Schools Bill [HL]

Debate between Baroness Berridge and Baroness Morris of Yardley

Committee stage & Lords Hansard - Part 1
Monday 13th June 2022 Lords Chamber

[Baroness Morris of Yardley (Lab)]

My Lords, I support the thrust of the arguments from the noble Lords who have led this debate. I shall make one or two points that perhaps have not yet come out strongly. The freedom to set their own admissions arrangements was given to academies when they first started. To be honest, I think that was a huge mistake. In local areas, it caused terrible animosity between the academies and the other maintained schools. That is part of the rift and the bad feeling that exist in many communities. I do not know many schools that, in setting their own admissions criteria, have sought to prioritise the poorest and most challenging children, those who have been excluded from more schools than anyone else, those without supportive parents and those without a room to work in at home—that is not how choosing your own admissions criteria actually works.

This is not the schools’ fault but, in terms of judging schools by how well they do academically, our whole system incentivises schools to have admissions criteria that get those children who are most likely to do well academically. If we were to change the accountability mechanisms so that we had as our most important accountability measure how much you can do for the poorest 5% of children in your city, we would have a different system, but that is not the way it runs.

However, I also blame schools. I was a teacher for 18 years. At the heart of it, I have always believed that the job of a professional teacher is to teach the children who end up in front of you on any given day—not to pick and choose; not to reject and throw away; not to say, “It’s easier to teach you than you”, but to do your best with the skills you have with the children in front of you. I taught in a school that was very challenging, and as a teacher the greatest rewards come from the progress you make with the children who are furthest behind when you start—but that is not the way the system works. There have been too many examples of academies that have used their ability to have their own admissions arrangements to select the children, or the parents, that will put them highest in the accountability stakes.

If you are a school that is undersubscribed, this argument does not matter to you. If you cannot get enough kids through the door for your published admissions number, then none of this matters. It matters only if you are a school that is oversubscribed, because only when it gets to oversubscription do the criteria for admissions come into effect. So think that through: if you are a school that is undersubscribed and not attracting children, so not getting the money, you have to take whoever no one else wants. Therefore, you do not improve, you do not get as many children, you do not get the money and again, you do not improve. That is the cycle that happens: undersubscribed schools do not attract children and therefore find it very difficult to improve.

Looking back, when the academies started under the Labour Government they were addressing the needs of those schools in the most challenging areas. In truth, what happened was that if you gave them a new building, a new head and a committed sponsor, they still did not have a cross-section of students coming through their doors. The idea at that stage, in giving them some power over admissions arrangements, was to try to get a better social mix. I can sort of see that, but it has gone way out of kilter with how it should be. In 2010, the minute the vision was that every school should become an academy, that just did not make sense.

I say to my noble friend Lord Hunt that where schools differ from hospitals is that who you treat in one hospital does not usually have an impact on the neighbouring hospital or another in the outer ring of the city. But schools are interrelated: who you choose to admit has an effect on every other school in your locality as it is an interrelated business, so it is very important that we do not have schools competing with each other in any geographical area for the bright kids. It has to work across such an area, for two reasons.

First, successful schools will always manage to attract children who, quite frankly, are easier to get the high results with—I would not say they are easier to teach. That has an effect on other schools and creates that bad feeling, so it is interrelated. The way you choose to admit pupils has an effect on other schools in your locality. I do not mind what they do, whether they band or have feeder schools, or measure it in yards from the school. What I do mind is that all schools in a local authority area ought to do the same. If you want a social mix, you can band right across the local authority area. I am not sure I like that but I do not have a problem with it because the behaviour of one school will not badly affect the performance of another.

In Birmingham, however, the minute you let over 400 schools set their own admissions arrangements there was chaos. It meant that they do not match each other. Some people of a faith with a child of a certain ability live in a place where they cannot get them into their local school because they do not live close enough, or into a faith school because they are not of the right faith. Neither does their child have the right ability to get selected in the banding arrangements, so where do they go? They go to the school that still has places left. That is not choice, but it happens in areas where there are a lot of schools that are allowed to have separate admission arrangements.

