Education and Adoption Bill

Baroness Perry of Southwark Excerpts

Tuesday 20th October 2015 Lords Chamber

[Baroness Perry of Southwark (Con)]

My Lords, I shall speak briefly only to the education clauses in this Bill, although I warmly welcome the provisions relating to adoption. I have long welcomed the programme of academies and free schools, and I declare an interest as the unpaid chair of the Wandsworth Academies and Free Schools Commission.

There is ample evidence that thousands of young people have had their life chances enhanced by being in a school which was transformed from failure into one which has maximised the achievements of pupils. We have heard some very moving stories this evening. I have visited many academies and been genuinely inspired by what I have seen. For me, however, it is perhaps even more important that the success of academies in the most deprived areas, with young people from the poorest and most troubled families, has for ever killed the belief that nothing can be expected or achieved with such children. To any head or teacher who declares “What can you expect?”, we can now reply, “You can expect the best and highest achievement from these young people”. In the days when I inspected many schools, I used to say that I would be a rich woman if I had a pound for every time that I heard a teacher—or, sadly, even a head—say, “Well, what can you expect, look at where they come from?”.

The provisions in the Bill which require every truly inadequate school to become an academy, with an experienced and successful sponsor, are therefore wholly appropriate. Young people—as many other noble Lords have said—have only one chance, and every one of them deserves that chance to be in a good school. So I applaud the Government's wish to tackle those schools which, while not failing badly, are nevertheless not expecting and achieving the highest standards for their pupils. They are coasting. The mantra of the most successful and exciting schools I have ever known has always been: “Next year, we’ll do it even better”.

It is any Government's responsibility to be on the side of the pupil, to help create the conditions in which every child has the best start in life, achieving everything of which they are capable and able to take their place in society, contributing to both work and community life to the best of their potential. Asking of all schools that they perform at the peak of their strength is truly fulfilling this Government's promise to give every child the best start in life.

The Secretary of State said, when introducing the Bill in the other place, that coasting schools were those which could do better but were not improving their performance over time. I was pleased that she emphasised that this judgment would not rely on Ofsted alone but would take into account a range of factors. Nor, I am sure, as the Minister has said, should it be on examination results alone. Examination success in a school is a necessary but not sufficient condition for excellence. I was also pleased that it has been emphasised that becoming an academy was not the only and immediate option for a school found to be coasting: it might be given time to demonstrate that it has the capacity to improve alone, or perhaps by linking with a neighbouring successful school, or by strengthening the leadership. Rushing in to disrupt an institution is not always the best way to achieve improvement. I hope that it is also recognised that good local authorities have a part to play in helping coasting schools to improve.

In welcoming the Bill, I have some questions for the Minister. Central to the success of the academies programme has been the quality of leadership. We have been fortunate in finding talented, dedicated heads who have both leadership skills and vision for their schools. As the number of schools turning into academies increases, are we assured that what is being done by the academy sponsors to develop the next generation of leaders is sufficient and of the right quality? I know that in the Harris academies, as we have heard from the noble Lord, Lord Harris, there is already a development programme of this kind, but many have not yet achieved that kind of mature programme. There is already some suggestion of a shortage of people coming forward for the leadership role. Is this confirmed, and if so, what can be done to change it?

My second question is perhaps a more difficult one, since it has, I know, no easy answer. I have a real concern, shared with other noble Lords around the House, that as more and more schools become academies, and more free schools are started, the checks that are available on whether they are sustaining their high performance may not be adequate. A school can very quickly go backwards and become less mindful of standards. With no regular inspection, how will this decline be picked up? The regional commissioners, as others have said, have many hundreds of schools in their territory and few resources to inspect or visit every school regularly. Who will ensure that they, and through them the Secretary of State, will know what is happening in every school and when action is needed?

I am not asking for Ofsted to be required to impose regular inspections. That would be counterproductive. I ask the Minister, however, whether it would not be appropriate to have some system of experienced local visitors—perhaps successful recently retired heads or other senior teachers—who would visit, perhaps only once a year and for only a day, just to check that the high standards are being maintained, and if they are not, to trigger action on a larger scale by Ofsted to find out what has gone wrong and ensure that action is taken. Any experienced educator can tell within hours whether standards are being maintained or are slipping: by the behaviour of the pupils, by the work going on in classrooms, by the courtesy and good humour of relationships between pupils and teachers, and by the discipline of both pupils and staff in the rhythm of the day. The absence of these good signs can be detected much more quickly than a fall-off in examination results. By the time examination results begin to decline it is too late for many young people.

I want to see the schools of our country giving the best education in the world. I ask these questions because I would like us to have confidence that systems are in place to ensure that this is so for all children in all our schools.

I repeat my welcome for the Bill and look forward to our discussions as it passes through further stages in our House.