Schools Bill [HL]

Debate between Lord Nash and Lord Addington

Committee stage & Lords Hansard - Part 1
Monday 13th June 2022 Lords Chamber

[Lord Nash (Con)]

My Lords, I declare my interests as a chair of an academy trust and as a trustee of the Education Policy Institute.

I shall give a little background on trustees and their role and recruitment. When I became an academies Minister in 2013, it was clear that the very good initiative started by the noble Lord, Lord Adonis—who I see is not in his place—to find academy sponsors, such as myself and my noble friends Lord Agnew and Lord Baker, had been put very much on the back burner by officials in the rush to academise; it took a very long time to warm these people up and it was a long process. I said I did not care how long it took to warm these people up; we must have this process. I did not care if we got chucked out of government and the Labour Party came back in and used all the people that we had found—good luck; it is a very noble purpose.

As it happened, we did not find too many nutters like myself and my noble friend Lord Agnew who were prepared to go from a standing start to being full academy sponsors in one move, but we found hundreds, if not now thousands, of people who were prepared to go on the boards of multi-academy trusts as non-executive directors, pro bono, to serve a very good public purpose. I wonder how many we would have found if they knew they could be chucked out by the DfE at its whim.

[Lord Addington (LD)]

My Lords, it is really something for me to say that I agree with most of the noble Lords opposite on this. It is a very odd Bill and a very odd process that we are going through today.

One question that comes to mind when we look at all these amendments is this: could the Minister give us a rough idea where the Minister’s power to make a decision without consultation has been increased or decreased? If there is anywhere that that power has been decreased, I would be very glad to hear about it. But if it is only the case that “We will make something without going through a consultation process”, surely that shows up one of the major flaws in the Bill.

Schools: Recruitment and Retention

Debate between Lord Nash and Lord Addington

Tuesday 18th July 2017 Lords Chamber

[Lord Addington]

To ask Her Majesty’s Government, in the light of the recommendations on pay made by the School Teachers’ Review Body, what action they will take to increase teacher recruitment and retention.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)]

My Lords, teaching is and remains an attractive graduate profession. Despite the dramatic improvement in the economy, more teachers are in our schools than ever before, over 15,000 more than in 2010. However, we are not complacent, which is why we continue to invest, including more than £200 million this year, in attracting the brightest and the best into teaching and on tackling the areas that cause teachers to leave the profession, in particular that of workload.

[Lord Addington (LD)]

My Lords, I thank the Minister for his Answer. Figures I have obtained show that between 2010 and 2015 we trained 117,000 teachers and that we have lost 27,000 of them. Does the Minister think that this is due primarily to workload or to pay?

[Lord Nash]

It is quite clear that teacher retention rates have remained pretty stable over the past 20 years. We live in a world where people do move between jobs a lot, but there is no evidence to suggest that teacher retention has declined in recent years. Moreover, we are doing a great deal of work with teachers, including running an active programme in order to reduce workload.

Schools Update

Debate between Lord Nash and Lord Addington

Monday 17th July 2017 Lords Chamber

[Lord Nash]

No—it is not conditional on savings. We have a firm intention to bring in a national funding formula. We are the first Government for many years to tackle this point. We consulted on it. Schools want a fair funding formula, and I am disappointed that noble Lords are not pleased that we are going ahead with these plans. I am sure schools will be. They are all asking for it. It is not a condition. This is our plan. This will happen. The department has a budget of £60 billion per annum. We have shown over the past few years that the Government can run things efficiently, and we are determined to do so in the future.

[Lord Addington (LD)]

My Lords, the Statement talks about those with additional needs. Will there be good, in-service improvement of skills for those dealing with those with special educational needs in the mainstream classroom? There have already been some changes made for new people training, and I thank the Minister for that, but there will be considerable savings if people are better trained to handle the pupils in their classrooms and to recognise the most commonly occurring conditions such as dyslexia and dyspraxia and to tell the difference between the two. Are we going to do this? If we do, we will take some of the pressure off expensive things such as special schools.

[Lord Nash]

The noble Lord makes an extremely good point. We all acknowledge the importance of continuous professional development. We must remember that teachers are initially trained for only nine months, most of which is in the classroom. We are looking at reforming initial teacher training. In multi-academy trusts, we are increasingly seeing much greater emphasis on continuous professional development throughout a teacher’s entire life, particularly in the first three to five years of their engagement in the profession.

Education: English Baccalaureate

Debate between Lord Nash and Lord Addington

Monday 3rd July 2017 Lords Chamber

[Lord Nash]

Numerically. I think we all know that the quality of some of these subjects was not what it might be, and that quite a few people were taking some of them not because they suited them but because they were easier. Of course all schools teach many of these subjects, although it may not necessarily lead to exams, and of course all schools have to provide a broad and balanced curriculum—something which the new chief inspector seems to be particularly focused on, which I am very pleased to see.

[Lord Addington (LD)]

My Lords, does the Minister agree that a GCSE is a good basis for starting study? As there has been a drop of 50,000 in the number of those taking design and technology GCSE, how do we get a good basis for those going on to study creative and technical subjects if we cut a subject such as that?

[Lord Nash]

I agree that a GCSE is an extremely good basis. In fact, the drop in take-up of design and technology over the last six years has been less than the drop over the previous four years to 2010. We are keen to improve the quality of those subjects and to give our pupils a wider choice of subjects.

Grammar Schools

Debate between Lord Nash and Lord Addington

Thursday 15th September 2016 Lords Chamber

[Lord Nash]

As I said yesterday, I entirely agree with the noble Lord about the importance of early years—I think we all recognise that. That is why it is so pleasing to see so many academy groups opening nurseries. There have been a number of mergers and some closures of Sure Start centres, but the number of pupils attending them has remained fairly constant and the evidence is that they are doing well. Of course, this Government have invested heavily in early years childcare.

[Lord Addington (LD)]

My Lords, will the Minister bear in mind that the 11-plus was based on what is now regarded as faked information about 11 being the correct age at which to assess? It is regarded as particularly unfortunate for most boys. If we are going down the selection route, could we not follow the example of public schools in pushing the age back by a couple of years?

[Lord Nash]

As I said, we are working to develop systems which are much fairer and less easy to prepare for, and we believe that under the new system pupils may well be able to move streams or even schools at a later age. I entirely agree that the common entrance exam is a first-class exam taken at 13.

Schools

Debate between Lord Nash and Lord Addington

Monday 12th September 2016 Lords Chamber

[Lord Nash]

My noble friend makes some good points. It is our intention to ensure that the impact is favourable across the whole system and that there is a net benefit across it. We will of course continually monitor the impact of our policies.

[Lord Addington (LD)]

My Lords, does the Minister agree that if you are to get people ready for selection you must have done some groundwork by making sure that they are properly taught? Will he give some assurance, given Stephen Munday’s review and the Carter report, that special educational needs will be properly covered and implemented in all teacher training, particularly if a pupil is going up for a selection process? They will otherwise be guaranteeing that anybody with a hidden special educational need is at a massive disadvantage. This will also run counter to a lot of law. Can we make sure that it happens?

[Lord Nash]

The noble Lord is right that the Carter report highlighted the importance of SEN training. It is something that we are determined to improve. I will specifically discuss this matter with the Minister responsible, Nick Gibb.

Independent Schools: Teacher Training

Debate between Lord Nash and Lord Addington

Wednesday 7th September 2016 Lords Chamber

[Lord Nash]

I cannot give an accurate figure because that involvement is very varied, but we have many free schools that have been sponsored by independent schools. We have two London Academies of Excellence—one focusing on high-performing pupils in sixth form in the East End, sponsored by Brighton College, and another opening in Tottenham, sponsored by Highgate. We have Haileybury, which is sponsoring a school in Hertfordshire and we have Eton and Holyport College, of course. There are many other examples of independent schools engaged in the free school programme in one way or another.

[Lord Addington (LD)]

My Lords, does the Minister agree that independent schools have a very good record of dealing with such things as special educational needs, probably because of the cost basis of the relationship? Would that be taken on board in any exercise that looks at teacher training generally? If 20% of your pupils have a special educational need, you should be able to teach them.

[Lord Nash]

I agree with the noble Lord. Indeed, Andrew Carter’s review stated that there was some variability in the quality of course content in relation to SEND training in ITT. Following that review, the Secretary of State for Education commissioned Stephen Munday to take forward an independent expert group tasked with developing a framework of core initial teacher training.

Regional Schools Commissioners

Debate between Lord Nash and Lord Addington

Thursday 14th April 2016 Lords Chamber

[Lord Nash]

The noble Lord makes a very good point. We will publish the following information on the GOV.UK website this month: a high-level outline of the regional schools decision-making framework; each regional schools commissioner’s regional vision; a description of the national schools commissioner’s role; and the terms of reference for head teacher boards.

[Lord Addington (LD)]

My Lords, does the Minister agree that if a political decision is made in a region that affected, say, a third of the primary schools in that region, the only way you can get an answer under the current arrangement would be to go directly to the Minister in charge—the Minister who is answering the question? What preparation has his office made for receiving inquiries from a third of the primary schools in any one of these regions?

[Lord Nash]

I think that it is unlikely that any particular decision would affect so many schools, but if the noble Lord is referring to small primaries, we are very conscious of the issues facing them and are very keen to support them. We believe that they will be more sustainable as part of groups working together in MATs. As Lucy Powell said in the other place only yesterday, it is acknowledged that schools work better in local regional clusters, and we are keen to see them be able to do that.

Education and Adoption Bill

Debate between Lord Nash and Lord Addington

Wednesday 16th December 2015 Lords Chamber

[Lord Addington]

Yes, I hope that it will be reported in Hansard.

