Schools: Academies

Debate between Lord Storey and Lord Nash

Tuesday 3rd March 2015 Lords Chamber

[Lord Nash]

As I already said, we regard the cash management of academies to be very prudent. We see no reason why efficiently run schools should not be involved in careful financial planning. It may well be that the Labour Party would like to run the school estate like they ran the economy—borrow, borrow, borrow and nearly go bust. We do not think that that is a sensible approach and we do not think that we should penalise successful schools.

[Lord Storey (LD)]

My Lords, my noble friend will be aware that this works out at an average of £1.2 million per secondary academy and £1.8 million per academy chain school. He will also be aware of the suggestion that we are setting up schools to be run as businesses. Will he tell us, in no uncertain terms, that there never have been and never will be any attempts to run schools as profit-making businesses?

[Lord Nash]

My noble friend will know from his experience over 25 years as a primary head that all schools are facing cost pressures from national insurance and pensions, so any prudent school will have some level of cash reserves. I mentioned capital requirements for academies. The education sector has a lot to learn from the business sector in terms of efficiencies. We have found that when business people and educationalists work well together through the academies programme the effects can be quite dramatic. I cannot make promises for ever, but there are no plans as far as this Government are concerned to bring profit-making to the school system.

Schools: Substance Abuse Education

Debate between Lord Storey and Lord Nash

Monday 2nd February 2015 Lords Chamber

[Lord Nash]

We certainly look at what is effective in other countries; I know that ADEPIS has looked at this. We have supported a number of UN resolutions in this respect.

[Lord Storey (LD)]

My noble friend may be aware that the Health and Social Care Information Centre found that drug abuse was more prevalent among those young people who had been excluded from school, at something like 12%, than among those in school. What plans do the Government have to reach those pupils so that this problem can be dealt with effectively?

[Lord Nash]

My noble friend makes a very good point. Attendance at school is, as I say, at an all-time high. However, this is one of the focuses of the troubled families programme, which has been so successful.

Schools: Faith Schools and Free Schools

Debate between Lord Storey and Lord Nash

Wednesday 28th January 2015 Lords Chamber

[Lord Nash]

My Lords, we have a rigorous approach to setting up new schools. They will not all work. We have closed a couple of free schools, with a total number of 200 pupils. Although that is very serious for those pupils and their parents, that compares with getting on for a quarter of a million new free school places that we will introduce under the free school UTC and studio school programme. Of the 87 pre-warning notices that this Government have issued to academies, more than 60% have been to sponsors approved by the previous Government, so it is clear that setting up new schools is not entirely straightforward.

[Lord Storey (LD)]

My Lords, my noble friend has been a great proponent of British values. Does he agree that respecting and understanding other religions might find a route in ensuring that faith schools had a percentage of pupils from other faiths?

Academies: Special Educational Needs

Debate between Lord Storey and Lord Nash

Tuesday 16th December 2014 Lords Chamber

[Lord Nash]

My Lords, I am delighted to be able to answer my noble friend’s first question in your Lordships’ House. We know that some young people with SEN need longer to complete and consolidate their learning. That is why our reforms extend SEN provision to young people aged 18 to 25. Where needed, they can now get EHC plans from their local authority and receive the tailored support they need to remain in formal education. The code makes it clear that these plans should reflect their ambitions and enable them to make a successful transition into adulthood.

[Lord Storey (LD)]

My noble friend will note that there has been an increase in the number of children with special educational needs in academies to 12.5%. However, in 16-19 academies there is no requirement to have a special educational needs co-ordinator—the person in charge. Therefore, how does he envisage that those pupils who are on an old statement—or now an education, health and care plan—can navigate the transition and be provided with the support that they need?

[Lord Nash]

The schools to which my noble friend refers must make clear what their offer is for SEN pupils. They must provide for SEN pupils, and they must publish their plans on their website very carefully.

Employment: Young People

Debate between Lord Storey and Lord Nash

Wednesday 10th December 2014 Lords Chamber

[Lord Nash]

I could not agree more with what the noble Baroness says. The involvement of the unions on this side of the piece is extremely important. I am delighted to be able to say that the careers company will have an advisory board, which will help it to design and implement itself, and Askel will sit on that board. I note the very good work that the NAHT has done in relation to Primary Futures. I was visiting a Primary Futures event at a school in Oxfordshire on Friday and noticed that one of the ex-presidents of the NAHT sits on the Primary Futures board. The noble Baroness’s points are very well made.

[Lord Storey (LD)]

I, too, thank my noble friend for this important and worthwhile Statement. I also praise the Enterprise for All document. I particularly like the Fiver scheme for primary schools, which I hope will be extended. However, on the day that we hear the Association of Colleges saying that careers education is broken, my noble friend mentioned in his Statement that the Government’s plan for careers guidance has received support from organisations such as the Sutton Trust. Does he agree with the Sutton Trust’s recommendation that all pupils should receive a guaranteed level of impartial, professional advice in careers education, while schools should ultimately be held accountable for the quality of the careers guidance provided?

[Lord Nash]

I certainly agree that schools should be held accountable for providing careers advice. Ofsted has made it clear that it will look at this very closely in its leadership category and we have strengthened the framework in this regard. I have already said that I do not think there is any one way of providing careers advice and I do not think that we should rely too much on one-to-one advice. Rather, we should involve the world of work much more in careers in the way we have been discussing.

Child Poverty

Debate between Lord Storey and Lord Nash

Monday 8th December 2014 Lords Chamber

[Lord Storey (LD)]

My Lords, my noble friend will be aware that over the past five decades the gap has stayed the same, if not widened. Does he agree that all the evidence suggests, as we have heard from the noble Baroness, Lady Jones, that the provision of high-quality early years provision in dealing with the problems of poverty is a way of tackling this problem? Does he agree that we should extend the provision for all two and there year-olds and the provision of a pupil premium?

[Lord Nash]

My noble friend is entirely right that the attainment gap in early years is stubborn, although under this Government the number of pupils achieving five good GCSEs has risen from 31% to 38%. It is a question of money and we do not currently intend to extend this further, although I can say that of the 260,000 two year-olds eligible for this provision, on the latest figures, 150,000 are taking it up, which is a remarkable achievement in terms of an increase in provision.

Schools: Admissions

Debate between Lord Storey and Lord Nash

Tuesday 21st October 2014 Lords Chamber

[Lord Nash]

As I said, faith schools and church schools are an essential part of our school system. They account for a third of our schools and perform generally very well. However, faith schools may give priority to children from faith, but many do not do so. All free schools and new-provision academies may prioritise only a maximum of 50%. We are keen to build a diverse system that offers parents choice but we believe that all schools should educate their children in the basic tenets of all main faiths practised in this country.

[Lord Storey (LD)]

My noble friend will be aware that many families, particularly those who can afford it, move house or rent a house so that they can get the school of their first choice. He will also be aware that the top 100 best-performing schools do not take disadvantaged pupils as measured by the pupil premium. How can we ensure that children and young people from disadvantaged backgrounds get the same opportunities as those more advantaged pupils? Do we need to provide more information and education to those families so that they can have those choices as well?

[Lord Nash]

The Government are intent on improving the schools system so that all pupils have the opportunity of a good place. It is clear that some parents are able to buy houses near better schools. We are not in favour of that at all. We believe we should make all schools of a much higher standard so that that kind of thing does not happen.

