Educational Attainment: International Rankings

Lord Storey Excerpts

Tuesday 13th December 2016 Lords Chamber

[Lord Nash]

I think the absolute standard has remained fairly static, but in view of the noble Baroness’s excellent work on education reform, I do not want to enter into a discussion, and I will write to her about that.

[Lord Storey (LD)]

My Lords, the Minister will recall that last time we had the PISA results there was a Statement in the other place that was repeated here, but given the fact that we are down three places in maths and our score in science is lower than before, I can perhaps understand why that has not happened again. The Minister will be aware that there is also an OECD survey about continuing professional development among teachers. I am afraid that the average is 11 days per annum, whereas the UK provides only four. How important does he think it is to make sure that the continuing professional development of our teachers is up to that of our competitors?

[Lord Nash]

I entirely agree with the noble Lord on that. Again, it is something that the multi-academy trusts are focusing on intensively in terms of supporting their teachers with CPD. We have an active programme, for instance, in maths. We fund high-quality professional development for maths teachers through our further maths support programme, our core maths support programme, the National Centre for Excellence in the Teaching of Mathematics and a number of universities.

Higher Education and Research Bill

Lord Storey Excerpts

2nd reading (Hansard): House of Lords
Tuesday 6th December 2016 Lords Chamber

[Lord Storey (LD)]

My Lords, coming up the escalators at Euston station, you see a number of illuminated signs telling you that sport science at Liverpool John Moores University is first class. I reflect on seeing this advert that John Moores is indeed first class in sport science and that our UK universities are first class and among the best in the world. So why are we potentially threatening our successful UK HE sector with a Bill that was devised before Brexit, when universities now face even greater uncertainties as a result of that referendum? On the other hand, higher education legislation tends to occur only once every dozen years or so—1992, 2004 and 2016—so the Bill does provide an opportunity to debate important issues facing higher education institutions and students.

Judging by the vast number of briefings that have been sent and the number of speakers at this Second Reading, that opportunity needs fulfilling. There is real concern among the university sector about its independence, and the move to transfer oversight from the Privy Council to the Office for Students potentially puts that in jeopardy. The Government are being very reassuring on this, but why do it? We need to ensure that our universities are independent of government, and oversight by the Privy Council provides this.

The teaching excellence framework will ensure quality teaching in our universities. But will it? The TEF will be a highly bureaucratic exercise that will not and cannot measure teaching quality. Its metrics will focus on aspects such as graduate destinations—which are beyond universities’ control—and student satisfaction scores, which research shows are not correlated with educational outcomes and exhibit bias against women and minority-ethnic lecturers. If we really want to develop teaching quality in our universities, providing universities with the skills and opportunities to develop their teaching workforce is more important. Keeping lecturers on zero-hours and fixed-term contracts does not bring out the full teaching potential of a university lecturer.

Deregulation and an influx of new, and possibly low-quality, providers will negatively affect existing universities and local communities. For-profit providers will negatively affect existing universities, because private providers make no money by providing anything surplus to profit: no community outreach, no research, no public engagement, no work with local schools and colleges, no adult education, no student unions, often no libraries, and often with staff employed on insecure and low-wage contracts. These poorly regulated private providers will devalue degrees with subprime qualifications. We already see in private colleges where the degrees are validated by an existing university very high drop-out rates and poor pass rates—not to mention the quality of the faculties and teaching.

Many universities like to hang banners from their estate proclaiming all sorts of positive statements about themselves. Do we really want to see banners which say this is a gold or silver institution? I guess there will not be many proclaiming bronze status. This will be a terrible message for prospective students and create a very divisive HE sector, which will see the gold standard universities prospering even further while the bronze become the poor relations. I can just hear it now: “Oh, you only went to a bronze one?”. Overseas students will view our system as a whole in a very different light. I cannot see many overseas students choosing a bronze-marked university, and more students will choose to bypass the UK. Is this where we really want to go with our first-class, world-beating HE sector?

The Bill does give us the opportunity to consider some important HE issues in areas such as student loan repayment conditions, overseas students, mental health improvement plans, access and participation agreements, and perhaps even informing students how their fees are spent. I am sure that, with the tremendous expertise that exists among your Lordships and a Government who hopefully are in listening mode, we can ensure that we agree a Bill which retains all that is world class about our universities and their research work.

Sex and Relationships Education

Lord Storey Excerpts

Thursday 24th November 2016 Lords Chamber

[Lord Nash]

I agree entirely with the noble Baroness that it is completely unacceptable for pupils to learn about sex from pornography rather than from an age-appropriate programme of SRE in schools, and that a whole-school approach is appropriate. Of course, Ofsted has a vital role to play and takes an interest in all school provision, and in particular how schools provide spiritual, moral, social and cultural development for their pupils. The inspection handbook was updated in August. It now says that inspectors will look at records and analysis of: bullying; discriminatory and prejudicial behaviour, either direct or indirect, including racist, sexist, disability and homophobic bullying, use of derogatory language, and racist incidents.

