Schools: League Tables

Baroness Farrington of Ribbleton Excerpts

Monday 10th January 2011 Lords Chamber

[Lord Hill of Oareford]

First, I think everyone in this House agrees on the need to try to narrow the attainment gap. The previous Government did quite a lot of work in that regard, which I am happy to recognise. I recognise the challenge that schools have with special educational needs but, by the same token, many who know far more than I do about the issue would not want to take the step of excluding children with special educational needs from measurement or being treated in the same way as other pupils in the school. More generally, it is important to publish more information about a school’s performance. My noble friend is absolutely right that we need to hold those schools to account for their performance and we think that that is best done by publishing more rather than less information.

[Baroness Farrington of Ribbleton]

Is the Minister aware, as I am sure he is, that when the noble Baroness, Lady Warnock, produced her report, she referred to children who needed statements with special educational needs as being approximately 2 to 2.5 per cent of the 20 per cent of children who are not statemented, and should not be, but who have special needs? Is he also aware that many of those are concentrated in schools that have a welcoming atmosphere, and that take on board children with special needs at the risk of those special needs interfering with their attainment? Surely—this applies to all Governments—the ideal is to measure the value added by individual schools rather than merely looking at the attainment.

[Lord Hill of Oareford]

I accept fully the force of that point, and one of the changes that we are keen to make with our new floor standards is to measure both attainment and progression. The previous floor standards had only an attainment measure and we are planning to introduce a progression measure. I accept the force of that entirely. To go back to the previous point, it is clear that children come in all shapes and sizes, and one needs to try to have measures that reflect what a school does to bring out the best in those children, regardless of where they start from.