Education: Return in January
Felicity Buchan Excerpts(2 years, 11 months ago)
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Nadhim Zahawi
I thank the headteachers, teachers and support staff in the hon. Lady’s constituency for their work. Teachers have gone above and beyond. Some 99.9% of schools were open at the end of last term and we are seeing similar numbers now that are determined to stay open and be a place of enrichment for young people.
I will not repeat myself, but we have roughly 24,300-plus schools and we have sent out 350,000 CO2 monitors. The feedback from the majority has been that they do not need air purifiers. When we did the modelling, we thought that they would need roughly 8,000, which is what we have. The first ones go out next week. That is the right, proportionate and cost-effective way to deal with it.
By the way, the 350,000 CO2 monitors cost £25 million of taxpayers’ money. We are stewards of taxpayers’ money; we have to be responsible in how we support schools to remain open and do what they do brilliantly, which is educate young people.
Felicity Buchan (Kensington) (Con)
My constituents, old and young alike, believe that it is of paramount importance to keep schools going, no matter the circumstances. I welcome my right hon. Friend’s statement and its clarity, which is in big contrast to what the Opposition have done during the pandemic, which is to sow confusion with their flip-flopping about whether schools should be open.
Nadhim Zahawi
I hope that the shadow Front-Bench team will continue to think about their position and change their mind.
Higher Education (Freedom of Speech) Bill (Third sitting)
Felicity Buchan Excerpts(3 years, 3 months ago)
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Emma Hardy
Q I know that the Office for Students has received two letters recently from the Secretary of State, directing you to reduce the regulatory burden on higher education providers. How does the Bill align with the Secretary of State’s stated aim to reduce the regulatory burden?
Nicola Dandridge: Well, it is challenging. We take reducing the regulatory burden very seriously. It is one of our own priorities, as well as a priority for the Secretary of State, but it is like all these things. Regulatory burden is not necessarily a bad thing, but it is if it is disproportionate. It depends on what the regulator does, and there is a very serious issue here about academic freedom, for the reasons that you have been hearing this week and last. The way through this is to ensure that our response is proportionate and risk-based, and that will be one of our priorities as we go into this. Clearly it is challenging, because this is a very significant number of additional responsibilities—serious and complex responsibilities—so it needs to be done properly. That is what we will do, and we will look forward to doing it in that way.
Felicity Buchan (Kensington) (Con)
Q May I ask a simple question? Do you welcome the Bill?
Nicola Dandridge: Yes. We think that there is a serious and significant issue in relation to academic freedom and free speech in higher education, and the proposals in the Bill seek to address that and create mechanisms for tackling such issues.
Lloyd Russell-Moyle
Q The Bill would allow a complainant to bypass the Office for Students and go straight to the courts. Is that something you welcome—that there is an ability to run rings around each process—or should they be interrelated?
Nicola Dandridge: The Bill does acknowledge that the different mechanisms might need to be interrelated, so that a student or an academic member of staff can take recourse through only one mechanism before they engage with another. That is in the Bill. I do not think it is a question of running rings around the Office for Students. It will be a question of making clear what the advantages and disadvantages are for each route, so that the student, member of staff or any third party affected can pursue the most appropriate recourse for them.
Higher Education (Freedom of Speech) Bill (Third sitting)
Felicity Buchan Excerpts(3 years, 3 months ago)
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Emma Hardy
Q
Nicola Dandridge: Well, it is challenging. We take reducing the regulatory burden very seriously. It is one of our own priorities, as well as a priority for the Secretary of State, but it is like all these things. Regulatory burden is not necessarily a bad thing, but it is if it is disproportionate. It depends on what the regulator does, and there is a very serious issue here about academic freedom, for the reasons that you have been hearing this week and last. The way through this is to ensure that our response is proportionate and risk-based, and that will be one of our priorities as we go into this. Clearly it is challenging, because this is a very significant number of additional responsibilities—serious and complex responsibilities—so it needs to be done properly. That is what we will do, and we will look forward to doing it in that way.
Felicity Buchan (Kensington) (Con)
Q
Nicola Dandridge: Yes. We think that there is a serious and significant issue in relation to academic freedom and free speech in higher education, and the proposals in the Bill seek to address that and create mechanisms for tackling such issues.
