School Accountability and Intervention

Baroness Berridge Excerpts

Thursday 6th February 2025 Lords Chamber

[Baroness Smith of Malvern (Lab)]

Given the noble Lord’s background as a teacher, I am sure that Ofsted will listen to his response to the consultation, which I hope he will make. While I have some sympathy with the concerns of teachers about the arrival of Ofsted—having experienced it myself, as I have already said—I am not wholly convinced that students can afford to wait nine months between the preparatory conversation and the point at which some judgment is made. Frankly, if things are going wrong, it is important for students and parents that those are identified at the appropriate time, and, if things are going right, it is important that those are shared as widely as possible.

[Baroness Berridge (Con)]

My Lords, on the move from the duty to intervene to the power to intervene when a school is inadequate, the schools the Minister outlined that have taken a long time often have complicated land or financial issues, as I am sure she is aware. Trusts already go in before the legal status has changed, and for schools that go through the process relatively quickly, there are occasions when the fact that everybody knows there is a duty to academise speeds things up. The Minister will be aware that, by virtue of these contracts, the Department for Education is now a regulator; it regulates schools. Is there another example of a regulator, such as the Charity Commission or the FCA, that does not have a duty to intervene and merely relies on these powers?

[Baroness Smith of Malvern (Lab)]

The noble Baroness will know from her experience that the ability to academise a school does not depend on a duty in every case, and nor did it do so under the last Government. The 2RI policy was a power for academisation to happen in those cases, not a duty. I am not sure I would characterise the department in quite the way she did; nevertheless, it comes back to this point: what is the most appropriate range of interventions that can be used to ensure that the improvement we see in the schools that need it is as speedy, well supported and appropriate as possible? For example, the distinction between schools that have the leadership capacity to improve themselves, and those that do not, is an important one. The RISE teams, with their targeted interventions for schools that need it, and their broader universal offer to direct schools looking to improve in the right areas, are an important addition to ensure that all our schools are improving quickly.