[Lord Storey (LD)]

My Lords, I am delighted that the Minister used the term “actively under review” because he himself, and indeed the Leader of the House on many occasions, have said they wished that PSHE and sex and relationships education were taught in our schools. He may be aware that in Scotland sex and relationships education is part of the curriculum; every young person receives that entitlement. Indeed, there is a syllabus from key stage 2 right through. Perhaps in his active review, the Minister might look at lessons that can be learned from Scotland.

[Lord Nash]

The noble Lord makes a good point. We are very open-minded about this and will certainly do that.

Education (Pupil Information) (England) (Miscellaneous Amendments) Regulations 2016

Lord Storey Excerpts

Monday 31st October 2016 Lords Chamber

Moved by

[Lord Storey]

That this House regrets that information about pupils’ nationality and country of birth collected under the Education (Pupil Information) (England) (Miscellaneous Amendments) Regulations 2016 (SI 2016/808) could be used to help determine a child’s immigration status.

[Lord Storey (LD)]

My Lords, it is important that schools know how many of their pupils have English as an additional language. I hope that means that extra resources and support can be provided for those pupils. Indeed, schools and local authorities have been doing this for decades. However, the requirement for every school in England—by the way, we are not talking about Scotland, Northern Ireland or Wales—to collect information en masse about every child’s country of birth is, frankly, unbelievable.

These regulations were made on 20 July and laid before Parliament on 27 July, after Parliament had risen for the Summer Recess. They were rushed through Parliament in the six-week summer holiday with no debate, no proper scrutiny or, indeed, public consultation. You might have thought that the DfE would have wanted to consult, take soundings and take the views of a range of organisations before embarking on this requirement. However, that was not the case. The regulations were rushed through Parliament and that was it.

Against a backdrop of a massive increase in anti-immigration rhetoric, as witnessed by big increases in hate crime, and at one stage the Government considering asking firms to report on the number of foreign staff they employed, there is real concern among members of different ethnic groups about victimisation and being targeted. I am afraid that this proposal has all the hallmarks of racism, particularly as language codes are already recorded for pupils with English as an additional language, as are codes on their ethnic background. We have already seen the effects of this new requirement. It became a duty for schools to collect this information this September. Some schools have asked pupils to bring in their passports. Can noble Lords imagine pupils having to bring in their passports? In investigating the school census, Schools Week found classroom discrimination whereby only non-white children were being asked to bring in their passports to school. The Independent reported that where parents do not provide information, teachers will be asked to guess the ethnicity of pupils. Is it any wonder that children and young people have felt discriminated against and embarrassed in front of their peers? The Government may say that the guidelines state such and such, but that is a very different matter from practice in schools.

What is the purpose of collecting the information? The Minister says in his letter to me that the information will help us to understand the impact of migration on schools—for example, what extra support we may need to provide. However, there is no extra budget financing. He goes on to say that it will help us plan how we ensure there are enough good places for every child. However, knowing where a child was born has nothing to do with school place provision. The DfE says that the information will not be accessible to the Home Office, but already on 18 separate occasions since 2012 the National Pupil Database data have been handed over to the Home Office, while information has been granted to the police 31 times.

The actions of the Government and statements from them on nationality and country of birth have also raised real concerns about the confidentiality of the school census as a whole and the child’s personal data given by parents in good faith when their child enrols at school. If information from the school census can be shared with other agencies, for example the Home Office and police, without any oversight at all or consent, what does that say about the confidentiality of such information? By acknowledging that the nationality and country of birth data are too sensitive to be kept on the National Pupil Database with other data, are the Government suggesting that that database is not a secure place for a child’s data to be stored? How does this rest with our child safeguarding responsibilities?

I am very grateful to the Minister for his letter of 26 October, in which he made a number of key points. I hope that when he responds to the debate he will deal with some of them. He says that the new data on nationality and country of birth will be provided to schools by parents only if they choose to do so. It will be entirely optional. What is the point of all this if, at the end of the day, it will be entirely optional? How will that affect the need for extra resources or school placements?

On the question of passing information to the Home Office, the Minister says that it is solely for internal Department for Education use. How can we have a 100% cast-iron guarantee that this information will not be passed on to other agencies? He also talks about how we currently give information to private organisations and for research purposes. Is there to be carte blanche? What checks and balances are currently in place when people ask to see this information, and how do we ensure that if we agree that information goes to a private organisation, we are happy that it will be treated correctly and properly?

Finally, to go back to the point I made at the beginning, the Minister talks in his letter about extra support. Are we to understand that there are plans to provide extra financial support for schools which have children from different ethnic backgrounds?

Children are children, and to use their personal information for immigration enforcement is disingenuous, irresponsible, and not the hallmark of a tolerant, open and caring society.

[The Earl of Clancarty (CB)]

My Lords, I thank the noble Lord, Lord Storey, for introducing this Motion and I agree with his concerns.

There are two aspects to this. One is concern over whether school census data might be passed to the Home Office for immigration purposes, and the other is whether the gathering of these data oversteps the bounds of privacy, whether or not there is any usefulness for education. I have to say that but for the perseverance of campaign groups such as Against Borders for Children and Jen Persson of defenddigitalme, we would be none the wiser about the sharing for immigration purposes of the National Pupil Database between the Department for Education and the Home Office that has already gone on.

