Academies Bill [Lords]

Edward Timpson Excerpts

Wednesday 21st July 2010 Commons Chamber

[Vernon Coaker]

No, I am not embarrassed at all; I am afraid that the hon. Gentleman will have to put up with me for the time being.

This is an important debate, but it is also the quality of debate that is important. Over the next few days—today, tomorrow and Monday—the quality of the debate from across the Committee will lead to a Bill that we will oppose, but which, being a good Opposition, we will try to improve, notwithstanding the fact that we do not agree with it.

It is important to say at the beginning that, whether we are talking about the current amendment—amendment 28, which concerns special schools—or any other amendment, at the heart of this debate is the fact that we have a different view of academies and academy education from that which is presented in the Bill. This Bill inverts the way in which the previous Government pursued the academy programme. We established academies in areas of poor educational performance and areas of social disadvantage. The Bill turns that on its head, allowing outstanding schools to fast-track to academy status and allowing primary schools for the first time to become academies, a provision that is the subject of a subsequent amendment, and also allowing special schools to become academies—the subject of amendment 28. Those are all things that we think could damage the provision of education, particularly with respect to special education needs in an area.

[Mr Edward Timpson (Crewe and Nantwich) (Con)]

Does the hon. Gentleman agree with the recommendation in the previous Parliament of the Select Committee on Children, Schools and Families, as it then was, that the freedoms available to academies under his Government should have been available to all schools? Does he have any objection to all schools having such freedoms?

[Vernon Coaker]

Of course we want freedoms extended to different schools where appropriate. However, if the hon. Gentleman reads the Children, Schools and Families Committee report, he will see that it talked about allowing the expansion of those freedoms within a managed context, not what is being proposed now, which is that these freedoms be extended to schools without any check on them or on how they use those freedoms. The proposals on the local authority role have caused huge disquiet across the country, and will have caused huge disquiet among the hon. Gentleman’s Conservative and Liberal colleagues. That is why I am pointing out the difference.

The Chair of the Select Committee is no longer in his place, but it would be interesting to know whether his Committee would have reached the same conclusion about the extension of freedoms to all schools if it had known that it would happen in a context in which the Secretary of State—either through a funding agreement or a direct grant—determined whether a school was operating effectively and conducting itself in an appropriate way. This applies to special schools, as provided for in the amendment, and to any other schools. I believe that the different context is crucial for understanding the conclusions that the Select Committee came to about how the academies programme was developing under the last Government in comparison with this Government’s programme. In the light of that difference, the Select Committee might well have reached different conclusions.

Academies Bill [Lords]

Edward Timpson Excerpts

Monday 19th July 2010 Commons Chamber

[Michael Gove]

I have great respect for the hon. Lady, but the Bill includes specific provision for consultation. Hitherto, academies had to consult only local authorities, but there is provision for wider consultation in the legislation. More than that, because the Bill is permissive, it is for schools and heads to decide whether to make the change. I know that there are a number of schools in the hon. Lady’s constituency that are very interested in doing so.

[Mr Edward Timpson (Crewe and Nantwich) (Con)]

When my right hon. Friend was deciding on the ambit of the Bill, did he take note of the recommendation of the Children, Schools and Family Committee, as it was then, in its report on the national curriculum that the freedoms enjoyed by academies should be available to all schools?

[Michael Gove]

My hon. Friend was a distinguished member of that Committee, and it is precisely because the Committee made such a good case that I have been so influenced by it. The case was also made by my right hon. Friend the Member for Yeovil (Mr Laws), who argued that if academy freedoms were so good, why should all schools not have them? If there is a coalition of the Select Committee, my right hon. Friend the Member for Yeovil and the former Member for Sedgefield, who am I to stand in its way?

Bullying (Schools)

Edward Timpson Excerpts

Wednesday 16th June 2010 Westminster Hall

[Annette Brooke]

I thank the hon. Gentleman for his intervention; I agree with his sentiments. This is a question of having a well trained work force all the way through. I become concerned when we talk about cutting the length of training courses, because we must allow more time for training in special educational needs across the board.

One parent said:

“My daughter is different—I think she has ADHD”—

attention deficit hyperactivity disorder—

“or autism, she just doesn’t seem to be OK around people. She is loving and trusting but the girls at school are tormenting her. She doesn’t complain—she goes back for more because she is desperate to make friends.”

Another person said:

“My granddaughter has been bullied over the last year at school and it got so bad that she took an overdose and was lucky to be alive…it took a long time for her to be gently integrated into school again but she was just getting on better and there was another incident this week where girls were threatening her. She has not been back since”.

The girl is now in a terrible situation: does she stay away from school and have her parents risk prosecution, or is she sent to school for more unhappiness?

I have a case in my constituency in which the parents in the end removed their child from a secondary school because they lost all confidence in the school dealing with the bullying that the child, who had autism, was facing. In sheer desperation, many parents end up home educating because of the bullying that their children experience, so support for home educators, not legislation and regulation necessarily, is all-important.

