speech and language therapy throughout the country is very patchy. How can the Government ensure that anybody who needs this service can access it as quickly and efficiently as possible?
Lord Nash
My Lords, I know that the noble Lord has vast experience in education and I am grateful for his question. We are sharing widely the good practice in the better communications research where speech and language therapists work with teachers and teaching assistants to provide support. He is absolutely right about a divergence in provision around the country and the shortage of funds, but it must be for local authorities and their partners to assess local needs and to make better use of resources so that they are directed where they are needed. Our proposal for a local offer will do this and will put parents and young people at the heart of decisions.
Lord Howarth of Newport
My Lords, the Minister told us just now that the Department of Health and the Department for Education are working closely together in this area. With respect, for many years the two departments have claimed to be working closely together but when it comes to determining who pays for what, they have been quite unable to agree. Can the noble Lord assure us that he will personally use his own best endeavours to ensure that, in future, there is a proper complementarity of responsibilities in terms of how the funding is found for special needs education and for speech therapy in particular?
Lord Nash
I thank the noble Lord for his question, and he is absolutely right about the poor record in cross-departmental work, particularly in this area. I shall investigate the matter and write to him further about it. I think he will be pleased with what he sees in the forthcoming Bill on this.
Lord Hunt of Kings Heath
My Lords, we have heard from the noble Lord’s colleague from the Department for Communities and Local Government that the north-west has been abolished as a region. Does the Minister’s department recognise the north-west?
Education: English Baccalaureate Certificate
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Baroness Jones of Whitchurch
To ask Her Majesty’s Government whether they will consider deferring the timetable for the proposed introduction of the English Baccalaureate Certificate in schools in the light of concerns raised by the Confederation of British Industry and other business leaders that the new examination system may not meet the needs of the United Kingdom economy in the 21st century.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
My Lords, the CBI recognises that the exam system is in need of a thorough overhaul. We share its view that the new system must meet the needs of business. We are considering all the evidence gathered through our public consultation, which closed in December, and we anticipate reporting the results of that consultation, including the timetable for introduction, early this year.
Baroness Jones of Whitchurch
I thank the Minister for that reply and I welcome him to his new role. Given his extensive business background, does he not share the view of other business leaders that the new exams in 2015 risk causing serious long-term damage to our economy by downgrading skills such as engineering, computing and construction, and neglecting creative learning? Can he also confirm that it is the Government’s intention to issue pupils who do not pass their EBacc certificate with a certificate of attainment which, as anyone with experience in the state sector knows, will have no value at all with employers and universities? Finally, does he accept the overwhelming logic of putting the proposals on hold so that business leaders really can help to develop a respected, work-ready curriculum with exams that will enable young people to be successful in the modern world?
Lord Nash
My Lords, the point underlying this Question may be a little confusion about the stimulus to the system we have created through the EBacc and a broad and balanced curriculum. I should like to reassure the noble Baroness that the Government are determined to ensure that all pupils study a broad and balanced curriculum so that they have the cultural capital to be able to compete both in this country and in the modern world. We have had to stimulate some behaviour through the EBacc because all the international evidence we have studied shows that successful international countries include these core academic subjects, and that stimulus has been extremely successful. Over the past two years, the proportion of pupils taking the EBacc has risen from 23% to 49%, and for those schools with a high element of free school meals, it has risen from 10% to 41%. However, we will also be exhorting all schools to teach a broad and balanced curriculum, as they are obliged to do and as Ofsted inspects for.
Lord Bichard
My Lords, does the Minister agree that the creative industries represent one of the most important sectors of the British economy? However, is he aware of the acute concern across that sector about the way the Government appear to undervalue the teaching and learning of creative skills, not least in the proposals for the EBacc? Further, could he use his considerable influence to persuade the Secretary of State for Education just once to make a public speech that recognises the importance of creative skills?
Lord Nash
The Government do recognise the importance of creative skills. As I have said, we are keen for all pupils to have the cultural capital that enables them to compete. As my old friend Sir Peter Lampl at the Sutton Trust has pointed out, 7% of the population of this country go to independent, private, fee-paying schools and get 44% of the top jobs. Some 4.9% go to grammar schools and get 27% of the top jobs, while the rest, 88%, get less than 30% of the top jobs. In order to enable our pupils to compete both in this country and internationally, they need a broad curriculum and they must have that cultural capital. However, I hear what the noble Lord says and I will take these matters away for consideration.