Schools: Class Sizes

Debate between Lord Storey and Lord Nash

Wednesday 15th October 2014 Lords Chamber

[Lord Nash]

I would be interested in the noble Baroness’s definition of complacency because, despite the massive population increase, the previous Government cut the number of primary school places by 200,000 and the money by 26%. We have more than doubled the amount of money invested in class sizes. The relevant figures are that the class size in key stage 1 is 27.4 this year as opposed to 27.3 last year, a tiny increase. The pupil-teacher ratio is 21 in primary schools. Of course we would all like smaller class sizes, although the OECD and the EEF toolkit tell us that a reduction in class size gives a very poor return on investment and that increasing teacher quality and training is much better. It is true that some private schools have very low class sizes, but generally they are not as low as people think.

[Lord Storey (LD)]

My Lords, my noble friend the Minister will be aware that the UK has bigger class sizes than most of its overseas competitors. He is also right to point out that the £5 billion being spent to reduce class sizes is more than the previous Government were able to provide. However, those resources take a long time to work through. Does he think that where class sizes exceed the so-called legal limit schools should be allowed to put extra resources in, or perhaps be given extra resources in terms of an extra teacher or a classroom assistant, or perhaps be able use the pupil premium in such cases?

[Lord Nash]

In fact, the OECD tells us that our secondary class sizes are quite a bit below the average international size although our primaries are somewhat higher. However, we have no evidence for the high numbers in class sizes that some people refer to—I saw 70 in the paper the other day which is clearly misreporting. The statistics I have given give us great comfort that we have the right amount of investment in the sector.

Birmingham Schools

Debate between Lord Storey and Lord Nash

Tuesday 22nd July 2014 Lords Chamber

[Lord Nash]

I welcome the right reverend Prelate’s “look forward” approach to this matter and am grateful to the diocese of Birmingham for its support for the schools and academies programme and its collaborative approach to working both with the department and with other dioceses. As the right reverend Prelate says, both reports are hard-hitting. We should all take stock and analyse all the recommendations.

As for being clear by September who is responsible for what in these schools, it is clear now today that we have changed the members of the Park View Educational Trust, which was responsible for three academies, Park View, Golden Hillock and Nansen Primary. They will become trustees of the trust. We will bring in further outstanding heads as trustees, who will be responsible between now and the beginning of September for securing the schools and analysing which teachers may have behaved inappropriately. They will not hesitate to take the right action against any teachers who have behaved unprofessionally and will make sure the schools are safe and ready for opening in September. Probably during August, we will work with potential sponsors for these schools to ensure their long-term future. This has invited a wider discussion about faith, which is very welcome.

[Lord Storey (LD)]

My Lords, I am grateful for the Minister’s Statement. Sometimes good can come out of a difficult situation. I have four questions to ask the Minister.

[Lord Storey]

I have two questions to ask him. First, does he think that there is a need for Ofsted to inspect academy chains, and that the curriculum proposals should be for all schools? Secondly, he mentioned in his Statement that a number of head teachers were eased out through compromise agreements. These compromise agreements often come with confidentiality clauses. We currently know that up to £3 million of education money is being spent on these compromise agreements. Does he not think that we ought to look at this situation? Had those confidentiality issues not been linked to the compromise agreements, perhaps we would have got to the truth of what head teachers felt sooner.

[Lord Nash]

To answer my noble friend’s two questions, we have so far felt that, given that Ofsted is capable of conducting batch inspections on a number of schools in a chain, as it did in Birmingham and has done on many occasions, that gives it plenty of opportunity to examine the support that those schools get from the centre. Visiting the head office—when Ofsted probably would not see very much except the office—would not tell it any more. However, we keep that constantly under review.

On the compromise agreements, when I came to work in education I was pretty shocked by the lack of due diligence that was often taken over referencing people in teaching. Of course, what can happen as a result of compromise agreements is that bad teachers just pop up elsewhere, which is described in America as the dance of the lemons. That is something that we need to look at.

Schools: Teachers

Debate between Lord Storey and Lord Nash

Tuesday 24th June 2014 Lords Chamber

[Lord Nash]

There is no doubt that teachers who may not have had a particularly good academic career can substantially raise their game through CPD. However, it is also undoubtedly true that some teachers are now dropping out of the system due to a more rigorous approach. As I say, we are seeing a much higher quality of teachers coming into the system than ever before.

[Lord Storey (LD)]

My Lords, the Minister will be aware that highly qualified teachers are often leaving schools through confidential compromise agreements, costing the education service literally hundreds of thousands—maybe millions—of pounds. Is this a good use of scarce education resources? Does he also agree that when compromise agreements are decided by a school they should be open to public scrutiny?

[Lord Nash]

It is a fact that many schools, rather than go through an extensive competency procedure, which can be highly contested, decide to enter into compromise agreements in order to move teachers on earlier. These often contain secrecy clauses, but I know that this area is being considered more widely.

Birmingham Schools

Debate between Lord Storey and Lord Nash

Monday 9th June 2014 Lords Chamber

[Lord Nash]

On the events of 2010 or previously, I will not comment further. The Permanent Secretary is looking at that. We have established a due diligence and counterextremism unit, which is extremely well resourced and has proved highly successful.

On whether this is confined to a small group of individuals or a wider issue, that is for Peter Clarke to determine. Of course, there have been suggestions that there are issues in Bradford. Indeed, the Trojan horse letter was allegedly sent to someone in Bradford. Bradford City Council is taking these matters extremely seriously. One school has had an IEB placed in it. We do not believe that these issues are spreading that widely.

So far as creationism is concerned, or any other form of what could be called extremism, of course Ofsted could inspect these schools. Creationism is specifically not allowed in our schools and funding agreements prohibit it.

So far as the apparent change in the Ofsted outcomes is concerned, we have complete confidence in Ofsted’s findings. These are supported by the EFA’s reports. The chief inspector reports that a culture of fear and intimidation has developed in some of these schools since their previous inspections, which has resulted in significantly stark changes and low morale—as I said, since the previous inspections. It may also be the case that because these previous inspections were conducted on notice that events were concealed.

[Lord Storey (LD)]

My Lords, can my noble friend the Minister answer three questions? First, he will be aware that outstanding schools do not have the same period of inspection, so will these one-off, on-the-spot inspections also include outstanding schools? Secondly, how does he think that local oversight of schools can be advanced? Thirdly, would he consider that Ofsted should have as a hallmark of any inspection that the school provides a broad and balanced curriculum? Finally, he mentioned that any teacher who invites an extremist to speak in the school would be dismissed. I am aware of schools where governors invited extremist speakers into school to speak. Should that then not lead to the governor being removed—or the head teacher—for allowing that to happen?

[Lord Nash]

My noble friend asked four questions. The answer to the first, on whether no-notice inspections can occur in outstanding schools, is yes, if it was thought appropriate. On local oversight, I already expressed my views on the failure of that in this case. Noble Lords will know that we have hired eight regional schools commissioners who will provide oversight on a regional basis using head teacher boards from top academies. We believe that this is a more effective way of dealing with these matters. “Yes” is the answer to Ofsted looking for a broad and balanced curriculum. We will now consult on the ability for all independent schools to ban governors with extremist links. They would then be banned from sitting on maintained schools’ boards.

Schools: Free Schools

Debate between Lord Storey and Lord Nash

Wednesday 14th May 2014 Lords Chamber

[Lord Nash]

By the results of the schools.

[Lord Storey (LD)]

The Minister may be aware of the for-profit Swedish company IES, which won a £21 million contract to run the Breckland free school. If that school continues to fail, whose responsibility will it be—the head or the principal, the governors or the trustees, or the for-profit company running that free school?

[Lord Nash]

The primary responsibility rests with the governors who entered into the contract with IES. I know, because I have been involved in this, that they are monitoring the company closely to ensure that performance improves.

