Children and Families Bill

Debate between Baroness Morris of Yardley and Lord Storey

Tuesday 7th January 2014 Lords Chamber

[Lord Storey (LD)]

My Lords, I agree with the noble Baroness, Lady Jones, that parents have fought for years to get resources and what some might call justice for children with special educational needs. That is why the Bill is so important: it is a progressive piece of legislation that we can all be proud of. It will mean that, for the first time, local authorities have to spell out clearly and precisely what is available in their area and how that can be accessed. As we know, people with special educational needs will, for the first time, have a plan that joins up health, education and social care.

The giveaway is in the title: “local offer”. It is not a national offer but a local one. I suppose the Government could have said, “Nationally, we have decided that this is what you will do”, but I am quite sure that there would have been screams from local authorities that this was national government again dictating exactly what should happen. The local offer is important.

I was grateful for the comments of the noble Lord, Lord Low, in Committee but I still have grave concerns about creating a minimum requirement. We have seen what happened in care for the elderly: if you have a minimum requirement, councils under financial pressures jettison what they do not need to provide. If you have a minimum offer in terms of special educational needs, you will find that those authorities that my noble friend Lady Eaton so eloquently described, the ones that are progressive and look at new ideas, will say, “Well, if there are some savings to be made, we do not need to do that”. So I am not in favour of a minimum offer.

I am in favour of what the Government have reflected on and come back to at Report with Amendment 33C. Let us never underestimate the power of local people. If the local offer is not meeting the local requirement, you can bet that local people will say that they want something extra. Cases will make that happen. That is why the government amendment is so important. Let us celebrate where we are at so far, because it is important for children with special educational needs.

[Baroness Morris of Yardley (Lab)]

My Lords, I support the amendments and, in particular, will comment on Amendments 30, 31, and 33D.

The amendments tabled by my noble friend Lady Jones, which deal with the “expects to be” versus “which is” dilemma, just make sense, as I do not think that anyone here would not want parents to know what is being offered rather than what might be offered. The Government’s concern appears to be that something innovative might happen during the year that could be added to the offer, but the Minister might reflect that, if the offer was a living document so that it could be updated as an innovation came through, was proven to work, accepted as best practice and added to the local provision, in a digital age it would not be difficult to update the offer. The notion of “which is” gives far more certainty to users of the service than the words “expect to be”. In that respect, I very much support those amendments.

I just want to comment on the amendment of the noble Lord, Lord Low. I see both sides of this argument. We want local authorities to be free to innovate, to reach for the stars and to be the best they can, and we do not want the local offer in every local authority area to look exactly the same regardless of where you are in the country. Neither do we want to give permission to local authorities to go for a basic minimum standard. I accept the concerns laid out by the noble Baroness, Lady Eaton, and the noble Lord, Lord Storey, but we are still left with a problem.

The code of practice talks a lot about the quantity that should be in the local offer. There is a whole list of things that the code of practice guarantees will be there. What is missing from the whole debate is something that guarantees quality. Amendment 33D attempts to do that, and I want the Minister to respond to it. None of us wants poor quality, and I do not think that we would be in politics and would certainly not be legislators if we did not know that we have to ensure quality. It does not happen by itself or through a free-for-all, and it will not happen if we just leave it to local authorities to do their best. We want more than that. Minimum standards are not in the amendment. I do not want to fetter those local authorities who will provide very well; I want to protect those people who live in areas where the local authority does not do very well. I am concerned about how we protect people against poor provision falling below those minimum standards.

Normally, government takes one of three actions. It leaves it to the market—the noble Lord, Lord Storey, mentioned just now that if people do not like it, they will complain and changes will be made. I do not think that that will happen with the local offer. The only way that the market usually works is if people are free to go elsewhere. Then the poor provision that they did not want withers on the vine, vanishes, closes down and gets off the playing field. That is not what we want here. We do not want a local offer to be squeezed out of the market so that people have to go over the local authority borders. I cannot see how the market works as a regulator of standards for the local offer.

Secondly, we inspect. That is another way to guarantee quality. I would be grateful if the Minister would give us an update on where the department is with Ofsted inspecting the local offer. In Committee, he undertook to write to me, and I must admit that I am not sure whether that letter has been sent; I have not seen it. I would accept it if the Government have decided to inspect the local offer to make sure that people are protected against poor provision.

If they do not want to do that, the next action is regulation. Amendment 33D, as tabled by the noble Lord, Lord Low, would put in regulation to protect people against poor standards. It really does not matter whether it is inspection or regulation—but I do not want it to be the market, which I think is where the Government are headed with this, because that will not work. We have to get the balance right between protecting people in areas where a local authority does not deliver the goods and leaving local authorities that are good, free to excel.

This is not just about safeguarding against low-quality provision: the Government should, equally, be incentivising innovation and high standards. If you only dampen down by inspecting, you will not get the high standards and innovation to which the noble Baroness, Lady Eaton, referred. We have had so many decades of experience in the delivery of public services, and there are good ways of incentivising innovation, rewarding high standards and making sure that those high standards are spread to include everyone else. That is my ideal— to do both. I think that we will see the good quality provision in the local offer to which the noble Baroness, Lady Eaton, referred, and that we will find ways of making sure that other local authorities know about it. Equally, for balance, we need something to set a basic standard below which local authorities’ local offer should not fall so that as regulators and legislators we can say that everybody, no matter where they live, is protected from a poor standard of provision. In that respect, I very much support the amendments that we are considering in this group.

