Free Schools Policy

Baroness Farrington of Ribbleton Excerpts

Monday 21st June 2010 Lords Chamber

[Lord Hill of Oareford]

I can certainly give my noble friend Lord Lucas the reassurance that he seeks on his first point. I shall need to write to him on the second point.

[Baroness Farrington of Ribbleton]

My Lords—

[Baroness Walmsley]

My Lords—

[Lord Wallace of Saltaire]

My Lords, there is time.

[Baroness Farrington of Ribbleton]

My Lords, I welcome the Minister to his post. Can he be more specific on the issue of the creation of surplus places by the development of one of these free schools? I still bear the scars from dealing—in Lancashire County Council many years ago—with the issue of surplus places. It is no good saying that there will be the same per capita per pupil for existing schools, because if there are surplus places, the per capita will have to go up to protect the curriculum.

Can the Minister also be a little more forthcoming about the relationship between the teachers, who he says have very good motives in setting up these schools, and potential conflicts with parents? Major parts of special educational needs in our schools are to do with behavioural problems. In my long experience of governing bodies where parents served, the parents would quite frequently wish to exclude the children with behavioural problems. This could totally wipe out the aims of the teachers whom he has described.

[Lord Hill of Oareford]

I hope that I can give the noble Baroness some reassurance at least on her second point. The provisions which we will be discussing in the Academies Bill, particularly in regard to vulnerable children, and which will be delivered through the funding agreement and will give these children broadly the same protections as are delivered through maintained schools, will also have to be delivered by free schools, which will be set up as academies and governed by the same safeguards. A free school could not decide to take an approach towards vulnerable children—statemented children—that is different from the approach of any other kind of school.

On surplus places, it was recognised as long ago as the 2005 White Paper that one of the effects of the policy was that, in some places where there was not parental demand, there would be surplus places. The whole point of the policy is to try to create something new for parents where there are surplus places.