Education: Free School Funding

Debate between Lord Storey and Lord Nash

Monday 12th May 2014 Lords Chamber

[Lord Nash]

I can confirm what my noble friend says. I encourage noble Lords from across the House to visit schools such as Dixons Trinity Bradford, Reach Academy Feltham, Canary Wharf College or ARK Conway Primary Academy, all of which have been rated outstanding within months of opening.

[Lord Storey (LD)]

The Minister is right to point to the fact that there are problems of overcrowding in maintained schools. In fact, a survey by the Local Government Association found that in 2012 one-fifth of primary schools were full, with the obvious problem of increased class sizes. Will the Minister confirm that every parent who wishes to send their child to a maintained primary school will be able to do so? Will he confirm or deny that no money has been diverted or augmented from the basic needs budget to the free schools programme? Will he confirm that it is still government policy that no free school should be run as a business? This has somehow been caught up in the issue of the meals programme for key stage 1 children. Will he confirm that the Government are fully committed to that programme?

[Lord Nash]

Local admissions arrangements are for the local authority in the area, although it is true that virtually all academies and free schools use the local authority admissions process. I have already answered the second point about money being directed from basic needs to free schools. We have a very strict policy: no free school or academy can be run as a business. Indeed, no one with any close relationship with a free school or academy can provide any services to that school except at cost. The Government are fully committed across party to the universal free school meals programme.

Schools: Bad Behaviour

Debate between Lord Storey and Lord Nash

Tuesday 25th March 2014 Lords Chamber

[Lord Nash]

I agree entirely with the noble Baroness. Schools have good discipline where they have high standards and expectations across the board and a whole- school behaviour policy that is clearly communicated and consistently applied. For instance, when we took over at Pimlico Academy, behaviour was pretty awful. We used an approach that we had seen in the States, where they start with the pupils’ breaking the rules and getting into trouble and then move them slowly to a position where they behave because they want an orderly society and realise that that is the only way in which they can learn. I believe that behaviour policy should be at the core of all good schools. The noble Baroness is certainly right that rewards and incentives for attendance, behaviour, improvement and effort are all very important in promoting good behaviour.

[Lord Storey (LD)]

My Lords, the Minister may be aware that in Wales every secondary pupil has access to counselling services, and that independent empirical research has shown that there has been an 80% reduction in behavioural issues. He will also be aware that in Northern Ireland we fund independent counselling for young people, for obvious reasons. Does he think that there is a case for counselling in English schools? Should we look at a programme to develop such a provision?

[Lord Nash]

I know that my noble friend is very experienced in this area from his role as a primary school head in Liverpool for 20 years. Counselling is very important and there are some excellent counselling organisations, such as Place2Be. Our advice is clear that schools should be aware that when counselling is needed or mental health services need to be involved, they should involve other agencies. Counselling of course links with mentoring, for instance, when pupils at risk of being involved in gangs are mentored and counselled by particular types of people.

Schools: Academies

Debate between Lord Storey and Lord Nash

Tuesday 4th March 2014 Lords Chamber

[Lord Nash]

E-ACT was undoubtedly overambitious. It took on a lot of schools which were failing and in very challenging situations. Personally, I think that big business being involved in the academy programme is an excellent idea, and it was of course the noble Lord, Lord Adonis, who introduced this. As I said, this programme, which we are extending, is working extremely well, and we have extremely rigorous oversight of academy chains. We welcome Ofsted’s batch inspection of schools in academy chains and the support that it gets from those chains. However, Ofsted has a lot to do and, given the very tight grip that we have on the central management of these chains, we do not think that it is necessary for it to go any further than that.

[Lord Storey (LD)]

My Lords, my noble friend will be aware that academy chains are always catching up with some of the smallest local authorities in terms of the number of schools for which they are responsible. Local authorities’ children’s services and school improvements are inspected. Why does the Minister think that academy chains should not be inspected as chains?

[Lord Nash]

I think I have just said that I believe that the department has a very tight grip on the central management of academy chains, which, as I said, are performing extremely well by and large. That is not the case with local authorities, among which there are many unfortunate failures. Nearly 400 local authority schools are in special measures and 30 have been in special measures for 18 months. As my noble friend knows, a number of local authorities have, according to Ofsted, been performing particularly poorly.

Schools: Careers Guidance

Debate between Lord Storey and Lord Nash

Tuesday 25th February 2014 Lords Chamber

[Lord Nash]

I know that the noble Baroness and I share aspirations for what we expect for young people, but the answer to her question is a firm no. As noble Lords know, the fact that the country is short of money is not this party’s fault. However, I also think that the assumption that a face-to-face interview with a careers adviser is the gold standard is a very outmoded model. As noble Lords will see when we publish our guidance, I hope shortly, we have a very strong emphasis on employer engagement, which we believe is the secret to good careers advice. I give an example: Westminster Academy, which has built up partnerships with more than 200 employers, has 73% FSM and 75% A* to C, including English and maths. I can think of no better example or argument for employer engagement on the ground, giving pupils a direct line of sight to real-life workplaces rather than just career advisers.

[Lord Storey (LD)]

My Lords, my noble friend will know that one of the hardest things in career education is building up those networks, contacts and opportunities for work experience. It is particularly difficult for children from disadvantaged backgrounds—one has only to look at interns in Parliament itself. How do we ensure that children and young people from disadvantaged backgrounds have those opportunities?

[Lord Nash]

My noble friend is quite right. We have to ensure that work experience and internships are not just available from daddy’s or mummy’s friends. The Social Mobility Foundation has done a great deal of work in this regard, and I know that it is developing a focus on providing work experience and internships for pupils from backgrounds who would not normally be able to access them. Even it struggles sometimes to engage with schools, but that is something that we are very focused on.

Schools: Arts Subjects

Debate between Lord Storey and Lord Nash

Wednesday 12th February 2014 Lords Chamber

[Lord Nash]

I entirely agree with my noble friend. It is important that we give all our students that core cultural capital that Diane Abbott has acknowledged in the other place as being essential, particularly for underprivileged children, to enable them to get on in life and that we encourage more careers. We now have a number of university technical colleges focused on the creative industries.

[Lord Storey (LD)]

My Lords, the Minister will be aware that many young people develop their passion and talent for the arts by attending Saturday clubs, such as the Liverpool Institute for Performing Arts 4:19 Part-Time Academy. Parents pay for this privilege. How can we ensure that children, particularly from disadvantaged backgrounds, can also access those Saturday club resources?

[Lord Nash]

I know of the contribution in this area of the Liverpool Institute for Performing Arts, which the noble Lord knows well and whose lead patron is Sir Paul McCartney. Indeed, we have approved it to open a primary free school, which will use the creative and performing arts to encourage a lasting enthusiasm for learning. Pupil premium funding is allocated to schools to decide how to improve the outcome for disadvantaged pupils. Ofsted now inspects against this and it will be very difficult for schools to get an outstanding rating if they are not making good progress for their pupil premium pupils. All schools have to publish online how they are spending their pupil premium money and its impact.

Children and Families Bill

Debate between Lord Storey and Lord Nash

Wednesday 5th February 2014 Lords Chamber

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

My Lords, I want to speak to the group of amendments beginning with Amendment 4, which are tabled in my name. The amendments follow previous, very constructive discussions in Committee and on Report about the SEND tribunal and redress, with contributions from a number of noble Lords. I thank in particular the noble Lords, Lord Rix and Lord Low, my noble friend Lord Storey and the noble Baronesses, Lady Hollins, Lady Hughes and Lady Howarth, for their contributions in those debates and subsequent discussions with me and my noble friend Lord Howe.

As noble Lords will have heard me say previously, one of our main aims in introducing the special educational needs clauses in the Bill has been to reduce the adversarial nature of the SEN system. We want children, young people and parents to have a better experience when engaging with the SEN system, particularly when children and young people are being assessed and, if people have complaints, when they are seeking redress.

