Independent Schools: Teacher Training

Baroness Farrington of Ribbleton Excerpts

Wednesday 7th September 2016 Lords Chamber

[Lord Nash]

I agree with my noble friend’s comments. We very much welcome the sharing of expertise between schools across the sector. I am encouraged to see teacher training partnerships working, for instance, in the Crispin School Academy, which is working with a number of independent schools, such as King’s Bruton, Millfield and Taunton. The modern foreign languages project to which I referred will give trainees the opportunity to work in schools in both sectors that have outstanding modern languages departments. In addition to the five independent teaching schools to which I referred, more than 150 independent schools are members of teaching school alliances, including a number of special schools.

[Baroness Farrington of Ribbleton (Lab)]

My Lords, can the Minister give an assurance that, in the Government’s policy on teacher training, they will ensure that all those unqualified teachers who are currently teaching children in this country are encouraged, and made, to become qualified? I declare an interest as somebody who, many years ago, was employed as an unqualified teacher. I can assure the noble Lord that all children deserve to be taught by teachers who are qualified.

[Lord Nash]

I agree entirely with the noble Baroness that all teachers should be well qualified. One of the most important things that Sir Andrew Carter’s review pointed out was that the most important qualification is qualification in subject knowledge. It is acknowledged across the teaching sector that, of course, you do not become a fully expert teacher after nine months of training. That is not to say that the training is not extremely valuable or that many teachers do not find it valuable. But others—for instance those with PhDs in subjects or perhaps a drama teacher from RADA—may feel that they do not need to go through that training and that they already have some of those basic skills.