Schools: Faith Schools

Debate between Lord Nash and Baroness Humphreys

Monday 14th December 2015 Lords Chamber

[Lord Nash]

I can confirm to my noble friend now that the church would not be forced to part with the land, and nor would it be compulsorily purchased.

[Baroness Humphreys (LD)]

Protecting the ethos of particular schools is not confined to church schools. There is a widespread feeling that multiacademy chains make new academies in their own image. How will the Minister ensure that locally developed values, nurtured over the years, can be maintained?

[Lord Nash]

The noble Baroness makes an extremely good point. It is very important that sponsors coming into schools are very conscious of what the noble Baroness calls “locally developed values” and make sure that schools’ traditions, which I am very well aware of in relation to one school that I sponsor, are maintained.

Schools: Careers Advice

Debate between Lord Nash and Baroness Humphreys

Monday 20th October 2014 Lords Chamber

[Lord Nash]

I am aware of the excellent programme to which the noble Lord refers. I am sure he is delighted with the increase in STEM subjects which has taken place under this Government. Schools should have a thoroughly close relationship with their local business professional communities and universities and, as far as his last point is concerned, it is one that I am sure all future Governments will consider carefully.

[Baroness Humphreys (LD)]

My Lords, a UNISON survey in June this year showed that 83% of schools surveyed were no longer employing a careers adviser. Have the Government made an assessment of this situation?

[Lord Nash]

Yes. We believe that one-to-one careers advice is appropriate in certain circumstances but obviously all schools seek to identify their students’ passions and interests at an early age and develop them. The evidence is quite clear from a number of reports, including those from McKinsey and Education and Employers Taskforce, that the best careers advice for young people comes through activities and contact with the world of work. For many of our young people, particularly those from workless households, careers advice these days is as much about inspiration as actual advice on detailed careers.

Schools: Careers Guidance

Debate between Lord Nash and Baroness Humphreys

Tuesday 25th February 2014 Lords Chamber

[Baroness Humphreys]

To ask Her Majesty’s Government what progress has been made in implementing the recommendations of the Ofsted report of September 2013 Going in the Right Direction? Careers Guidance in Schools from September 2012.

[The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)]

My Lords, we want all schools to follow the example of the best and provide inspiring careers advice for young people, based on more real- life contact with the world of work. In response to Ofsted’s report, we are strengthening statutory guidance, particularly with respect to contact with the workplace, and in improving information on apprenticeships and vocational options. We are developing the role of the National Careers Service. Ofsted is ensuring that careers guidance and pupil destinations will be given greater priority in inspections.

[Baroness Humphreys (LD)]

I thank my noble friend for his reply. Ofsted reported that in more than three-quarters of the schools visited,

“the new arrangements for careers guidance were not working well”.

What specific guidance have the Government given to schools on what constitutes a comprehensive careers guidance strategy, which was recommendation 1 in Ofsted’s report? How will that ensure that all pupils receive appropriate and impartial guidance to enable them to make educated choices concerning their educational pathway post-16?

[Lord Nash]

My Lords, the revised guidance will make it clear that schools should have a strategy for the advice and guidance they provide to young people. The strategy should be embedded within a clear framework linked to outcomes for pupils rather than an ad hoc set of activities. It should reflect the school’s ethos and meet the needs of all pupils. We will share case studies so that schools can learn from the very best practice. The revised guidance will also set out clearly what schools can do to ensure that pupils have information about all the types of education and training they can pursue, and hear directly from different types of providers, including further education and sixth-form colleges, and employers delivering apprenticeships.

Schools: Independent Schools

Debate between Lord Nash and Baroness Humphreys

Thursday 16th January 2014 Lords Chamber

[Lord Nash]

As the noble Baroness says, I would like to see private schools doing more, but I think the way to encourage them to do more is to engage with them in a collaborative way. That is what we intend to do.

[Baroness Humphreys (LD)]

My Lords, I am pleased to hear the Minister agree that we are all anxious to improve the social mobility of pupils. Indeed, the open access scheme purports to do that, but it is a heavily means-tested scheme, which relies on taking the very brightest pupils and the funding that comes with them into the private sector. Does the Minister not agree that this could be a scheme that is tantamount to providing public funding for the independent sector?

[Lord Nash]

If one had such a scheme, I think there might be ways of avoiding that. I agree entirely that we should be increasing social mobility for all pupils. Although the independent sector does a fantastic job, according to the Sutton Trust, which promotes the open access scheme, its 7% of pupils get 50% of the top jobs. Pupils from grammar schools, which educate 5% of the population, get more than 20% of the top jobs. We are focused on ensuring that the 90% of children who go to other schools, who currently get only somewhere between 25% and 30% of those jobs, get a much higher share of that take in the future.

Education: PISA Results

Debate between Lord Nash and Baroness Humphreys

Tuesday 3rd December 2013 Lords Chamber

[Lord Nash]

We will have to beg to disagree on this because I do not see our going from seventh to 25th in literacy, from eighth to 28th in science or from fourth to 16th in maths as progress.

The noble Lord, Lord Rooker, referred to a war room. I look forward to him perhaps taking me to visit that school at some stage. I entirely agree on the question of leadership. I was particularly impressed when I visited the Perry Beeches schools in Birmingham, which are run by an inspirational head, Liam Nolan, and by how he has managed to turn around a number of failing schools. He has not only kept in place people who were clearly not performing well under the previous regime but promoted them to very senior positions.

I entirely agree, too, about governing bodies. Whether the school is a local authority maintained school, a church school or an academy chain, real decisions can often be made in the governing bodies and we are focusing much more on them. We have recently made it absolutely clear that governing bodies should focus on a few key things: the vision and strategy of the school, holding the head to account for the attainment and progression of pupils, the performance management of his or her staff, and the finance. We need smaller governing bodies, in many cases, but with many more of the appropriate skills.

[Baroness Humphreys (LD)]

My Lords, I thank the Minister for his Statement. For many years I worked as a teacher in Wales, so it was with a great deal of sadness and disappointment that I read the PISA results for Wales today. Wales performed worse than the OECD average in all measures: maths, science and reading. Since 2009, Welsh pupils have slipped from 40th to 43rd in maths, from 30th to 38th in science, and from 38th to 41st in reading—a disastrous performance which shows Wales to be the poorest performing nation in the UK.

All this makes the ambition of Wales’s Labour First Minister to be in the top 20 by 2015 almost laughable, if it were not so serious. This is the culmination of nearly 15 years of Labour control of the struggling Welsh education system. I recognise that education is a devolved matter, but will the Minister be having discussions with Ministers from the devolved nations to ensure that standards improve throughout the United Kingdom?

[Lord Nash]

I know that my right honourable friend the Secretary of State for Education is deeply concerned about the situation in Wales, which—quite deliberately, it seems—lacks many of the systems of accountability and rigour that we are putting in place here. My noble friend puts it extremely well: if anyone wants a case study of how not to do it, Wales seems to be it. We would be happy to have conversations with them if they were prepared to engage in conversations.