National Funding Formulae for Schools and High Needs

Debate between Lord Nash and Lord O'Shaughnessy

Wednesday 14th December 2016 Lords Chamber

[Lord O'Shaughnessy (Con)]

My Lords, I was not intending to get involved on that particular topic but, as noble Lords may know, I have been involved in setting up primary schools. Much as I would like even more money for primary, it is the case that as you go through secondary and have to have specialised teaching in specialised subjects—whereas in primary school it tends to be whole class—there are other costs involved, because classes tend to be smaller, particularly if you are teaching niche subjects.

Despite some of the negativity around these plans, I want to encourage the Minister and the Government to go forward with them. Through the Floreat academy trust that I founded, we have opened schools both in one of the lowest-funded local authorities in the country and in one of the best funded, in inner London. The pupil needs in the schools are not so different, and the requirements in terms of hiring staff are the same, so it is quite palpably unfair. Indeed, for multi-academy trusts that span a number of local authorities, it causes problems in the trust and among the schools if there is a concern—or, if you like, sometimes a sense of unfairness—about what has happened. Notwithstanding the difficult circumstances in which we find ourselves with the overall funding element, righting that historic wrong is incredibly important and cannot come soon enough.

[Lord Nash]

I am grateful for my noble friend’s support for this. Of course, he speaks with considerable knowledge in this area. As I said earlier, the first stage of the consultation was extremely well received and we believe that the second will be, too—but I invite all people who wish to make representations to do so.

Educational Attainment: International Rankings

Debate between Lord Nash and Lord O'Shaughnessy

Tuesday 13th December 2016 Lords Chamber

[Lord Nash]

That is a rather precise question. However, it is clear from the report that selection does work, and I will write to the noble Baroness with more detail.

[Lord O'Shaughnessy (Con)]

My Lords, the PISA study showed that teacher-directed instruction had a positive impact on science outcomes, whereas inquiry-based learning had a negative impact. What are the Government doing to make sure that this traditional, teacher-led approach is practised more widely in English secondary schools?

[Lord Nash]

My noble friend is absolutely right. The PISA study showed that pupils who report teacher-directed instruction do better in all but three countries, whereas pupils who report inquiry-based instruction do worse in the majority of countries. To support a knowledge-rich curriculum, which is so important, particularly for pupils from a disadvantaged background, clearly more teacher-led direction is necessary.

Schools

Debate between Lord Nash and Lord O'Shaughnessy

Monday 12th September 2016 Lords Chamber

[Lord Nash]

I agree with the noble Baroness that the early years are very important and that sadly many parents do not engage as well as they could with the school system on behalf of their children. To me, that is why we should be very focused on primary schools. One of the things that we have said is that selective or independent schools may be able to help with primary education. Everybody gets so fixated on GCSE results but in fact the work, as we all know, has to be done in primaries. The depressing statistic is that if you do not get your required level 4 when leaving your primary school—your pass mark, effectively—then you have only a 7% chance of getting five good GCSEs.

[Lord O'Shaughnessy (Con)]

My Lords, I welcome the Government’s commitment to a meritocratic society and to increasing the number of good school places. My noble friend will know that the Government are veering into contested territory with this Green Paper, so can he confirm two things? First, will the Government consent to an increase in academic selection only if they are totally confident that the evidence shows that it will increase and spread the number of good school places? Secondly, following any increase in academic selection, will the DfE evaluate the impact of these changes on the schools system to ensure that social mobility has indeed been improved?

[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.

Independent Schools: Teacher Training

Debate between Lord Nash and Lord O'Shaughnessy

Wednesday 7th September 2016 Lords Chamber

[Lord Nash]

I agree entirely with the noble Baroness that all teachers should be well qualified. One of the most important things that Sir Andrew Carter’s review pointed out was that the most important qualification is qualification in subject knowledge. It is acknowledged across the teaching sector that, of course, you do not become a fully expert teacher after nine months of training. That is not to say that the training is not extremely valuable or that many teachers do not find it valuable. But others—for instance those with PhDs in subjects or perhaps a drama teacher from RADA—may feel that they do not need to go through that training and that they already have some of those basic skills.

[Lord O'Shaughnessy (Con)]

My Lords, my noble friend Lord Lexden is quite right to point out the role that independent schools are playing in teacher training. Another route through which they can get involved in education is that of free schools and academies. How many independent schools are involved in sponsoring free schools and academies?

[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.