Lloyd Russell-Moyle
Q
Nicola Dandridge: The Bill does acknowledge that the different mechanisms might need to be interrelated, so that a student or an academic member of staff can take recourse through only one mechanism before they engage with another. That is in the Bill. I do not think it is a question of running rings around the Office for Students. It will be a question of making clear what the advantages and disadvantages are for each route, so that the student, member of staff or any third party affected can pursue the most appropriate recourse for them.
Higher Education (Freedom of Speech) Bill (First sitting)
Felicity Buchan Excerpts(3 years, 3 months ago)
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Lloyd Russell-Moyle
Q How do you limit people applying political pressure? What you are saying is that the regulator needs to come in and say that the university has not limited other people’s ability to apply political pressure. I get that universities should have guidelines about balance and civility, but if it breaks down and the regulator steps in, what is the regulator actually checking? That the university has not restricted other people’s political expression?
Trevor Phillips: There is no right to a backlash. In common law there is a right to protest in this country. I would have gladly seen something in this legislation that referred to that, but the truth is that we do have that right. The issue here is of culture and resilience. For far too long—10 years—I was chair of two regulators: the Commission for Racial Equality and the Equality and Human Rights Commission. Most of our work was not prohibitive; most of it was either permissive or educational. The EHRC publishes books and books of guidance, some statutory, most non-statutory. The aim of that kind of guidance is not to impose threats and hammers, but to give some idea of what the right norms are. That is why this is so important. There is a variety of informal ways in which freedom of expression can be suppressed without breaking any law that you could possibly draft.
Alongside the legislation, there has to be a programme of action to protect diversity of opinion within the higher education sector. That is part of the role of the regulator. The regulator is not a censor; it is there to moderate behaviour, and there are different ways in which that regulator might moderate behaviour. Some of it will be by prohibition and law, but most of it, for every regulator, is through guidance, encouragement, comparison, publication of best practice, and so on.
We ought not to get into a conversation where we simply think of this regulator as a revived Lord Chancellor, with his or her blue pencil, swooping on every campus, looking out for bad guys. The big part of this regulator’s work will be publishing work that demonstrates best practice and the code by which university authorities, and those who are under their aegis, can best guarantee and promote diversity of opinion and freedom of expression.
Felicity Buchan (Kensington) (Con)
Q One of my concerns is self-censorship and the degree to which it already exists, not only among the academic body but also among the student body. By definition, it is quite difficult to measure self-censorship and the extent to which it exists. Could you outline how large a problem you believe it to be?
Professor Biggar: You are right that, by its nature, it is hard to detect and measure, but there is plenty of anecdotal evidence, and I can tell you from my own experience. The clearest evidence of fear and self-censorship among academics was mentioned by Arif Ahmed earlier: his experience in Cambridge of spending a month trying to get 24 academics to put their heads above the parapet to sign a bit of a paper backing a motion against university policy. It took him a month to get 24 people to do that, but when the vote was held by secret ballot, it went overwhelmingly against the university, by several hundred academics. When those academics were liberated to express their views in secret, they did it, but they would not do it in public. That is one instance, but I think it is a signal instance. I urge you not to underestimate the degree of fear, even among senior academics.
Trevor Phillips: Yes, I agree with Professor Biggar. It is pretty difficult—like proving a negative. People who are too frightened to express their opinions will not tell you that they are too frightened to express their opinions. However, we do know that there are many examples.
Personally, I am a bit less concerned about the issue of meetings not being held and so on, and far more concerned about the extent to which academic and intellectual inquiry is being curbed by a culture that says “This thing will be controversial and too much hassle. I’m going to put my effort into something that nobody’s going to argue very much about.” That, I think, is a real, huge danger for the higher education sector in this country. We have lost what the Americans would call the “speak up culture”—the pleasure in disputation and the belief that testing arguments will always improve the state of knowledge. If there is a job for the regulator, it is to restore the confidence of all the members of university communities that it is okay to take a view; that, essentially, it is okay to say things that you know might offend other people, if you believe them to be correct. I do not think we want to encourage gratuitous insult or unnecessary offence, but above all, our institutions are there to encourage intellectual inquiry.
One practical step that might be embodied in the guidance, if not in the legislation itself, is that the default position in universities when it comes to meetings in particular is that they should always be open to all members of that community, so that every point of view is open to challenge. That is at the heart of this: there should be a culture of challenge. Secondly, what we have tried to do at Index is to help students to learn the habits of resilience that allow them to participate in those robust debates.
