Education and Adoption Bill (First sitting)

Graham P Jones Excerpts

Tuesday 30th June 2015 Public Bill Committees

[Kevin Brennan]

Q 22 Three noes and one yes. Could Sir Daniel perhaps explain why it is the only way?

Sir Daniel Moynihan: Maintained schools are under the remit of their local authority and the local authority has responsibility for their improvement and their monitoring. If a school fails, it will not normally be because of something that has happened overnight; it will be because of a gradual decline in performance over a period of time. The local authority should have picked up on that and used its resources to do so and my view is, therefore, that somebody else should be allowed to take on that school and improve it under the guise of an academy.

Malcolm Trobe: We clearly want all pupils to be in a good school. We want all local schools to be good schools. What we would say, however, is that changing the status of a school, in itself, will not necessarily change and improve the quality of the education in the school. What is required is a detailed, well thought out plan and a support system to go into the school. You need to understand the context of the school. One must understand resources; one of the critical things happening in a lot of schools that are in significant difficulties at the moment is that they are having major problems with teacher recruitment. One thing that we believe the Government need to tackle very urgently is ensuring that there are high-quality teachers available for these schools.

[Graham Jones (Hyndburn) (Lab)]

I am interested in this definition of coasting. My daughter is six and goes to a primary school. It is self-evident to me and my constituents that the differential between some schools is often the amount of time that is allocated to children out of school. There are the parental and social contributions and networks that children attend in some of the more affluent areas. How are they measured in this coasting measurement? Clearly, the same amount of time is not allocated in some of my poorer areas. There are challenges in life. How is that not part of the school day?

Richard Watts: Islington, which I represent, has a fair number of affluent people and we have more than our fair share of poor people. We see enormous differences in our schools, depending on people’s home circumstances. It is really important that schools do their best to compensate for that, but that is not wholly possible. No one should make excuses—

[Graham Jones]

Q 23 That was not my question. It is straightforward: how do you measure it?

Richard Watts: It is extremely hard—

[Graham Jones]

Q 24 That is the answer, then: extremely hard. We are not measuring it is the real answer.

Richard Watts: No, we are not—not adequately.

[Peter Kyle (Hove) (Lab)]

Q 25 Thank you all for coming today. I will jump straight in because we are pressed for time. Sir Daniel, in your answer you talked about failing schools, yet we are talking about coasting schools. What tools are there for tackling coasting, not failing?

Sir Daniel Moynihan: Clearly, with a coasting school, the legislation is not looking at an immediate conversion, but seeing whether the school can put an action plan together to improve itself within a reasonable amount of time.

--- Later in debate ---

[John Pugh]

Q 38 Local authorities lack the freedoms necessary.

Sir Daniel Moynihan: Local authorities often do not use the freedoms that they have. There is nothing that we have done in any of our schools that were failing that a local authority could not have done. In every case, the local authority simply did not do it and it had to have someone else take it over and make it better.

Emma Knights: I think that is the absolutely pertinent point. There are some local authorities that have done it and some that have not. There are some chains that have, and some that have not. There are some governing bodies that have, and some that have not; some school leaders that have, and some that have not. I completely agree that this is not about legal status. It is about good people and harnessing the good people at all levels of the system.

[Graham Jones]

Q 39 Emma, you represent school governors. I forgot to say that my partner is a school governor. Why are school governors not intervening in all of this? Where is their role in this? Why does the Bill not address school governorship, which you say could do everything an academy could do in terms of a transformational agenda? Where is the role for governors in this and why are they not succeeding in some schools as well as in others?

Emma Knights: You are absolutely right to say that governing boards are at the heart of this. If the governing board was doing its job right we would not be seeing failing or even coasting schools. Our job is to improve school governance and some governing bodies have absolutely driven school improvement while some, quite frankly, have not had the capabilities to do that.

[Graham Jones]

Q 40 Why?

Emma Knights: Why? A whole range of reasons. In some cases it is partly about recruiting people with the skills for the job. In some cases it is about people actually understanding their roles and not getting distracted by other things. In some cases it has been people supporting challenged senior leadership teams too much and not necessarily raising the bar. There is a really difficult balance between challenge and support. I could talk at huge length about this but I am sure the Committee has other things it wants to talk about. Governing well is an incredibly skilled job and we need to do it better in those schools where we are failing.

[Graham Jones]

A brief note on that might be beneficial—to me, at any rate.

[Mr Gibb]

Q 41 I have a question for Sir Daniel. You will be aware that the Bill tackles maintained schools, because the Secretary of State already has the ability to intervene in failing academies through her funding agreement with academy chains and academy trusts. You will also be aware that academies that have been sponsored academy secondary schools for four years have improved their results by 6.4 percentage points, compared with 1% for those schools in local authority control over the same period. Can you inform the Committee what it is you do at Harris, in terms of school improvement, that is so different from what happens in a local authority? We touched on it a little, but can you go into a bit more detail on the kind of things you do?

The second part of the question has to do with Downhills primary school, which your academy chain took over a few years ago. Can you tell us what has happened to Downhills primary school since your academy chain took it over?

