Education Regulations and Faith Schools

Debate between David Laws and Ian Swales

Thursday 12th March 2015 Commons Chamber

[The Minister for Schools (Mr David Laws)]

I congratulate my hon. Friend the Member for Gainsborough (Sir Edward Leigh) on securing this debate and giving the House the opportunity to discuss this important issue. I also thank other hon. Members who have spoken and express my gratitude to the Labour shadow Minister for being generous with his time and for issuing a clear reprimand to his boss for his views on the contribution of nuns to the education system. That will have been noted by the House and no doubt by his hon. Friend.

I welcome the opportunity that my hon. Friend the Member for Gainsborough has given me to provide some clarity on this issue, if that is needed. I hope that I can offer him the assurances for which he has asked. I am grateful to him for notifying me of some of his concerns before the debate so that I could study them in detail. As he mentioned, he also spoke recently to my right hon. Friend the Secretary of State, who takes these matters extremely seriously. I will conclude my remarks with some of the comments that she has asked me to pass on about the Government’s position on these matters.

I should say, especially given the time that I have to respond to the debate, that a lot of the allegations that have been made today about the inspection of particular schools are, as my hon. Friend will understand, contested. It is impossible for me to rebut each of the allegations today. Both the Department and Ofsted take them seriously, but as the Minister responsible for Ofsted I must make it clear that many of the allegations are not accepted and Ofsted has done its best to investigate them closely. The time I have does not allow me to go through each of the schools that my hon. Friend has raised in great detail so I will ask the chief inspector to write to him before Parliament is dissolved explaining Ofsted’s views about the allegations that have been made. I hope that that will be helpful to my hon. Friend.

A number of hon. Members have said, and I am grateful to the shadow Minister for putting the Government’s position on the record, that schools are not required to actively promote other faiths. They have to actively promote respect for those of other faiths. Those two things are different, and that needs to be clearly understood.

The Government recognise the huge contribution of the Churches and faiths to education in our country. As my hon. Friend said, Church and faith schools continue to be included among the highest-performing schools in the country, regularly topping the league tables. It is therefore unsurprising that they continue to be popular with parents, but this is not just about their academic record, as my hon. Friend said. Parents value their strong ethos, and their commitment to the development of character and discipline and to acting for good in society.

There has been a lot of discussion about whether fundamental British values are compatible with the values of different groups and communities in our society, especially those with different faiths and beliefs. For most of us—this has been reflected in the debate today—it is self-evident that these are shared values in our society, but we should be explicit about what the Government require. Our expectation is that every school will promote and teach about democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. I believe that the vast majority of people in Britain, whether they have a faith or not, would agree that schools should be teaching these values, and challenging views and behaviours that are contrary to them.

One of the reasons why I am so confident that we are talking about shared values is that so many schools already do a great job of promoting them, including many Church and faith schools. The Government—my hon. Friend raised this with my right hon. Friend the Secretary of State—are keen to highlight the excellent practice in many schools. For example, Ofsted inspectors recently highlighted excellent practice in Sinai Jewish primary school in Brent. They found that pupils were not only “proud to be Jewish” but also

“enjoy working with pupils from different ethnic and religious backgrounds”.

The report notes that pupils are

“exceptionally well prepared for life in modern Britain”.

Inspectors noted that St Ethelbert’s Catholic primary school in Slough encourages pupils to see the world from different perspectives and has the notion of tolerance and mutual respect running through its core. Ofsted inspectors singled out the contributions of schools such as Christ the King school in Bristol and Tauheedul boys school in Blackburn, which was commended for having children who are

“very well prepared to take their place in modern British society and embrace British values”.

These examples demonstrate that there is no inherent tension between schools having a strong faith ethos and providing well for their pupils in relation to fundamental British values. They show that Ofsted’s approach successfully reconciles those two aspects in reporting on schools, so the Government do not accept the assertion that schools cannot be expected to know how to promote British values effectively, or that doing so creates an excessive burden. Good schools have always ensured that their pupils learn about the values we share, as well as the beliefs and practices that make us different.