Felicity Buchan
Q How big an issue do you think self-censorship is among the student body, as opposed to the academic body?
Professor Biggar: Common sense would say that if grown-up academics are scared, then much more vulnerable students will be even more scared. I mentioned anecdotes. You may know that I got myself into trouble four years ago about my project on colonialism in Oxford, as a consequence of which the Oxford Centre for Global History mounted an official boycott of my project. I then had an approach from a junior research fellow—not a student, but a very junior, insecure academic, without a full-time career ahead of him—who said he agreed with my views and he would like to attend my conference, in May 2018, but would do so with two conditions. Those were that his name appeared nowhere and his photograph appeared nowhere, because he shared an office with two people who had signed one of the three online denunciations of my project. He worried about the future of this career and that he would be punished if they knew that he was associating with me.
That is one instance, but there are others. If that is the case with a junior academic, who is less vulnerable than a graduate student or an undergraduate but still very vulnerable, you can be sure that there are students who are biting their tongues lest they get marked down by their professor. Observe how some professors behave in public in terms of abusing those who disagree with them. If I were a student of some of those professors, I would be very careful. If they can behave that way to other academics, you can be sure that they can behave that way to those beneath them.
Trevor Phillips: Very briefly, most members of the Committee will not know this, but many moons ago— 40 years-plus—I was president of the National Union of Students. On the executive that I led, there was a broad range of opinion, including Conservatives, Liberal Democrats and people who were, believe it or not, way to the left of me. Never a day went by without some ideological dispute or argument breaking out in public. One of the things that strikes me very forcibly is that when I go to campuses and when I read about student politics, there does not seem to be that range of opinion and argument going on on campuses and in student politics. It is not my business any more, but I find that disappointing. I can only read it as the sense, not so much that people are intimidated, but that they just do not think it is worth having the argument. That is very disappointing, because that is where some of our cleverest and smartest people, some of whom are sitting in this room, and some of whom share the Benches on both sides of the Commons, have come from—from that culture of disputation and argument, with a lot of robustness, but a level of respect. That does not seem quite to be the case today.
Emma Hardy
Q I would like to return the focus to what is written in the Bill, rather than to re-argue the Second Reading arguments on the merits of whether we should have a Bill or not. Professor Nigel, you wrote in the evidence you gave us, that as the Bill is written,
“it fails to protect expressly the freedom of students and academics to voice critical opinions about their own universities”.
You highlight the concern around the narrowing of academics to their field of expertise. Could you expand on why, as the Bill is written, what we could have is a narrowing of that freedom of academic speech?
Professor Biggar: Yes. That qualification—within their field of expertise—is a hostage to fortune and could have the reverse effect of what is intended. For example, if my academic freedom were confined to my expertise, strictly understood, I am a theologian, so if I wanted to protest about policies of decolonising curricula being rolled out in a rather authoritarian fashion by my university, it could be said that as a theologian, I have no standing—what do I know about colonialism? It is not my field; I am not a historian—or if I wanted to criticise some aspect of the general policy of my university, it is not within my expertise. It seems to me that that phrase needs to be removed, so that academics are free to make their views known on any matter that bears on their institution.
Higher Education (Freedom of Speech) Bill (First sitting)
Felicity Buchan Excerpts(3 years, 3 months ago)
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Lloyd Russell-Moyle
Q
Trevor Phillips: There is no right to a backlash. In common law there is a right to protest in this country. I would have gladly seen something in this legislation that referred to that, but the truth is that we do have that right. The issue here is of culture and resilience. For far too long—10 years—I was chair of two regulators: the Commission for Racial Equality and the Equality and Human Rights Commission. Most of our work was not prohibitive; most of it was either permissive or educational. The EHRC publishes books and books of guidance, some statutory, most non-statutory. The aim of that kind of guidance is not to impose threats and hammers, but to give some idea of what the right norms are. That is why this is so important. There is a variety of informal ways in which freedom of expression can be suppressed without breaking any law that you could possibly draft.