Amendments 8A, 8C, 8D, 9, 9A and 10A concern the new definition of a school in trouble—that it is “coasting”. If coasting is a bad thing, I suggest that all types of school should have it available to them. I also note that the Minister has tabled amendments in this group, so I will resist any further comment until after I have heard what he has to say, as I believe that he has made certain steps towards us.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)]

Before the noble Lord moves on to his other amendments, I would like to elaborate on the point that he just referred to. As he said, I have tabled an amendment on it, and I take this opportunity to assure him that we take academies’ performance very seriously. We fully intend to hold academies to account in the same way as we do maintained schools. My Amendment 24 will ensure that the “coasting” definition always applies to academies and that we will always have power to take action when academies fail or coast. I will talk about that in more detail, but I hope that the noble Lord is reassured that we have addressed the concerns about tackling underperforming academies raised by him and a number of other noble Lords, and will not press his amendments in relation to that.

[Lord Addington]

I thank the Minister. I was going to thank him in my summing-up speech, but I do it now.

There are two clarification amendments in this group. Amendment 9 relates to the definition of a coasting school as having three consecutive years of failure. That has been suggested and referred to in regulation, but the amendment seeks to have that included in the Bill, or at least get confirmation that that is what must happen before this type of intervention takes place. Further reassurance would help on that.

Amendment 15A states that certain types of schools will never be affected by the definition of coasting. Once again, this is seeking clarification and reassurance. My attention is drawn particularly to special schools in this regard. The integration of special schools into the education system as a support structure is very important. Some local base will always be important. Who knows what will happen in the future, but under the current structure, it would be appropriate to spell that out more clearly.

The more substantive amendment as far as I am concerned is Amendment 15. When drawing up the definition of a coasting school, a school that is in the throes of failing or at least stagnating, what does one look at? It is quite clear that academic results will be a factor and I have included that in a small list. Lists are of course imperfect, but they are a starting point for discussions. But other school activities are also important and I offer three further examples. One would be arts and sports. If there is exceptional activity in that area, but the academic side is not great, are you in danger of throwing the baby out with the bathwater? If schools are doing something that is good, do we endanger it with a change of school status, organisation and ethos? Any time we do that we will presumably throw everything into the melting pot and changes will have to be made to address something. By changing that structure we may get rid of something good.

The same argument could be made about placement in further education and/or school activity after that. If we have established a good pathway, are we in danger, if we change that, of damaging this process? I still regard apprenticeships as something of a work in progress, but they are lauded by all. If a particular school is doing very well at getting people into apprenticeships, surely that deserves to have some special attention paid to it.

I do not think this is a particularly radical thought, but I have not heard conclusively what we will do if we get these very great gains and positives; will we throw them away? I remind all noble Lords that we have heard much about how schools should not just be chasing grades. If the target is getting definite C grades at GCSE, which is one that is often referred to, just chasing B grades at GCSE is not that much better. It is for the person getting the grades, but outside that, are we actually getting rid of something else?

I beg to move Amendment 8A and I look forward to all the Minister’s replies on this group.

--- Later in debate ---

[Lord Nash]

For a failing academy we would proceed as quickly as we could identify an alternative sponsor. There would be no question of the school closing, unless there was no demand for the school. In all the cases that we have brokeraged, to which my noble friend Lord O’Shaughnessy referred, we have waited until we identified another sponsor and moved on as quickly as possible. Generally, we are talking about a few months.

There was a question about whether different sets of regulations would apply to maintained schools and academies. There will be just one set of regulations. This is made clear by subsection (6) of new Clause 2B.

In conclusion, I note that noble Lords support our ambition to ensure that all pupils, whatever their background, receive an education that enables them to flourish. I hope that this debate and the amendments that I have laid will reassure the House that our approach will help us to achieve this ambition. I therefore urge the noble Lords not to press their amendments and to support the government amendment that I have laid.

[Lord Addington]

My Lords, it has been an interesting and very wide-ranging debate. I do not envy the Minister his challenge of bringing all these amendments together in one group. However, I will try to finish where I began. I thank the Minister for Amendment 24 but have one word of caution, although I am probably teaching granny to suck eggs here. Given that the noble Lord, Lord Hunt, and the noble and learned Lord, Lord Mackay, think that this should be looked at again for technical reasons, I hope that the Minister will encourage his officials to do that. He is nodding his head, and that is very much appreciated. That is what Third Reading is for; if there is a technical problem with this amendment, which is generally welcomed, let us get it right.

Amendment 15 was not a “may” or “shall” but a “must” and “may”—the updated version of that hardy perennial of Parliament. I take some reassurance from what the Minister said. The amendment was based on the exact regulations he looked at. I have had excellent help of late. I am more comfortable about the idea that the whole school be taken more into account. However, I think that we should keep an eye on this because it would be very easy to slip back to asking what the exam results are and saying, “That is it—final”. The whole House agrees that that is not a great model. There must be some flexibility. Once again the Minister nods his head, and so I am reassured.

I thank the Minister for correcting what was basically a flaw in the Bill and for doing that very promptly. I beg leave to withdraw the amendment.

Education and Adoption Bill

Debate between Lord Nash and Lord Addington

Tuesday 17th November 2015 Grand Committee

[Lord Nash]

My Lords, I will speak to the new clauses proposed by Amendments 30, 31 and 32. These clauses, proposed by the noble Lord, Lord Storey, and the noble Baronesses, Lady Bakewell, Lady Pinnock and Lady Sharp, all relate to reports which Ofsted would be required to provide before a failing or coasting school becomes a sponsored academy. In particular, they seek to require that Ofsted must inspect an academy trust, report on teacher qualifications and report pupil absence levels prior to the Secretary of State entering into an academy arrangement for a failing or coasting school.

First, on Amendment 30, I agree with the intention behind the noble Lord’s amendment to ensure that regional schools commissioners should be fully informed about the performance and capacity of academy trusts in their area. However, this proposed new clause is an unnecessary addition to the Bill because regional schools commissioners already have access to this information, as I outlined in some detail in responding to the previous group of amendments. I hope that the Committee can see that, given the information already available to regional schools commissioners, this clause is unnecessary. I have described that there are already a number of ways in which this full picture of an academy trust is built up, rightly utilising the skills set of Ofsted inspectors on educational performance and the assessments of the Education Funding Agency against the robust financial and governance standards under which academy trusts are held to account.

The clause inserted by Amendment 31 would place a duty on Ofsted to report on the teacher qualifications required by a particular academy trust before a failing or coasting school joins that trust as a sponsored academy. I understand that, in tabling this amendment, noble Lords are concerned about ensuring the highest quality of teaching in academies, and I agree that this is a vital ingredient—probably the most vital ingredient—for securing the excellent education that every child deserves.

Teacher quality is a complex mixture of different attributes, including personal characteristics such as commitment, resilience, perseverance, motivation and, of course, sound subject knowledge. These cannot be guaranteed through a particular qualification. We believe that children should be taught by good teachers who inspire them, regardless of the qualification they hold. The noble Lords, Lord Storey and Lord Watson, seem to have some notion of academies hiring unqualified teachers purely because they are enthusiastic. I doubt very much whether any professional head of a school would allow that to happen, and I am surprised that the noble Lord, Lord Storey, thinks that they would.

One of the most important “qualifications” that teachers need is deep subject knowledge. I am delighted that, over the last five years, the number of postgraduates entering teaching with a 2:1 or better has risen from 61% to 73%. We do not think that we should necessarily require a PhD in physics to go through nine months’ teacher training, over 60% of which is likely to take place in a school. If they have deep subject knowledge and the right personal characteristics, they can make great teachers without any further qualifications, as I have seen myself on many occasions. Neither do we think that a drama teacher from RADA who has a spare afternoon a week to teach in a primary school should have to get QTS.

[Lord Addington]

What would the noble Lord say about the skills you need other than your primary consideration? If you have a PhD in physics, do you, for instance, know what to do with a child with special educational needs? That is the sort of thing that attracts the attention and the worry. It is not the fact that they are great at their primary function but that a lot of other stuff has to be dealt with to get to the primary function.

[Lord Nash]

I know that the noble Lord is always concerned about this point. Of course every school has to have a SENCO, and every school, particularly if it has high SEN numbers, will have plenty of teachers focused specifically on this area. However, if a person has high academic qualifications and the right other characteristics, as I have already said, we do not see why they would necessarily have to get a particular other qualification.

Education and Adoption Bill

Debate between Lord Nash and Lord Addington

Tuesday 10th November 2015 Grand Committee

[Lord Addington (LD)]

My Lords, this amendment is an attempt to correct something that I see as rather an error in the Bill. We have this new condition of “coasting”, which is bad—I think that that is probably the great driver here—and we have a solution to coasting schools, which is that they become academies. We have heard a great deal in the Committee—and it is obvious to anyone who thinks about it for three seconds—that occasionally, at certain points in the future—let us not argue about frequency—academies will start to coast. It has already been agreed that they can fail. My amendment is an attempt to try to tie academies into the existing structure that could deal with an academy that has gone wrong.

I feel that we will have a great deal more fun arguing about exactly what the correct definition of “coasting” is. Indeed, the noble Lord, Lord Lucas, looked, shall we say, a bit like a dog that had found a nice juicy scent when we talked about the academic definition before. That is something which any Minister should be very wary of. The fact of the matter is that we will have a definition, and no matter how you tweak it, occasionally an academy is going to fall within that definition. If coasting is wrong for one school it must, I hope, be wrong for any school. While, as always, the amendment is probing in nature, it is an attempt to bring such a school in.

