Strikes (Minimum Service Levels) Bill

Baroness Barran Excerpts

Committee stage
Thursday 9th March 2023 Lords Chamber

[Lord Hendy (Lab)]

My Lords, in the previous group I drew attention to the fact that the Delegated Powers and Regulatory Reform Committee report criticised the absence of detail in the Bill in relation to the provision of minimum service levels. In that group, the Minister explained to us that the criterion in setting minimum service levels in the health sector would be life and limb. Will the Minister say what the criteria are for the setting of minimum service levels in the education sector? What factors are going to be taken into account? A second and related point is about how the minimum service level is to be set. Is it going to be some percentage of the hours that teachers do, or something of that kind? What is it that the Government have in mind by way of a metric to measure the minimum service level?

As an associated point, what is the metric that employers will use to identify the workers necessary in a work notice to implement the minimum service level? My noble friend Lady O’Grady pointed out in opening the debate on this group that millions of hours are given by public service workers, and hundreds of thousands of those hours are provided by teachers in unpaid voluntary overtime. Quite clearly, the minimum service level, still more the work notice, presumably cannot specify that teachers have to work a minimum service which includes voluntary unpaid overtime, so the minimum service that could conceivably be specified is limited to the 35 or 38 hours or whatever it is per week specified in the contract of employment of each teacher. Effectively, if the Government implement 100% minimum service levels, there will be a work to rule. All the teachers will do the absolute minimum hours that their contract specifies. I invite the Minister to help us on how that could possibly be exceeded in a minimum service level and on what it is that the Government have in mind, taking that very important factor alluded to by my noble friend into account.

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran)]

My Lords, it is a pleasure, as my noble friend Lord Markham said earlier, to respond to your Lordships’ critical challenge. I thank the noble Lord, Lord Collins, and the noble Baroness Lady O’Grady; it really is a pleasure to be across the Dispatch Box for their amendments. I put on record the Government’s appreciation for all teachers, teaching assistants and staff who work across our schools and colleges and in higher education for the extraordinary and valuable job that they do.

Amendments 6 and 7 seek to remove the education sector and education services that are within scope of having minimum service levels implemented. As noble Lords know, the key sectors outlined in the Bill broadly stem from the 1992 Act as amended by the Trade Union Act 2016, and they have long been recognised as important for society to function effectively.

The noble Baroness asked why we need minimum service levels in education services. She can probably anticipate my answer, which is twofold: first, they have far-reaching consequences for children, who are potentially denied access to education if their teachers or other staff are on strike, and, secondly, it has an impact on their parents, many of whom work in other critical services but are unable to go to work. It is only right that these essential services, which the public pay for and expect to be there when they need them, are included in the Bill so that there is a reasonable balance between the ability of workers to strike and the rights of the public. The Government therefore cannot support the amendments.

Amendment 7 would exclude the vast majority of education services from the Bill. The Government believe it is right that the detail of specific services and minimum service levels is set out in secondary legislation. I am afraid that is why, in response to the noble Lords, Lord Fox and Lord Hendy, who asked for specific detail on criteria and metrics for minimum service, I am unable to give that detail to the Committee today.

[Lord Collins of Highbury (Lab)]

Sorry to interrupt, but the Health Minister was able to do that so I do not quite understand why the noble Baroness cannot.

[Baroness Barran (Con)]

My understanding is that the policy in this area is perhaps more developed in health, where I understand a public consultation has been published in relation to ambulance workers. That is not the case for education.

[Lord Fox (LD)]

In the spirit of trying to help, I can understand why specific MSLs are not possible, but the department must have in mind what it thinks a school would do and deliver in the event of a strike. Are we looking at essentially safeguarding, as I said, or are we looking at teaching a full curriculum for that school? Or could there be something, such as my noble friend mentioned, in teaching particularly crucial years in the school and then safeguarding the others? Could she give us some sense of what that looks like?

[Baroness Barran (Con)]

Genuinely in the spirit of being helpful, those are matters for a consultation if the Secretary of State decides to proceed with one.

[Lord Collins of Highbury (Lab)]

If I may correct the noble Baroness, the Health Minister was not setting out the consultation, which is restricted to the ambulance services. He was specifically talking about accident and emergency and life and limb. So the Department of Health clearly has reached a conclusion that was not subject to responding to a consultation.

[Baroness Barran (Con)]

I can only repeat that the Secretary of State is currently considering all options. When I am able to say more on this matter, I will be delighted to come back to the House to do so.