Baroness Walmsley
Does my noble friend the Minister accept that assessment only by examination at the end of the course discriminates against girls and some pupils with particular disabilities, who find that they can demonstrate their learning more effectively through coursework? If there is some concern about cheating in coursework, surely there is another way to deal with that problem, rather than just disposing of coursework as an assessment tool.
Lord Nash
As well as seeking views through our public consultation, we have also held focus discussions with a number of disability and SEN expert groups and are reviewing a wide range of views covering the proposals for all pupils. The assessment method should be suitable for the knowledge in schools, and be fair and practical. The noble Baroness is right to point out the potential for unfairness with coursework but I know that many schools feel that controlled assessment, which was introduced to combat parents doing their children’s coursework for them, is burdensome and takes up a substantial amount of time that could otherwise be used for teaching.
I will consider the point the noble Baroness raised about girls. Although many people believe anecdotally that coursework favours girls, the evidence is mixed. I know she is not suggesting that it is acceptable to discriminate against boys, who, after all, generally do worse than girls in many subjects.
Baroness McIntosh of Hudnall
My Lords, referring back to the question asked by the noble Lord, Lord Bichard, can the noble Lord confirm that the Government received with enthusiasm Darren Henley’s recent excellent report on cultural education? If so, can he say how the Government plan to implement the report’s recommendations?
Baroness Wheatcroft
My Lords, does my noble friend the Minister agree that one of the most common complaints from industry has been about the lack of employability of so many school leavers because of their lack of numeracy and literacy? Does he also agree that in the United States a lot of children are taught computer programming, whereas in this country we tend to teach technology as the use of technology, and that programming would be a great advantage?
Lord Broers
My Lords, I come at this from a slightly different angle. Can the Minister assure us that those students who go on to A-levels are no longer in effect forced to specialise either on the arts and humanities or on maths and the sciences, and that they will be required to carry a broader curriculum through their schooling?
Children and Young People
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The Earl of Listowel
To ask Her Majesty’s Government what steps they are taking to ensure that children and young people in the care of the state, and making the transition from state care, experience reliable and enduring relationships, including with siblings, foster carers and social workers.
The Parliamentary Under-Secretary of State for Schools (Lord Nash)
I thank the noble Earl for his gracious words. This is the first time that I have addressed your Lordships’ House, and it is a great honour to be able to do so. I thank the House and the staff for being so incredibly welcoming and kind and, as this is my first appearance at the Dispatch Box, I am tempted to say, “Long may it continue”.
I thank the noble Earl for raising an important issue for my first Question because, although it is not within my department’s brief, it has troubled me for many years. Lasting and supportive relationships are particularly important for children in care and their long-term outcomes. That is why we are taking action to increase the speed and number of adoptions, to improve the recruitment and training of foster carers and social workers, and to raise the quality of care in children’s homes. We also have a programme of work to improve support for care leavers making the important transition into adulthood.
The Earl of Listowel
My Lords, I thank the Minister for his reply and his gracious words. I welcome him to the House of Lords, congratulate him on his appointment to the Front Bench, and apologise to him for not putting those words a little earlier in these discussions.
The children in care who often have the most broken relationships are those in children’s homes, often having had many placements in foster care before arriving there. Is the Minister aware of the very good example of Break children’s homes in Norfolk, where the average stay for a child is two years—often children will stay for four years or more—and active efforts are made by the homes to keep in touch with children once they move on into adulthood? Will the Minister look at this best practice to see whether it can be applied more widely to children’s homes in general where the turnover is high? On average it is seven months.
Lord Nash
I shall try to get the words out in the right order now. I agree that many children in children’s homes have had failed foster placements. Our statistics show that 29% of children placed in children’s homes have had five or more previous placements. I have met quite a few children who have had over 20 placements. That is why we set up the expert working group: to look at how to improve the quality of support these children receive, building on good practice. This group has now reported to Ministers, and Ministers will make announcements on this shortly. We recognise Break’s impressive record—four years is an impressive average length of stay—and that is why we invited Hilary Richards of Break to be a member of the department’s expert group on quality.