Schools: Drama

Debate between Lord Nash and Lord O'Shaughnessy

Monday 5th September 2016 Lords Chamber

[Lord Nash]

I entirely agree that the Royal Shakespeare Company has a huge role to play, and has played a big role in our education system; and I am sure that the noble Baroness is pleased that pupils will now study a minimum of three Shakespeare plays during their secondary school career. In addition to the toolkit, earlier this year we provided funding to help the Royal Shakespeare Company stream “The Merchant of Venice” into all schools. I can assure the noble Baroness that we regard this as an extremely important part of the curriculum.

[Lord O’Shaughnessy (Con)]

My Lords, does my noble friend agree with me that although the noble Earl’s sentiment is correct—we must open up professions —the quickest way of opening up professions to people of all backgrounds, especially disadvantaged backgrounds, is to give them a very rigorous academic education that can act alongside arts subjects and other subjects, so enabling them to get into apprenticeships and higher education and opening the doors to those kinds of professions?

[Lord Nash]

I agree entirely with my noble friend: studies have shown that this has had the effect of doing that with pupils. As I say, that is why we are so heavily focused on the EBacc. It is appalling that, until a few years ago, so few of our pupils were accessing such a curriculum.

Education and Adoption Bill

Debate between Lord Nash and Lord O'Shaughnessy

Monday 8th February 2016 Lords Chamber

[Lord O'Shaughnessy]

I have no idea. I was referring to the fact that schools of low quality were taken away from E-ACT.

The Select Committee report, to which noble Lords have referred, talks about in a specific recommendation the importance that,

“the Government reflect on the need to improve understanding of the role of the RSCs”.

I think that is what lies behind the amendments, so I welcome the sentiment, if not the vehicle itself. Our own experience at Floreat is from dealing with two RSCs: Dominic Herrington in south London and the south-east and Martin Post in south-central and north-west London. As a new provider, we found them open and responsive in a way that dealing just with the department would not have been by dint of the capacity at the department. So far, there has been just the right amount of support and challenge, which is at the heart of the role.

An example of the support offered—in this case, by Dominic Herrington’s schools commissioner region—was for multi-academy trust leaders’ training sessions: getting together with others, learning what works, being exposed to the new Ofsted framework, and so on. An issue of challenge would be around understanding the capacity and capability of a multi-academy trust to take on new schools and open new schools, and whether we have the finance and the expertise for doing so. That is a conversation that I had with our commissioner, Martin Post, on Friday.

So far, the experience has been of a productive relationship based very clearly at all times on raising standards for pupils. That shared purpose comes through clearly at all times. While I agree that it is necessary, given the importance of RSCs, to continue to explain in more detail the importance of the role and what it can and cannot do, I do not see that it requires an amendment to the Bill to achieve this, and I hope to hear positive news from the Minister about how the Government will actively promote the regional schools commissioners from now on.

[Lord Nash]

My Lords, I shall speak to Amendment 2, moved by the noble Lord, Lord Addington, and Amendment 3, tabled by the noble Lords, Lord Watson and Lord Hunt. Both concern the responsibilities and powers of regional schools commissioners. The noble Lord, Lord Addington, has proposed that the Secretary of State should be required to publish a document that would describe the powers and responsibilities of RSCs arising from the provisions in the Bill and other Acts of Parliament. Amendment 3 would extend this requirement to specify that the document must include a guide for parents and any other information to do with the powers and responsibilities of RSCs as may be appropriate.

I am grateful to the noble Lord, Lord Addington, for raising this issue once again, following the exchanges that he had with my noble friend Lady Evans on this matter on Report in this House. Since the last debate, he has also met officials from the Department for Education and he and I have had a number of exchanges on the matter. I hope that he has found these discussions helpful and has been reassured that the Government are committed to meeting the objectives of his amendment.

As my noble friend Lady Evans explained in the previous debate, RSCs are not defined in legislation: they are civil servants, and exercise only the powers and duties of the Secretary of State that he chooses to delegate to them. Accountability for the decisions made by RSCs rests with the Secretary of State, who remains fully accountable to Parliament. It is important to emphasise that the role of RSCs is very different from the role of local authorities. RSCs operate within a clearly defined framework, with the focus on monitoring and tackling educational underperformance in academies and free schools, approving new academies, advising on free school applications and approving changes to open academies, such as expansions or age-range changes.

To support these functions, RSCs also work to develop the sponsor market in their regions. Subject to the passage of the Bill, RSCs will also take on responsibility for formal intervention in underperforming maintained schools. RSCs carry out their functions within a national framework and individual decisions are made in accordance with the relevant legislation, academy funding agreement and/or published criteria.