[Lord Collins of Highbury (Lab)]

Or write.

[Baroness Barran (Con)]

I will be delighted to write or take questions on this matter on the Floor of the House.

If I may continue, I will try to address some of the other points that noble Lords have raised. I think I said that on Amendment 7, which would exclude the vast majority of education services from the Bill, the Government believe it is right that the detail of specific services and of minimum service levels is set out in secondary legislation. The Government have no plans currently to move ahead with secondary legislation. Although this legislation gives us the power to introduce minimum service levels within education services, it is not our intention to do so in the short term because it is our strong preference to proceed by agreement and through guidance.

The noble Baroness, Lady O’Grady, asked about consultation. My right honourable friend the Secretary of State is considering all options at the moment. When those become clear, as I said, I would be delighted to update the House. The noble Baroness also asked about the ECHR memorandum and the reference to education. Since the Transport Bill was introduced, we have seen other essential services brought to a standstill. Therefore, the Prime Minister looked again at the issue and felt that disruption had spread beyond transport. Taking account of recent events as well as other evidence, there are a number of important services where the public should be protected, including children’s education, which should be protected against the disproportionate impacts of strike action for the future.

[Lord Collins of Highbury (Lab)]

If I may interrupt again, I think this is important because we are dealing with a skeleton Bill that outlines six sectors in which the Government will be given powers. What the Minister is saying—I do not want to put words into her mouth—is that, in respect of education, there is a hope that they will never use the powers that this Bill gives them, because it will be inappropriate. Therefore, I do not quite understand why education is there at all.

--- Later in debate ---

[Baroness Barran (Con)]

The noble Lord is obviously entitled to wonder; I think he goes a little far. We have been absolutely clear that we prefer voluntary arrangements.

In terms of employers, obviously local authorities are the employers for local authority schools. For academies and free schools, the academy trust is the employer. The noble Baroness, Lady Blower, and the noble Lords, Lord Mann and Lord Fox, asked if I believed that these agreements would—

[Lord Fox (LD)]

In the event that the Government eventually implement this, is it the local education authority that would draw up the work order and put the names on it, or is it the head teacher of the school who would draw up the work order and list the names of the teachers who are required to attend?

[Baroness Barran (Con)]

It is the employer, so the employer in the case of a local authority-maintained school—which is about 60% of our primary schools and about 20% of our secondary schools—would be the local authority. It would be the academy trust in relation to academies and free schools. The specific trust is the employer, and therefore it would be the board of the trust.

In relation to teacher morale and the impact of these potential minimum service levels on teacher morale, I would not want to generalise about that, but there are a number of issues that are clear from surveys, research and talking to teachers that really matter to them. One, of course, is salary; the second is workload, and the third is the behaviour that they deal with in their schools. All three are very important, but some noble Lords—I am guessing that the noble Baroness, Lady Blower, is among them—will have seen the same survey that I saw, which showed very clearly that teacher morale matched very closely to levels of behaviour and/or the calmness within an individual school. Within the department, we are working really hard on all those issues.

Those also connect to attendance, which the noble Lord, Lord Mann, raised. I do not entirely recognise the figures that he quoted. He might have been referring to frequent absence, rather than daily attendance. Most recently, on an average day, in our state-funded primary schools, 93.3% of children were in attendance; in secondary schools it was 92.2% and in state-funded special schools it was 88.3%.

[Lord Mann (Non-Afl)]

The Minister is absolutely right that those are the government statistics, but are they not the worst in our history? That was my point: through no fault of the Government, but because of the pandemic, we have a major crisis in schools and this has been thrown on top of it. Why worsen the situation?

[Baroness Barran (Con)]

We absolutely know that the pandemic has had a terrible impact on school attendance. That is why I say that the strikes at the moment are particularly unhelpful for children when we are trying to send a clear message that school is not an optional extra but something that you go to every single day. To have renewed disruption is not helpful for those children or the message that we are trying to send them. I am not confident, but I hope that I have reassured the Committee enough that the noble Baroness will withdraw her amendment.

[Lord Hendy (Lab)]

Can I just inquire about the Minister’s proposition that all options are being considered? Can she say whether the possibility has been excluded from consideration of requiring teachers under a work notice fulfilling a minimum service level to carry out unpaid voluntary overtime?

[Baroness Barran (Con)]

I am not aware of the details, but I am not sure that it would be appropriate to comment at this point.

