Education: British Values

Debate between Lord Storey and Lord Newby

Thursday 26th June 2014 Lords Chamber

[Lord Storey]

To ask Her Majesty’s Government what plans they have to promote British values in all educational establishments in the United Kingdom in the next year.

[Lord Newby (LD)]

My Lords, I remind those speaking in the next debate that it is time limited. When the clock reaches three minutes, noble Lords should finish their speech as they have spoken for their allotted time. If a noble Lord is happy to take an intervention, I am afraid that the time taken up has to come out of their allocation.

[Lord Storey (LD)]

My Lords, first I thank all noble Lords who are taking part in this debate. Following the so-called Trojan horse scandal in Birmingham and the subsequent Ofsted inspection and reports, our Education Secretary of State commanded that every primary and secondary school should promote British values. The Prime Minister went on to say that we should be “more muscular” and less “bashful” about asserting our national identity. The Prime Minister said that every child in Britain should be taught about Magna Carta, the foundation of all our laws and liberties. I hope the teaching of Magna Carta will be better than that which the Prime Minister himself received. Noble Lords will recall that he had a bit of difficulty recalling Magna Carta on American television. I am sure an understanding of baronial rights and regulation of fish weirs and moneylenders can be made as relevant today as it was then.

As a direct result of the Ofsted reports into Birmingham, new clauses have been added to the model funding agreement for academies. It now stipulates that governors should demonstrate “fundamental British values” and gives the Secretary of State powers to close schools if they do not comply. These British values include respect for the law, for democracy and for equality, and tolerance of different beliefs. Of course, we have to be a little bit careful and not think we are the best in the world in our values. We have only to look through our own history to see recently how discrimination ripped through our country, how it affected gay people, how there was slavery and even the burning of people for their religious belief. Values are not set in concrete or stone; they change.

Both the Equality Act 2010 and the Human Rights Act 1998 prohibit discrimination on the grounds of disability, sex, race and religion, and today in Great Britain these liberal principles have never been in doubt. British individuals may identify themselves in different ways, but the notion of British identity is multifaceted and inclusive. British values reflect the pride we feel as a nation when we see a multicultural and ethnically diverse population working together to protect our democratic ideals and ensure that every child has access to the best possible education, regardless of their background. We cannot deny that the elements of Britishness stated by the Secretary of State are complex and open to interpretation. However, these intentions should not be written off as a pipe dream. We must not assume that such values lie out of our reach.

My previous experience as a teacher in a large inner-city primary school has highlighted to me the importance of citizenship education and its role in helping to shape future generations of young people and young adults. Citizenship education and improved political and social awareness are crucial to help youngsters understand one another. Education should be about not prescribing values or abiding by arbitrary morals and customs but being part of a respectful community of discourse on topics that affect us all. It is my firm belief that citizenship education is no different.

The Prime Minister expressed his desire for the Government to start inculcating British values in the curriculum. Having considered that, I find myself slightly bemused to see that academies and free schools—roughly half our secondary schools—can choose not to teach the subject at all and that routine Ofsted inspections do not review it. As a consequence, its omission goes overlooked in a majority of our schools. That needs to be reconsidered urgently. Our schools need clarity that citizenship must be delivered effectively under the national curriculum and will be inspected routinely—perhaps even with no notice, if that proves an effective tool to ensuring accountability—as part of the broad and balanced curriculum that every child deserves.

What happened among a few Birmingham schools does indeed raise a number of educational issues, which we have debated on many occasions in your Lordships’ House. Does it really make sense for some schools to be given the power to choose what they teach? Is not the curriculum too important to be solely in the hands of individual schools? Our inspection regimes must be universal and up to the mark. The Office for Standards in Education has to be the guarantor of quality; Ofsted’s reports must be the key to understanding how schools have performed. The suggestion that grade 1 schools might be exempt from inspection is dangerous. No school, however good, comes with a guarantee of permanent success. Standards can and do slip. Some 31% of schools graded “outstanding” in an inspection do not maintain that standard in the next inspection. Indeed, as we know, one of the Birmingham schools received an “outstanding” Ofsted inspection.

I was interested to read in an article written by the noble Baroness, Lady Morris of Yardley, in the Guardian:

“In truth, both the old model of local authority control and the new model of autonomy are flawed – and events in Birmingham should make us face up to it. Three organisations had the responsibility to spot and prevent failure in the Trojan horse schools – the Department for Education, the local authority and Ofsted. They all failed”.

I do not feel that being British or respecting British values is something that can be prescribed. The best way to unite Britons is to gain a mutual understanding and respect for each other.