It has taken two freedom of information requests by Pippa King as well as Parliamentary Written Questions from Caroline Lucas to uncover, for instance, that in the last 15 months alone, requests to a total of 2,462 pupils have been made by the Home Office. I therefore feel that it is already very difficult to trust any reassurances that the Government now might make for the future. These revelations also contradict the statement that the noble Viscount, Lord Younger of Leckie, made in this Chamber on October 12 when he said,

“I reassure the House that the information is kept within the Department for Education and is not passed on to the Home Office”.—[Official Report, 12/10/16; col. 1890.]

This is clearly untrue, and I hope that this statement will be retracted. So far, the Government have said nothing about these disclosures.

We learned at the weekend from the report in Schools Week that the noble Lord, Lord Nash, has said that the nationality and place of birth data would be kept in a separate database. This raises a number of questions, not least whether this is a tacit admission that the NPD is not a secure place already in terms of data sharing—and of course we know now that it is not. But I would like to know what would be so special about this separate database. What is the precise wording that will ensure that these data will not be shared with the Home Office? Will this be a legally binding agreement? That these data would be on a different database seems to me to be meaningless in itself. What, then, of the NPD? Can the Minister assure us that those data, aside from nationality and birthplace, will not be shared in the future with the Home Office? What is the wording of any agreement which will ensure that?

Parents are upset, not just about how this information might be used but because these questions are asked at all. They are fundamentally intrusive in the same way that the listing of foreign workers would be. We also know that the same questions are also being asked of school governors. If it is unclear how pupils’ data can be used for the improvement of their education, it seems that the same information on school governors does not have anything at all to do with either a good education or good governance.

One of the things that ought to be emphasised is that these questions are in one important sense mandatory. You cannot leave them blank and, despite what it says in the guidance, parents have been asked for their passports for the simple reason that when the department asks a school to do something, they will naturally try to do so as effectively as they can. It is true that you can currently put “Refuse” as an answer, which parents are quite rightly doing out of protest at being asked these questions, but for many parents this will appear a provocative response. Can the Minister say whether there would be a straightforward opportunity for parents who are unhappy about having already given the information to have it retracted? Having “Refuse” as an option is a telling recognition that this is a sensitive area and, if these regulations continue, it will not surprise me at all if in a year or two that option is removed.

As everyone in education knows, it is a hard job to get pupils who may be excluded from mainstream education by circumstance into education. We need to get all our children into school, not frighten them away. In a sense, the Minister let the cat out of the bag in answer to a question from the noble Baroness, Lady McIntosh of Hudnall, that,

“it better enables us to monitor immigration issues within this country”.—[Official Report, 12/10/16; col. 1889.]

How is that a function of the DfE? Data gathered by the DfE should not be used to monitor immigration issues. Teachers are not border guards.

This is a children’s rights issue. Many parents are against the provision of these data and campaign groups have displayed serious concerns about it. The regret Motion of the noble Lord, Lord Storey, is unfortunately well founded.

--- Later in debate ---

[Lord Nash]

Obviously, it will not be as reliable as if they had, but it will be better than nothing. At the moment we just do not know and we are seeking a better picture. Frankly, many schools and, I am sure, parents, will understand why we want this information. Parents want their children to be educated better and they want them to be integrated into our school system better. We need to be better at doing that.

Having these data also helps us shine a light on where good practice is taking place. The new data on English proficiency will allow the department and individual schools to explore whether there is a better way of targeting specific children who need additional language support. I repeat loud and clear that the data on nationality, country of birth and language proficiency are not and will not be shared with the Home Office or police. There is a memorandum of understanding in place to this effect, to which a number of noble Lords have already referred. The MoU sets out the terms for sharing data with the Home Office and it reflects the need for practical arrangements between departments of state. It would be disproportionate to put this arrangement on a statutory footing. So far as our apparent refusal to publish this MoU is concerned, we anticipate publishing it shortly.

Where the police or Home Office have clear evidence of illegal activity or fear of harm to children, limited data, including a pupil’s name, address and some school details, may be requested. To be absolutely clear, this does not include data on nationality, country of birth or language proficiency. We have shared data with the Home Office in relation to 520 pupils in the past 15 months, set against 8 million pupils in our school system. It is a very small fraction, but a none the less valuable contribution to the Home Office fulfilling its duties of law enforcement.

Separately from the new data items, the DfE does support the reuse of our data by third parties such as academics and education research organisations when the use of it is both secure and in the interest of adding to the evidence of what works. Recent examples include independent academic analysis of the performance of academies, and others unpicking the recent improvement in outcomes for London schools to ensure that we can maximise what the data tell us about the best things to do next to improve education outcomes.

The data are also reused on websites such as schoolsguide.co.uk and in the Good Schools Guide, which help parents make sense of these complex data when making vital choices. The noble Lord, Lord Storey, asked about our procedures in this regard. We give extracts of our national pupil database out, but only under strict controls. We do not share nationality and country of birth data as part of this process. Access to sensitive data is strictly controlled by the DfE Data Management Advisory Panel, which is comprised of senior experts on the data and legal issues associated with the release of data.