In supporting very much the amendments put forward, my plea is that it has to make sense across a geographical area. That means you cannot allow schools within the same area to have different admissions arrangements from other schools within it. I think the local authority should manage that, and that there is nothing wrong in all the schools getting together with a local authority, the parents and the primary schools to decide what those criteria should be within a national framework set down by government. But at some point they have to come to an agreement, because education is about a social as well as an academic experience. Your social experience is, in part, the children who are around you in your school—and that matters.

To be honest, that is why parents go to so much effort to exercise choice over where they want their child to go. It is not just for the academic experience but for the social experience—again, it is different with a hospital. That social experience will be right for all children, or as good as we can make it for them, only if we have some camaraderie within a geographical area so that people sit down with the same admissions arrangements. Having done that, teachers should do what they do: get on with teaching the children in front of them, not spending time on trying to get a different bunch of children in their classrooms because they think it gives them a better chance of success.

[Baroness Berridge (Con)]

My Lords, I have a quick comment. I am grateful to the noble Lord, Lord Hunt, for his history lesson. During the period he mentioned, Rutland had the unfortunate experience of being part of Leicestershire. Had grammar schools still existed then, I can only look back and wonder what my own education—with no money for tutoring—would have been if the local school in the market town had been left as a secondary modern.

I have a specific question on the point made by the noble Lord, Lord Shipley, about the backstop power, which I was surprised to see included in, I think, the White Paper. What is the timing of that? At the moment, we know that some boroughs are under extraordinary pressure. When we nationally decide, for instance, to admit tens of thousands of families from Hong Kong—which is a great policy—we create extraordinary influxes of children into particular areas. I was just reading a Manchester Evening News article about the pressures Trafford Council is under at the moment, having had an extraordinary influx of Hong Kong Chinese families into the area. This has unusual ripples in Trafford, where there are grammar schools within the borough.

What would the timing of this be? At the moment, we have local authorities which cannot have any effect on admissions, particularly in those secondary schools that are academies. There is a proposal for a backstop power. This was also before we admitted tens of thousands of Ukrainian families into this country. If in the consultation it is decided not to have the backstop power—I recognise the view from those in the academies sector on local authorities’ admission policies—is there not a case for some emergency power in a situation when tens of thousands of families come into an area? You need different admissions arrangements because you have to think about the cohesion of the area locally. If you have an influx of families, families who have lived in an area for many years find that they cannot get their children into the schools they want. There are also the unpredictable ripples of selection in an area. Can my noble friend the Minister outline the timing of this, because there are boroughs under pressure today?

Covid-19: Education Attendance

Debate between Baroness Berridge and Baroness Morris of Yardley

Thursday 1st July 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, one interesting feature of the consultation that we recently conducted on exams was that over 50% of the responses were indeed from students. We have been pleased to hear their voices throughout this and have sought to communicate directly with them. I also draw attention to the very successful Big Ask, run by the Children’s Commissioner, to which over 500,000 children and young people responded.

[Baroness Morris of Yardley (Lab) [V]]

My Lords, the Minister has talked about plans for when schools return for the September term, but in many areas there are two to three weeks of this term left and over 300,000 children a day not attending. What action is being taken to increase the number of children attending school this term?

[Baroness Berridge (Con)]

My Lords, the REACT teams from the Department for Education, working alongside local authorities, have an attendance strategy. They are working closely with schools, particularly for those young people with special educational needs and vulnerable children, to ensure that as many as possible are in schools. In relation to the bubbles, they are one way that schools can limit the number of contacts but, even if a child within a bubble tests positive, that does not necessarily mean that all children in the bubble have to go home; it is still only those who qualify as close contacts in line with the risk assessment by the school.