Just as the benefits of promoting British values are clear, so are the risks of failing to prepare pupils for life in Britain. What we saw in Birmingham last year—often in non-faith schools, as my hon. Friend the Member for Gainsborough rightly pointed out—and since then in a small minority of cases outside Birmingham were the dire consequences of schools failing, in some cases deliberately, to fulfil their responsibilities. In some schools, girls were treated as second-class citizens in the classroom, made to sit at the back and offered less choice of subjects than boys, limiting their aspirations and career opportunities. Homophobic bullying took place, and there were discriminatory attitudes about other faiths, lifestyles and cultures, with teachers and school leaders failing to intervene, and a lack of any learning about the different faiths and beliefs that make up British society, leaving pupils unprepared for adult life and, in some cases, more susceptible to extremist ideologies and their divisive narratives.

An intolerant extreme ideology is, of course, anathema to the vast majority of people of faith in Britain, but the lesson we must learn from Birmingham and other school failures is that it is right and essential to keep focusing on schools’ work to develop their pupils’ character and understanding of others in society and to hold schools to account fairly where they fail to do so.

My hon. Friend knows that Ofsted is a non-ministerial Department and has independence in its reporting and professional judgments. As such, Her Majesty’s chief inspector is accountable to Parliament, appearing before the Education Committee twice a year. One important aspect of Ofsted’s inspection of maintained schools is the consideration of the spiritual, moral, social and cultural development of pupils. I emphasise that that has not been added to Ofsted’s remit in response to recent events and concerns; it has been enshrined in inspection legislation since Ofsted’s establishment in 1992.

There have been reports about schools being unfairly targeted for inspection and, in some cases, quite selective reporting of the outcomes of some inspections asserting that schools have been marked down for aspects of fundamental British values. Ofsted has made it absolutely clear that this is not the case. In an article for The Independent on 5 February 2015, Sir Michael Wilshaw said:

“As a former headteacher of a Catholic secondary school, the charge that I am presiding over some sort of state-sponsored anti-faith school ‘witch hunt’ would be laughable—were it not so serious. I have long been a staunch supporter and proponent of faith schools in this country, believing, as I do, that they are a valuable and enduring feature of our education landscape”.

He went on, which will please my hon. Friend, to say:

“Let me offer this unequivocal reassurance—the vast majority of faith schools have nothing to fear either from Ofsted or from the recent guidance issued by the Department for Education on promoting British values as part of the curriculum”.

Schools are neither discriminated against nor given special treatment based on any religious belief. All schools are treated equally and inspected under the same framework.

[Ian Swales]

The Minister is right to mention partial reporting. At The Durham free school, there were many issues, including the failure to attract pupils.

[Mr Laws]

My hon. Friend is absolutely right. In all the cases drawn to our attention, there are much wider issues than those that have been described. Quite often, the reasons for the schools being failed in some way by Ofsted inspectors have been not primarily about some of those concerns but about other issues.

In conducting inspections, inspectors are required to uphold the highest professional standards and ensure that everyone they encounter is treated fairly and with respect. I know that Ofsted inspectors receive thorough and comprehensive training in how to plan, manage and conduct a wide range of interviews and discussions with pupils during inspection, in both formal and informal situations. Ofsted has made it clear that it is not looking for answers from pupils that are contrary to any faith, but it must be clear that pupils can express views that are neither intolerant nor discriminatory.

Although Ofsted inspectors will, of course, act at all times with respect for the faith and values of the school, there are key statutory requirements that state-funded schools must nevertheless comply with, including ensuring that the theory of evolution is taught in science, although faith schools can and do teach that it is a theory that their religion does not believe in; the provision of sex and relationship education; and the teaching of pupils about other faiths—Ofsted describe this as “tolerance through understanding”—although this does not mean having to promote or celebrate other faiths. Failure to adhere to these requirements is unacceptable to the Department and Ofsted, and Ofsted would always treat very seriously complaints about any other matters.

Where concerns have been reported in the media, these have often overlooked, as my hon. Friend the Member for Redcar (Ian Swales) indicated a moment ago, wider concerns about provision in the schools visited, rather than just weaknesses in promoting British values. That becomes apparent from reading the full inspection reports. Regarding Grindon Hall and The Durham free school, Ofsted inspectors found that the curriculum in both schools was too narrow, resulting in pupils not being adequately prepared for life in modern Britain. Worryingly, the pupils showed a lack of respect and tolerance towards those belonging to different faiths, cultures and communities, and this was unchallenged by staff.

