Children’s Wellbeing and Schools Bill

Lord Agnew of Oulton Excerpts

Monday 20th April 2026 Lords Chamber

The presumption is that we must prioritise what is best for children. That often translates into the most popular schools and how well they support children with special educational needs and disabilities—something that the Government do not want to damage. The principles of prioritising the quality of education and protecting parental choice need more than the Government have set out, given the conflict of interest that local authorities face.

[Lord Agnew of Oulton (Con)]

My Lords, I support Motion C1 from the noble Baroness, Lady Barran. I emphasise to the Minister that schools with falling rolls receive enormous support at the moment through lagged funding. They receive payment for pupils whom they no longer have, for at least a year.

On the other side of the coin, for those of us who are trying to improve previously failing schools, the opposite applies. We are part of something called estimated funding. Under the current Government—I respect the difficult financial position—estimated funding is zero funding. To add to that, they are proposing a new system, with an adjudicator who can make the decision to go to an improving school—as happened to us before this legislation was proposed—to reduce the size of the PAN. It was administratively convenient for the local authority to do that, because it would have suffered no financial harm itself.

The noble Baroness’s Motion strengthens the protection. We are still left with uncertainty in how the adjudicator process would work and how long it would take, and whether we should budget for increasing roles or not, pending some decision which will take I have no idea how long. I urge your Lordships to support the noble Baroness’s Motion to bring some common sense to this.

[Lord Gove (Con)]

My Lords, I support the points made by my noble friends Lady Barran and Lord Agnew. We are approaching the end of our consideration of this legislation, which comes as we all reflect on the huge gains that have been made by English schools in the last two decades. Improvements in schools in England have not been matched by schools in Scotland or Wales. This is not because students in Scotland and Wales are less intelligent or teachers less motivated but because the reforms that were introduced under Tony Blair and sustained during the coalition years and thereafter had two principles at their heart: greater autonomy for the front line and support for good schools to expand, so that their practice could be adopted by schools that were performing less well and so more students could benefit.

Of the two final elements that we are considering here, a government cap on the number of labelled items of school uniform that a school can require of its students is a preposterous piece of micromanagement, driven by the worst sort of virtue signalling. It is designed to convey that the Government are on the side of the poor, even as the measures on planned pupil admission numbers restrict the access of poor students to the very best schools.

When it comes to school uniform, we know from the voices of head teachers on the front line the benefits that an effective school uniform policy can have in contributing to ethos, discipline and a sense of inclusivity when our society is increasingly tribalised and polarised. Rather than listen to the testimony of head teachers—including the country’s very best head teacher, Katharine Birbalsingh, who has pointed out the folly of this policy—the Government insist that the best way of helping the poor is price capping and telling head teachers that they know better. All the evidence of history flies in the face of the course that the Government are setting. The fact that we have an absurd question about whether or not there should be an overall price cap or a price cap on particular items just shows the folly of going down this micro-interventionist line.

The second element that we are debating is pupil admissions numbers. I am grateful to the Minister for acknowledging that there are reasons why we should take account of quality and of the wishes of pupils and parents, but the most effective way of doing so is by not capping the growth of good schools. This legislation allows the Government and their agencies to cap the growth of those good schools to keep less-good schools open and provide a less-good education in the name of bureaucratic and local government convenience.

The purpose of school reform is to give pupils a better education, not to make life easier for bureaucrats or head teachers who are not performing their responsibility. Once again, I wonder what the point of the last two decades of education reform was if the current Government are going to look at those two decades, when politicians across parties were united in increasing autonomy at the front line and helping good schools to expand, and diminish the force of both those changes. It is not too late for the Minister, who played a very distinguished role in the Governments of Tony Blair and Gordon Brown, to say to the current Prime Minister and the current Education Secretary that it is time to learn the lesson from those who went before, rather than repeating the mistakes of a socialist and interventionist past.