Information on the work of RSCs is already publicly available. We have already set out the remit of our RSCs and the membership of each head teacher board, published registers of interest and made available the criteria for RSC decision-making. Academy funding agreements are publicly available, as are the criteria for other individual RSC decisions. For example, the criteria that RSCs use to assess schools applying to become academies are set out online in the guidance document, Convert to an Academy: Guide for Schools. Notes of board meetings that detail each decision made are also published on a monthly basis.

In addition, we have recently consulted publicly on revising the statutory Schools Causing Concern guidance that describes the responsibilities and powers delegated to RSCs resulting from the provisions in the Bill, and how they will be used in practice by RSCs to intervene in failing and coasting maintained schools and academies. Alongside this document the Government are also required, under the Academies Act 2010, to provide an annual report to Parliament on the expansion of the academy programme and the performance of academies during the year. This year’s report will include commentary on RSCs.

We recognise, however, that we need to go further. We acknowledge that RSCs are a new concept and that, as more schools become academies and the RSC remit expands, we need to clearly articulate the role, improve understanding of its responsibilities and increase transparency. Noble Lords will be reassured to hear that the new national schools commissioner, Sir David Carter, considers raising awareness, particularly among parents, as one of his top priorities and he made this clear in a Radio 4 interview last month.

As with any new system, we expect the level of awareness to increase over time, but to expedite this I am today making a clear commitment to the House that the Government will publish a full description of the RSC role and a guide to all RSC powers and responsibilities. We will ensure that this more detailed information is in understandable form, includes a succinct summary of the role and has clear links for the public to find more detailed information should they require it. We will make clear that this information is for parents and the sector.

The information will be published on the education pages of the government website, GOV.UK. This is the website where all government policies, publications, statistics and consultations are published. It is already used by parents to find information on matters such as school admissions, school performance and childcare. It is used extensively. In January of this year alone, there were nearly 1.3 million visitors to the education pages of GOV.UK. The website is designed for the public and is intended to be simple, clear and quick to find information. We will make sure that the information is collated and published in good time for the Bill coming into force. Furthermore, I assure noble Lords that we will keep the information up to date and revise it as necessary, following any changes to legislation or to RSCs’ non-statutory responsibilities.

Alongside publishing more detailed information, we recognise that it is equally important to ensure the public know where to find it. Once the new information is published, we will alert parent and governor groups such as the National Governors’ Association and the National Confederation of Parent Teacher Associations and encourage them to direct their members towards it. We will also publicise the information through the email which the Department for Education issues direct to schools at the start of every term and which sets out important changes. RSCs will also be carrying out a range of activities within their regions to improve awareness, to raise their profile and to ensure the sector understands and is prepared for the new legislation.

As the noble Lord has described, since we last debated this matter the Education Select Committee has published its report on the establishment of RSCs. While the committee welcomed the introduction of RSCs as a pragmatic approach to the expanding workload of academies oversight, the report also made a number of recommendations, including that the Government should reflect on the need to improve understanding of the role of RSCs. I assure noble Lords that the Government take this issue very seriously and will increase and improve the information available to the public on RSCs, with a particular focus on simplifying and improving the information for parents.

The noble Lord, Lord Watson, referred to the situation in relation to E-ACT and parents. I can assure him that we regard the involvement of parents in education as crucial. The best way to do this is not necessarily through having two parents on a governing body. An equally good or better way may be to have parent forums. I understand that E-ACT has plans to do this and is meeting with Sir David Carter this week to discuss this further.

Schools: Faith Schools

Debate between Lord Nash and Lord O'Shaughnessy

Monday 14th December 2015 Lords Chamber

[Lord Nash]

I am grateful for the noble Lord’s shorter question. I am very much aware of the case to which he refers. Of course, Tauheedul has had three of its schools inspected and they are all outstanding. We shall ensure, as our amendment to the Bill makes clear, that in all these cases in future, as has generally happened in almost every case in the past, parents are communicated with about the details of the change in status.

[Lord O'Shaughnessy (Con)]

My Lords, a 2011 report by the London School of Economics found that by becoming a sponsored academy the school not only raises its attainment but raises the attainment of neighbouring schools. I declare my interest as managing director of a trust that operates two free schools. Does my noble friend agree with me that, while the ownership of church land is clearly very important, what really matters is the quality of the education that goes on in the schools that sit on it?

[Lord Nash]

I entirely agree with my noble friend. It is very good to see more evidence emerging of a rising tide lifting all boats. I agree with the point he makes, and it is true that church schools have consistently outperformed local authority maintained schools.