We have taken action to ensure that people have a better experience of the system. Just recently, the Minister for Children and Families announced a £30 million programme to provide parents and young people with independent supporters to help them through the process of assessment and drawing up EHC plans. The new assessment process which will be brought in by the Bill will be more joined up and participative, with the education, health and social care services being more directly involved and with a more active role for parents, children and young people. Education and health will work together jointly to commission the services that children and young people with SEN will need.

With reference to complaints, we have maintained in the Bill the duty on local authorities to arrange disagreement resolution services so that parents and young people can resolve disagreement with local authorities about authorities’ duties under this part of the Bill, and with schools and further education colleges about their provision for individual children and young people with SEN.

We have introduced consideration of mediation and the opportunity to go to mediation before parents and young people can register appeals with the tribunal. We know that many parents currently find appealing to the tribunal stressful and off-putting, despite the tribunal’s efforts to hold the appeal hearing in an informal venue where the lay person feels comfortable presenting their own case.

Mediation offers parents and young people an excellent opportunity to discuss their concerns about assessments and education, health and care plans in a non-adversarial setting, assisted by a trained mediator. If they are able to reach agreement with the local authority, it means that they or their children will be provided with the support that they want more quickly than if they waited for a tribunal hearing to be arranged. There is no compulsion on the parties to agree, so if parents and young people are still concerned about what special educational provision is being offered, they can appeal to the tribunal.

However, the Bill as currently drafted means that health and care provision is excluded from the disagreement resolution, mediation and appeal processes. Noble Lords have rightly raised their concerns about this. Following the commitment that I gave on Report, we have worked with colleagues at the Department of Health and the Ministry of Justice to develop a package of proposals to address this issue. These amendments provide that package.

The amendments will widen the disagreement resolution and mediation arrangements to cover health and social care and will require the holding of a review of the complaints and redress arrangements for those with education, health and care needs, with the review including pilots to test the tribunal making recommendations about health and social care.

On disagreement resolution and mediation, all local authorities currently have to make disagreement resolution services available. We will widen these so that when an assessment or reassessment is being carried out, or an EHC plan being drawn up or reviewed, parents and young people will be able to ask for disagreement resolution on health and social care complaints as well as on education complaints. As with the current arrangements, engaging disagreement resolution services will be voluntary on both sides—the parent or young person and the local authority or CCG. Similarly we are proposing to widen mediation to cover health and social care. This will mean that after an EHC plan has been drawn up, parents and young people will be able to go to mediation about the health and social care elements even if they did not have a concern about the education element. If they wanted mediation on health or social care, the CCG and local authority, respectively, would have to take part.

On Report we had an extensive discussion about the merits of a review of redress in the system. I am pleased to have tabled Amendment 33 today, which will establish such a review. The Secretary of State and the Lord Chancellor will hold the review to look at how well the redress arrangements under the Bill are working; and more widely at other complaint arrangements relevant to children and young people with education, health and social care difficulties. The review will take account of the Francis and Clwyd reviews of complaints in the health service. We will involve other organisations which have an interest, such as the tribunal, Healthwatch, the Local Government Ombudsman, the Health Service Ombudsman and Parent Carer Forums.

The Secretary of State and the Lord Chancellor will report back to Parliament within three years of the implementation of the SEN provisions making recommendations as to the future of redress and complaint arrangements, including recommendations on the role of the tribunal. We believe that we would have to give sufficient time to build up the evidence on which to make recommendations. However, three years is a maximum and if the review felt it had the evidence in less than that time it could report to Parliament earlier. I estimate that we might have sufficient evidence by the summer of 2016, so I can say that the review would report no less than two years from the implementation of the Bill and no more than three years.

Part of the review will involve pilots testing the tribunal making recommendations on the health and social care aspects of plans where parents and young people have complaints about them and they are already appealing to the tribunal about the special educational element of the plan. This would mean that they could have their complaints about the plan considered as a whole rather than in isolation. The recommendations would not be binding on CCGs and local authorities as social care providers but we would expect them to consider seriously any recommendations the tribunal made. The pilots would begin in the spring of 2015 as the first appeals about EHC plans begin to be heard, be carried out in at least four local authority areas and would last for two years while it builds up evidence on which to base any recommendations about the future role of the tribunal.

I believe that, taken together, this is a strong package which addresses the need to provide parents and young people with a more joined-up way of dealing with complaints which go across education, health and social care. I beg to move.

[Lord Storey (LD)]

My Lords, my noble friend Lady Northover used the term “consensual”. That is a very appropriate word to use—it is almost the hallmark of the Bill. On every issue we have tried to come to a consensual agreement, understanding the needs of children and families. These amendments are very helpful. I said on Report that if we could not agree a single point of appeal as part of this Bill that would happen in the future without a shadow of doubt.

It seems to me that people who look at this objectively would think, “Wow—amazing. We have a plan for each child that’s joined up for education, health and social care. That’s very progressive legislation”. And then they would scratch their head and say “But if something goes wrong, or you want to make an appeal about something, why are there three separate appeals mechanisms and three different routes?” That is very confusing and intimidating to parents—there should be one point of appeal. That has been the line that many of us have taken all the way through the passage of this Bill.

I am absolutely sure that the Minister and his team have tried to accommodate that view. I have met with various Ministers and civil servants from other departments. I actually think the amendments probably make sense, because the culture of those departments is very different. There would be a danger that if we did not tread carefully, we would make a mess of the appeals process. So yes, we want a single point of appeal in the future. Yes, it makes sense to deal with disagreement in mediation. Yes, it makes sense to have pilot schemes that we can look at. That will be a really important step forward.

I do not intend to speak again today so I will end my comments by thanking the Minister and my noble friend Lady Northover for the incredible commitment and amount of time they have given during the passage of the Bill. They have been prepared to meet at any time, almost at the drop of a hat, any group on any subject. That has been amazing. I also thank the members of the Bill team, who have been absolutely stunning. I do not think I have come across a group of people who have been so prepared to help in a neutral, fair and supportive way—if you can have those three words linked together. I thank all concerned.

Schools: Emergency Life Support Skills

Debate between Lord Storey and Lord Nash

Monday 3rd February 2014 Lords Chamber

[Lord Nash]

The noble Baroness is quite right to draw attention to this very important point. Emergency life-saving skills are extremely important. In addition to the St John Ambulance provision, the Red Cross and the British Heart Foundation run excellent schemes. The BHF’s Heartstart scheme has to date trained more than 3.5 million people.

The answer to her curriculum question is that I do not believe we are intending to put this in, but I will investigate that and write to her about it. With regard to particular incidents in schools, we are looking at that in the context of defibrillators to see if there is anything more that we can do.

[Lord Storey (LD)]

My Lords, the Minister may have heard of the Oliver King Foundation, named after a 12 year-old boy who died of sudden arrhythmic death syndrome. The foundation set up in his name is campaigning successfully to put defibrillators in every school and public place. Would the Minister consider how the Government might support this campaign, and would he be prepared to meet the foundation?

[Lord Nash]

I am aware of the Oliver King Foundation. Our current policy is that it is a matter for individual schools to decide whether to have defibrillators and to arrange individual training. However, as many noble Lords will know, we have tabled an amendment to the Children and Families Bill to create a new duty on the governing bodies of maintained schools to make arrangements to support pupils with medical conditions and have regard to guidance in that respect.

We are looking at the issue of defibrillators. I am particularly interested in this myself and I would be delighted to meet the Oliver King Foundation with my noble friend to discuss the matter further.