Educational Settings: Reopening

Debate between Baroness Berridge and Baroness Morris of Yardley

Wednesday 27th January 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, it has been a tribute to schools and parents that during this third lockdown—the second lockdown where children have been educated at home—the remote provision of education has been of a greater standard. Yes, we pay tribute to all those parents who are delivering the curriculum at home, particularly, as I have outlined, those who still have to go to work and do not have access to a school place.

[Baroness Morris of Yardley (Lab) [V]]

My Lords, we all agree that these are difficult issues, but I am not sure that Ministers realise that the Government are a weak link in solving the problems and that many teachers now see them as an added problem, not a guiding light. I realise that it is difficult to set a date for when schools will reopen, but it is entirely possible to set out the conditions for assessment and the order in which pupil groups will return to school. Why can Ministers not show the same speed in decision-making that they demand of teachers and school leaders?

[Baroness Berridge (Con)]

My Lords, living through a pandemic obviously means that road maps and timetables are very difficult and complex to draw up, but we have made it clear that schools and parents will have two weeks’ notice of when a return date is going to be given. I draw the noble Baroness’s attention to the Prime Minister’s Statement later today.

Exams and Accountability in 2021

Debate between Baroness Berridge and Baroness Morris of Yardley

Tuesday 8th December 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, in relation to the situation in the devolved Administrations, the Secretary of State is in close contact with his equivalent representatives. In Scotland, yes, there has been some alteration, but the exams at 18 have been kept. The reason why exams in England have been kept at 16 is that the majority of students in England transition at 16 and therefore need that assessment. Northern Ireland has also decided to keep exams. There are differences between the constituent nations of the United Kingdom. We are living in extraordinary times, so we have introduced an extraordinary set of contingencies and changes to relieve the pressure—on teachers, yes, but primarily on students facing the exams. They will have certain aids with them and they will know some of the topic areas.

In relation to the comments from my noble friend, Lord Baker, one has to recognise that he has been the pioneer of the university technical colleges, where students enter the system in an atypical age range of between 14 and 18. We do not accept his view that exams are not necessary at 16 because most students, unlike those in UTCs, do transition at 16.

[Baroness Morris of Yardley (Lab)]

My Lords, I welcome the proposals, which will give young people greater certainty about their chances of progressing into whatever they want to do after school. However, I want to ask a question from the point of view of universities and colleges, because exams are also a clue and an indication to them of what students know and can do. Over the years, they become familiar with the curriculum, so you get continuity in teaching. What work has been done with colleges and universities so that they can offer continuity of teaching and curriculum, and fill in any gaps that exist due to children not having learned as much or had as much time to practise various skills?

[Baroness Berridge (Con)]

I thank the noble Baroness for her comments. As I have outlined, one key to this —and the reason why the exceptional circumstances and generosity in grading this year will mirror, not replicate, last year—is that the higher education institutions dealt with that situation and those grade profiles last year, so we are drawing on that. Information from the exam boards about what aids will be given and which topic areas are outlined will be made available to the universities. We recognise that this is an unprecedented situation for the universities as well, and that they will be dealing with a cohort that has had a different experience of the education system from that in normal times.

Free School Meals

Debate between Baroness Berridge and Baroness Morris of Yardley

Tuesday 27th October 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, in relation to children in England, I have outlined the local government welfare assistance scheme. When schools came back properly, the box of fruit and vegetables scheme was also back running. The Government have extended free school meals; about 17% of children in England qualify for them. During the pandemic we extended eligibility to the children of parents who had no recourse to public funds, and in 2014 we introduced universal infant free school meals and free school meals for those in FE. The Government have not stood by but have supported, through other taxpayers’ taxes, vulnerable children during the pandemic.

[Baroness Morris of Yardley (Lab)]

My Lords, while I do not for a minute doubt the Minister’s personal understanding of this difficulty, I think she is wrong to say that it is not a postcode lottery. Today is half-term, and whether children will get a free school meal will depend on where they live. There are only two ways of making sure that that does not happen at Christmas: either to make it a statutory duty, which is the case with free school meals, or to offer ring-fenced funding. Unless the Government do one or the other of those things, this will continue to be a postcode lottery. Can the Minister assure us that the solution that the Government come forward with for the Christmas holidays will adopt one of those two solutions?

