Schools Bill [HL]

Debate between Lord Shipley and Baroness Blower

Committee stage & Lords Hansard - Part 2
Monday 13th June 2022 Lords Chamber

[Lord Shipley (LD)]

My Lords, in moving Amendment 41 in my name and that of my noble friend Lord Storey, I will speak also to Amendments 77, 79A and 95. Amendment 41 is aimed at ensuring that schools within a multi-academy trust must be within a similar geographical area rather than spread across the country.

It is important for the close working of schools across neighbourhoods. I recall the noble Lord, Lord Nash, saying on the first day of Committee that one of the advantages of multi-academy trusts as opposed to maintained schools was that they enabled the speedy movement of teaching staff from one academy to another. But, of course, if the academies are located right across the country, it makes it very difficult indeed for that kind of movement of staff actually to happen. The issue is one of accountability and transparency. It is much easier for parents and local communities if multi-academy trusts are located reasonably close to each other, as occurs now, for example, with co-operative trusts.

The amendment talks in terms of the Secretary of State having to be certain

“that the geographical spread of the Academy schools that would be in the care of that proprietor is appropriate”.

It is things such as the number of schools in the care of that proprietor and whether the number of pupils registered at each school is such that the total number is felt to be appropriate. Then, of course, there is whether a majority of the schools would be primary schools or secondary schools. Clearly, there has been a tendency for academies to be concentrated in the secondary sector. My question to the Minister is: what is the overall structure planned in terms of the geographical spread of multi-academy trusts and what limitations might be placed on that?

Amendment 77 requires the Secretary of State to report on the powers of autonomy available to academies and to assess whether such autonomy should be available to maintained schools. The issue is one of a level playing field. Why can academies have much greater powers than maintained schools may be able to have; for example, on issues such as the ability to set term dates, admissions criteria, the ability to depart from the national curriculum and staffing arrangements? The question that we are posing to the Minister is why similar powers of autonomy do not lie with the maintained schools sector. Of course, the date by which the Government would like all maintained schools to have transferred to academy status is still eight years from now, so I think the point is relevant.

Amendment 79A relates to the problem that college groups that sponsor multi-academy trusts have. They face technical barriers that impede them from operating an optimal service. This amendment is intended to enable colleges, academies and multi-academy trusts to work together in a more coherent, efficient and effective manner. I suspect that the Minister may well be aware of the problem but the barriers that exist can include DfE rules that make it harder for an academy and a college to jointly appoint senior staff or rules requiring the academy to put every contract out to tender, even those involving joint services with their partner college. As an example, it can make it harder for colleges and academies jointly to secure IT services. Technical solutions should be possible to solve these problems and enable colleges to offer much more joined-up local processes.

That takes me to Amendment 95, which relates to the need to increase transparency regarding multi-academy trust funding arrangements and expenditure. An example was quoted to me last week of a worry that rural schools have about their budgets being cut when they are part of multi-academy trust and money that was available in the local area being reduced without explanation because the multi-academy trust operates as a single financial unit. The amendment says:

“The proprietor of a Multi Academy Trust must annually publish information setting out the quantum of funding they have reallocated from schools’ budgets within their Trust and for what purpose.”


In other words, there is an annual agreed budget. It is about what changes were made, who lost money and, perhaps, who gained money—and, of course, if the multi-academy trust is operating right across the country as a whole, those geographical differences become very important.

The amendment aims to increase the transparency of multi-academy trust funding arrangements and expenditure. At present, a multi-academy trust can reallocate an uncapped proportion of funding from schools’ budgets within the multi-academy trust, with no requirement at all for transparency. That appears to undermine the national formula objective to achieve greater transparency. It is one thing to support multi-academy trusts having a degree of flexibility over budgets, but the lack of public transparency over their expenditure should be addressed. I beg to move.

[Baroness Blower (Lab)]

My Lords, I shall speak briefly to Amendments 50 and 55. Amendment 50 seeks to protect the interests and encourage the involvement of all parties in a school community. It clearly makes sense that the Bill should provide for a procedure for the circumstances in which an individual academy seeks to withdraw from a MAT. The local governing body of such an academy may have very good reason, as outlined in the amendment, why such a step might be considered. Further, consistent with other amendments to this Bill, the amendment specifies that consultation on a proposed change must take place with the parties, including “parents and staff”. Two further elements to this are that the reason for seeking to withdraw, including the benefits that might accrue to children’s education should such withdrawal occur, and a timetable and financial framework for the activity, must be in evidence during the consultation. This is a coherent proposal that provides for the establishment of a clear procedure that is not burdensome or over-elaborate, in order to address a set of circumstances that may well occur.

On Amendment 55, clearly, there are many parents who choose schools with a religious character, whatever that may be. However, equally, there are parents and carers who would seek to avoid institutions of a religious character, believing that for them education should be in institutions with a secular ethos. Nothing in this amendment is designed to undermine, or otherwise interfere with, existing arrangements. However, given the intention that all schools should be part of a MAT by 2030, there should be a requirement that schools that have hitherto enjoyed a secular ethos should be required to consult widely before considering an application to a MAT with a religious character. Such consultation should be carried out in a timely fashion and deal with how joining a religious-character MAT would affect the existing school’s ethos.