Children and Families Bill

Debate between Lord Storey and Lord Nash

Tuesday 28th January 2014 Lords Chamber

[Baroness Hughes of Stretford]

I am sure that the Minister will confirm this, but legally free schools are academies.

[Lord Nash]

That is the position.

[Lord Storey]

When I first came to the House of Lords, I was terrified that I was going to have to give way. Now I have got into the habit of doing so.

As the noble Baroness, Lady Walmsley, rightly said at the beginning, we are in a good coalition. I have to pay tribute to the Minister—no, I do not have to; I want to—who has made great strides in this area and has come forward with some really worthwhile and sensible proposals. Not only has he given finance to the PSHE Association, he has also set up this advisory group. In this area, we must not have an advisory group that says, “We’ve done our job and that’s it”. I cannot now remember who it was who said that these issues are changing almost year by year, and problems that we do not foresee now could well be something that an advisory committee will have to look at in future. I hope that any advisory committee that is set up, when it has done its first piece of work, will continue to advise us on these important issues.

As someone who strongly believes, as I have said, that this is something that should be part of a national curriculum for all schools, I am in a difficult position as I also appreciate the situation that our Minister in the House of Lords faces, and will think very carefully before I vote.

[Lord Nash]

My Lords, this has been an extremely thoughtful and well informed debate. I thank the noble Baronesses and the right reverend Prelate who tabled these amendments, as well as other noble Lords who have contributed and brought their valuable insights to bear on these important and very sensitive matters. I also thank all noble Lords who attended the round table on PSHE last week. We had an extremely helpful discussion, and I think that those who came to that meeting know how seriously we take these matters.

I will deal with each amendment in turn, beginning with Amendment 53 on sex and relationships. Before I explain my approach to this point, I must stress that like many noble Lords with an interest in this topic, including my noble friend Lady Walmsley, I see SRE as integral to the whole debate on PSHE, and I shall say quite a lot more about PSHE when we come to the amendment in the next group. SRE is part of PSHE, and both are part of an overall approach that schools take in helping children to build the resilience and the understanding that they need as they prepare for adult life, tailored to children’s needs and development.

Before I turn to the SRE amendments, noble Lords may find it helpful for me to reiterate the progress that we have made on PSHE, as SRE is so integral to this. I am grateful to my noble friend Lady Walmsley for her kind words in relation to this progress, and I hope that it shows a positive and dynamic approach as opposed to a complacent attitude, to which the noble Baroness, Lady Jones, referred. I hope that she knows better by now—that I am never complacent when it comes to the children and young people of this country.

As I explained in my letter to Peers last week, we are establishing a PSHE expert group to support better teaching. This is the same approach that we are taking to subjects in the national curriculum and I will say more about this shortly. I am also pleased to announce that we will be funding the PSHE Association for a further financial year and it has agreed to produce a set of case studies to illustrate excellent PSHE teaching.

Turning now to specific points on SRE, I emphasised in Grand Committee that for children and young people to develop a good understanding of sex and relationships high-quality teaching is paramount, which is an issue that has been highlighted in this debate today. In order to teach well, teachers must have ready access to reliable and well informed sources of advice and materials. This includes recognition of the effects of digital technology, such as the potential for exposure online to inappropriate materials, to which a number of noble Lords have referred.

The noble Baroness, Lady Jones, referred to the pace at which technology now moves. It is moving so quickly that it is not practical for government to keep abreast by constantly revising statutory guidance to reflect the current state of the art and the latest communications breakthroughs. For instance, Snapchat, Tumblr, Whatsapp and Chatroulette are very recent sites or apps, and any guidance that we issued would be quickly overtaken by new trends and technology that will proliferate in the future. Any revisions to guidance would soon be outflanked by the next phase of innovation.

It is right that we are continually considering how to respond to these developments, and give teachers and parents the help, advice, safeguards and assurances that they need. The noble Baroness, Lady Kidron, talked passionately about the dangers of the internet when I first started to look at this matter. I spoke to many people—experts in IT and parents. The frightening thing was that the more that they knew about online and IT the more concerned they were. I am fully aware of the issues, but as my noble friends Lady Walmsley and Lady Tyler have said, the question is about which approach will work best. I believe that specialist organisations are best placed to provide advice, materials and guidance in a dynamic way and regularly update it.

I am therefore delighted to draw noble Lords’ attention to a number of organisations that are doing this, and the action that my department is taking to support and promote that work, and to make sure that it is closely linked to schools.

I welcome the work of the PSHE Association, the Sex Education Forum and Brook on new supplementary guidance that is designed to complement the SRE guidance, and will address changes in technology and legislation since the turn of the century, in particular equipping teachers to help protect children and young people from inappropriate online content, and from online bullying, harassment and exploitation. We have always maintained that specialist professionals are in the best place to provide advice to schools, so I look forward to the publication of this guidance and will make sure that we draw schools’ attention to it by, for example, promoting it through the department’s termly e-mail to schools.

I will also highlight other examples of guidance from specialist organisations that I have made sure will be promoted to schools. Guidance on the best way for teachers to tackle the dangers associated with online pornography has been provided by the Sex Education Forum. The Child Exploitation and Online Protection Agency has published a range of free educational resources—films, lesson plans, presentations, practitioner guidance, games and posters—to help teachers protect young people from the risk of sexual abuse and exploitation. The NSPCC has published guidance for parents, who have an essential role to play, on inappropriate texting. Parents can also phone the NSPCC ChildLine for advice.

We have identified action that we will take in the department to make sure that schools have the support and information that they need. As I have already mentioned we have set up a new expert subject group on PSHE and SRE. The group comprises lead professionals in the field of PSHE and SRE practice, and I am particularly pleased to say that it will be chaired by Joe Hayman, chief executive of the PSHE Association. It will clarify the key areas on which teachers most need further support, and identify the topics that can present the greatest challenge when discussing them with pupils, engaging their interest and enabling their understanding. The expert group will then liaise with relevant specialists and providers to commission or develop and produce new resources where necessary.

The noble Baroness, Lady Howarth, asked if the review would be comprehensive. I have been given the letter—I cannot read it now—but I can assure her that we will make it as comprehensive as we can. As far as the timing is concerned, I do not personally intend to stay in this job after May next year whatever happens, so I can also assure her that I shall be seeking to announce its findings as quickly as possible so that we can take action in relation to them. There is no point in setting this up unless we listen to what these people say and ask them, frankly, to get on with it. My noble friends Lady Tyler and Lady Walmsley were particularly welcoming of this expert group and they are right. We should give it time to make a real difference to practice—and it will, along with other approaches that we are taking.

Noble Lords will be interested to know that my department is currently preparing revised statutory guidance on safeguarding children in education. This will clarify schools’ statutory responsibilities to use opportunities in the school curriculum, for example through PSHE, to teach children about safeguarding and personal safety, ensuring that there is a culture of safety and that children stay safe, including when they are online. The guidance will signpost schools to further sources of advice on specific safeguarding issues, such as advice issued by the Home Office as part of its This is Abuse campaign. This supports teachers working with 13 to 18 year-olds to understand how to avoid becoming victims and perpetrators of abusive relationships.

The noble Baroness, Lady Jones, raised a sensible concern about this guidance being fragmented. We will ensure, when we highlight the additional guidance, that it is linked to the existing statutory guidance, so I am confident that it will be coherent and not fragmented. In addition, the new expert group will have an important role to ensure that the signposting of all guidance on PSHE and SRE is coherent.

Finally, the Government continue to work closely with industry through the UK Council for Child Internet Safety, which brings together representatives from industry, manufacturers, charities, academia, social media, parent groups and government. I am pleased that we will be supporting Safer Internet Day on Tuesday 11 February, promoting more widely the safe and responsible use of online technology and mobile phones, and making the internet safe for children. The House will debate this and other extensive work that the Government are doing in relation to internet safety when we come shortly to debate the amendment tabled by the noble Baroness, Lady Howe.