I have received a representation from the Juvenile Diabetes Research Foundation, which is calling on the Government to do more to raise awareness of type 1 diabetes after a survey revealed that a high proportion of children with diabetes are bullied. There is evidence that young carers are bullied. The list goes on and on with health conditions and disabilities, home situations and homophobic bullying. Homophobic bullying is worryingly prevalent. The issue affects all young people in every type of school. Just like other forms of bullying, it continues beyond the school gates on school transport and into young people’s homes through cyber-bullying with mobile phones and the internet.

Recent research by Stonewall with significant numbers of young people and teachers across the country concludes that homophobic bullying is almost endemic in Britain’s schools. Almost two thirds of young lesbian, gay and bisexual pupils have experienced direct bullying. Half of secondary school teachers who are aware of homophobic bullying say that it happens outside school premises. Secondary school teachers also say that homophobic bullying is the second most frequent form of bullying, and one in five say that pupils who experience it are subjected to cyber-bullying.

It is a complex subject, but we also have to look at the other side of the coin: the bullies, and the parents of bullying children. The parents of children who are being bullied often feel that too much attention is given to the bullies in schools, but, clearly, we have to tackle such behaviour. Why is it occurring?

As part of a programme of work to tackle bullying in schools in Stevenage, Parentline Plus works with the families of children who display the challenging behaviour of bullying. The project is enormously successful, and the organisation believes that part of the solution to bullying is providing parenting support to the families of children who bully, so that they can help their child change their behaviour.

The constituency case I wish to refer to involves a young man who was extremely good at sports, which was perhaps his difference. I must stress that the incident did not actually take place in my constituency—the parents have moved into my constituency. Ben, aged 11, committed suicide after being persistently bullied on a school bus taking pupils to and from school in a rural area. The bus driver joined in the verbal bullying.

Ben’s parents now live in my constituency, and I have been supporting them as they pursue changes so that, hopefully, a case like Ben’s will never arise again. They repeatedly raised the problems with the school, the local authority and the bus company before the dreadful tragedy occurred. Ben’s father asked what other situation exists in which an adult who is expected to be responsible for 50 or more children receives no training and has nothing more than a Criminal Records Bureau check.

In rural areas, children can be on a school bus for periods of an hour or more. When schools take pupils on educational trips, they are required to carry out risk assessments, provide first-aid cover and ensure the appropriate ratio of adults of the appropriate sex to pupils. Local authorities are expected to provide transport for school children, and there is a great deal of difference in provision among the various authorities. There are excellent authorities, yet our experience with what happened to Ben shows that some local authorities expect the bare minimum from their transport providers.

[Mr Edward Timpson (Crewe and Nantwich) (Con)]

The incident of bullying on a school bus that the hon. Lady describes is tragic, but, sadly, it is not an isolated one. I had a constituent whose son was the only child on the school bus who, because he was outside the catchment area, had to pay for the travel, so he always had to be last on to the bus. He was bullied as a result, and the parents had to withdraw him from the school. Does she agree that the role that the bus companies play in the strategy for dealing with bullying must be much more prominent when the local authority provides guidelines and contracts for how the bus companies go about their business?

[Annette Brooke]

I do agree with that, and I shall go on to elaborate on it.

The Department for Children, Schools and Families, as it then was, produced guidance in “Safety from Bullying on Journeys”, which highlights good practice. One of the schools mentioned, Purbeck upper school, is in my constituency, so I shall mention it briefly. Over 67% of the students travel to school by bus—it is a rural area. The students themselves did a survey. They worked with absolutely everybody and held a consultation. The issue was taken seriously by the student parliament, which came up with a travel plan. It drew up a student bus conduct code, which is obviously very good practice.

Despite all the work that has gone on and the new guidance, my constituent Mr Vodden continues to be concerned with the bad practice. He asks why we do not name all the authorities with bad practice.

Earlier this year, I carried out a survey in conjunction with 4Children on local authorities and their policies. It is one year on from the publication of Government guidance on tackling bullying on journeys, yet our survey shows that the majority of local authorities still do not have a safer travel policy in place.

The guidance states:

“Local authorities have a key role in co-ordinating the anti-bullying activities of partners in their area to ensure an effective joined up approach.”

The document goes on to state that the first key step is for relevant stakeholders to agree a safer travel policy.

However, the figures from the research say it all. Of the 67 local authorities that responded—quite a high number, for a long questionnaire—60% did not have a safer travel policy, and 52% did not have a safer travel team. Of those local authorities that did have a safer travel policy, only 50% said that it covered all forms of bullying, and only 38% said that it covered all forms of journey. The survey revealed what I had long suspected: paperwork and policies may well be in place but implementation of strong anti-bullying policies is not consistently happening, particularly for bullying beyond the school gates.

It is so important that as a society we learn the lesson that bullying must be tackled at all levels, and that appropriate training must be given to everyone involved, including school bus drivers. The implementation of anti-bullying policies outside the school gates has been incredibly slow, with many local agencies still not working together as well as they could. We must drive up efforts to stamp out bullying outside as well as inside schools to protect children from a daily misery that can lead to the tragic outcomes with which I began.

For a start, directors of children’s services, head teachers and governing bodies must have greater awareness of all the guidance that exists on bullying outside the school gates. I look forward to the Minister’s responding to all my concerns about bullying, both in and out of school. I am sure that he will tell me that we will never eliminate bullying, but I hope he will agree that we can and should do much better on the issue.