Queen’s Speech

Baroness McIntosh of Hudnall Excerpts

Thursday 29th June 2017 Lords Chamber

[Baroness McIntosh of Hudnall (Lab)]

My Lords, as has already been noted, the gracious Speech does not say much on the subject of education. It says:

“My Government will continue to work to ensure that every child has the opportunity to attend a good school and that all schools are fairly funded”.


It goes on to say:

“My Ministers will work to ensure people have the skills they need for the high-skilled, high-wage jobs of the future”.


As the noble Lord, Lord Storey, has observed, it is pretty hard to take issue with any of that, but it is not exactly substantial. It is more what we might call motherhood and apple pie, and rather less meat and potatoes.

However, passing quickly over the sad truth that most of the jobs created in the recent past have been low-skilled and low waged, let us consider what it will take to deliver on these apparently uncontroversial aspirations. My question is: who decides what defines a good school? Noble Lords will not be surprised to hear that I believe no school can properly be regarded as “good” if it cannot, or will not, provide adequately for the creative development of its students. In his opening remarks the Minister said, and I could not agree with him more, that arts and culture can have a transformative effect—I think I quote him exactly. Nowhere is this truer than in education.

This is why I find the continuing omission of arts subjects from the EBacc for secondary schools so dispiriting, and why it is equally depressing that provision of creative education in primary schools is so shockingly variable—depending, as it does, on the willingness of head teachers to find time and to use what are, I fear, diminishing discretionary funds. The best of them do so, of course, but just as many do not, partly because they pick up on deep ministerial ambivalence about the value of creative subjects. This is revealed in a rather strident emphasis on SATs. I observe at this point that my seven year-old grandson, who is in year 2 at primary school, told me a couple of days ago about how everybody is tremendously anxious for the year 6 students as they are doing their SATs. Everybody has to creep around the school and be quiet because it is so desperately important. Should a seven year-old really worry about that? I really do not think so. It is also revealed in the strong emphasis on STEM subjects, which are of course very necessary and important—but not sufficient.

Last week, the newly appointed head of Ofsted, Amanda Spielman, reportedly said:

“Yes, education does have to prepare young people to succeed in life and make their contribution in the labour market. But to reduce education down to this kind of functionalist level is rather wretched”—


a nice turn of phrase. She went on:

“The idea that children will not, for example, hear or play the great works of classical musicians or learn about the intricacies of ancient civilisations – all because they are busy preparing for a different set of GCSEs – would be a terrible shame. All children should study a broad and rich curriculum. Curtailing key stage three means prematurely cutting this off for children who may never have an opportunity to study some of these subjects again”.


These are very welcome words. I hope that Ms Spielman will make good on them by ensuring that Ofsted does not in future award “Outstanding” status to any school, primary or secondary, which cannot demonstrate a comprehensive range of creative opportunities for its students, no matter how good the rest of its work may be.

Many arts organisations such as the Royal Shakespeare Company, where I am proud to be a board member, are working hard to provide schools with a range of support and opportunities. The RSC has extensive education work, including a highly successful and oversubscribed associate schools programme. But recent evidence from Ofqual of a significant falling-off in the take-up of arts-based subjects at GCSE—drama down 9.23% between 2016 and 2017; music down 7.41%; and performing arts down a massive 17.63%—shows how quickly ground can be lost.

A rounded, creatively stimulating education should be the birthright of all our children, not just those whose parents can afford to pay for it. Let us recall that often what the parents who can afford to pay want for their children, in addition to good academic standards, is precisely those so-called extra things, such as music, art and drama, which civilise and enrich individual lives and the life of a school community.

The Prime Minister has often spoken—admittedly mostly when talking about grammar schools, which are of course a welcome absence from the gracious Speech, as my noble friend Lady Sherlock has already said—of the need for all young people to have the chance to fulfil their potential. The noble Lord, Lord Ashton, in his opening remarks made similar commitments. Recognising one’s potential and then finding ways to fulfil it require as much as anything an act of imagination. Imaginations need to be fed a rich diet—to continue the food-based metaphors—and not kept on short commons. I really hope the Government will take this into account as they develop their education policy through the next Parliament.