On Amendment 53ZAAA, which concerns statutory SRE in primary schools, the current requirement applies only to key stages 3 and 4 in secondary schools. The amendment extends the current statutory requirement to teach SRE, which applies to key stages 3 and 4 in maintained secondary schools, by legislating for all compulsory SRE in primary schools and all academies. It would mean compulsory SRE for children as young as six. Many primary schools already choose to teach SRE according to children’s age and development, consulting their parents and using age-appropriate resources. In particular, good primary schools are committed to helping children develop an understanding of positive and appropriate relationships. The new science curriculum will also ensure that pupils are taught about puberty in primary school, which is an issue identified in the Ofsted report.

We believe that this is the best approach, with the right balance between legal requirement and professional judgment, taking account of the evidence about child development and maintaining the support of parents. The amendment would disturb this balance, and remove from teachers and governors any control over their school’s approach to SRE. It would also impose on academies a new requirement, when in fact the vast majority of academies already teach SRE as part of their responsibility to provide a broad and balanced curriculum, and a fully rounded education.

I agree entirely with my noble friend Lady Eaton that this is a very good example of legislation not necessarily being the solution to life’s ills. As my noble friend Lord Storey, who has vast experience of more than 20 years as a primary school head, said, this is a matter of practice and not something that we can solve through legislation.

The other part of this amendment would require schools, when teaching SRE, to include same-sex relationships, sexual violence, domestic violence and sexual consent across all key stages. By virtue of Amendment 53ZAAA, it would mean compulsory teaching of these issues for children as young as six. The statutory guidance already covers these very important topics, and all schools must have regard to the guidance when teaching SRE.

The existing guidance states that pupils should,

“develop positive values and a moral framework that will guide their decisions, judgements and behaviour; be aware of their sexuality and understand human sexuality … understand the consequences of their actions and behave responsibly”,

and,

“have the confidence and self-esteem to value themselves and others”.

It is also important to note that the guidance includes clear references to safeguarding duties and to safeguarding guidance for schools. Supported by expert guidance and resources from specialist organisations, as I have described, the statutory guidance continues to provide a strong framework and platform on which teachers can build, using the kind of specialist contemporary advice and resources to which I have referred.

To conclude, I once more extend my thanks to noble Lords for these amendments and to other noble Lords for contributing to the debate. I hope that they will agree that we have made progress in working with others in government and with specialist organisations—in particular, the PSHE Association, the Sex Education Forum and Brook, which will announce their guidance next month—including by promoting their resources in schools. While I believe noble Lords are seeking the same outcome—the best teaching and age-appropriate support for children—for the reasons I have explained, I do not believe it would be right to introduce statutory SRE at key stages 1 and 2.

I have said on a number of occasions recently in your Lordships’ House that it would be so much better if we could agree common ground in relation to what needs to be done to improve our school system. I have been extremely encouraged by recent statements by the shadow Secretary of State for Education, which indicate that a substantial amount of common ground is emerging. We should celebrate this common ground and the common ground we have in relation to our expectations of schools in relation to PSHE and SRE. Of course, the noble Baroness may wish to take the temperature of the House on these matters, but I think it would be better if we continued to work together outside the confines of the Bill to achieve our common end. That approach has stood us in good stead during the passage of the Bill, and I urge the noble Baroness to withdraw her amendment.

Schools: Expenditure Per Pupil

Debate between Lord Storey and Lord Nash

Wednesday 4th December 2013 Lords Chamber

[Lord Storey (LD)]

My noble friend will be aware that the Charities Act 2011 can allow leeway for independent schools to claim charitable status if they are deemed to be of public benefit. Can the Minister make an assessment of how independent schools can further justify that they deserve this status by sharing facilities with state-educated children in the local community, thereby enhancing their education and opportunities?

[Lord Nash]

I have already mentioned the independent/state school partnerships, which are very active. I also mentioned bursaries. Precise assessment is impossible but we are keen to encourage, in any way we can, the independent sector to support the state sector. Despite the difference in finances there is a lot that both sectors can learn from each other. We should encourage the independent sector to engage with the state sector, rather than seek to berate it in any way.

Education: PISA Results

Debate between Lord Storey and Lord Nash

Tuesday 3rd December 2013 Lords Chamber

[Lord Storey (LD)]

My Lords, I am grateful to my noble friend the Minister for repeating the Statement. I agree with him 100% that the time for throwing stones at each other, as he puts it, should be past. That is something that schools get absolutely fed up with.

The Statement highlights the importance of head teachers. We all know that strong leadership in a school produces the results and the progress that we all want. Hong Kong, Shanghai and Singapore have been mentioned. What they have in common are focused and clear ways in which to become a head teacher, to train a head teacher and to put somebody into that role. Does my noble friend agree that we need to look carefully at how we prepare people for school leadership, that we cannot just have any unqualified person leading a school and that there needs to be proper training? On reflection, was it perhaps the wrong decision to do away with the leadership college and the leadership qualification for aspiring head teachers?

[Lord Nash]

I agree entirely with my noble friend that we need to grow a new generation of head teachers. We are going to be short of head teachers because many of them are retiring. We will have to promote younger people, which is why it is so encouraging that so many more highly qualified people are motivated to become head teachers. Many of the academy chains have very sophisticated training programmes for their heads to ensure that we grow the next generation of head teachers.

Local Authorities: Child Protection

Debate between Lord Storey and Lord Nash

Tuesday 26th November 2013 Lords Chamber

[Lord Nash]

The matters to which the noble Baroness refers are of course shocking. As I say, we have innovated and started the Troubled Families programme. It seems to be working well and having quite substantial effect, which is why we are expanding it to 400,000 high-risk families until 2016.

[Lord Storey (LD)]

My Lords, my noble friend the Minister will be aware of the child protection register, which is an important means of recording children at risk. There is also an opportunity to be proactive through use of this register. What plans do Her Majesty’s Government have for the child protection register in future?

[Lord Nash]

I will have to write on this to my noble friend and will do so.

Children and Families Bill

Debate between Lord Storey and Lord Nash

Monday 11th November 2013 Grand Committee

[Lord Storey (LD)]

This is a model of how amendments can be dealt with. The ministerial team have gone to great lengths, on all these amendments, to meet and talk with people and to see if agreements can be made wherever possible. They have been absolutely stunning on the issue of young carers. They have met a whole range of people, particularly the National Young Carers Coalition—to which we pay tribute for its work—and we now have a government amendment, so I do not want to say very much.

On reflection, we have been slightly concerned about having the clash of the two Bills, but that clash has concentrated the mind. Although we cannot be in two places at once—my colleagues have dashed from the Chamber to the Moses Room—it has, somewhat surprisingly, shown the importance even more.

I will say no more. My colleague wants to go into more detail about how we can get a few issues clarified and be a bit more joined up.

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

My Lords, it may be helpful to the Committee if, at this point, I outline the government amendment, to enable us to have a full debate. I will, of course, respond to that debate in the usual way.

The proposed new clause in Amendment 241 was announced formally in a Written Ministerial Statement from my right honourable friend the Secretary of State for Education on 8 October. It gives effect to the stated intention of my honourable friend the Minister for Children and Families during debates in the other place. He undertook to consolidate and simplify legislation relating to young carers’ assessments, and ensure that children’s legislation works with adults’ legislation to support the linking of assessments, as set out in the Care Bill, to enable whole family approaches.