Alongside the legislation, there has to be a programme of action to protect diversity of opinion within the higher education sector. That is part of the role of the regulator. The regulator is not a censor; it is there to moderate behaviour, and there are different ways in which that regulator might moderate behaviour. Some of it will be by prohibition and law, but most of it, for every regulator, is through guidance, encouragement, comparison, publication of best practice, and so on.
We ought not to get into a conversation where we simply think of this regulator as a revived Lord Chancellor, with his or her blue pencil, swooping on every campus, looking out for bad guys. The big part of this regulator’s work will be publishing work that demonstrates best practice and the code by which university authorities, and those who are under their aegis, can best guarantee and promote diversity of opinion and freedom of expression.
Felicity Buchan (Kensington) (Con)
Q
Professor Biggar: You are right that, by its nature, it is hard to detect and measure, but there is plenty of anecdotal evidence, and I can tell you from my own experience. The clearest evidence of fear and self-censorship among academics was mentioned by Arif Ahmed earlier: his experience in Cambridge of spending a month trying to get 24 academics to put their heads above the parapet to sign a bit of a paper backing a motion against university policy. It took him a month to get 24 people to do that, but when the vote was held by secret ballot, it went overwhelmingly against the university, by several hundred academics. When those academics were liberated to express their views in secret, they did it, but they would not do it in public. That is one instance, but I think it is a signal instance. I urge you not to underestimate the degree of fear, even among senior academics.
Trevor Phillips: Yes, I agree with Professor Biggar. It is pretty difficult—like proving a negative. People who are too frightened to express their opinions will not tell you that they are too frightened to express their opinions. However, we do know that there are many examples.
Personally, I am a bit less concerned about the issue of meetings not being held and so on, and far more concerned about the extent to which academic and intellectual inquiry is being curbed by a culture that says “This thing will be controversial and too much hassle. I’m going to put my effort into something that nobody’s going to argue very much about.” That, I think, is a real, huge danger for the higher education sector in this country. We have lost what the Americans would call the “speak up culture”—the pleasure in disputation and the belief that testing arguments will always improve the state of knowledge. If there is a job for the regulator, it is to restore the confidence of all the members of university communities that it is okay to take a view; that, essentially, it is okay to say things that you know might offend other people, if you believe them to be correct. I do not think we want to encourage gratuitous insult or unnecessary offence, but above all, our institutions are there to encourage intellectual inquiry.
One practical step that might be embodied in the guidance, if not in the legislation itself, is that the default position in universities when it comes to meetings in particular is that they should always be open to all members of that community, so that every point of view is open to challenge. That is at the heart of this: there should be a culture of challenge. Secondly, what we have tried to do at Index is to help students to learn the habits of resilience that allow them to participate in those robust debates.
Felicity Buchan
Q
Professor Biggar: Common sense would say that if grown-up academics are scared, then much more vulnerable students will be even more scared. I mentioned anecdotes. You may know that I got myself into trouble four years ago about my project on colonialism in Oxford, as a consequence of which the Oxford Centre for Global History mounted an official boycott of my project. I then had an approach from a junior research fellow—not a student, but a very junior, insecure academic, without a full-time career ahead of him—who said he agreed with my views and he would like to attend my conference, in May 2018, but would do so with two conditions. Those were that his name appeared nowhere and his photograph appeared nowhere, because he shared an office with two people who had signed one of the three online denunciations of my project. He worried about the future of this career and that he would be punished if they knew that he was associating with me.
That is one instance, but there are others. If that is the case with a junior academic, who is less vulnerable than a graduate student or an undergraduate but still very vulnerable, you can be sure that there are students who are biting their tongues lest they get marked down by their professor. Observe how some professors behave in public in terms of abusing those who disagree with them. If I were a student of some of those professors, I would be very careful. If they can behave that way to other academics, you can be sure that they can behave that way to those beneath them.
Trevor Phillips: Very briefly, most members of the Committee will not know this, but many moons ago— 40 years-plus—I was president of the National Union of Students. On the executive that I led, there was a broad range of opinion, including Conservatives, Liberal Democrats and people who were, believe it or not, way to the left of me. Never a day went by without some ideological dispute or argument breaking out in public. One of the things that strikes me very forcibly is that when I go to campuses and when I read about student politics, there does not seem to be that range of opinion and argument going on on campuses and in student politics. It is not my business any more, but I find that disappointing. I can only read it as the sense, not so much that people are intimidated, but that they just do not think it is worth having the argument. That is very disappointing, because that is where some of our cleverest and smartest people, some of whom are sitting in this room, and some of whom share the Benches on both sides of the Commons, have come from—from that culture of disputation and argument, with a lot of robustness, but a level of respect. That does not seem quite to be the case today.