Amendment 17 presents a slightly different way of basically removing the fur from this moggie. It would insert a new clause. One thing I like about it is that it goes back to nurse; it goes to Ofsted, a body that can take a look around, which knows the system and which can make a judgment. We should think about that because we know how Ofsted works and how its judgments go, and it is in place. Also, using Ofsted in conjunction with regional schools commissioners is probably quite a sensible idea. We have a body whose judgment we trust and which we have used. We should try to put something into the Bill for academies which are making mistakes and doing something wrong—there could be 1,001 problems. I think that Uplands Junior School in Leicester has lost half its teachers today and is to become an academy. Who knows what is going on there? The Minister is looking at me strangely, but it was reported only today so I understand why he may have missed it. It was brought to my attention very briefly.

[Lord Nash]

I am happy to talk about it now.

[Lord Addington]

Perhaps we can talk about Uplands school at length on Report.

If we go down this path, we will have situations where things go wrong. We need to have an intervention process for an academy that gets it wrong. If it is the entire chain because there is something that is happening through it, we will probably need to intervene on the whole thing. Amendment 16 is just a way of putting in the Bill a provision that says, “Let us try to use what is already in place and so get some sort of solution to this”. It is basically about starting again. I hope that there is no fundamental objection to the amendment and that we will hear how the thinking is developing on something which is an inevitability, no matter how infrequent it is. I beg to move.

--- Later in debate ---

[Lord Nash]

I will try and make it clear again. Our approach to failing and inadequate schools, category 4 schools, is that they must become a sponsored academy. That is not our approach to coasting schools, as I hope I have made absolutely clear.

The amendment seeks to address noble Lords’ concerns on a number of points. First, that academies as well as maintained schools should become eligible for intervention when they fail or meet the coasting definition. Secondly, that the Bill proposes to remove consultation on academy conversion when a maintained school is judged inadequate. Thirdly, that a duty is placed on the governing body and local authority to progress academy conversion in such circumstances, and finally that, if necessary, the Bill provides for the Secretary of State to revoke an academy order. I shall deal with these points in turn.

First, on failing and coasting academies, I agree entirely with noble Lords that failure and wider underperformance must be tackled wherever it occurs, whether in a maintained school or in an academy. As I set out when we debated the coasting definition last week, academies are governed by a different legal regime from maintained schools. They are run by charitable companies known as academy trusts which enter into a contractual relationship with the Secretary of State through the signing of a funding agreement. It is this agreement that governs how an academy will operate and how the Secretary of State will hold it to account for its performance.

The vast majority of the more than 5,300 open academies and free schools are performing well. In the small number of cases where we have concerns, I can assure the House that regional schools commissioners are already taking swift and effective action to drive improvements and, subject to the passage of this Bill, RSCs will hold all academies to account against the coasting definition just as rigorously as they will maintained schools. To demonstrate our commitment to continually reviewing our approach and ensuring that poorly performing academies are robustly challenged, we have already added a new coasting clause to the model funding agreement showing explicitly that we intend to tackle all schools which are coasting. This gives the Secretary of State formal powers to terminate a funding agreement where an academy is coasting. Even where academies do not have this specific clause in their agreement, I can assure noble Lords that RSCs will still hold them to account against the coasting definition.

[Lord Addington]

Could the Minister just repeat where that is? That is the real essence of my amendment. Could he repeat where the intervention on coasting academies is?

[Lord Nash]

It is in the new model funding agreement which is on our website and I can send the noble Lord a copy.

[Lord Addington]

Thank you.

[Lord Nash]

RSCs have already shown they can act quickly to bring about improvements. Since September 2014 when RSCs first took up post, they have issued 58 pre-warning and warning notices to academy and free school trusts. In the same period they have also moved 83 academies and free schools to new trusts or sponsors, compared with 13 in the previous academic year. For example, Ipswich Academy in Suffolk was judged to require special measures in January 2015. The RSC acted swiftly to identify a new sponsor for the school and Paradigm Trust has taken on the school from September 2015. Ofsted undertook a monitoring visit in late September and judged that leaders and managers were taking effective action towards the removal of special measures.

In addition, Thetford Academy in Norfolk was judged to require special measures by Ofsted in February 2013. We brought in Inspiration Trust as a new sponsor in September 2013 to run the school. That was seven months later, as compared with the case to which the noble Lord, Lord Addington, referred, where 22 months later Uplands School has yet to become an academy—I will give some more detail on that in a minute. Provisional 2015 results indicate that even under our tougher accountability standards, 47% of pupils achieved five good GCSEs compared to 28% in 2011. Ofsted inspected the academy in December 2014 and judged it to be good with outstanding leadership, describing it as, “transformed beyond recognition”.

These are just two examples of the robust, decisive action that RSCs are taking to tackle underperformance, and of the positive impact they are already having on the school system. Therefore the proposal—that where an academy is judged inadequate or meets the coasting definition it should be eligible for intervention—does not need to be introduced in this Bill as RSCs are already taking action to secure improvements where necessary.

I turn now to the issue of removing consultation. Our manifesto committed to turning every failing maintained school into a sponsored academy, and Clause 7 makes provision for that. As I said in my opening remarks last week, we place children first in our school system and the purpose of the Bill is to ensure that children do not spend any longer than possible in a failing school. A day lost in a child’s education is a day lost forever, and I beg to disagree with the noble Baroness, Lady Massey, on this point. We believe that there needs to be a clear course of action when a school is judged inadequate and that there cannot be any question or debate about what the right solution for that school might be. We must be completely clear, as our manifesto was, that becoming an academy with the support of a sponsor will always be the solution where a school has failed. Every minute spent on consultation is a minute that could be spent on turning the school around. Clause 8 therefore removes the requirement for the governing body to consult on whether the school should become an academy in such circumstances. It is clear that it would be nonsensical to carry out a consultation when our manifesto was so clear that the sponsored academy solution would be the outcome in this scenario. I was delighted to hear the noble Lord, Lord Watson, say in Committee last week, “Yes, the Government have the right to implement their manifesto”.

It is crucial to remember that consultation would be removed only in the most serious cases of underperformance. Where a school voluntarily seeks academy status, I agree completely that the school community should contribute its views. In that instance, the governing body is choosing to enter into new arrangements. However, where a school has failed or is otherwise causing concern, there is no choice. Parents will want to see swift and decisive action to bring about urgent transformation.

I want to re-emphasise that this is not about removing democracy or excluding parents, as some have claimed both in the House and in the other place. It is about ensuring that there is a clear course of action in place to improve the very worst schools in our country. We demand immediate action in other instances of failure, such as when an NHS trust is placed in special measures, so why should we expect any less for our schools? It takes on average a year from the time a school is judged inadequate to open as a sponsored academy.

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[Lord Addington]

My Lords, on the definition of “coasting”, I wonder how much the Treasury Bench wishes it had got that in place before we started. We have gone round that before and will probably go round it again.

[Lord Nash]

We published the definition in June.

[Lord Addington]

I know, but that is an administrative thing. We should have something in the Bill. Much of this discussion is about why we cannot have things in the Bill. That seems to be quite a good answer but I did not find that regulation.

My amendment is about what happens when an academy is coasting. If there were a reference to it, or if we knew that it would be published, this amendment would not have gone down. I did not table the amendment because I could not think of anything else to do; there are novels I could read and other activities I could do. But I had a look at this and it seemed that academies were excluded from the state of something being wrong, such as “coasting” or underachieving. Everyone else who looked at it said, “Yes, that seems to be correct”.

I hope that on Report we will get a little more definition and guidance on when these things will come through. At the moment, we are still groping around. Some things have been published—indeed, some unfinished things have been published—so we are constantly looking. I will read the document, of which I was not aware, and I may find that it addresses the point. At the moment, though, we have the idea that some schools are bad but that does not seem to apply to half or more of the schools in the country. That is totally inequitable and removes a way of intervening to help pupils. Surely a little more time needs to be given to ensuring that we can find where the information is. We are still going through consultations and the argument on the definition of “coasting” is far from over, so we need a bit more time and effort on that.

The noble Lords on my physical right presented an interesting amendment, and I am sure that we will have a discussion about that and see what we can do about it at another stage. At the moment, though, as we are in Grand Committee, I beg leave to withdraw the amendment.

Education and Adoption Bill

Debate between Lord Nash and Lord Addington

Thursday 5th November 2015 Grand Committee

[Lord Nash]

I think—although I will write to the noble Lord—that it will not be calculated; they will not be in the stats, because they will not be there at the beginning.

The Bill provides that the Secretary of State will notify a school when it is coasting, and this makes the school eligible for intervention. As set out in the draft Schools Causing Concern guidance, which is currently out for consultation, regional schools commissioners will then consider whether the school has the capacity to secure sufficient improvement without formal intervention. In some cases, a school which falls within the coasting definition may have a new head teacher, governors or leadership team who can demonstrate that they have an effective plan to raise standards sufficiently. In other cases, they may be able to buddy up on a short-term basis with a nearby school and, in others, external support may be necessary from an NLE.

Where appropriate, regional schools commissioners will use their formal powers to ensure a coasting school receives the support and challenge that it needs, which may include becoming an academy. In answer to the point made by the noble Lord, Lord Knight, it is by no means certain that coasting means becoming an academy; there may be many different ways in which schools can improve. As he knows from his excellent work on the London Challenge, that could be school-to-school support. We see one of the advantages of academisation as the clear structure of school-to-school support that it can bring, but that may necessarily be on a temporary basis for a coasting school.