Sir Daniel Moynihan: Starting with Downhills, that school went into special measures in January 2012 and was the subject of a fierce anti-academy campaign, led by the Anti Academies Alliance, David Lammy and Michael Rosen. There were many protests and it was felt that the school should stay with the local authority. The local authority at the time had very little capacity for school improvement. It had massive staff turnover and just did not have the wherewithal. It was not able to put up a credible plan and, in the end, it said that it was unable to deliver what was needed for the school. The situation was highly politicised—people were talking about privatisation and saying that the school was not failing and that Ofsted was wrong, but the inspection outcome was that there was inadequate progress, weakness in reading and poor progress at all levels. Two years later, it was judged by Ofsted to be a good school with outstanding leadership and management, no longer failing and with the third highest pupil progress in Haringey. So it has been transformed. Some 98% of parents were against the conversion; now the vast majority of parents are fully supportive. Sometimes you have to weather that storm to bring about improvement. That is Downhills.

As a network, we share good practice across the group. We have many programmes that are designed to coach teachers who might be satisfactory to become good, and those who might be good to become outstanding—we invest heavily by bringing the resources of the group together. For us, a good academy group is about being geographically proximate, so all our schools are close by and we are able to leverage a lot of resource. We have policies for discipline and for pupil tracking that are proven to work, so we can quickly fix discipline at a new school. We have our own internal review team that does mini Ofsted-style reviews, which will be more rigorous and detailed than Ofsted’s and help our principals to improve their schools. It is a huge investment in professional development, it is regular training together and a set of tried and trusted policies that work relatively quickly.

--- Later in debate ---

[James Berry]

Q 74 In your experience, how do headteacher boards use local knowledge to advise on decisions?

Dr Coulson: The headteacher board I am familiar with has members drawn from Norfolk, Cambridgeshire, Peterborough, Essex and the London boroughs of Waltham Forest and Redbridge. So across the region we do not have someone who can speak for every single part of the region—we do not have complete, comprehensive knowledge—but we have a pretty wide knowledge of two things. One is an understanding that Norfolk is not like east London, what that means in practice and the kinds of issues that schools are facing in dealing with that. The second is that headteachers of outstanding schools have quite good knowledge of the local players in the field and of who might be the kind of people to draw on in trying to solve a problem. Those are the two things that they have brought.

[Graham Jones]

Q 75 My question is to Dr Major. You mentioned parents and you also mentioned variation in schools. I am a bit concerned that sometimes the debate is about deprivation when actually, from my perspective, affluent schools are more likely to be coasting. Affluent areas really concern me. I want to come to the differential within schools and the role that parents play. What do you think the definition of coasting should be, considering the comments you have made and my concerns?

Lee Elliot Major: I would have liked to have something in the definition of coasting schools explicitly about disadvantaged children. We have seen some schools that are doing very well overall, but when you dig beneath the data you find that the poorest children in that school are not progressing that well. You will all know that the attainment gap is the biggest challenge, arguably, that the education system faces. I have come round to believing that we should be much more explicit about those data. We spend a lot of money, £2.5 billion, on the pupil premium for those children, quite rightly, but I think we need to measure how well that is being spent and how that relates to their outcomes.

[Graham Jones]

Q 76 That is fine for schools as a single issue, but within schools? There are many affluent schools where there are affluent parents doing home teaching and those kids are moving on, but within that affluent area, within that single school, there are, as you say, variations, so that there are pupils whose parents are not allocated as much time, who are not succeeding as well, but that school is not deemed to be coasting. How are we going to measure failing pupils within a school? Predominately this is within affluent areas, but not exclusively. How are we going to measure that within schools? How are we going to deal with that issue in the legislation?

Lee Elliot Major: It is a good question. I am not sure whether it will solve all these issues, but—I keep coming back to this—in the measures that have been announced for coasting schools I would argue for a separate column for those from disadvantaged backgrounds. Thereby, we could see whether those most in need in a school are making progress and reaching that threshold as well as the other children.

[Graham Jones]

Q 77 Are you talking about two definitions? For example, you used the definition of free school meals. Are you saying that free school meals should be one definition within a school for coasting, and for schools, plural, and those not on free school meals another? Are you trying to differentiate the two within schools, as a measure of coasting, to try to determine what is happening within those schools, as well as within schools within an area?

Lee Elliot Major: Yes. I think it would give us more information on a school if we had what we are defining as these criteria for coasting for those children from poor backgrounds as well, explicitly. At the moment my understanding is that it will just be a general figure. If schools are failing poorer children I believe that that should be a trigger for whatever—that is particularly the focus for us. At the moment that is not in there. It will be more so, but it is complex: we are moving from one testing regime to another. Once we look at progress 8, I think we will get a better, rounded picture of outcomes, because then we will be measuring outcomes for children across the board, not just on that C/D boundary. So I think the future attainment measure will give us more information about children in school, but again, I would argue that we should have an explicit progress measure for those from disadvantaged backgrounds.