The noble Lord, Lord Storey, and the noble Earl, Lord Clancarty, suggested that perhaps our NPD data are not secure. We believe that they are very secure because we have not had a leak in 16 years. However, we take data protection extremely seriously. All staff who work with data comply with the requirements of the Data Protection Act and undertake mandatory annual data handling training. In addition, all information assets are appointed an information asset owner to ensure that access to data is restricted to only those people who have been vetted and approved. All department systems used to collect, store or transfer personal data undergo regular IT health checks to ensure that they are secure, and these policies and the processes within them are regularly reviewed by the Government Internal Audit Agency to ensure that they are appropriate and effective.

I have responded to the point about this being optional by saying that it is better than what we have by a long way. The noble Lord, Lord Storey, asked whether financial support would be available to schools. Let us first get the information and analyse it so that we can work that out. I have already responded to the point made by the noble Earl, Lord Clancarty, about the circumstances in which the data would be made available to the Home Office. They can be requested only where there is a reasonable expectation that a crime has been committed or fear of harm. I hope I have reassured noble Lords about the intended use of the data that these regulations will collect and that I have allayed the fears and dispelled the myths that have grown up around them.

[Lord Storey]

My Lords, I am grateful to the Minister for his detailed response and he has given us quite important information about some areas of this matter. The truth is that I do not think he or the Government realised the effect collecting such data would have on schools. We have seen some of the most appalling practices such as, “Hands up if you do not live in England”. That is not conducive to good race relations or to how schools work.

On the question of resources, we already collect information about pupils’ ethnic backgrounds so that we can provide them, but the notion of saying to children, “We want to know where you live and where you were born because at some time in the future we may provide some resources”, just seems batty to me. This is not about shining a light; quite frankly, this is just inept. I am disappointed that the Government did not retract what they had done when they realised how stupid all this is. So I am afraid I am not convinced. I know that this will not have any effect on what has happened, but it is important that people stand up and be counted, and therefore I want to test the opinion of the House.

Motion agreed.

Social Mobility

Lord Storey Excerpts

Thursday 27th October 2016 Lords Chamber

[Lord Storey (LD)]

My Lords, I thank the noble Lord, Lord Holmes of Richmond, for initiating this important debate. I was so pleased that he talked about effective careers advice and the need to start that in primary schools. He also mentioned the importance of the early years, a subject I will be coming to. On my behalf and that of my noble friend Lord Addington, I congratulate the noble Baroness, Lady Couttie, on her excellent maiden speech, a clarion call to redouble our efforts. She really is a glutton for punishment, because I notice that she is speaking at 5 pm in Grand Committee. I am very impressed. I do not think there are many people who would make another speech on the same day as their maiden speech.

As a number of speakers have said, our society must ensure through our policies that every person can have a quality of life and the opportunity to improve their circumstances, regardless of their background, where they live or who they are.

As we have heard from a number of your Lordships, the Prime Minister promised on taking office that she was committed to putting social reform and social justice at the heart of her Government. Promoting social mobility, particularly for the most vulnerable, will be crucial to creating a society that indeed works for everyone. A range of issues has to be tackled if the Prime Minister’s words are to become a reality—poverty, employment support, welfare, housing, public health, mental health and family support. Many of your Lordships have spoken eloquently on these issues. The excellent report of the Lords Select Committee on Social Mobility, mentioned by the noble Baroness, Lady Massey, makes a raft of recommendations. I was taken particularly by its focus on what it called the overlooked middle; that is, that group of 16 to 19 year-olds who are neither going on to do A-levels nor in the NEET group. The report talked about better mechanisms for co-ordination between FE and employers at a local level, plus better national-level support on things like tracking and data on this group, which are currently very poor. I was interested to read in Hansard the debate in another place on Merseyside schools and was delighted for the first time to see a Minister in this Government talk about how important was further education. I thought that that was a real sea change. Linked to the work that the noble Lord, Lord Baker, has been doing, there are real possibilities there. Perhaps the Minister will tell us when the House can expect to debate that report.

Members will no doubt have been sent a large number of detailed briefings ahead of this debate from a wide range of organisations—and I would like to thank them. As one reads through each briefing, it becomes apparent that one issue above all is seen as the way to tackle social mobility. That, of course, is through education. To paraphrase that American political slogan: it’s education, stupid—and crucially in the early years. As Action for Children says, significant evidence points to a child’s education in the earliest years as being central in shaping the rest of their lives. The NAHT points out that, by the age of 11, poor children lag on average nearly 10 points behind their peers in educational progress. That attainment gap grows ever wider as they progress through the rest of their schooling, affecting their life chances in the most dramatic—some may say, the most disturbing—way.

What is the proposal of our new Government in using education to help social mobility? Yes, it is the reintroduction of grammar schools. Where grammar schools exist, they do nothing to increase social mobility. Creaming off 20% of the brightest children does not help other local schools; it does not help that all important pupil-peer support; it has the potential of taking the best teachers away from other schools; and it does not help a local community. Every piece of independent research carried out confirms that grammar schools do nothing for social mobility. I suggest to the Minister that if a grammar school landed on the catchment area of his Pimlico Academy it would not help his school by creaming off the brightest, and it would do nothing to help social mobility. If the Government are intent on this policy—it is doubtful that they would get it through—then why not move away from the rhetoric and carry out some proper analysis and evaluation? Let them ask the NFER, for example, to do the research and then we can formulate policies based on proper research. As Russell Hobby of the NAHT wrote in the Times Educational Supplement, the Government’s grammar school plans are based on anecdote and not on evidence.