Education Bill

Debate between Baroness Morris of Yardley and Lord Storey

Tuesday 1st November 2011 Lords Chamber

[Lord Storey]

My Lords, I have said before in this House that the most important thing for a student is the quality of the teacher—not the qualifications, necessarily, but the quality. There can be the best buildings, the best resources, but unless there is quality teaching, then that child will not be able to make the progress that they deserve. If you have poor teaching and a poor teacher, that child loses the year, and the year can never be repeated. It is lost for good.

Since I have come to this House, the one thing that has struck me in education debates is that in every speech and contribution I have heard, the child is at the centre. I have felt quite emotional, to be honest, about the care that has come to me from the comments that people have made. We had a debate on special educational needs, and I was absolutely stunned by the remarkable contributions from everybody in this House.

However, one thing said constantly in that debate was that it needs to be about training, and about understanding the child. You cannot just put anybody in and expect them to be able to teach, understand, and relate to the child. It has to be a whole package. That is not to say that everybody must be a qualified teacher. There are examples of people who have a natural gift for teaching but are not qualified. How do we make that system work? Well, we have a system presently that allows that to happen.

I speak from practical experience. At the tail end of the summer term, I had a situation in my school where a teacher left. Working in that classroom was a teaching assistant; an advanced, higher-level teaching assistant, who was—to use an expression—“stunning”. The pupils thought the world of him. Being a conscientious, thoughtful person, I checked with my local authority, which said, “Yes, as long as he has a higher-level qualification and you’re happy with him, he can take the class”, which he did for three weeks. He was fantastic. The children progressed. I have to say, I would rather have had him than—no, perhaps I should not say that. He progressed and did incredibly well. He was also supported by the school and other teachers, who were able to compensate for any areas in which he needed to develop. As a result of that, he has decided that he will not just be a higher-level teaching assistant; he will go on to be a teacher.

There are occasions when you can put people who do not have the formal qualifications in the classroom, and they can do a remarkable job. My noble friend Lady Benjamin constantly reminds me that pupils from the Caribbean often need a very different type of teacher, and that maybe the qualities that we currently have in our teaching profession are not always able to deal with those situations. That is dealt with, again, by encouraging teaching assistants who are working with teachers in the school environment.

When the Minister replies I hope he will deal with the questions that have been asked by my noble friend Lady Walmsley. I also hope he will reflect on how we might combine both desires.

I do not have a problem with free schools. I remember the first free school, which was Scotland Road Free School in Liverpool in the 1960s. What I have a problem with is saying that you can have non-qualified teachers in an educational establishment. If free schools are to be successful, they cannot be seen to be on the margins. Parents will soon think, “Oh, these are inferior places. They haven’t got any qualified support in those schools”. They will not send their children to them once the initial idea has started.

I will make one further point. There are whole areas of teaching that, in a complex society and a modern world, people who work with children need to know about—safeguarding, for example. Are we saying that these adults who will teach in free schools will not have any training in safeguarding, or in the problems of special educational needs? The list goes on. We need to be absolutely sure that we get this right.

[Baroness Morris of Yardley]

My Lords, I also support this amendment, on which there is a fair degree of unanimity across the Chamber. My position is approximately the same as that of the noble Lord, Lord Sutherland. We do not want schools where everybody has the same qualification. Over the past 10 to 15 years, we have very much moved to having different qualifications in schools. Clearly, what we want is for someone to be qualified to do the job that we are asking them to do, and for people to know what they are qualified to do and what their training is. We have never had that in the past. We have been a one-qualification profession. We ought to be more like medicine and move away from that, to having a number of different qualifications.

We have a record of getting this right. The movement of bursars into the maintained sector has been hugely successful, as have the teaching assistants and higher-level teaching assistants to which the noble Lord, Lord Storey, just referred. Therefore, we are on a journey of trying to get this right. The issue that faces us now is: where do we go next? I should have thought that where we go next is to look at the evidence of what has worked so far, the skills that are needed in the school and what training is needed. I absolutely accept that there will be some individuals who have experiences and a skill set that teachers and head teachers will want to use in schools. Some of them, as the noble Baroness, Lady Perry, said, will be absolutely excellent in their field. They may have a skill set that teaching would go alongside.

There is a fair degree of unanimity across the Chamber over our vision of what we want schools to be like. Therefore, the question is whether the legislation that the Government are putting forward will arrive at that end. I do not think that it will. I cannot see why this big debate about how we get a qualified workforce—whatever the qualification may be—is being squashed into free schools. I would have thought the debate was bigger than yet another freedom that we can give to free schools. The debate is about the qualifications we need for all our schools, whether they be maintained schools, community academies or free schools. The Minister must address in his reply what this has to do with free schools. It has to do with all schools. I am not sure why he has cornered and corralled this debate into free schools. It is bigger than that.