Academies Bill [HL]

Earl of Listowel Excerpts

Monday 21st June 2010 Lords Chamber

[Baroness Butler-Sloss]

My Lords, I support, first, the amendments tabled by the noble Lord, Lord Low. It is important that special needs are recognised. I also support the amendment of the noble Lord, Lord Northbourne. I have been a governor of a girls’ school and am now a governor of a boys’ school. As a governor of the school to which my daughter went, I was not actually asked to take on the role until she had left. That seems to be the ideal situation because you then have a parent with a real interest in the school but without the rather special interest which is local and time-limited. To have a predominance of parent governors while their own children are in the school would be a retrograde step, so I strongly support the amendment of the noble Lord, Lord Northbourne.

[The Earl of Listowel]

My Lords, I also support my noble friend Lord Northbourne’s amendment. I emphasise that there is much to do. Some children need smaller schools and special teachers to work with them, but others do not, even though they may face serious challenges at home. Good support can be offered in schools to include these children to the benefit of all. I give one example: the charity Voluntary Reading Help, which works in over 1,000 schools. It recruits volunteers to work for one or two lunch hours a week with particularly difficult or challenging children. I have seen for myself in a primary school nearby how the volunteer will sit down and read with a child for half an hour and then play a little game. The child chooses the book and they enjoy their time together. A significant number of these volunteers are men, which is particularly valuable given that we have so many young boys growing up without fathers. These are important relationships that can be built up over the course of a year, which is the minimum commitment. This is the sort of thing that helps to include children who might otherwise be challenging. It is important to consider who should make up the governing body and what its function is. It should take a strategic view and be able to adopt sensible approaches like the one I have outlined.

I was encouraged when Nick Clegg, the Deputy Prime Minister, said last week that he intended to recruit more men into early years childcare. I hope that he will also look at primary schools and how initiatives like Voluntary Reading Help might be developed. The charity is keen to expand in order to be able to help more children.

[Baroness Williams of Crosby]

My Lords, I follow directly on what the noble Earl, Lord Listowel, has said, as well as what was said by the noble Baroness, Lady Warnock. The House has been concerned about the position of children with special educational needs. It is one of the areas where a good governing body can make it very clear indeed that the school must make provision for children in this group. Indeed, the force of governing bodies has been one of the pressures that has encouraged the move towards children being educated at least partly in mainstream schools if they possibly can be. Not the least of this has taken place in primary schools, where the governing body is often a crucial factor in ensuring that these youngsters are given the education they need and deserve.

I do not want to detain the Committee for long. First, I ask the Minister whether more assurances can be given on the position of children with special educational needs, about which we have learnt a great deal more in the past 10 years. Far more children are now helped in schools, in some cases through one-to-one assistance, to overcome the obstacles they encountered as very young children so that they often catch up with their cohort. In the long term their special educational needs are not a handicap to them. We would like to associate ourselves closely with what has been said by the noble Lord, Lord Low, and of course by the noble Baroness, Lady Warnock.

I want to make one other point quite strongly. It was the former Secretary of State for Education who brought in the requirement that governing bodies had to include representatives of parents, teachers and non-teaching staff. Will the Government consider very carefully whether we should not consider, as is implied in the amendment of the noble Lord, Lord Lucas, widening somewhat the requirements in the Bill so that governing bodies are rather more representative than the single parent governor that is presently required for the academies? In the country as a whole, there are some 300,000 governors, or at least vacancies for governors. This seems to be a perfect example of what the Prime Minister meant when he talked about the importance of the big society, because these are men and women who volunteer their time and energy and make a fantastic commitment to ensuring that their schools are as good as they can be. I have seen it over and again, particularly in respect of smaller primary schools through what I should declare as an interest in my capacity as the chairman of the judges of the Teaching Awards. Among others, we give awards directly to the governors of schools. It has been striking to see governors from often deprived parts of the country committing themselves deeply to getting their communities involved in their school. It would be a tragedy to see that go.

With regard to special educational needs, can the Minister say a little more to ensure that such children get the care and attention they need? Given the large number of academies that are to be created, I also ask him to consider again whether we should not ensure, at the very least, representation of parents—I share the view that it should not be a majority—and staff, including non-teaching staff, on the governing body in order, to put it bluntly, to ensure that those non-teaching staff members are strongly committed to the successful outcome of the school. That is a very important part of making education responsible and responsive to the community and the country as a whole.