Amendments 1 and 2, tabled by the noble Lords, Lord Watson and Lord Hunt, and the noble Baroness, Lady Massey, and Amendment 5 tabled by the noble Lord, Lord Addington, and the noble Baroness, Lady Bakewell, propose alternative approaches to identifying and addressing schools in which pupils do not fulfil their potential. Amendment 2 gives Ofsted and the local authority responsibility for determining which schools are coasting. Amendment 5 seeks to broaden the definition to include achievement in sports and the arts and access to training, further education and the world of work. My concern with such approaches is that they remove certainty and transparency for schools; it would be unclear for any school whether it would be identified as coasting and, as such, could become eligible for intervention.

Being a teacher or a head teacher is a tough job. It is also in my view one of the most important jobs, if not the most important job, in our country at this time, given how highly geared these roles are to the future success of our country. We want to make the environment in which our teachers and head teachers operate easier, not more difficult, and more certain, not more uncertain. Our schools are inspected by Ofsted; that is right, and there is no doubt that our schools take great notice of this. But there is already enough uncertainty in the minds of our teachers and head teachers as to how their school will be rated by Ofsted without adding to that uncertainty and, yes, anxiety, by adding a vague coasting definition by which they are measured. I am grateful to the noble Baroness, Lady Morgan, for her observations on this issue.

We have chosen to base our proposed coasting definition on published performance data precisely so that schools can easily understand whether their performance will equate to them being identified as coasting. Under our proposed approach, many schools can already be reassured that their 2014 and 2015 performance means that they will not be deemed to be coasting when—looking at three years of data, as we propose—we identify coasting schools for the first time in 2016. Such a certain, data-driven approach has been welcomed by many school leaders and organisations representing them. For example, the chief executive of Outward Grange Academies Trust has said that he welcomes the definition,

“in particular the fact that it is based on performance data not Ofsted and the fact that it is measurable every year and compares performance at similar schools over time”.

[Lord Addington]

My Lords, if the primary definition here is based on academic achievement, where does it place other objectives that come through schools? I have spent a lot of time on the school sport strategy. It consults; it goes through; it gives duties; it relates to other bits of government. If you remove a certain aspect of a school’s activity from any reference, why do we bother making any references at all?

[Lord Nash]

The reason why it is so important in primary—and it is again based on pupils making the right levels of progress—is the sad statistic that if you get better than level 4 at key stage 2 at primary, you have a more-than-90% chance of getting five good GCSEs; but if you get worse than level 4 at key stage 2 at primary, you have a 6% chance. We all get fixated on GCSE results, but the real work has to start in primary.

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[Lord Addington]

My Lords, we are at the point of clarification and probing here, and sport is just an example. This is about the whole-school approach. What we are getting at is that academic achievement is the driver here. If the academic overrides everything, we are in danger of changing the character of an achieving school that is very successful in a different area. How does that get taken into account? It does not seem to be something that is taken into account when looking at academic progress, which is dominating this. Some more guidance there would help.

[Lord Nash]

We should discuss this and I am very happy to do that. It is taken into account by Ofsted and will be taken into account by the regional schools commissioners. All good schools have a broad approach because they know how it pays back in academic results. However, in terms of having a metric which is clear and assessable, we believe that our approach is the correct one.

As my noble friend Lady Perry said, the speech of the noble Baroness, Lady Morgan, was based on practical common sense. As a former chairman of Ofsted, chairman of the Future Leaders Trust and adviser to Ark, she is of course hugely experienced. Her practical experience—instead of theoretical analysis—was extremely helpful. I am grateful for her thoughts and her point that the definitions proposed in the amendments are just too complicated. She also made the point that good schools tend to provide a broad and balanced curriculum anyway. She is right that our new progress data are so much more robust, as the noble Lord, Lord Knight, said. I am also grateful for the noble Baroness’s comments about RSCs. We will be resourcing them up substantially over the next year, and I will be able to say more about this once the spending review has finished. I am grateful for the noble Baroness’s comments. As she said, Ofsted of course takes a lot of these issues into account.

The noble Baroness, Lady Howarth, commented on the importance of leadership. Ofsted focuses on this heavily, which is the reason why we reduced the Ofsted categories down to four, one of which is leadership. We focus on that substantially. The noble Baroness, Lady Sharp, also talked about the importance of leadership. I could not agree more. This is the most important issue facing us in schools, and we have an active programme of leadership in our schools. We are currently looking at all our leadership programmes to see whether they are fit for purpose, and have recently introduced a new leadership programme, the Future Leaders Trust MAT CEO course, for chief executives of MATs. We are very focused on making sure that our leadership training is adequate. We have had a lot of sessions with different regional schools commissioners, bringing in the top-performing MATs to explain to the newer MATs how they operate their organisations. There has been a huge amount of sharing of good practice.

The noble Lord, Lord Knight, made a number of comments. When he mentioned his involvement with TES, I was reminded that I had my first interview with TES last week. I am rather naive on the political front, as you know, and I made the mistake of saying that if we are to have enough schools in future, we would have to get away from the concept that they all had to be on one or two floors. That resulted in a headline—not in the noble Lord’s paper, but in another one—that I was advocating skyscraper schools. That shows how naive I am on these matters; I should stay away from journalists as much as possible.

We will be setting up a competition, called the Knight competition, for renaming RSCs, so that the noble Lord does not get confused with the Royal Shakespeare Company in future. It will apply to grammars, I assure him of that. This definition is very focused on schools that appear to be doing well but are in fact coasting. In fact, some of the original thinking behind this was aimed very much at those apparently high-performing schools. From 2016 onwards, the secondary coasting definition will be based on the new headline accountability measure. Over three years, it will be the only measure that we look at. It is very robust, and will measure the progress of all pupils in the school. That will include a grammar school with a high attaining cohort making less good progress than such pupils should be making.

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[Lord Addington]

My Lords, I support the noble Lord, Lord Hunt, primarily because, having looked at the end of my Amendment 5 and the end of Amendment 8, we have the same last 13 words. Basically, there is not much between us on this. A lot of the debate has been on the fact that we just do not quite know what we are getting into. If this is going to change and the Secretary of State or a Minister is going to change their mind, we have to know, or we are not doing our jobs. We are utterly irrelevant if we do not insist on knowing. I hope that the Minister will be able to accept this amendment, or something like it, in the course of the day. There is no reason not to do it. There is a great deal of confusion, which I know he is doing his best to sort out; there is also disagreement. There should be a way in which we can input into this system as it changes and develops because, undoubtedly, it will as it goes on.

To echo others—indeed, they echoed what I said at Second Reading about not going to an all-academy status or something like it—we will always have discussions about this while we have this death of a thousand cuts or piecemeal change, call it what you like. We have got to know what we are dealing with. These amendments would be one way to make sure that we do.

[Lord Nash]

My Lords, I shall speak to Amendments 3 and 8 tabled by the noble Lords, Lord Watson and Lord Hunt, and the noble Baroness, Lady Massey. As I promised earlier, I will also cover the similar element of Amendment 5 relating to the coasting regulations from the noble Lord, Lord Addington, and the noble Baroness, Lady Bakewell. Amendment 3 seeks to place a duty on the Secretary of State to make regulations setting out the definition of coasting. This goes beyond the current power in Clause 1, which provides that the Secretary of State may by regulations define what coasting means in relation to a school.

We have been very clear that we intend to make such regulations. In June, we provided an indicative set of regulations to Parliament for scrutiny. Last month we launched a public consultation on our overall approach to coasting and the detail of the definition set out in the draft regulations. I can reassure the House that our intention has always been that regulations will be made but I appreciate that, with this amendment being laid in this House as well as in the other place, there continues to be concern that regulations will not always be made. I have reiterated the Government’s commitment to making regulations today but will also reflect before Report on whether the primary legislation should be more explicit on this point.

Amendments 5 and 8 seek to ensure that the regulations defining coasting are subject to the affirmative resolution procedure each time the regulations are changed. As I have said, we published comprehensive draft regulations in June so that Parliament could understand and scrutinise our proposed approach. From these draft regulations, the House will be aware that the proposed approach relies heavily on references to the department’s performance tables which capture schools’ performance data, as well as defining the specific coasting bar which applies in each year.

Results for primary and secondary schools are published at two different points each year, which might necessitate changes to the regulations as national performance standards change. The performance tables are also technical in nature and so, if minor changes are made to their layout or content, this may also necessitate minor, consequential amendments to regulations. A change as small as a revision to a column heading in the performance tables would require a change to the regulations. Similarly, if the department were to change or merely update the published guidance regarding the calculation of Progress 8, for example, the regulations would again need to be updated. Requiring the consent of both Houses each time such changes were needed would seem an excessive use of Parliament’s time. We already publicly consult, however, when significant changes are made to accountability systems—for instance, as we did on the new measures coming in in 2016. I reassure noble Lords that, if major changes to the accountability system underpinning the coasting definition were proposed, such public consultation would therefore happen again.

I hope that, having seen the detailed illustrative regulations, as well as hearing my explanations today, Peers will understand why it would be very difficult to subject the regulations to the affirmative procedure each time a change is needed. I do, however, appreciate the concern of noble Lords who have tabled these amendments, as well as the concern of the Delegated Powers and Regulatory Reform Committee that due process should be followed. I will therefore reflect if there are any further reassurances that I can make on this point at Report. I hope that I have been able to assure noble Lords that we take their concerns very seriously, and I therefore urge the noble Lord to withdraw his amendment.

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[Lord Addington]

My Lords, my Amendment 16 addresses this later on. We might even be able to kill two birds with one stone.