[Baroness Berridge (Con)]

My Lords, the noble Baroness, who I thank for her comments, raises a wider issue. When power is devolved, whether to councils, combined authorities or different nations, we have to live with the fact that we will see different responses in different parts of the country. In relation to Scotland, it did not pay for free school meals during the recent October half-term. However, I will take away the noble Baroness’s comments.

Education: A-level Results

Debate between Baroness Berridge and Baroness Morris of Yardley

Wednesday 23rd September 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, on the important issue of the placing of students—particularly for A-levels, which are more often progression exams—the noble Lord will be aware that the Government, working closely with higher education institutions, lifted the cap on certain courses to raise capacity. The most recent figures are that 89% of students who received a grade increase have got their original offer, their insurance offer or an offer at an institution with the same tariff as their original offer.

[Baroness Morris of Yardley (Lab)]

My Lords, the most frustrating element of the algorithm was that it assumed that schools could not improve on previous years’ best performance. That seems contrary to what any Education Minister should believe about the power of schools to improve and change children’s lives. Did that element of the algorithm come from an external expert? If so, why was it accepted?

[Baroness Berridge (Con)]

My Lords, as the noble Baroness will be aware, Ofqual consulted on the methodology and what aspects to include in the algorithm. The issue of what we termed “outliers”—highly performing students in institutions which have previously not performed well—was raised and was in the balance; students who might be affected in that way could be put right through the appeals processes. However, when the balance became such that the level of anomalies outweighed this, the more just situation became to use teacher assessment grades rather than the algorithm to assess grades.

Schools and Colleges: Qualification Results and Full Opening

Debate between Baroness Berridge and Baroness Morris of Yardley

Wednesday 2nd September 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, on the cancellation of exams, I think we need to cast our minds back. At the time exams were due to start, no secondary school pupils had been back in the building and the confidence was not there among parents. I hate to think of the trauma we could have caused by children going straight from lockdown into an invigilated situation. It just was not possible, and the department was commended on a decisive decision at that moment that exams were cancelled. So, with the best will in the world, that was the right decision and we stand by it.

On communication with the four nations, only yesterday officials were in a four-nations meeting. There is regular dialogue at both ministerial and official level with the four nations. For instance, the direction letters sent by the Secretary of State to Ofqual were copied to each of his three counterparts in the nations. We are working closely. It is unfortunate for all young people that none of the four nations managed to deliver the standardisation that we had intended to deliver and believed was best for children.

[Baroness Morris of Yardley (Lab)]

It makes sense to have a back-up plan for the examinations next summer, and the Minister mentioned contingency plans. I am not clear whether the Government are considering anything other than a delay of four or so many weeks. There is gathering support for the idea of moderated assessments throughout the school year. Is something like that being considered by the Government? If so, why have details not already been announced? Term has started and teachers need to know how their children might be assessed before they start the academic year.

[Baroness Berridge (Con)]

My Lords, yes, there will be a 2021 contingency plan. As I have mentioned, Ofqual has already consulted in relation to 2021, and one of the suggestions in that consultation was a short delay to the sitting of exams. I cannot remember offhand whether moderated assessments were part of that consultation, but this highlights again the issue of what form the examinations will take. There is the direction of government policy, but then it is for Ofqual to run that. I will make sure that the idea of moderated assessments is put forward. As the noble Baroness will probably be aware, Ofqual has delegated to a sub-committee of its board chaired by Amanda Spielman, who will take forward what the system will be for examinations next year. We recognise that decisions need to be made as soon as possible.

Employment: Young People

Debate between Baroness Berridge and Baroness Morris of Yardley

Monday 20th July 2020 Lords Chamber

[Baroness Berridge]

My Lords, the noble Baroness is correct about the importance of language skills, and that is why modern foreign languages have been included in the Ebacc. Yes, we encourage all our hubs in this area to work together: the careers hubs, modern foreign languages hubs and English hubs that we have across the country. The national retraining scheme is currently focused on those over the age of 24 who need to increase their skills to increase their income. That is led by a number of LEPs, and I am sure that they would welcome the introduction of modern foreign languages to that work.

