Employment Rights Bill

Debate between Lord Sharpe of Epsom and Baroness Barran

Committee stage
Thursday 5th June 2025 Lords Chamber

[Baroness Barran (Con)]

My Lords, it will amaze the Committee to know that I do not support the amendments in the names of the noble Lord, Lord Hendy, and the noble Baroness, Lady Jones of Moulsecoomb. This could be a golden moment—I do not want to spoil it before it happens—where the Minister and I are on the same page. We will hold our collective breath.

I will make a few points. It was helpful and genuinely interesting to hear the history, context and examples that the noble Lord gave in relation to collective bargaining, but the fundamental concern that we have is that we find it hard to see how many of those—he talked about zero-hour contracts, for example—really apply to public sector employees across our schools and academies.

Our sense is that, in a world in which the Secretary of State receives advice from the negotiating body—the SSSNB, although I noticed that in my amendment on the Marshalled List I cunningly dropped one of the S’s, which makes it easier to say—the principle that the Secretary of State retains discretion is a good principle to stick to. I think the noble Lord explained that there could be ways in which the Secretary of State could overrule, but I feel that that makes it unnecessarily complicated. Perhaps more importantly, it fundamentally changes the relationship between unions and employers, and risks—perhaps more than risks—creating a much more oppositional relationship, where trade unions on one side and local authorities and trusts on the other are directly opposing one another in these negotiations. I also question whether it is practical, given the nature of our schools landscape.

Can the Minister clarify a couple of points? Amendments 153, 159, 160, 162, 167 and 170—the amendments that would leave out “employment”—would make the clause broader, to cover staff who are under contract rather than under contract of employment. Our concern is that that could cover people such as casual exam invigilators, peripatetic music teachers or staff who are under contract to look after the grounds. I would be grateful if she could confirm that the remit of the Bill refers to “terms of employment” as we understand it to mean.

Amendments 155 to 158 say to leave out “or is not”. This relates to the Secretary of State’s ability to prescribe the SSSNB remit through regulations. As the Bill is currently drafted, the Secretary of State can say that something is or is not to be treated as remuneration or a term of employment. For example, at present it could be said by the Secretary of State that an honorarium payment is not to be treated as being within the SSSNB’s remit. Removing “or is not” would mean the Secretary of State would have to be very specific indeed about what is to be considered remuneration. The current wording allows enough specificity about what is—and, importantly, what is not—within the remit of the SSSNB. We would argue that it is very important that that wording remains as is to avoid unnecessary confusion, tension or debate on its scope.

[Lord Sharpe of Epsom (Con)]

My Lords, I thank the noble Lord, Lord Hendy, the noble Baroness, Lady Jones, and my noble friend Lady Barran for their contributions to this debate. I commend the noble Baroness, Lady Jones, for getting rich people and yachts into a debate on the School Support Staff Negotiating Body. That is no mean achievement and she deserves our congratulations. I very much enjoyed the history lesson from the noble Lord, Lord Hendy. I learned a lot and I am very grateful, but I am afraid I have not necessarily arrived at the same conclusions or been swayed by his arguments.

I turn to the amendments. Amendment 153 seeks to confine the School Support Staff Negotiating Body’s remit solely to matters defined under Section 178(2) of the Trade Union and Labour Relations (Consolidation) Act 1992, effectively transforming the body from a consultative forum into a collective bargaining entity. It seems to us that this is a dangerous and fundamental shift. The negotiating body was designed to provide flexible, pragmatic consultation tailored to the diverse and complex nature of school support staff roles across a variety of settings. As we have heard, these range from small rural primaries to large multi-academy trusts. To impose the rigid and often adversarial legal framework of collective bargaining, as defined by industrial law, is to ignore the realities and needs of schools and academies. It risks bogging down negotiations in legal disputes and inflexible procedures that seem wholly unsuited to education.

Secondly, it dangerously extends the remit to include those working under contracts other than contracts of employment. That would create a vague and problematic category that threatens to blur employment relationships, dilute employer responsibility and foster legal uncertainty. Introducing such ambiguity would lead to confusion, disputes and potential litigation, detracting from the core mission of supporting school staff effectively.

Thirdly, Amendment 154, signed also by the noble Baroness, Lady Bennett of Manor Castle, demands a formal dispute resolution process involving conciliation by ACAS and binding arbitration by the Central Arbitration Committee. While dispute resolution is important, mandating binding arbitration at multiple levels removes essential local discretion and flexibility. Schools and trusts require the ability to resolve issues quickly and pragmatically without resorting to protracted and costly arbitration. This amendment risks entrenching lengthy legal processes that are incompatible with the fast-moving and diverse educational establishment and environment.

Additionally, expanding the negotiating body’s remit to include discipline, grievance procedures and any “other matter” agreed by the parties is dangerously vague. It threatens to overload the body with operational matters that should be handled locally by employers, who understand their context best. It risks creating bottlenecks in decision-making, delaying essential actions and ultimately frustrating both staff and management. In essence, these amendments push for a highly legalistic industrial relations model that is inappropriate for school support staff and the complex, varied environments in which they work. It will increase bureaucracy, create inflexibility and heighten the risk of industrial conflict rather than fostering practical co-operation.

Building on these concerns, I will emphasise the significant risk of unmanageable negotiations that other amendments in this group introduce. If the negotiating parties are free to consider any payment, entitlement or matter without clear limits, the scope of discussions could become unwieldy and unfocused. Instead of concentrating on core issues, such as fair remuneration, reasonable terms and meaningful career development, negotiations would risk becoming mired in peripheral or impractical demands. This would risk slowing down the entire process, making it less efficient and ultimately less effective in delivering tangible benefits for school support staff.