[Lord Nash]

We may bring this up again in Amendment 16, but I cannot really say more than I have already. I was about to give an example of a very successful academy. I shall move on but will address the point made by the noble Lord, Lord Watson, about Ofsted results for academies and local authority maintained schools. As I tried to explain at Second Reading in relation to Ofsted ratings, over the last five years—or less than that—we have taken more than 1,300 failing schools off local authorities and turned them into academies. That is clearly why there are many more schools rated as failing among the more limited number of academies than there are among local authority schools, because we have dealt with the matter in that way. I am sure we will return to this, but I reiterate our belief that regional schools commissioners are driving up standards and issuing warning notices much more stringently than many local authorities. Following this discussion, I hope that the noble Lord will feel able to withdraw his amendment.

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[Lord Nash]

As I said, we believe that this is not just devolution but devo max, if you like, to the front line.

[Lord Addington]

My Lords, enjoyable as that little bit of hack and thrust was, to go back to my amendment, it was basically tabled to seek information and clarification. There is a framework and I wanted to look at it.

I was interested to hear that there is a degree of judgment to be used. I was wondering whether we could work into that judgment whether a school has a decent sports policy, arts policy or something like that. It might be an interesting place to include whether the Government’s sports policy is being implemented properly. I am sure that we will discuss the arts later. Once again, one is trying to get all bits of government singing at least the same tune, if not the same words; that would be a step forward. However, I think I have enough information to be going on with and I beg leave to withdraw the amendment.

Creative Sector: Educational Provision

Debate between Lord Nash and Lord Addington

Wednesday 22nd July 2015 Lords Chamber

[Lord Nash]

I agree entirely with the right reverend Prelate. Core cultural studies must include the arts and creative subjects, and from September 2015 Ofsted will inspect pupils’ welfare and engagement in these kinds of studies and activities.

[Lord Addington (LD)]

My Lords, will the Minister give us an answer which refers to the emphasis that should be placed on encouraging voluntary activity? It has been encouraged by all Governments, and so much is done in the voluntary sector. What are we doing to encourage people to get a good grounding so that this thing which lightens up our lives is encouraged?

[Lord Nash]

All good schools will encourage their pupils to engage in these activities. It is all part of a well-rounded education. We are seeing this across the board. We are also seeing the creation of new free schools that focus specifically on arts and music. We have the East London Arts and Music Academy, the Plymouth School of Creative Arts, and my noble friend Lord Baker will be pleased to hear that we have a number of UTCs specialising in creative and digital media.

Children and Families Bill

Debate between Lord Nash and Lord Addington

Tuesday 7th January 2014 Lords Chamber

[Lord Addington (LD)]

My Lords, Amendment 48A is in my name. The noble Baroness, Lady Hughes, made the point, also made in the amendment, that hidden disabilities—my interest in dyslexia is very well known in the House—are, by definition, difficult to spot. We also know that they are grossly overrepresented in all sections of the prison and youth justice systems. My amendment suggests that there should be some duty on those institutions to try to identify people in them with such disabilities. Providing education, training and, indeed, even socialisation for people who have been denied the ability, for instance, to access the written word and education is going to be incredibly difficult. They do not respond well and it is something that they cannot do. For example, you cannot even access social security when you leave prison. That might be going slightly off the point, but it is important that the Government give us an idea about the pressure that will be placed on these institutions to try to identify those who have these problems. Most of the work that has been done in this area shows that there is a much better chance of them not reoffending if that is done.

[Lord Nash]

My Lords, I am delighted that the noble Lord, Lord Ramsbotham, is satisfied that we are nearly there. However, as always, we do not quite seem to be there. The best endeavours clause that we are proposing for home local authorities would place incentives, we believe, in the right place—it is in the home local authority’s best interests to arrange quality provision, as it will remain accountable for the young person while they are detained and when they return from detention.

I remember many late nights in lawyers’ meetings when I have been strongly advised not to give a “best endeavours” undertaking, as it is a very strong under- taking, but to try to get away with a “reasonable endeavours” one. My legal training teaches me to believe that a best-endeavours undertaking is actually a very strong one.

The amendments specifically require the local authority to secure the special educational provision that is specified in the plan. If that is not possible, best endeavours would require home local authorities to do everything they could to arrange the special education provision specified in a young offender’s EHC plan while they are in custody—or provision that corresponds as closely as possible to it or to other appropriate provision. Some provision specified in EHC plans cannot be arranged by local authorities while a person is in custody: most notably and obviously, any requirement for a young person to attend a particular school or college, which of course they cannot attend while detained. It is for this reason that it is necessary to use the term “best endeavours”. It is a technical term that avoids placing a legal duty on local authorities which is impractical or impossible for them to deliver.

Amendment 47E does not, we believe, provide a get-out enabling home local authorities to have a free choice about which services they arrange for detained children and young people. They cannot simply decide, without robust justification, that some provision is no longer appropriate, just to avoid arranging it. Under the best endeavours duty, their starting point must be to arrange the provision specified in the EHC plan. They can arrange alternative or other appropriate provision only once they have done everything they can to arrange the provision specified in the plan.

Local authorities and the health services commissioner will be accountable to parents and young people in respect of this best endeavours duty. Parents and young people will be able to complain to their home local authority or to the health body—with ultimate recourse to judicial review. Our strengthened best endeavours duties will be accompanied by a robust code of practice.

The existing contracts for education services in public sector young offender institutions are due to end later this year. We will ensure that the arrangements made with the new education providers support local authorities as they seek to fulfil their best endeavours duty to ensure that provision in EHC plans continues to be delivered while a child or young person is in custody.

The current draft code of practice was of course written before we tabled these amendments. We will now rewrite the code to reflect them and the intent that I have today set out. I am very happy to discuss the wording of the code with the noble Lord, Lord Ramsbotham, outside the Chamber. The code is of course subject to affirmative procedure. I hope that the noble Lord will find that helpful. I look forward to those discussions with him so that it will not be necessary for us to come back to this at Third Reading.

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[Lord Nash]

My Lords, I thank my noble friend Lord Addington for tabling these amendments and leading the debate on this important issue of ensuring that schools and other institutions have the right expertise within their workforce to support children and young people with special educational needs. I cannot disagree with my noble friend’s intentions. Ensuring that we have a well trained workforce is essential, and is something that this Government are committed to doing. I hope that I can reassure my noble friend that it is possible to achieve this aim without placing requirements in the Bill.

Schools and other institutions that support children and young people with SEN must build the appropriate skills for their staff, and the draft 0-25 SEN code of practice makes that clear. Chapter 6 of the draft code requires schools to make sure that teachers’ ability to meet SEN is included in the school’s approach to professional development and in their performance management arrangements for all teaching and support staff. The chapter also requires schools to review teachers’ understanding of strategies to identify and support vulnerable pupils, and their knowledge of the special educational needs most frequently encountered. This would particularly cover issues such as dyslexia, which my noble friend has spoken passionately about on a number of occasions.

I mentioned in Committee that the latest newly qualified teacher survey, which at that point had not yet been published but was nevertheless giving off strong signals, reveals that teachers feel that the quality of their training in SEN has improved significantly in recent years. Just 5% of newly qualified teachers surveyed this year rated their training in SEN as poor, while 69% of primary teachers and 74% of secondary teachers rated their training as good or very good in helping them to teach pupils with SEN. That compares to as few as 45% in secondary in 2008. I am sure that noble Lords will agree that this is a significant improvement, and I am sure that we all welcome it.

Furthermore, initial teacher training courses must ensure that they enable trainee teachers to meet the Teachers’ Standards. These standards define the minimum level of practice required of teachers, and no trainee should be recommended for qualified teacher status until they have met those standards. Teachers’ performance is then judged against these standards throughout their career.

The Teachers’ Standards state that teachers must,

“have a clear understanding of the needs of all pupils, including those with special educational needs”.

Teachers must also be able to adapt teaching to the needs of all pupils, and have an understanding of the factors that can inhibit learning and how to overcome them. Of course, noble Lords will know that this Government have a strong drive to have more ITT in schools, and many more teachers are now coming through who have been trained in SCITTs, some of whom are at special schools particularly appropriate for training teachers in SEN.

Ofsted has an important role here as well. It inspects both the quality of initial teacher training and the quality of teaching in our schools. These standards and the ability to adapt teaching to meet special educational needs are central to these inspections.

With regard to further education, chapter 6 of the draft 0-25 code of practice sets out that colleges should ensure their curriculum staff are able to develop their skills and knowledge, and that colleges should have access to specialist skills and support when required to help students with SEN to progress. As autonomous bodies, FE colleges are responsible for ensuring that their staff are properly equipped. To support the development of the FE workforce, we are investing £1 million for the existing workforce to undertake the specialist diploma in teaching disabled learners. We are also providing initial teacher-training bursaries of up to £9,000 to help to attract high-calibre graduates to specialise in teaching students with SEN in FE.

Schools and other institutions have very clear duties to ensure that their staff are equipped to support children and young people with SEN. I do not think that it is necessary to introduce a skills audit in addition to these very clear requirements. The Department for Education is funding a range of specialist organisations covering autism, communications needs and dyslexia to provide information and advice to schools on implementing our reforms. The Dyslexia-SpLD Trust, for example, is providing an online professional development tool for teachers to help to assess their current knowledge of dyslexia and access further training. It will also be providing a toolkit to help teachers to identify and respond to literacy difficulties and dyslexia.

I hope that I have made clear that the Government recognise the importance of good teaching for pupils with SEN and that, through the changes in the code and the requirements of the Teachers’ Standards, there are clear requirements on all schools.