Because of the allegations made by hon. Members and others, I have looked at all these schools. In many cases there are other issues that have led to the schools receiving criticism from Ofsted, often to do with the progress and attainment of pupils. In relation to Grindon Hall, following initial concerns from the principal of Grindon Hall Christian school in December, Ofsted undertook a detailed examination of the inspection evidence. This was conducted as part of its rigorous pre-publication and moderation process. These checks of the inspections found no evidence to indicate that inspectors failed to act with care and sensitivity, or to ask age-appropriate questions when they spoke to pupils. Sir Michael made this clear to the Education Committee in January when he said that Ofsted had “investigated those allegations” and found them to be false. However, subsequent to Sir Michael’s appearance in front of the Committee, Ofsted received formal complaints from the schools in February. These are now being investigated in line with Ofsted’s published complaints policy, and Ofsted will respond in due course.

I am sure we all agree that we need a cohesive, strong and safe society and that all schools, especially faith schools, have a vital role to play in this. The Secretary of State has asked me to underline a number of points. First, where concerns about the inspection of faith schools are raised with us, we pass these to Ofsted to ensure that any misunderstandings are cleared up. Where myths are growing, Ofsted will tackle these by communicating directly with faith groups. Secondly, we will ensure that best practice in relation to faith schools is spread around the system. The Secretary of State has asked me to make it clear that she has raised these issues directly with the chief inspector. I hope that what I have said today will give reassurance to my hon. Friend the Member for Gainsborough, but I am happy to take up any further concerns directly with him.

Oral Answers to Questions

Debate between David Laws and Ian Swales

Monday 2nd March 2015 Commons Chamber

[Mr Laws]

The risk of that is picking out an arbitrary number, but we are clear that we want to see consequences for the actions we are putting in place, and reduce figures for unnecessary work load. We are commissioning biannual surveys to measure the effectiveness of the policy. I hope that the Labour party will sign up to some of the measures included in the conclusions of the Workload Challenge, including the protocol that would set out minimum lead-in times for significant changes in curriculum qualifications and accountability, which has been very much welcomed by teachers.

[Ian Swales (Redcar) (LD)]

15. How many state secondary schools and colleges in England engage alumni to support students.

Pupil Premium

Debate between David Laws and Ian Swales

Wednesday 17th July 2013 Commons Chamber

[Mr Laws]

Yes, because the best-performing schools across the country have shown that there is nothing inevitable about those gaps. Many schools have closed the gaps very considerably. The important thing is to make sure that the accountability system is an intelligent one, as it would be possible to close the gap but at a very low level of attainment, while some of the schools that we wrote to this year had high levels of overall attainment but large gaps, so they should have been doing better for their youngsters. Our attention was drawn to schools where there was no gap, but where the attainment of disadvantaged youngsters was not good enough. The accountability will be for the gap, but also for the progress made by disadvantaged youngsters and the level of attainment of disadvantaged youngsters in a school compared with the national average. There will be no hiding place for schools that might otherwise have a small gap but at a very modest level of attainment.

[Ian Swales (Redcar) (LD)]

I warmly welcome the increase in the pupil premium and thank the Minister for visiting Grangetown primary school in my constituency to see the difference that it is making. I ask for the reception assessment system to recognise that children can be almost one year apart in a given cohort. Will the data be used to help address the attainment gap at the younger end of the cohort that tends to persist through school?

[Mr Laws]

My hon. Friend makes an extremely important point, and I very much enjoyed my visit to Grangetown primary school in his constituency. The pupils left us with a rather large picture, 6 feet tall, which is currently hanging in my office. That school, as I recall, will be a massive beneficiary of the pupil premium investment, as something like 80% of its youngsters are entitled to the pupil premium. In a very challenging environment, the school has noticed that the additional money makes a massive difference to this school’s ability to deliver for its youngsters. My hon. Friend is right to say that, particularly in the context of an early baseline test, we need carefully to consider the impact of measuring youngsters’ achievement at a very young age and the impact of their age on their likely attainment. That important point should be properly considered.