By the time children reach the age of 11, it is too late to tackle many of the disadvantages they face in relation to education and development. If the Government are truly focused on increasing social mobility, they should invest in early years. Research shows that children’s life chances are often determined before they even enter primary school. This means that if we are really to achieve change, it can happen only if there is a strong focus on families with pre-school-age children. Children’s centre provision must remain at the heart of policies to effect social mobility and they must remain flexible to fit local needs. Can the Minister update us on any plans the Government may have to evaluate children’s centres, and to see what creates a successful children’s centre and how we can learn from that?

Let us remind ourselves that 10,000 young people leave care every year. These children are some of the most vulnerable in our society. Research shows that young people leaving care are more likely than their peers to have poor outcomes in a whole range of areas. In recent years it is to be celebrated that governments have done much to formulate policies which will help these young people, but much more needs to be done.

A key factor influencing the social mobility of a young person is their ability to find full employment. Care leavers and young people with special educational needs often face particular challenges finding work, and more intensive help and support are needed. It is important that the Government’s recent commitment to provide support for employers to take on care leavers and those young people with special educational needs is fulfilled, particularly in the role of apprenticeships.

Career education is a key component of employment and skills provision, but the current offer is delivered through a range of initiatives and providers, making it patchy and fragmented. Can the Minister say when we are likely to see proposals come forward on careers education?

We have been trying to tackle the causes of the prevention of social mobility for a considerable time. I am absolutely sure about the sincerity of successive Ministers and governments. I have found myself agreeing with everything that has been said in this debate. I was particularly taken by the comments of the noble Baroness, Lady Morris, about the nought to five year-old group and the comments of the noble Lord, Lord Farmer, about the family hub. On many occasions I have seen how children have succeeded against all the odds. As parents, we would do everything for our children. That everything includes things that many families do not possess—family support and networks.

An interesting NFER report landed on my desk the other day on how parents choose the school their child goes to. Parents from low-income groups let the child decide, or select the school already attended by siblings. Those from higher-income groups undertake research on possible schools and attend open evenings.

There is not one single silver bullet that will achieve what we all want to happen, but if we are prepared to listen and learn from good practice and the research available we will continue to make good strides.

Grammar Schools

Lord Storey Excerpts

Thursday 13th October 2016 Lords Chamber

[Lord Storey (LD)]

My Lords, I thank the noble Baroness, Lady Andrews, for securing this debate and congratulate the noble Baroness, Lady Vere, on her maiden speech.

The noble Lord, Lord James of Blackheath, will be pleased to know that I can join his elite and exclusive club, because I failed my 11-plus. In those days, the results were published in the local newspaper. My mother had the embarrassment of walking down the road to be confronted by various neighbours, who said, “We’re terribly sorry that your Michael didn’t make it to the grammar school”. I hope that the Government do not propose to bring back publishing the results of those who pass or fail.

I started my teaching career in a town called Prescot, which was part of Lancashire County Council, division 16. It was a small town, whose main, declining industries were BICC and Pilkington glass. The school I taught in was a small, one-form entry church primary school in the middle of a council estate. After two years, the school I was in asked if I would take year 6, which in those days was called top juniors. They were 40 wonderful children, with wonderful, caring parents. The secondary provision was a boys’ grammar school and a girls’ grammar school, and several secondary moderns. After Christmas the joy of learning was put on hold as we prepared constantly for that 11-plus exam. They practised on past test papers, had verbal reasoning and numeracy tests, and day in, day out, we laboured at this style of learning in the hope that we might squeeze some extra children through to the grammar school.

But what did it mean in practice? It meant that the pressure placed on those children, both emotionally and psychologically, was enormous. It meant that for many months the joy of learning stopped, and that many summer-born children were already at a disadvantage. “Please, sir, why is it called the 11-plus when I’m only 10?”, asked one innocent child. It meant that once the results came out, there were many “hurt” children—and yes, a few joyful children. It divided school families and communities, and 20% of the children were creamed off each year to go to the grammar schools. Of course, it was grossly unfair, because first, there were more places at the boys’ grammar school than at the girls’ grammar school, so girls failed even if they got a higher score than the boys. Overall, it depended on the number of places available, so children one year could fail with a higher score than children who passed the previous year.

Of course, the grammar schools creamed off not just the children but the teaching staff and resources, and as we heard before, the secondary moderns were perceived by parents as the inferior schools, and the pupils as inferior students. This was not social mobility but social and educational apartheid. Do we really want to go back to those days?

Until Theresa May’s speech to the Conservative faithful, academic selection in our school system—pass an exam and see what type of school we send you to—was seen as the past. Grammar schools, as Margaret Thatcher observed, were widely unpopular when they were abolished, which is why she agreed to close so many of them when she became Prime Minister. She did not turn the clock back; she looked at ways of improving standards.