I turn to Amendment 46A. When Clause 63 was debated in Committee, I made clear that the appropriate regulations—the Special Educational Needs (SEN co-ordinators) Regulations—continue to require that the SENCO is a qualified teacher, and that SENCOs new to the role must study for the National Award in SEN Co-ordination. This should ensure that SENCOs have a thorough grounding in the knowledge and skills that are required for the role.

My noble friend Lord Addington’s amendment would go further than that in requiring that these skills are kept up to date and that schools ensure that their SENCO has adequate support and opportunities for training. I entirely agree with that aim but do not believe that the amendment is the best way to achieve it. Schools could fulfil the proposed requirement by providing the bare minimum opportunity for further training, and I fear that it would fall short of my noble friend’s intention.

Instead, I propose revising the section of the SEN code of practice that deals with the SENCO role. We will set out that schools “should ensure that the SENCO has sufficient time, training and resources” to carry out their role. This will place an ongoing expectation on schools to ensure that the SENCO is sufficiently supported and trained. As qualified teachers, SENCOs are also judged against the Teachers’ Standards. The code of practice already makes clear that the quality of teaching for pupils with SEN should be,

“a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff”.

I hope my noble friend would agree that, taken together, this should deliver what he is seeking to achieve.

On the point made by the noble Baroness, Lady Howarth, about governance, since I came into office governance has been at the top of my list of priorities. As things stand, it is true that governing bodies should have a governor with specialist responsibility for SEN.

I hope that I have reassured the House and my noble friend that the Government are committed to ensuring that our teaching workforce is well trained in identifying and supporting children and young people with SEN. Continual professional development and training is essential for the whole workforce but it is particularly important for the role of the SENCO and, as I have said, I am committed to ensuring that the code of practice goes further than before to adequately reflect that. On that basis, I urge my noble friend to withdraw his amendment.

[Lord Addington]

My Lords, I thank my noble friend for that answer. I would, of course, have been happier if we had got a commitment, particularly to initial teacher training having a more comprehensive element, and, basically, if all the amendments had been accepted, and accepted a long time ago, and I did not have to raise the subject.

The Dyslexia-SpLD Trust wrote the amendments and, although it is working with the Government, it would still like slightly more from this. It is a long-established fact that if you know what you are dealing with, you stand a much better chance of getting it right. Although the teachers of today are undoubtedly better trained than those of yesterday, I still feel they could be better trained. Having said that, progress is progress. It is fairly late, and the Government are putting pressure on to go forward on this. I will withdraw the amendment, but I am sure that the House will be addressing this issue on numerous occasions in the future. Unfortunately, we cannot draw a line under this. I beg leave to withdraw the amendment.

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[Lord Nash]

My Lords, progress on this issue has been far too slow, and I am very concerned that some individuals have been denied the reasonable adjustments that could have helped them to demonstrate what they know or can do, and subsequently to achieve an apprenticeship.

I thank my noble friend Lord Addington for bringing this very important issue to the attention of the House. He has been an assiduous campaigner for children and young people with dyslexia, and I pay tribute to the way in which he has presented his concerns in this House, particularly during Grand Committee debates. I pay tribute to his passion and persistence. Saying that I managed by my letter to take the wind out of his sails is high praise indeed. I want to take this opportunity to clarify the system allowing reasonable adjustments to qualifications and appeals, and I hope I will be able to reassure him that additional action will happen with an urgency that has been lacking.

As my noble friend knows from our discussions, I share his desire to see reasonable adjustments offered to all young people on an apprenticeship who need them, so that they have a reasonable opportunity to achieve the required qualifications in English and maths. I want to take this opportunity to clarify the clear duty in Part 6 of the Equality Act 2010 on learning providers and awarding organisations to make reasonable adjustments so that disabled people are, wherever possible, not put at a disadvantage compared to other learners. I share my noble friend’s concern that this duty should be applied in every relevant case.

Where a body breaches this duty, individuals may bring a challenge in a county court. The county court can grant any remedy which the High Court could grant in proceedings in tort or in a claim for judicial review. Available sanctions include damages, injunctions and a declaration. In addition, repeated breaches may lead us to challenge the body’s ability to deliver training or to award qualifications. Following the important points that my noble friend Lord Addington made in Grand Committee, I am pleased to be able to place on record that there is nothing in the Apprenticeships, Skills, Children and Learning Act, or in the associated specification for apprenticeship standards in England, that prevents the use of assistive technology for functional skills qualifications.

I am aware that Ofqual has for some time been working with awarding organisations and the British Dyslexia Association to continue to widen opportunities to use assistive technology as a reasonable adjustment. The Access Consultation Forum meets three to four times a year. The next meeting is on 30 January, and this will be on the agenda. Ofqual assures me that it takes the issue of equality very seriously. I understand that the BDA and my noble friend have examples of individuals who have been disadvantaged, and I invite them to provide details of the specific cases to Ofqual, via officials if that would be helpful. Ofqual has committed to investigate the circumstances of all these cases. In addition, we will include new text in the skills funding statement to remind education and training providers of their duty to support young people with learning difficulties or disabilities and of their responsibility for providing reasonable adjustments, including the use of assistive technology where appropriate.

I also agree with my noble friend that we can do more to provide straightforward advice and information on the support available to individuals with learning difficulties or disabilities, so that they understand their rights and can challenge appropriately if they are not properly supported. Noble Lords will be aware that I wrote to the noble Lord, Lord Addington—as he mentioned—on 2 December and committed in that letter to some additional steps to raise awareness of the support on offer.

I know that my noble friend is also concerned that young people should make a good transition out of school and into their next stage of learning. The system that we are replacing has not always served young people well in this respect. The nought to 25 system created by the Bill will ensure a much greater continuity of support between different phases and types of learning. Local authorities will be under a duty to identify all young people aged up to 25 in their area who have, or may have, special educational needs, and to consider whether local provision is sufficient to meet their needs. They may publish a local offer setting out the full range of post-16 education and training provision, including apprenticeships. Young people who need the most support will receive an EHC plan regardless of whether they stay at school, go to FE college or to work-based provision in the private sector, unlike the current disjointed system.

The new nought to 25 code of practice is clear about how schools and colleges should focus much more strongly on helping children and young people prepare for their transition into post-16 education and on to adult life. Chapter 6 states:

“Schools should help pupils to start planning for their future adult life as early as possible, and by Year 9 at the latest”.

This should of course include,

“the range of post-16 options which may be available”.

The draft code also explains the importance of a school sharing information about a pupil’s special educational needs with the college before the young person starts. As a result of my noble friend’s recent appeal, we are working with the Dyslexia Trust to produce clear information explaining the support available to apprentices with learning difficulties or disabilities. This will be made available through the National Apprenticeship Service website and will also include information about assistive technology and reasonable adjustments.

In response to the concerns raised by the noble Lord, Lord Addington, I also asked officials to look into the process of complaints, retakes and appeals to ensure that it is as fair and transparent as possible. Although a process is in place and is consistent with other national qualifications such as GCSEs, I believe that more could be done by centres and training providers to publicise it. My officials checked several apprenticeship provider websites, and, although there were examples of good practice, many do not provide details of their procedures. This contrasts with information on school or university websites, where it is generally very clear how to get advice about support or exam results, and about how to complain. I will ask officials as a priority to find a way to ensure that centres and provider websites publish good information about complaints and appeals on their websites in future. I hope that my noble friend will recognise that, taken together, these measures represent improvements for those undertaking apprenticeships. I hope also that the House will acknowledge the outstanding personal commitment that the noble Lord, Lord Addington, had demonstrated in bringing this about.

I move now to historic appeals for those who failed key skills tests because of failures to make reasonable adjustments. As noble Lords may know, key skills qualifications have been replaced by functional skills qualifications. The last possible date for certification was in 2013. Key skills were phased out very gradually, allowing plenty of opportunities for learners to resit them. Nevertheless, as my noble friend has so eloquently set out, we cannot ignore cases where there is evidence that legal duties have not been adhered to. I have therefore asked officials to work with the British Dyslexia Association and Ofqual to gather evidence and seek a solution to any issues identified, whether current or historic. Officials will be able to advise on specific cases or systemic issues.

I will now make a further specific commitment. Where an apprentice with learning difficulties or disabilities has previously completed all other requirements of a particular apprenticeship, but was not able to pass a key skills qualification, for example because reasonable adjustments were not made, they will be able to sit the alternative functional skills test. They will be entitled to the appropriate support and reasonable adjustments. If this test is passed at the appropriate level, the Government will enable the individual to receive an apprenticeship certificate, even if a year or two has elapsed.

I hope that this will reassure noble Lords that the issue is of great concern to the Government and that we are taking substantial and appropriate action to address it. I am grateful to my noble friend Lord Addington for his work, as I have already said, and I hope that with these assurances he will feel able to withdraw his amendment.

[Lord Addington]

My Lords, this is one of the speeches I thought I might never get to make. I thank the noble Lord, Lord Nash. Another Minister might have done the job, but it was he who did it. Other Ministers have not addressed this subject. He has gone in and probably made the lives of a substantial number of people considerably better by his actions. I thank him profoundly on their behalf and on my own.

However, I hope the whole House will pay attention to the fact that we took this long to get here, and that officials provided answers for the noble Lord’s colleagues at the Dispatch Box that did not concur with what he has said. This is something about which this House—and indeed the Government—should be worried. The noble Lord took a bold step and corrected something. Once again I thank him. Unfortunately he should not—as I should not—have had to battle away for this long. I thank him for his efforts and for what has happened here. He has made people’s lives better with one blow. That usually makes the day feel a little better in the end. I beg leave to withdraw the amendment.

