Children's Wellbeing and Schools Bill (Eleventh sitting)

Debate between Catherine McKinnell and David Baines

Committee stage
Thursday 6th February 2025 Public Bill Committees

[Catherine McKinnell]

Absolutely, and it is right that where an objection is put to the adjudicator about a published admission number and the adjudicator upholds it, they consider the wider impact on the whole community—for example, how it might affect parental choice or the quality of education for children affected by any decision. The adjudicator should clearly consider other factors that may provide necessary safeguards for a school that is the subject of an objection, such as their financial or capacity requirements. As I will discuss when I turn to amendment 83, that is why clause 50 includes the power to make regulations that set out what the adjudicator must and must not take into account when taking a decision on published admission numbers that must be set where an objection to the published admission numbers is held. I hope that when we get on to the next clause, many of the concerns of the hon. Member for Harborough, Oadby and Wigston will be allayed.

We are clear that the regulation-making power represents the best approach to ensuring that all relevant actors are given due consideration by the adjudicator and that the requirements placed on the adjudicator can still be amended easily to respond to the ongoing needs of the sector and of the schools and the communities they serve. Importantly, we want to work with the sector to ensure that we have fully considered all relevant factors of concern when we develop the regulations to set out requirements on matters that the adjudicator must and must not consider when deciding on the published admission number of a school. That will ensure that the requirements on the adjudicator are clear and comprehensive.

The hon. Member for Harborough, Oadby and Wigston tabled amendment 83, which would remove from the Bill a delegated power to enable the Secretary of State to make regulations setting out factors that the adjudicator must and must not take into account when assessing the published admission number of a school or where they uphold a published admission number objection. That is relevant in the context of the hon. Member’s amendment 84, but, as I have tried to do in the discussion we have had—and as I would have already done if we had got to it—I will explain a little more our intentions for the regulation-making power and why we consider it the most appropriate way to address the issues raised in amendment 84.

It is important that the adjudicator, admission authorities and local authorities are all clear on what factors the adjudicator will take into account in her decision making, so that the decisions are made on a clear and transparent basis. In many cases, a school’s performance and parental demand for places, as the hon. Member for Harborough, Oadby and Wigston set out in amendment 84, will clearly be important factors for the adjudicator to consider when considering an objection to a school’s published admission number. However, as I have mentioned, there are many other important considerations, not just for the area but for the school itself, that must form part of the adjudicator’s decision making.

Let us be clear: these are difficult questions. They concern, for example, important matters such as the school’s capacity, the impact of the proposed admission number on the quality of education for children at neighbouring schools, and more practical matters such as compliance with regulations in terms of class sizes. Importantly, regulations to specify what the adjudicator must and must not take into account will ensure that any relevant impacts on the admission authority and school that are the subject of the objection are given due consideration before the adjudicator decides on the published admission number.

The complexity of the factors is best set out in regulations to ensure that they remain flexible and responsive to changes in any related legislation and in the wider context. For example, if we want to ensure that adjudicators take account of a school’s need to comply with infant class-size regulations, we want to be able to respond to any changes to those regulations. Similarly, if future demographic changes mean it is important for the adjudicator to think about how they consider issues such as a school’s capacity, regulations can be amended to ensure that the adjudicator takes into account all relevant considerations at that time and is not bound by outdated rules.

The regulations, and any changes to them, will be subject to parliamentary scrutiny. Including these matters in regulations will ensure that, if necessary, we can respond quickly to feedback from the sector, and where wider circumstances change, while ensuring that a clear level of rigour and parliamentary oversight can still be achieved. Given the argument I have set out, I respectfully ask the hon. Member for Harborough, Oadby and Wigston not to press his amendments.

Clause 50 provides that where the adjudicator upholds an objection to a school’s published admission number, it can specify the new PAN, which must then be included in the school’s admission arrangements. That is vital to ensure that all communities have the places they need so that children can access a local school where they can achieve and thrive.