Emma Hardy
Q
“it fails to protect expressly the freedom of students and academics to voice critical opinions about their own universities”.
You highlight the concern around the narrowing of academics to their field of expertise. Could you expand on why, as the Bill is written, what we could have is a narrowing of that freedom of academic speech?
Professor Biggar: Yes. That qualification—within their field of expertise—is a hostage to fortune and could have the reverse effect of what is intended. For example, if my academic freedom were confined to my expertise, strictly understood, I am a theologian, so if I wanted to protest about policies of decolonising curricula being rolled out in a rather authoritarian fashion by my university, it could be said that as a theologian, I have no standing—what do I know about colonialism? It is not my field; I am not a historian—or if I wanted to criticise some aspect of the general policy of my university, it is not within my expertise. It seems to me that that phrase needs to be removed, so that academics are free to make their views known on any matter that bears on their institution.
Covid-19: Education Settings
Felicity Buchan Excerpts(3 years, 5 months ago)
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Gavin Williamson
The hon. Member and I share the same passion to deliver that sort of change and opportunity for so many children. It should never matter where they grew up or what their personal circumstances are; the ability of every child in this country to access the world’s best education and the very best opportunities drives us on both sides of the House.
We have talked about the investment we are making to support children and help them to catch up, but we must not lose sight of the fact that in the drive to raise standards of education and ensure that knowledge-rich curriculum, we are pushing every child, no matter their background, to their absolute maximum, so that they can excel and have the opportunities that all of us want for our own children, and that we want for the nation’s children. That is where the focus will be. As we cast our eyes to the year ahead, we look forward to spelling out a longer plan for how we will deliver that education, ensuring that we deliver not only for the hon. Gentleman’s constituents, but for all our constituents, regardless of their background.
Felicity Buchan (Kensington) (Con)
I warmly welcome my right hon. Friend’s statement. I understand that testing will continue in secondary schools until the end of September, and at that point it will be reviewed. Will he update the House on what criteria we will consider at the end of September? I do not think any of us want testing in schools in perpetuity.
Gavin Williamson
None of us wish to have testing in schools in perpetuity, but as the Prime Minister has set out at every stage, we are taking a cautious, gradual approach to ensure that as we are able to lift restrictions, we do not get to a position of having to reimpose them. We feel that this prudent and sensible step needs to be taken. If there are concerns and a continued need to have testing in schools, we would of course consider doing that. Most importantly, for all of us, is to ensure that schools remain open and pupils are in them.
University Students: Compensation for Lost Teaching and Rent
Felicity Buchan Excerpts(3 years, 8 months ago)
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Urgent Questions are proposed each morning by backbench MPs, and up to two may be selected each day by the Speaker. Chosen Urgent Questions are announced 30 minutes before Parliament sits each day.
Each Urgent Question requires a Government Minister to give a response on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
Michelle Donelan
I can indeed. I agree with my hon. Friend that testing plays an important part in mitigating the risk of transmission and assure him that under no circumstances will any student have to incur financial costs as a result of participating in our testing programme.
Felicity Buchan (Kensington) (Con)
I am very concerned about the mental health of students who are still not back at university. I am conscious that the university experience is about way more than lectures and tutorials—at least, it was for me. Will my hon. Friend please update the House on what we are doing to support the mental health of students who are not yet back at university?
Michelle Donelan
My hon. Friend is right: the wider student experience has been extremely impacted over the last year, despite the hard work of universities and student unions. UUK is sharing best practice and ideas to support universities to prioritise and enrich the student experience on return, and we are working with UUK on that.
Throughout the pandemic, I have reiterated to universities the importance of prioritising mental health and wellbeing and worked with them to enable that, including by convening a mental health working group. We have also worked closely with the OfS and launched Student Space, a £3 million mental health platform through which students can access support during the pandemic.
