Education Bill

Baroness Massey of Darwen Excerpts

Tuesday 14th June 2011 Lords Chamber

[Baroness Massey of Darwen]

My Lords, I want to focus on the importance of a balanced school curriculum and on the rights—the entitlement—of the child to that curriculum. A balanced curriculum is one which enables a child to thrive academically, spiritually, emotionally and socially, and which fits her or him with the skills to find productive work and enjoy leisure. It encourages self-respect and respect for others. I like what the noble Lord, Lord Edmiston, said about grace and integrity in that regard. Such a curriculum involves the arts, IT, economics, sport, culture and life skills as well as academic learning.

I am concerned about how the rights of the child are reflected in the Bill. I do not mean any legalistic definitions of rights or permission for a free-for-all; I mean fairness, respect and justice for children while also teaching them about responsibilities. My experience as a parent and teacher convinces me that when children are treated with fairness and respect they thrive and that when they are not they may become stultified and problematic. These problems may translate themselves into problems for future generations. I do not think that the Bill addresses these concerns.

As regards early years provision, good experience of play and socialisation are vital to a child’s future success—academic and otherwise. I agree with Frank Field’s report that poverty is not the only thing that defines a child’s future, but that if poverty and lack of opportunity to develop in the early years coincide, a child has a poor chance of social integration and mobility. Such children may go on to be punished by systems into which they do not fit and over which they have no control, so the Bill’s recommendation for free early years provision for two year-olds from disadvantaged backgrounds is welcome. I wonder how it will be funded. The Bill allows maintained nursery schools and classes to charge for provision over the 15 hours for three year-olds and four year-olds. This will widen gaps in provision between areas. Is the future of Sure Start yet clear?

I now turn to the Bill as it relates to discipline in schools. Of course none of us condones bad behaviour. Bad behaviour in schools has to be tackled for the benefit of pupils and teachers. However, there are better and less intrusive ways of combating bad behaviour than those suggested in the Bill. Taking away the appeal possibilities of permanent exclusions is also fraught with child and human rights issues for parents and pupils. I hope that the repeal of the duty on schools to give 24 hours’ notice of detentions will be looked at again.

The issue of young carers has been raised in another place and assurances have been given. I hope that they will be enshrined in the Bill. Every pupil is different and does not necessarily fit into a one-size-for-all curriculum. Like others, I have concerns about the proposed English baccalaureate. Survey after survey of industry has recommended that students need far more than simply academic qualifications or knowledge to perform well in the workplace; they need social skills and the ability to be creative thinkers. I am not going to go on again, except for a minute, about the importance of personal, social and health education, but it is important and I will return to it at later stages.

The inspection criteria report reflects neither the importance of schools supporting and promoting well-being nor the importance of community cohesion. Evaluation of the UNICEF Rights Respecting Schools programme found that it had,

“a significant and positive influence on the school ethos, relationships, inclusivity, understanding of the wider world and the well-being of the school community”.

Two-thirds of schools saw improvements in attainment over the period 2007-10. I should declare an interest as a trustee of UNICEF.

Other issues in the Bill that affect the child’s rights have been talked about. They include the diploma entitlement, careers education, admission arrangements, vocational qualifications, apprenticeship schemes, the powers of parents and so on. The new centralising power of the Secretary of State could permit religious discrimination in employment in academies that convert from being voluntary controlled schools. Prospective pupils can be discriminated against on the basis of their parents’ religion. Staff can be discriminated against on the grounds of religion or belief. In 2008, the schools adjudicator found that 3,500 faith schools were in breach of the admissions code. There will be no repeal of the duty on schools to participate in a daily act of worship which is “broadly Christian” in character, despite the new freedoms proposed for schools.

We now know the nature of some of the applications to run free schools, which include a high proportion from faith groups in the broadest sense. Among the approved applications are, apparently, a school that teaches “consciousness-based education”, an Islamic boys’ school, and a school run by a group set up by an “ordained minister of the free church”. I know that free schools have been labelled by some as a side-show; however, they still have children in them—or they will. The Secretary of State will have the ability to make land available for free schools. They are not obliged to have qualified teachers. How does this sit with a child’s right to a broad and productive education? Evaluations of free schools have shown them to have many problems. Why are we bothering with this experiment?

I return to my concerns that this Bill does not favour or encourage a child’s right to a broad and well balanced school experience. There are dangers in the Bill that will resound over many years and will have a negative and dysfunctional effect on many of our children. Children have rights, too. I hope that the Government will take notice of this debate.