Baroness Hughes of Stretford
My Lords, before he lost his job, the previous Minister for Children, Tim Loughton, said that it was a scandal that there remains under this Government,
“an enormous and widening attainment gap”,
between children in the care of the state and their peers, and that this is still evident throughout the school system and in further and higher education. In welcoming the noble Lord to his brief, which I think includes educational attainment, can he tell the House what priority he will put on the educational attainment of children in care and what steps he will take to close the attainment gap?
Lord Nash
The Government have strongly encouraged local authorities to have a senior educational officer known as a virtual school head to track closely the progress of every child in care and ensure they receive the support they need. Children in care are entitled to free early education for two year-olds, the pupil premium while at school and the new 16-to-19 further education bursary. Every child in care has to have a personal education plan setting out how they will be supported to fulfil their potential. Every school, including academies and free schools, has a legal duty to have a designated looked-after child teacher, and children in care get top priority in school admissions.
Baroness Gardner of Parkes
My Lords, I asked a Question many years ago about adoption, and it has been asked again many times since. The age at which children are adopted is still far too high. Could we not avoid having so many children in care by applying more widely the concurrent adoption system, whereby a parent hoping to adopt can have the child to foster at a very early stage, even before the age of one year? All the world recognises that bonding works far better if a child comes to a family as early as possible. Would that not save us having ever so many unattractively aged children who people do not seem to want to adopt, sadly?
Lord Nash
I share my noble friend’s concerns on this. There is no doubt that the average time taken for a child to be adopted—two years and seven months, and a further year for a black child—is far too long. It is also true to say that would-be adopters in the system have not been well treated, when they should be welcomed with open arms. We are determined to reduce the time taken for adoption, and have introduced adoption scorecards to compare the performance of different local authorities, which varies widely. We have also published draft laws to stop ethnicity being a barrier to adoption. We are addressing the adoption recruitment problem by streamlining the adoption approval process, and we have published draft laws that promote the idea of fostering for adoption much earlier.
The Lord Bishop of Ripon and Leeds
My Lords, has the Minister noted the Children’s Society report on the value of advocacy? It highlights significant inconsistencies in young people’s access to an independent advocate. What are the Government doing to improve the availability of advocacy services for children and young people in the care of the state?
Lord Nash
The Government believe that listening to those who use services is one of the best ways to improve them. Indeed, a lot of the new Ofsted framework is based on what it has been told by children, and the framework is now much more focused on outcomes for children. We have strengthened the children in care councils and strengthened legislation on the role of the independent reviewing officers to give them a duty to monitor the support provided for children under their care plans.
Baroness Brinton
My Lords, following the Minister’s helpful comments about service users’ comments, the Care Leavers’ Association has grown steadily since it was formed in 2000 and, in its own words, is:
“An ever growing union of care leavers”.
Its advice and support is exemplary and a real help to young people getting ready to leave care. Can the Minister assure the House that every child facing the transition into leaving care is given the link to this website by their social worker, foster parent or care home manager?
Lord Nash
My Lords, the Care Leavers’ Association is an excellent user-led charity run by care leavers for care leavers. I agree that local authorities should give information to all care leavers about the support and advice that they can get from a range of voluntary sector groups, including the Care Leavers’ Association.
Lord Northbourne
Does the Minister agree that damaged children who have been passed from pillar to post in the care system often have a desperate need for secure attachment to one or more adults who care not only for them but about them? Are local authorities implementing their obligations under the Children (Leaving Care) Act 2000 and, in doing so, are they paying sufficient attention to a troubled child’s need for secure attachment and a sense of belonging?
Lord Nash
I agree entirely with the noble Lord’s comments about relationships and attachment. I myself have spoken to many people who have told me that the worst experience of care is the loneliness of leaving it. It has always troubled me that we spend a lot of money and time with these young people but they are then often left on their own when they leave care. This is something that troubles us greatly. We are taking action to recruit and retain more social workers and, to focus on this, are reforming and improving their ongoing training. We have, for instance, invested more money in the excellent programme, From Care2Work, started by the previous Government to help care leavers into work. We recently published the Charter for Care Leavers, and the Minister for Children wrote to all DCSs on 30 October last year, mentioning not only the charter but data packs on care leavers and the staying-put arrangements, which seem to be working quite well and which we will be promoting further.