Oral Answers to Questions
Felicity Buchan Excerpts(3 years, 9 months ago)
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Gillian Keegan
It is important to spell out that the money we are talking about is not the only money that goes into further education. As well as the base rate, we have invested another £7 billion this academic year to ensure that there is a place for everybody in education and training, and an extra £83 million in capital funding to ensure that we can accommodate the demographic increase in 16 to 19-year-olds that the hon. Gentleman mentioned. On top of that, we have £1.5 billion in capital funding, T-level funding going up to £500 million a year and more funding for apprenticeships and skills boot camps. There is a whole plethora of additional funding, not just the base rate.
Felicity Buchan (Kensington) (Con)
Cat Smith (Lancaster and Fleetwood) (Lab)
The Minister for Universities (Michelle Donelan)
We are making available an additional £70 million of student hardship funding this financial year. This money is in addition to the £256 million of assisting higher education funding that providers can draw upon in the academic year to support students in hardship.
Felicity Buchan
I thank my hon. Friend for doing a Zoom call with my Kensington students and those at Imperial College. A number of students raised concerns that they were not getting value for money out of their tuition and accommodation during the pandemic. Will my hon. Friend address those concerns?
Michelle Donelan
This has been a really challenging and difficult time for students. The Government expect that quality is maintained, and the Office for Students has been clear that all higher education providers must continue to comply with the registration conditions relating to quality and standards. Accommodation providers are autonomous, but the Government urge all large providers to have students’ interests at heart and provide refunds; we thank the plethora of universities that have already done so, including—but not limited to— Nottingham, Sheffield, London School of Economics, Bath and Essex, to name a few.
Educational Settings: Reopening
Felicity Buchan Excerpts(3 years, 10 months ago)
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Urgent Questions are proposed each morning by backbench MPs, and up to two may be selected each day by the Speaker. Chosen Urgent Questions are announced 30 minutes before Parliament sits each day.
Each Urgent Question requires a Government Minister to give a response on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
Nick Gibb
The hon. Member will be aware of all the work that the Department for Education, Ministers and the Secretary of State have done in recent months, and for more than a year, on the children and young people’s mental health Green Paper to ensure that we roll out, over the next few years, a serious series of support for mental health provision in our schools. It is a huge programme, which is designed to help children with serious mental health issues. It is also designed to alert and to take action when there are early signs of mental health conditions in children. It is a huge project, and one we are continuing with. We have put in place a range of measures to help tackle the mental health concerns that the pandemic is throwing up, including the action group set up by the Under-Secretary of State for Education, my hon. Friend the Member for Chelmsford. The £8 million training initiative for school staff to support children’s wellbeing is already up and running.
Felicity Buchan (Kensington) (Con) [V]
The majority of parents in Kensington would like to see their children return to school after the half-term break, especially with proper testing in place. The Prime Minister assured me in early January that there was a “cautious presumption” for children to return at that time. Since early January, rates in London have fallen significantly. Can my right hon. Friend assure me that everything is being done to get children back into school and that we have not ruled out a return after the mid-term break?
Nick Gibb
As a schools Minister, no one in the House—not even my right hon. Friend the Member for Harlow (Robert Halfon) or, indeed, my hon. Friend—is keener than I am to see all schools back and open to all children and young people, but we will be led by the scientific advice when we make that decision, and that will be how we best tackle the transmission of this virus in our communities.
Education: Return in January
Felicity Buchan Excerpts(3 years, 11 months ago)
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Gavin Williamson
I will certainly ensure that where schools can get that information is passed on to the right hon. Lady. It was published and made available to colleges and schools before Christmas, but I will ensure that my private office forwards it on. Information is readily available, and should hopefully be of assistance to her in her duties as a constituency Member of Parliament.
Felicity Buchan (Kensington) (Con)
I pay tribute to all teachers in Kensington and Chelsea, who have been heroic in their efforts to keep schools open, even with the very high case rates in London. Will my right hon. Friend clarify whether London will be part of the contingency framework? He mentioned a two-week delay, so can he clarify whether schools will definitely reopen after two weeks or if there will be a review at that point?
Gavin Williamson
My hon. Friend is right to ask that question, and there will be a review after the two-week period. The hope and desire is that areas in the contingency framework will be moving out of it, but we will obviously be guided by the available public health and scientific advice. It is important that such decisions are made not on a regional basis, but on a local basis, because I want the maximum number of children in school at every stage. I do not want sweeping decisions; we should minimise the disruption to children, schools and parents as much as possible.