This proposed new clause makes the following important changes to young carers’ legislation. It extends the right to an assessment of needs to all young carers, regardless of who they care for, what type of care they provide or how often they provide it. Local authorities will have to carry out an assessment of a young carer’s needs for support, on request or on the appearance of need. The proposed new clause also enables local authorities to align the assessment of a young carer with an assessment of an adult whom they care for, by making express provision in relation to combining assessments.

This last point is perhaps the most important of all. My noble friend Lord Howe and I agree that enabling local authorities to consider the needs of the whole family is the key to achieving our joint aim of protecting children and young people from excessive or inappropriate caring roles. The proposed new clause enables the necessary links to be made between a young carer’s assessment and, for example, an assessment under the Care Bill. This, together with planned future regulations and guidance under the Care Bill on whole family approaches to assessing and supporting adults, will provide a clear and joined-up legislative framework that will enable early identification and assessment of needs for support.

Over the summer, we have worked closely with interested parties from the statutory and voluntary sectors. This proposed new clause reflects those conversations. The reaction from the sector has been incredibly positive: I pay particular tribute and offer thanks to the National Young Carers Coalition, which has been especially constructive and supportive.

--- Later in debate ---

[Lord Nash]

The noble Baroness, Lady Howe, has raised an important point. As she probably knows, school governance is an area on which we are focusing a lot more. To date we have not involved the National Governors’ Association in this, but I agree that it is important that governing bodies are fully aware of and involved in this in terms of training programmes for school nurses and others. I would be very happy to talk to the NGA about how it can ensure that governors focus on this issue more closely.

[Lord Storey]

I beg leave to withdraw Amendment 224.

Schools: Unqualified Staff

Debate between Lord Storey and Lord Nash

Monday 4th November 2013 Lords Chamber

[Lord Nash]

My Lords, we are seeking to improve the quality of teacher training by bringing more of it into schools. We now have 357 teaching schools and more teachers being taught under SCITT programmes. Ofsted reports that 31% of SCITT courses are good or outstanding as opposed to only 13% for higher education establishments.

[Lord Storey (LD)]

My noble friend the Minister is right to remind us that the number of unqualified teachers in our schools was higher under the Labour Government than it is now. That Government also allowed teaching assistants to teach classes. How does the Minister think we can ensure that qualified teachers get sufficient training to become the school leaders of the future?

[Lord Nash]

I agree entirely with my noble friend that this is very important and that we have to bring more young teachers into leadership. We trust head teachers to develop teachers in their schools through CPD. Many good schools and good academy chains have a very strong focus on doing this.

Schools: Curriculum

Debate between Lord Storey and Lord Nash

Wednesday 30th October 2013 Lords Chamber

[Lord Nash]

Schools must teach English, maths, science and religious education. It is absolutely clear that in order to pass exams in this country, all pupils must have a core body of knowledge as assessed by GCSEs.

[Lord Storey (LD)]

My noble friend is aware that the national curriculum is neither national nor has to be a curriculum for all schools. How do we ensure that those areas of child development and education, about which we have all expressed concern in this Chamber, which are essential to young people and children are taught in all schools—whether academies, faith schools, free schools or what were called county schools?

[Lord Nash]

All good schools seek to develop their children’s character through a PSHE programme. We do not feel that the programme should be legislated for in its content. Circumstances of the different schools and pupils in them vary greatly, and we should leave it for teachers to decide exactly the approach that they take.

Children and Families Bill

Debate between Lord Storey and Lord Nash

Wednesday 23rd October 2013 Grand Committee

[Lord Nash]

I reassure the noble Baroness that the amendment is not just about managing medicines but is about supporting pupils with medical conditions. We do not plan to set out a long list of particular medical conditions but I believe that we intend to cover her concerns in the regulations. I shall go on to explain how we might do that.

I am pleased to hear that news of the new duty has been warmly received by stakeholders. Unison has welcomed the guidance and what it will mean for its members. The Council for Disabled Children has said that this should ensure that the,

“needs of children with medical conditions … are fully met in school, enabling them to achieve the best possible health and education outcomes”.

Diabetes UK has described the duty as a “major step” to help to ensure that children with long-term medical conditions receive the support that they need at school. Those are just three among many stakeholders who have offered their assistance with developing the guidance, and signals strong commitment and determination to deliver guidance that will make a real difference.

The noble Baroness, Lady Howe, and others asked for assurance that we will really make this work. I have therefore asked officials to work with noble Lords who are interested, the Health Conditions in Schools Alliance and other partners, including unions, the Council for Disabled Children and the Department of Health, on the content of that guidance. I hope to be able to report on progress before Report. I note the point that the noble Lord, Lord Northbourne, made in this regard.

Early discussions have already taken place with members of the alliance and other stakeholders, focused specifically on the content of the guidance. We are fully aware of the need for the guidance to cover issues such as the role of school policies and the appropriate use of individual healthcare plans. Other key issues that we would expect to see covered in the guidance include staff training, co-operative working with healthcare and other professionals, and working with parents in the best interests of their children. In addition, we would expect that the guidance will signpost to good-practice case studies and other useful information relevant to specific medical conditions.

I assure the Committee that, in my view, advice from our stakeholders will be invaluable in ensuring that we get the content of the guidance right. Their help will be critical in enabling us to produce guidance that is accepted by schools and that is effective in helping them to support pupils with medical conditions.

[Lord Storey]

Can my noble friend clarify that the schools in Part 4 also include free schools and early-years settings?

[Lord Nash]

The answer is yes.

In developing the guidance, we would welcome discussions either bilaterally or by hosting a round table discussion, whichever is more helpful. Once the draft guidance is prepared, we intend to consult publicly before publishing a final version next year. This will give schools one term’s notice of when the new duty comes into force.

I have listened with interest to the debate on the other grouped amendments. I hope the Committee will agree that the amendment I have tabled will help to support a significant group of children, many of whom meet the Equality Act definition of disability, who previously may not have been explicitly covered by the provisions of the Bill. I would like to reflect further on the other points raised in debate today in relation to the other amendments before us and consider them further. In doing so, I would be grateful for the Committee’s help in providing specific examples of other conditions or other groups of children who are having their educational opportunities restricted, and who are not supported by either existing legislation or the provisions of the Bill as they currently stand.

The noble Lord, Lord Low, gave some specific examples, most of which would be covered by the amendment that I have tabled, but other examples would be helpful. It is always a pleasure to reply to the noble Baroness, Lady Grey-Thompson, who is one of our country’s greatest athletes—

Al-Madinah Free School

Debate between Lord Storey and Lord Nash

Thursday 17th October 2013 Lords Chamber

[Lord Storey (LD)]

My Lords, does the Minister agree that the Government acted decisively and promptly to ensure that this action was taken? However, will he also reflect on the need to ensure that teachers and the leadership of our free schools should be fully qualified so that occurrences such as this are least likely to happen?

[Lord Nash]

My Lords, there are plenty of teachers in schools up and down the country who do not have formal qualifications and are doing an excellent job, but we ensure through Ofsted that teaching in these schools is good, and we will ensure that the governance and leadership of these schools is appropriate.

Schools: National Curriculum

Debate between Lord Storey and Lord Nash

Tuesday 9th July 2013 Lords Chamber

[Lord Nash]

I am grateful to the noble Lord for his comments, particularly about English. We are focusing heavily on ensuring that teachers have the resources to deliver this new curriculum, largely in the way that I outlined earlier. English and maths will be essential right the way through the curriculum until the age of 16, and grammar, punctuation and spelling will feature much more across the curriculum than they have done in the past. They will not be essential beyond the age of 18, although we have said that all pupils who have not achieved grade C in English or maths will go on studying English and maths until they are 18 and have reached that standard.