Schools Careers Service: Apprenticeships

Debate between Lord Nash and Lord Addington

Wednesday 11th December 2013 Lords Chamber

[Lord Nash]

I entirely agree with the noble Baroness. It is very important that we get a higher participation rate of girls in STEM subjects. We are funding the Stimulating Physics Network and the Further Maths Support Programme to increase the take-up of A-level physics. The STEM Ambassadors programme gives careers advice on more technical qualifications and apprenticeships. However, as my colleague Liz Truss said recently, it is excellent teaching and a culture of equal aspirations for all that will help engage more girls, so all we are doing to improve the quality of teaching helps in this regard.

[Lord Addington (LD)]

My Lords, can my noble friend assure me that a teacher or careers adviser will be able to advise a dyslexic pupil in a one-to-one interview that he or she can now access, or will soon be able to access, the apprenticeship system, as the barriers to dyslexics getting through the functional skills test in English and maths will be removed?

[Lord Nash]

My noble friend speaks with great passion and personal experience on this subject; I have heard him do so many times, and we have already met on this subject. The Government are aware of the technical issues with assisted technology in the English and maths assessments. We are meeting the British Dyslexia Association, Ofqual and the Dyslexia Trust to try to ensure that we send a very clear message to all involved, providers and examiners, that there is the ability to use screen readers, in the case of dyslexia, as well as other assistive technology. I think that my noble friend knows that he has my personal commitment —if he does not know, I give it to him now—that we will do as much as we can to sort this out.

Children and Families Bill

Debate between Lord Nash and Lord Addington

Wednesday 6th November 2013 Grand Committee

[Lord Nash]

My Lords, I am grateful to my noble friends Lord Addington, Lady Walmsley and Lord Storey for highlighting the importance of high-quality teaching for pupils with SEN. I hope to set out in my response to this debate how the Government are taking this seriously.

I will first speak to Amendment 195, which would require the SENCO to be a qualified teacher and to complete mandatory training on SEN. I entirely agree with my noble friends that this should be the case. The draft Education (Special Educational Needs Co-ordinators) (England) Regulations for Clause 63 were published on 4 October. They require the SENCO to be a qualified teacher or, indeed, the head teacher of the school. In addition, schools must ensure that SENCOs who are new to that role obtain the master’s-level National Award for SEN Co-ordination within three years of being appointed. That is mandatory, as my noble friend Lord Storey said. Since 2009, we have funded 10,500 new SENCOs to complete this award. These requirements mean that SENCOs are often among the most highly qualified and experienced teachers within a school, which is absolutely fitting for the importance of the role that they fulfil.

The current specification for the national SENCO award requires SENCOs to cover approaches to assessment and teaching for pupils with special educational needs. They must demonstrate that they understand the four areas of need as set out in the code of practice as well as implications of these for teaching practice. They should specifically demonstrate that they know and understand about high-frequency special educational needs, such as dyslexia, and know how to draw on expert external services to meet these needs.

Amendment 196, tabled by my noble friends Lord Addington and Lady Walmsley, would impose mandatory training in SEN and specific learning difficulties for all new teachers. There are no mandatory modules and no required curriculum for initial teacher training. Instead, ITT providers must ensure that their courses enable trainee teachers to meet the Teachers’ Standards. No trainee should be recommended for qualified teacher status unless they have met the standards. The Teachers’ Standards already state that teachers must,

“have a clear understanding of the needs of all pupils, including those with special educational needs”.

Teachers must also be able to adapt teaching to the needs of all pupils and have an understanding of the factors that can inhibit learning and of how to overcome them. Anybody who works in a school today knows that the identification of SEN is at the core of a school’s life. Ofsted inspects both the quality of initial teacher training and the quality of teaching in our schools. These standards, and the ability to adapt teaching to meet special educational needs, are central to these inspections.

As the noble Lord knows, we are focusing more teacher training on training in schools. Ofsted reports that 31% of SCIIT training was rated good or outstanding, compared with 13% for higher education institutions. NQTs trained through School Direct rate the quality of their SEN training more highly than other trainees. New teachers report that the quality of training in SEN has improved. In fact, it is the best ever reported. A DfE survey of 12,000 newly qualified teachers in 2012 found that just 7% of them rated their training in SEN as poor, and that 59% of primary and 66% of secondary teachers rated their training as good or very good in helping them to teach pupils with SEN. That compares to as few as 45% in 2008. The 2013 survey of NQTs on the same subject will be published on Friday. For reasons I cannot entirely fathom, I am not allowed to reveal the results today, but I will tell noble Lords—probably breaching some rule—that they are going to show a considerably improved picture.

Taking the slight digression, as she called it, of the noble Baroness, Lady Jones, about unqualified teachers’ SEN training and her general point about unqualified teachers, I shall make two points. Although I entirely acknowledge that the previous Government invested heavily in teacher training, they did not go as far as making SEN training mandatory for all teachers, so there is a slight inconsistency in her position. That is as nothing compared with the inconsistency in the shadow Secretary of State for Education’s position the other night, when nine times he declined to answer a question from Jeremy Paxman about whether he would send his children to a school with unqualified teachers, but let us not digress any further.

Following similar concerns put forward in another place, we have also strengthened the expectations on schools as set out in the SEN code of practice. The new code makes it absolutely clear that schools should ensure that teachers are equipped to meet pupils’ special educational needs. The code requires that teachers’ ability to meet SEN is included in the school’s approach to professional development and in their performance management arrangements. Section 6.5 of the code requires schools to review,

“teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the special educational needs most frequently encountered”.

I know that my noble friend Lord Addington has a long-standing interest in dyslexia and will be particularly keen to ensure that teachers are equipped to tackle this issue in schools.

The Department for Education is funding a range of specialist organisations covering autism, communications needs and dyslexia to provide information and advice to schools on implementing our reforms. The Dyslexia-SpLD Trust, for example, is providing an online professional development tool for teachers to help assess their current knowledge of dyslexia and access further training. The trust will also be providing a toolkit to help teachers identify and respond to literacy difficulties and dyslexia.

I hope that I have made clear that the Government recognise absolutely the importance of high-quality teaching for pupils with SEN and that we are determined to ensure that they get an extremely good deal. I therefore urge the noble Lord to withdraw his amendment.

[Lord Addington]

My Lords, I listened to my noble friend and he seemed to be saying that more or less everything other than making my proposal compulsory for teacher training is fine. That might be understandable but provision has been made in Scotland, which has a compulsory unit that was agreed among the universities that carry out teacher training. I had a conversation with Dyslexia Scotland, which was of the opinion that Edinburgh had the best provision at that time—but all such universities have a unit. It does not hurt anyone and I ask my noble friend to have another look at this. Will he consider what can be provided to make sure that the average teacher has every incentive and opportunity to at least get a basic awareness component into their knowledge base? I am assured that units have been prepared by numerous people and other bodies in relation to conditions such as autism. There should be an awareness programme that means that classic mistakes are not made; in dyslexia, the one I know best is, “Just work harder”. That will not work. Even if you do synthetic phonics, you will still learn at a slower rate. It is a little like making a small man carry large sacks of coal; regardless of how well he does and how he builds himself up he will never match the bigger guy and will always be at a huge disadvantage. He will be more tired, slower and learn less well.

The standard response to, “Let’s not forget the rest of the class” is either to disappear into the middle of it or to disrupt at the back, so they are not exposed to something unpleasant. If you can get to that pupil and give them some support and help, they are less likely to make life difficult in the classroom and for those around them. On average, three people in every class being taught will be on the dyslexia spectrum. You could probably stick a couple of other hidden disabilities in there as well. So an awareness package is something that we should look at. My noble friend does not look like he wants to respond now but we need to look at this later on.

I shall have to look my noble friend’s response on Amendment 195, and have a word with advisers to make sure that it covers most of our points, but it seemed to be a better response. I hope that we can have another look at this issue and at least clarify where we think the weaknesses are. I beg leave to withdraw the amendment.

Children and Families Bill

Debate between Lord Nash and Lord Addington

Monday 4th November 2013 Grand Committee

[Lord Addington]

My Lords, perhaps I may briefly add something. It has been a tradition that the independent sector has periodically supported the state system in specialist areas. If we are to use specialist support and help here, then making sure that it is stated up-front that that is possible will probably be more helpful than otherwise.

[Lord Nash]

My Lords, this group of amendments concerns independent specialist provision. I thank all noble Lords who have spoken in this debate. I particularly thank my noble friend Lord Lexden for his Amendments 153, 157 and 159, which seek to ensure that independent schools, including those specially organised to cater for children with special educational needs, continue to play an important part in SEN provision.

Currently, parents can request that a maintained school is named in a statement of special educational needs. The local authority is then under a qualified duty to name that school and, if so named, the school has to admit the child. The Bill extends to young people the right to ask for a particular institution to be named in an EHC plan and the coverage is extended to a wider range of institutions. Parents or young people will also be able to ask for an academy, including a free school, a further education or sixth-form college, a non-maintained special school or an independent institution approved under Clause 41 to be named in an EHC plan. The local authority will then be under the same qualified duty to name the institution and the institution will be under the same duty to admit the child or young person. For this change to be of real benefit to parents and young people, it is important that, when a parent or young person requests one of these institutions, the local authority is under a qualified duty to name that institution in the EHC plan and that the institution is under a duty to admit the child or young person.