Grammar schools enjoyed a hallowed status in certain parts of the Conservative Party and were seen as engines of social mobility that transformed the chances for a generation of bright children from poor backgrounds. How untrue that was then, as it is now. Even if grammar schools boosted social mobility for the lucky few, they left the majority behind. In areas that still use the 11-plus, the evidence proves that. It favours affluent children and obstructs the poorest. The wealthiest parents will of course pay for the best available education, whether that means moving house to a better catchment area, paying private school fees or paying for tuition to prepare their children for an 11-plus option that is not available to all.

At every educational level, the reintroduction of grammar schools is wrong. As I said, they divide communities and families, and they cause real pain and anxiety for children and families. They do not deliver on social mobility; they do not deliver on improving educational standards and life chances; they do not deliver on choice; and they certainly do not help the neighbouring schools in the community.

As we have already heard, Kent is a county that has retained the grammar school system. Perhaps if we want empirical evidence of whether grammar school education improves the education of all children, we can look at Kent. There, the gap in attainment between children on free school meals and those not on free school meals at key stage 4 is 34%. If you go to inner London, where there are no grammar schools, the gap is 14%. As our Chief Inspector of Schools, Sir Michel Wilshaw, said, if Mrs May’s priority is social mobility, she should be replicating the best comprehensives in London.

The Government claim that creating more grammar schools will help increase social mobility. That is plainly wrong. It will have the opposite effect, narrowing opportunity and limiting life chances for the majority of pupils in England. Evidence shows that grammar schools have a disproportionately lower number of pupils on free meals than secondary schools. Only 2.6% of pupils at grammar schools are eligible for free school meals compared with 14.9% across all schools. So it is clear that grammar schools do not increase social mobility in the areas in which they currently operate.

If we really want to tackle social mobility in education, grammar schools are not the answer. By the age of 11, a child from a disadvantaged background lags nearly 10 months behind their peers in making progress in education. It is then too late to tackle many of the education and development problems that disadvantaged children face. The answer, as we have heard, is to start with early years on language development, reading and oracy, numerical concepts and socialisation with peers, and giving real support to parents in those disadvantaged areas—support that was available in the Sure Start centres. If we do that, we can ensure that the gap that keeps widening and widening as those children go through their education experience is stopped.

As I have said before, for summer-born children the 11-plus is very unfair. We know that summer-born children—of which I was one—on average perform poorly in most tests compared with those in their year groups born earlier in the school year. This is most noticeable in primary school children. The learning gap is still statistically significant right up until school leaving age, as summer-born children are 5% less likely to get A to C grades in GCSEs. I ask the Minister whether there are any plans to rectify this unfairness.

The Prime Minister said that she intends to promote a grammar school-style education for all. I wonder how the sponsors of academies and free schools feel about that. If, say, in the catchment area of Pimlico Academy there were suddenly to land a grammar school which, by its nature, creamed off the academically top 20%, how would the Pimlico trustees or our own Minister feel about that, and what effect would it have on the school? We know how the Chief Inspector of Schools feels about it. Writing in the Times, Sir Michael Wilshaw said:

“If someone had opened up a grammar school next to Mossbourne Academy”—

the school he was head of—

“I would have been absolutely furious as it would have taken away those youngsters who set the tone of the school. Youngsters learn from other youngsters and see their ambition; it percolates throughout the school”.

Can the Minister tell us what plans can be put in place to protect the balanced intake and curriculum of secondary schools if a grammar school is established in the same area?

The Prime Minister’s pledge on grammar schools is but a distraction—perhaps a distraction to appease some of her more fervent Members who hark back to their grammar school days. Come on, we can do better than this. Do we really want an education system in the 21st century that divides our children by an exam that they pass or fail? Do we really want to create a segregated academic elite in our communities? As the right reverend Prelate the Bishop of Norwich and the noble Lord, Lord Cashman, noted, the abolition of the 50% cap in our faith schools will mean that even more of our children will be separated and segregated by their religion. I want an open education system that does not segregate any pupil because of their ability or their faith—a system in which no child is left behind.

Grammar Schools

Lord Storey Excerpts

Wednesday 14th September 2016 Lords Chamber

[Lord Nash]

First, I pay tribute to the great work that the noble Lord has done over many years with the Big Issue and in helping the homeless and many other people. I am very much aware of the points the noble Lord makes, having taken the Children and Families Bill, the Childcare Bill and now the Children and Social Work Bill through your Lordships’ House. We want our education system to deliver for everyone. We have been very much focused on more disadvantaged pupils, with our pupil premium and our sponsored academies programme. We are now seeing 350,000 more children in sponsored academies that are rated good or outstanding—schools which previously were generally performing very badly. Sponsored academies do particularly well for pupils on free school meals and at narrowing the gap. However, there is more to do, which is why we have launched our consultation.

[Lord Storey (LD)]

My Lords, the Minister frequently—and movingly—talks about his own in involvement in education and the establishment of the Pimlico Academy. How would he feel if a grammar school was to park its tank on his community? Would that not be socially divisive and would it not have a major impact on the schooling of all children in the Pimlico area?