Broadly, the ability of admission authorities to set their published admission numbers works well. In many areas, published admission numbers work effectively, and admission authorities and local authorities co-operate well to support local need. The hon. Member for Harborough, Oadby and Wigston has a concern about the clause’s impact on the ability of good schools to expand through an increase to their published admission numbers; I reassure him that the Government are absolutely in favour of good schools expanding where that is right for the local area.

[David Baines (St Helens North) (Lab)]

The Minister just mentioned areas where schools already collaborate well with local authorities, and I am pleased to say that St Helens is one of those areas. From my experience as council leader before coming here, and since then as a Member of Parliament, I am aware that maintained schools and academies work together collaboratively very well, both with each other and with the local authority. Does the Minister agree that the clause is simply about ensuring that that remains the case and that local authorities have the support they need to ensure that local schools work for local families?

[Catherine McKinnell]

My hon. Friend makes a really important point. The focus here has been on where it goes wrong, but actually, in the vast majority of cases, local authorities are collaborating well, because fundamentally everybody has the same goal, which is to provide an education that enables children to achieve and thrive. That needs to be delivered for every child in a local area, and clearly that is what this legislation is intended to achieve.

Where local authorities need more places in an area, we and they would clearly encourage high-performing schools to work in collaboration with local authorities to meet that need. However, where admission authorities act unilaterally, without recognising the needs of or impact on their local communities, that can cause problems, not just for local authorities or neighbouring schools but, ultimately, for children and parents.

In some areas, local authorities struggle to fulfil their responsibility to ensure sufficient school places, because the published admission numbers set by individual admission authorities do not meet local needs, despite there being physical capacity in schools. In other areas, schools are increasing their admission number beyond what is needed, risking damage to the education that children receive at nearby schools by making it harder for school leaders to plan the best education for their children. In the worst-case scenario, it could lead to perfectly good schools becoming unviable and therefore reduce choice for parents.

Where agreement cannot be reached locally, and a local authority or another body or person brings an objection to a school’s published admission number to the schools adjudicator, the adjudicator must, as now, come to their own independent decision as to whether to uphold the objection, taking into account the views of all parties, the requirements of admissions law and the individual circumstances of the case. It is important to note that the measure does not enable local authorities to directly change the published admission number of any school for which it is not the admission authority. The adjudicator, not the local authority, is the decision maker and they will take an independent and impartial decision. The provisions of clause 50 ensure that where they uphold an objection to a school’s published admission number—

School Accountability and Intervention

Debate between Catherine McKinnell and David Baines

Monday 3rd February 2025 Commons Chamber

[Catherine McKinnell]

My hon. Friend makes an important point, and I will take it away and look at it.

[David Baines (St Helens North) (Lab)]

Under the last Government, most schools in my constituency suffered real-terms funding cuts and child poverty increased by more than 50%. Reform of the inspection system is needed and is welcome, but does the Minister agree that the key to children doing well and good outcomes being measured is investment and support for the families of children from pre-birth onwards, as well as fair funding for all our schools?

[Catherine McKinnell]

My hon. Friend is absolutely right. He has not only diagnosed the problem, but recommended a solution. We have established a child poverty taskforce, chaired by the Secretary of State for Education along with the Secretary of State for Work and Pensions, to take a fundamental look at the levers that we have in Government to support children so that they no longer grow up in poverty, which we know is affecting their outcomes both in education and in life.

Oral Answers to Questions

Debate between Catherine McKinnell and David Baines

Monday 9th September 2024 Commons Chamber

[David Baines (St Helens North) (Lab)]

At the start of the new school year, may I wish all teachers, school staff and children in my constituency the very best for the year ahead?

Does my hon. Friend agree that, as part of the curriculum review, which I warmly welcome and look forward to, we need an education system and curriculum—particularly in primary schools—with much more focus on learning through play, on oracy, and on multisensory movement and the recording of learning? That would benefit not just children with SEND, but all pupils.

[Catherine McKinnell]

The curriculum assessment review, led by experts, will focus on the evidence—what we know from here and abroad about how we can best help children of all ages and abilities to learn, and that includes children with special educational needs. I am sure that those conducting the review will want to investigate different approaches to the primary curriculum, including those mentioned by my hon. Friend, but I would not want to pre-empt the review’s conclusions and recommendations.