Turning to Amendment 153, I understand my noble friend’s desire to ensure that parents and young people can ask for any independent school to be named on an EHC plan and not just those on the list under Clause 41. I reassure my noble friend that parents and young people will be able to make representations for any independent school, and the local authority must consider their request. In doing so, it must have regard to the general principle in Section 9 of the Education Act 1996 that children should be educated in accordance with their parents’ wishes, so long as this is compatible with the provision of efficient instruction and training and does not mean unreasonable public expenditure. Paragraph 7.11 on page 111 of the draft SEN code of practice makes this clear. Of course, the local authority would not be under the same conditional duty to name the school in the EHC plan as it would in the case of an institution approved under Clause 41, and the school would not be under a duty to admit the child or young person.

My noble friend’s amendment would place local authorities under a duty to name an independent school in an EHC plan with no guarantee that the independent school would admit the child or young person, leaving the local authority unable to fulfil its statutory duty to secure the special educational provision in the plan. As we have heard many times from noble Lords in this debate, it is important that children, parents and young people are clear about what they are entitled to. This is key to their confidence in the new system.

Turning to Amendments 157 and 159, I reassure my noble friend that Clauses 39 and 40 require the local authority to consult the institution which might be named in an EHC plan, including an independent special school or independent specialist provider approved under Clause 41. This will allow meaningful discussions, especially if a school or college feels that it cannot make appropriate provision to meet the pupil’s needs. After this consultation, the authority will name the institution that it feels is appropriate. If it is decided that an institution approved under Section 41 is appropriate and that institution is named in the EHC plan, the institution is under a duty to admit the child or young person. It is important to remember that only those institutions that have chosen to apply to be approved under Clause 41 and are subsequently approved will be under such a duty.

Amendment 158, tabled by the noble Baronesses, Lady Hughes and Lady Jones, and the noble Lord, Lord Touhig, seeks to protect the right of children, young people and their parents to choose the school or institution named in their EHC plan. I agree with the intention behind the amendment—the importance of a person-centred system is at the heart of our reforms. The Bill places specific duties on local authorities to consult a child’s parents or a young person while drawing up an EHC plan. Clause 38 requires the local authority to send the draft plan to the parents or young person and to make clear their right to make representations about its contents, including the right to request a particular school or institution. In the event that a parent or young person is not satisfied with the school or institution named in their EHC plan, they have recourse to mediation and an independent tribunal.

Children and Families Bill

Debate between Lord Nash and Lord Addington

Monday 28th October 2013 Grand Committee

[Lord Addington (LD)]

My Lords, can my noble friend give us some idea about how the Government will remove those things that are not for educational purposes in the case of a young person with complex needs or a problem that prevents them accessing the process of education? That seems to be what the noble Lord, Lord Ramsbotham, started with. Getting some clarification now about how that process will take place will be of help. If we have a system in place that gives some degree of confidence, I think that we can probably move on from this. If not, it will be a real problem.

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

My Lords, I shall be brief, as we are keen to clarify this point. I shall speak to Amendments 71, 72 and 73 about the circumstances in which provision that would otherwise be health or social care provision should be treated as special educational provision. In doing so, I would like to comment on a couple of the points that the noble Lord, Lord Ramsbotham, made. If I understood him correctly, he said that we needed a child development strategy for every child. I would say that we have such a strategy in the massive reform programme that this Government have put in place for schools.

I will try to get my facts right because I know that the noble Baroness, Lady Jones, will write to me if I do not. We have just been told by the OECD that we came bottom—joint 21st with Italy and Spain, out of 24 countries—for our school leavers, and we have just been told by Alan Milburn that we are the most socially immobile country in Europe. That is why we have a schools strategy and a massive reform programme in place. However, this Bill is about SEN. I will write to the noble Lord, Lord Ramsbotham, about the four pathways that he mentioned. On training, which he also mentioned, I just signed a letter to him today on this point about initial teacher training and other professional development for teachers, which is founded on the teacher standards that were introduced in September 2012. Child development is an important part of those standards.

I turn to the amendments. During the pre-legislative scrutiny of the SEN provisions of the Bill, the Minister for Children and Families gave an undertaking to maintain the existing protections for parents in the new system. Clause 21(5) was added to the Bill before introduction in the other place as part of that undertaking. It seeks to replicate as far as possible the case law established under the present SEN legislation, which, in our view, makes clear that health provision such as therapies can be educational, non-educational or both, depending on the individual child and the nature of the provision. Case law has established in particular that since communication is so fundamental in education and in addressing speech and language impairment, it should normally be treated as educational provision unless there are exceptional reasons for doing otherwise. We have reflected this in section 7.9 on page 109 of the draft SEN code of practice.

I think we all share the aim of carrying the current established position through into the new system. I understand the concerns that have been expressed in this debate that the current drafting does not get this quite right. This is complicated legal territory and it has not been straightforward to find the right formulation, as evidenced by the different approaches taken by each of these three amendments. I know that various parts of the sector have sought legal advice on this issue; I understand that the amendment of the noble Lord, Lord Ramsbotham, follows the advice that the Royal College of Speech and Language Therapists received, and we are currently looking at that advice. The noble Baroness, Lady Jones, said that she also had received advice, and we would be delighted to look at that as well. I would welcome the opportunity to discuss this further and see what progress can be made with noble Lords outside the Committee. With that reassurance, therefore, I hope that the noble Lord will feel able to withdraw his amendment.

Literacy

Debate between Lord Nash and Lord Addington

Thursday 10th October 2013 Lords Chamber

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

My Lords, there is a gap in literacy and numeracy levels for pupils with SEN, some of whom have their needs identified late. Twenty-three per cent get grade A* to C in GCSE English and maths compared with 59% nationally. All pupils need high quality teaching in the basics. Our focus on phonics is playing a key part in that. It also supports earlier identification of issues such as dyslexia, so that schools provide effective support in line with our SEN reforms.

[Lord Addington (LD)]

I thank my noble friend for that Answer, especially as this Question was tabled at such short notice. However, would he agree that teachers do not receive enough training both initially and in service to have a good chance of identifying those who are finding it difficult to learn to read, particularly when they are on the less extreme end of the spectrums that they encounter? Will he consider that we should, at the first available opportunity, try to improve this level of training and awareness in the teaching profession?

[Lord Nash]

My Lords, Teachers’ Standards requires that all teachers have a clear understanding of the needs of all pupils, including those with SEN, and must be able to adapt their teaching to meet those needs. All teachers must also now receive IT in synthetic phonics, and Ofsted inspects against that. Also, the draft SEN code of practice that we published on 4 October requires that teachers’ ability to meet SEN is included in schools’ approach to professional development and their performance management arrangements. We have invested heavily in SEN training, educational psychologists and other programmes over the past few years, but I am sure there is more to be done.

Education: Reform of GCSEs

Debate between Lord Nash and Lord Addington

Tuesday 11th June 2013 Lords Chamber

[Lord Nash]

We believe it will be long enough. It is important that schools can see the full picture of reform to GCSEs, A-levels, the curriculum and the accountability framework at the same time. As I said, we do not think it is fair on pupils to continue with the current system for any longer than we need to.

[Lord Addington]

My Lords, would my noble friend agree that certain groups, such as those with dyslexia or other learning difficulties—I declare an interest here—find coursework a much easier way of accessing an exam result? If it is to be downgraded, will my noble friend give me an assurance that the Government have done a detailed study of what assistance has to be given in examinations, which account for more and more of the marks, to enable this group to pass basic examinations and to access further and higher education, where they have proved that they can succeed? If my noble friend can tell me what has happened, I will be very happy. If he cannot, perhaps he will give me an idea of what type of consultation will be done so that the most modern and up-to-date techniques, such as voice to text and text to voice, might be used to allow these people to access exams on an even footing. We have already heard that we are taking spelling into account. Will the Minister give some indication of what we are doing for this very big group in our society?

[Lord Nash]

My noble friend makes a very good point. We have consulted with organisations representing SEN groups. The points he makes, particularly in relation to voice and text, are technical and something that we should discuss in detail on a separate occasion. It is very important that we make sure that we have consulted all the right people on this difficult matter.

Schools: Sport

Debate between Lord Nash and Lord Addington

Monday 20th May 2013 Lords Chamber

[Lord Nash]

The latest Taking Part survey shows that the number of 11 to 15 year-olds participating in sport increased significantly in the six months to September 2012, from 86% to 94%. The school sport partnerships were expensive and patchy in their delivery. We have announced £65 million to release PE teachers to help primary school pupils, in addition to the funding that I mentioned earlier.

[Lord Addington]

My Lords, there is a great deal of consensus that if we want school-age sport to follow on to adult activity we must involve clubs at an early stage, as my noble friend suggested. Will the Minister give me an assurance that in future, if any changes are made to the interaction between a club and a school, all those involved will be publicly consulted to make sure that the changeover does not take anybody by surprise and that we keep as much expertise as we have gathered so far?

[Lord Nash]

I am reluctant to give my noble friend that assurance here and now, but I am very willing to discuss this with him further to see whether we can do whatever we can to alleviate his fears.

Education: Curriculum, Exam and Accountability Reform

Debate between Lord Nash and Lord Addington

Thursday 7th February 2013 Lords Chamber

[Lord Nash]

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

[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.

Young People: Personal Finances

Debate between Lord Nash and Lord Addington

Thursday 7th February 2013 Lords Chamber

[Lord Nash]

I would like to think that day has arrived but I note the noble Lord’s comments.

[Lord Addington]

My Lords, does my noble friend agree that whenever it comes to an issue that needs to go into the national curriculum we always have our own hobby horse, and then another great cohort of us tells us that the curriculum is too crowded? Will my noble friend make sure, if we are going to take this on, that it is integrated into maths lessons?

[Lord Nash]

It will be covered in terms of some financial fluency in maths lessons but I think it is going to be more integrated into citizenship.