[Lord Storey]

My Lords, first, I welcome my noble friend’s Statement on the curriculum. These Benches have argued for a long time that we should have a shorter and more focused curriculum that prioritises essentials. It is interesting to note that the national curriculum has been reduced from 468 pages to 281. I do not see it as a U-turn; I see it as a reflection of the consultation process, particularly on the issue of speaking and listening and on climate change.

I have a number of questions. One of them resonates with the comments of the noble Baroness, Lady Jones, and concerns continuing professional development. How do we make sure that schools are fully equipped? In some areas, for example, there are no training schools. Are we going to see resources go directly to those schools? What is the position on equipping non-teachers? As we know, in free schools and some academies non-teachers are taking classes. We also know that in all schools teaching assistants are covering PPA time and taking lessons. Therefore, what continuing professional development will be provided for those staff?

There is one area of great concern. I am delighted that a modern foreign language will be taught, but in primary schools there is often no one on the staff with that ability. What resources will be given to primary schools?

[Lord Nash]

I am grateful for my noble friend’s comments; I know that they are well based on his 25 years experience of primary education in Liverpool.

On CPD, we believe that we now have about an 89% coverage of the country on teaching schools and the teaching school alliance, but, as I said, our belief is that teachers are best placed to develop best teaching practice through teaching in schools and school support by modelling good practice. An increasing number of products are emerging on the marketplace to help teachers, including MyMaths and Ruth Miskin’s phonics materials. Those are particularly suitable for primary schools.

Education: Reform of GCSEs

Debate between Lord Storey and Lord Nash

Tuesday 11th June 2013 Lords Chamber

[Lord Nash]

I am grateful to the noble Lord for his comments; I know that he is extremely well informed on these matters. I was aware of the success of Finland. We believe that Ofqual, particularly after its performance on the English exams, is now a rigorous organisation. The various assessment techniques it is consulting on—one in particular—will be rigorous.

[Lord Storey]

My noble friend is absolutely right to say that we need to have a rigorous examination system in which employers, universities, parents and even pupils have confidence and which is as challenging as that in any other country. I am delighted that we are not going back to a two-tier system; that was important to my colleagues.

I have two questions. An exam is hugely important to the pupil sitting it. It can make or break their life chances and expectations. At the moment you go into an exam, you might have great emotional problems. Young girls or young women can be starting their period, which can be devastating for them when they sit their exam. I hope that Ofqual will look at giving support to those pupils in terms of resits.

My second question follows on from the comments made by noble Lords opposite. How do we consult with parents? We bandy around the phrase, “We must consult with parents”, but how is that consultation carried out? Have we ever thought of consulting pupils themselves? They have great experience of exams.

[Lord Nash]

I am very interested in my noble friend’s comments. I know that he has vast experience as a teacher. On his last point, I recently read a very interesting report from America, which said that lesson observation was not the best way of working out whether teachers were teaching well; the best way to do that was through exam results and pupil feedback. My noble friend makes a very good point. In relation to pupils who maybe experience particular difficulties with resits, I will take this away for consideration.

Schools: PSHE

Debate between Lord Storey and Lord Nash

Tuesday 11th June 2013 Lords Chamber

[Lord Nash]

I am aware that the PSHE strategic partners group has written to my honourable friend the Minister for Education and Childcare calling for a more explicit link to be made in the national curriculum framework document between schools’ statutory requirements and the provision of PSHE education. I am grateful for the input of this group, which represents a wide range of PSHE stakeholders. I assure noble Lords, and the noble Baroness, that we are currently giving this full and proper consideration as part of the national curriculum review.

[Lord Storey]

My Lords, considering that in a fifth of the schools inspected it was found that none of the staff had any training in PSHE and that in a fifth of the schools the teaching was not good, what steps will be taken to improve continuing professional development in PSHE in both education and subject leadership?

[Lord Nash]

To support schools, we have asked Ofsted to publish specific examples of effective practice in PSHE to provide evidence for teachers when developing and delivering their PSHE programmes. We are also providing grant funding to the PSHE Association to undertake work advising schools on their teaching, including improving staff training. The PSHE Association will expand its chartered teacher programme, which recognises effective practice and encourages high-quality PSHE training.

Schools: Bullying

Debate between Lord Storey and Lord Nash

Thursday 16th May 2013 Lords Chamber

[Lord Nash]

I entirely agree with the noble Baroness’s point about the patchy nature of the provision. That is why we are encouraging more new providers to enter the system and set some standards. It is also why we have asked Ofsted to focus particularly on this area. Children who are excluded from school are often very bright and very energetic and we have a duty to make sure that they can be educated in the best way possible.

[Lord Storey]

My Lords, the Minister will be aware that schools are required to have an anti-bullying policy. Can he ensure that when Ofsted inspects schools, it does a quality assurance of that very important policy?

[Lord Nash]

Yes; and I believe that it already does.

Education: Curriculum, Exam and Accountability Reform

Debate between Lord Storey and Lord Nash

Thursday 7th February 2013 Lords Chamber

[Lord Nash]

As the Secretary of State has said on a number of occasions, the Opposition seem determined to leave the less privileged in this country with a less good education. He has consulted extremely widely. On the accusation that is constantly made of a 19th century education, he has consulted widely with cognitive scientists who will tell you that modern cognitive theory is that knowledge is necessary in order to gain skills. The thinking that you can get skills without knowledge is itself out of date.

[Lord Storey]

My Lords, I welcome my noble friend repeating the Statement. On these Benches, we want a system where a child can succeed whatever their background. We want fair and rigorous examinations and a broad and balanced curriculum. That is why we welcome the Statement here today. I just wish other Secretaries of State, Ministers and Governments, when they consulted, were prepared to listen to those consultations. In our political system, when Governments listen and modify or change their policies, why do we always refer to it as a U-turn and people going back on what they have said? It is refreshing that when you consult you mean what you say.

I have three questions for my noble friend. Can the Minister confirm that coursework will continue to be a feature of GCSEs where it is essential for the child’s learning? Now that the national curriculum has been slimmed down, does the Minister agree that it should be taught by all schools? The Minister will agree that it is essential that all children leave school with solid literacy and numeracy skills. How will the Minister hold schools to account for their performance in these two subjects?

[Lord Nash]

I thank my noble friend for his remarks. I can confirm that coursework will continue where it is appropriate in the relevant subjects. As the noble Lord knows, the national curriculum does not run in academies and free schools and that policy will not change. The new accountability measure has two parts to it. The one that focuses on English and maths should satisfy his requirements on literacy and numeracy.

Children: Speech and Language

Debate between Lord Storey and Lord Nash

Tuesday 29th January 2013 Lords Chamber

[Lord Nash]

We regard the solution to this issue as a local one. That is why we will be setting up the local offer involving children and young people with SEN and their parents and we will publish details of where parents can find all this available in one place. As young people will have an education, health and social care plan which will be reviewed every year, this will monitor the issues to which the noble Baroness refers.

[Lord Storey]

My Lords, the Better Communication Research Programme report looked at speech and language therapy support in schools, and according to the report only 10% of mainstream secondary schools have such support. My noble friend the Minister will be aware that the provision of speech and language therapy throughout the country is very patchy. How can the Government ensure that anybody who needs this service can access it as quickly and efficiently as possible?

[Lord Nash]

My Lords, I know that the noble Lord has vast experience in education and I am grateful for his question. We are sharing widely the good practice in the better communications research where speech and language therapists work with teachers and teaching assistants to provide support. He is absolutely right about a divergence in provision around the country and the shortage of funds, but it must be for local authorities and their partners to assess local needs and to make better use of resources so that they are directed where they are needed. Our proposal for a local offer will do this and will put parents and young people at the heart of decisions.