[Lord Nash]

The noble Lord raises an extremely good question. We are surrounded in Pimlico by a lot of schools that, in one way or the other, partly because they are independent, are selective. But through our reforms, we are determined to see the selective sector—all selective schools, including existing ones—engage much more widely with the system, focusing particularly on lower-income households, so that we can help drive a school system that works for everyone.

Teachers: Academies and Free Schools

Lord Storey Excerpts

Monday 12th September 2016 Lords Chamber

Asked by

[Lord Storey]

To ask Her Majesty’s Government how they intend to ensure that all teachers at academies and free schools are fully qualified.

[Lord Storey (LD)]

My Lords, I thank all noble Lords who have put their name down to speak in this debate.

There was a record number of 456,000 full-time equivalent teachers in state-funded schools in 2015, but retaining working-age teachers is becoming harder. The proportion of teachers leaving for reasons other than retirement is increasing. The number of teachers entering initial teacher training has been below the Government’s annual target for the past four years. In certain subjects, such as maths and physics, there has been a real problem of recruitment. The number of pupils is projected to grow by 13% between 2015 and 2024, adding another 900,000 pupils to the school system, so 50,000 new teachers will be required on top of those trainee teachers replacing leaving or retiring teachers. As I said, secondary schools face particular challenges in retaining teachers in sciences, languages and geography. However, Governments have always got it wrong on rising and falling birth rates—they have never been able to manage it properly.

Perhaps the most worrying aspect is not just recruitment and retention—it is how teachers feel about their jobs. The National Foundation for Educational Research has just published a report entitled Engaging Teachers: NFER Analysis of Teacher Retention. Every time we reorganise a school, bring in a new curriculum, change the exam system or alter the testing regime, it has an effect on teacher morale; it has an effect on their confidence and, actually, their well-being. It goes without saying that teachers who have had their morale knocked out of them will feel undervalued and not give of their best or be the excellent teachers that they should be. What can we do about it? Every time there is a minor change in your Lordships’ House many Peers are incensed. Imagine how we would feel if we had constant change here, and imagine how teachers feel.

In its February 2016 report, Training New Teachers, the National Audit Office called on the Department for Education to show that arrangements for training teachers,

“are more cost-effective than alternative expenditure, for instance on improving retention”.

It is not very cost-effective to spend considerable sums on training someone to be a teacher if they resign a few years later, when there will be the additional cost of training a new teacher to replace them.

I was recollecting—which is perhaps dangerous for me—that when I first started teaching I was responsible for what were called “top juniors”, the group of young pupils who would be entered for the 11-plus. In those days, there were grammar schools, secondary moderns and technical colleges, and then comprehensives were established. Then schools and colleges were allowed to develop specialisms, whether in languages, sciences or PE. My wife’s school became a specialist PE college, and luckily for her she was a PE teacher. Then there were academies: city academies and then academies—standalone or in multi-academy chains. As we know, 70% of our non-selective or independent schools are academies. You can give schools different names or different structures but what really matters is not the type of school but the quality of the school leadership and—most important of all—the quality and professional expertise of the teachers.

I have often said in this House that if a pupil in a primary school has a poor or mediocre teacher one year, they will not be able to repeat that year. If the pupil is learning a subject in secondary school and has a poor or mediocre teacher, he or she will probably be in danger of failing that subject.

In recent years, every time the PISA tables were announced, perhaps our most radical Secretary of State for Education, Michael Gove—perhaps I do him a disservice—constantly lauded the Finnish education system for its approach to education and learning. Great! In Finland, they recognise the importance of teachers. Teachers are valued and respected and, importantly, are not allowed to teach unless they have a master’s degree. By the way, in Finland there are no tests and testing regimes until pupils reach the age of 16. In this country, whether you are a pupil in an academy, a maintained school, a church school or a grammar school, the quality of the teacher really matters.

As I said, academies were first set up by the last Labour Government as an education strategy to improve educational standards, particularly in disadvantaged communities and areas of poor education, and drive up standards by replacing failing schools in struggling LAs. Originally, they were called city academies. Academies are not obliged to follow the national curriculum and are not accountable to their local community but directly to the Minister’s department via eight regional commissioners. They are not obliged to include parents or teachers as governors, can set their own salary scales and terms and conditions for staff and can employ unqualified teachers.

Pay and conditions are about not just the amount that teachers get paid but include sick pay, the structure of school holidays, starting salaries, salary structure, pay progression, chief executive salaries, probationary arrangements, teacher qualifications, rules about people taking redundancy pay and disciplinary and grievance procedures. If we do not have a nationally agreed scheme which applies to every type of school, we will end up with a free-for-all in education and—some with a particular political bent might like this—a free market economy. We have already seen that some academies are paying differential rates of pay so they can attract teachers in shortage subjects. However, if you pay more salary to one type of teacher, other teachers will get less. Just as the coalition Government fought against regional pay, so we should fight against a divisive system in pay.

Academies’ freedom to control staff pay has resulted in many senior staff receiving bloated six-figure salaries. Indeed, chief executives of academies are on a financial wheel of fortune for their remuneration, with a salary of £300,000-plus having been paid. Perhaps those Conservative Back-Benchers in the other place who want the salaries of the BBC’s top earners to be published should insist that the salaries of the top earners in academies are published as well.