[Baroness Randerson (LD)]

Is the Minister able to answer a brief question in relation to the role of school governors? They actually employ the staff—that is engage the staff. Do the Government not have concerns that these volunteers could be deterred from taking part in what is already a demanding, onerous and very skilled job by problems such as having to identify those members of staff who are needed for a minimum service level, added to their already onerous responsibilities?

[Baroness Barran (Con)]

I have already been repetitively clear that the Government would much prefer to see voluntary arrangements in this area. Again, having been a governor of a school, as many of your Lordships probably have, it is not about picking one single thing that is going to make it more or less stressful. We need to be very clear that the role of governors is incredibly important. We appreciate them enormously and offer them the support that they need to do their role.

[Lord Collins of Highbury (Lab)]

Can I just reiterate this point? The Minister says that she and her department would much prefer voluntary arrangements, as they work and they support them. What is her view, or the department’s view, of the impact of threatening to take these powers on those voluntary arrangements? Does she think that it might undermine the voluntary arrangements that she has been advocating?

[Baroness Barran (Con)]

We very much hope that it would have the opposite effect.

[Baroness Chakrabarti (Lab)]

I am sorry to press the Minister once more on my noble friend Lord Hendy’s point, but I do not think it is inappropriate because it goes to an important principle in this legislation. If there are some current services in the public space—education is the specific example given in this context—that are being provided at current levels only through a great deal of unpaid, extra hours of voluntary work, is it part of the policy behind the Bill that it is possible for a Secretary of State to prescribe minimum service level agreements that mandate unpaid voluntary work?

[Baroness Barran (Con)]

It would obviously depend on the contractual arrangements in place. My understanding is that not every case would be the same.

[Baroness Blower (Lab)]

One of the issues in teaching is precisely that all the voluntary activity is entirely without contractual arrangements. I am sure the Minister will agree that, if we bear down on people’s arrangements in the way this legislation proposes, good will—which is how we normally describe it—will evaporate as teachers will not feel valued and will certainly not feel properly rewarded.

[Baroness Barran (Con)]

I think the only thing I can say is that all these matters would be taken into account in any consultation if the Government decide to proceed.

[Baroness O'Grady of Upper Holloway (Lab)]

I thank the Minister, in particular for her willingness to carry on the conversation, whether on the Floor or through correspondence, as it has become clearer and clearer that there are number of specific major problems with this Bill that people will be looking for answers on.

On why the Government have shifted their position from that set out in the memorandum on human rights attached to the Transport Strikes (Minimum Service Levels) Bill, I felt it was a nice try, but it does not address what the Government’s position was—including the fact that there are already safeguarding and health and safety provisions in place. That is important when considering whether this is a proportionate response to fundamental human rights for workers—liberties that we have long treasured in this country.

The key message from the Minister’s response is that there is an intention to take the power but not to use it. As my noble friend Lord Collins said, it is clear that there would still be a very real impact on voluntary good will and morale. As the Minister acknowledges, that has a direct impact of the quality of the education services provided to children and is important to parents. I still feel very concerned about what scope there might be for undue pressure to come on trusts, governors and other institutions to wield and activate this power, even though it may be against their better judgement. Then we get into that highly dangerous territory, for any government of any stripe, where a strike becomes politicised. That point was made before regarding health, and it is a serious one.

I do believe that the Minister has a wise head. I encourage her to think about what it means in practice if you have an individual teacher, named and issued with a work notice, who is highly likely to be a union member who has voted for strike action. As there is nothing in the Bill to prevent this, they may have been picked on because they are a union rep or activist or because, like millions of ordinary working people in this country, those named teachers may simply hold the strong belief that they should have the individual freedom to withdraw their labour.

The Bill would ensure that, regardless, those teachers would be required to work against their will and their own conscience. They would be required to walk past their workmates, crossing a picket line—the main purpose of which is to persuade workers not to do so. The union must encourage them to comply, even if the notice was issued without the union’s agreement. All of this would be under threat of the sack. Potentially, if these mysterious “reasonable steps” are not taken, all those teachers would lose their protection against unfair dismissal.

I remind the Minister of the words of her colleague, the Conservative MP for Stevenage. He said it was “shameful” that

“individual … teachers & workers can be targeted & sacked if they don’t betray their mates.”

I encourage the Minister to talk to her colleagues and save them from themselves because this would be a disaster for industrial relations, our education service and for our children. I beg leave to withdraw the amendment.