[Baroness Morris of Yardley (Lab)]

My Lords, all the initiatives introduced that the Minister has referred to have to be accessed digitally, but over these last few weeks we have learned that we have digital poverty. Many young people do not have access to a computer, and they fall in the group that most needs support and guidance. What will the Government do to help them? Please do not tell me that it has been solved by the Government’s computer initiative, because we know that is not the case.

[Baroness Berridge]

My Lords, obviously, digital has become important, but the guidance issued to schools for September talks about their having remote learning from the end of September, so that includes the traditional way of delivering by way of printed packs, which I know many schools have been doing. Although we have been encouraging the use of virtual one-on-one interviews at age 16 over the telephone, of course schools have been encouraged to have some form of one-on-one physical contact with students before the summer holidays.

Education Settings: Wider Opening

Debate between Baroness Berridge and Baroness Morris of Yardley

Thursday 11th June 2020 Lords Chamber

[Baroness Berridge]

My Lords, from speaking to many teachers and multi-academy trust leaders, I know that they are concerned about the emotional stability and well-being of children when they re-enter school, particularly of those who are vulnerable. On mental health support, certain teams are on the ground, particularly in secondary settings, and we are doing the remote training-up of the allocation that we had hoped would be in schools by now. We have also funded a coalition of charities for vulnerable children to the tune of £7 million, being led, I believe, by Barnardo’s; it is a “see, hear, respond” service, because we are acutely aware of what will walk through the door of a school when vulnerable children are back in that setting.

[Baroness Morris of Yardley (Lab)]

There are a lot of warm words from the Government about this, but it really has been a totally inappropriate response to what is fast becoming a crisis in a critical area of our society. In particular, how can the Government think it is acceptable to present a Statement at a time like this that is nothing more than a list of things which cannot be done? It does not contain one new idea and makes no response to the many ideas that have come from people across society. I want to push the Minister to say why she is not encouraging primary schools to use the space that is available—she just made that clear in response to a previous question—to enable secondary schools to provide access to outdoor space and classroom space, to ensure that they could offer the sort of education to children that we all want to see.

Educational Settings

Debate between Baroness Berridge and Baroness Morris of Yardley

Thursday 19th March 2020 Lords Chamber

[Baroness Berridge]

I am grateful to my noble friend for that question. Yesterday afternoon, I had the pleasure of speaking to the heads of both the ISC and the Boarding Schools’ Association. They passed on that message, particularly in relation to looked-after children who are in their care and will remain in their care for the moment. We are grateful for their offer of support, which I have passed on to the Secretary of State. When we talk about collaboration locally, that means all schools and colleges, including the independent sector.

[Baroness Morris of Yardley (Lab)]

My Lords, I welcome the assurance that we will hear more tomorrow about the future of exams, particularly A-levels, but I want to return to the issue. I cannot see the building blocks that are in place for a good decision to be arrived at. Given the move to end-of-course assessment, were we not to have exams, there is no national, universal, commonly agreed coursework that has been assessed and moderated and could be put towards the final grade. I would guard against using predicted grades as a decisive factor in determining whether a child goes to university. All the evidence shows that children from working-class backgrounds are constantly underpredicted in their A-level grades. I want the noble Baroness to address this question in particular: when the decision arrives tomorrow, what are the building blocks on which the Government are trying to make a vehicle for us to go forward? I just cannot see them, which concerns me the most.

[Baroness Berridge]

I am grateful to the noble Baroness. I reiterate that this will be a fair and just situation for all students. It is good that we are aware of factors such as underpredictions; all these matters are being taken into consideration. At the moment, I am not able to give details on the building blocks, but I expect that tomorrow’s guidance will give the noble Baroness the answers she requires.