Free schools and academies have been able to employ teachers without academic or professional qualifications since 2012. Since June 2015, the number of unqualified teachers working in academies has risen by 20%. In 2012, 2,320 academies that opened had funding arrangements requiring them to employ only teachers with qualified teacher status, similar to maintained schools. However, in September 2015, Schools Week reported that 34 academies had been granted permission to amend their agreements so that they could take unqualified staff. Will the Minister please ensure that all new academies have funding arrangements requiring them to employ fully qualified staff, and that any chances are taken only in exceptional circumstances?

There are a variety of different routes into the teaching profession, ranging from postgraduate certificates based at universities to School Direct, which, as the name suggests, focuses on training at the chalkface, to Teach First. Making sure that you are properly trained and qualified before you step into the classroom and have responsibility for the minds of children and young people must be an essential requirement. Teaching is not something that you just drift into without fully understanding what you are doing. Like any other profession, teaching requires a bank of knowledge and skills that cannot just be picked up as you go along. If you teach young children, you need to understand child development. Every teacher needs to be able to identify different special educational needs, and to understand child behaviour management and safeguarding —the list goes on.

If I go into a hospital, I want the doctors who treat me to have completed their training before they turn their attention to me. If one of them says, “I have a great bedside manner but haven’t yet finished the section on anatomy”, that will not fill me with great confidence. To be thrown in at the deep end is a route to frustration and uncertainty. Students deserve the best we can offer. We definitely want those with natural aptitude to go into teaching, but that aptitude needs to be refined and developed through proper training. I suspect that if it was a legal requirement for academies, or indeed any school, to have to identify in their school prospectus those teachers who had not been fully trained, there would be a sharp reduction in the number of unqualified teachers.

In my remaining time I will quickly mention two other things. We also need—perhaps the Minister could address this—first-class professional development for all teachers. Once you qualify or start teaching, we need to ensure that that professional development is not left to an academy chain or individuals. We need to look at a proper system of professional development for all our teachers. What happened to the idea of a royal college for teachers?

I end with a quote I picked up the other day, from a teacher, Mike Britland, who said:

“Every time the government opens its mouth about education, every teacher cringes”.

Let government open its mouth with care and consideration and in the interests of all teachers and children.

Grammar Schools

Lord Storey Excerpts

Wednesday 7th September 2016 Lords Chamber

[Lord Nash]

My job, of course, is to support the Prime Minister. I am fully aware that most grammar schools do an excellent job. However, this is a long-running argument and there are strong views on both sides. I assure the House that we will not do anything without detailed consideration and consultation.

[Lord Storey (LD)]

My Lords, it is interesting to note that the Chief Inspector of Schools has said that the reintroduction of grammar schools would be disastrous and a retrograde step. Let us consider some facts. As the Minister knows, Kent retains the grammar school system. In Kent, the gap in attainment between free school meals pupils and non-free school meals pupils at key stage 4 is 34%. In inner London, where there are no grammar schools, the gap is only 14%. By those figures, grammar schools are socially divisive. Does the Minister agree?

[Lord Nash]

The noble Lord referred to Sir Michael Wilshaw’s comments. I am a great fan of Sir Michael Wilshaw and he has done an excellent job as chief inspector. He is right to pinpoint the great transformation in London schools, started under a Labour Government through their London Challenge and academies programme, which we have sought to continue. In fact there is no clear evidence to support his views but, as I have said, we are keeping an open mind. We are aware of the strength of grammar schools and would like more free school meals pupils going to them.

Schools: Drama

Lord Storey Excerpts

Monday 5th September 2016 Lords Chamber

[Lord Nash]

What the noble Earl says about acting as a career could equally be said about many other careers, sadly, and that is why we have invested so much in school reform over the past five years. Specifically, we have provided means-tested support to ensure that talented 18 to 23 year-olds from all backgrounds receive the training they need to succeed in acting careers, and we have funded the Royal Shakespeare Company to provide all state schools with a free copy of its toolkit for teachers and to support young people performing Shakespeare in theatres.

[Lord Storey (LD)]

My Lords, we all know how important the creative industries are to the economy of this country so it seems strange that we are allowing there to be a decline in the creative arts subjects in our schools. The Minister can quote little odd examples but the facts show that for all the creative arts subjects, there has been a decline in the number of hours taught and the number of teachers teaching those subjects. Does he think the new Secretary of State for Education might look again at the cataclysmic effects that the EBacc will have on creative subjects?

[Lord Nash]

I entirely agree with the noble Lord about the importance of the creative industries in this country. That is one of the reasons why we have reformed computing and D&T GCSEs and A-levels to make them more relevant and ensure that our pupils have the necessary skills to succeed in these great industries. However, I remind him of the situation we inherited in 2010, where only one in five pupils in state schools was studying a basic academic curriculum that would be regarded as absolutely common fare in any independent school and in most successful jurisdictions. That is why we introduced the EBacc, because that curriculum is so important, particularly to pupils from disadvantaged backgrounds who do not get that cultural education at home. We have doubled the number of pupils taking EBacc and we intend to double it again, and more. We hope that by stimulating the intellectual juices of our pupils to study better academic and creative subjects, they will in time want to engage in the arts more widely.